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Author |
Owren, M.J.; Dieter, J.A.; Seyfarth, R.M.; Cheney, D.L. |
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Title |
Vocalizations of rhesus (Macaca mulatta) and Japanese (M. fuscata) macaques cross-fostered between species show evidence of only limited modification |
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Journal Article |
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Year |
1993 |
Publication |
Developmental psychobiology |
Abbreviated Journal |
Dev Psychobiol |
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Volume |
26 |
Issue  |
7 |
Pages |
389-406 |
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Keywords |
Animals; Animals, Newborn; Behavior, Animal; Discrimination Learning; Environment; Female; *Macaca; *Macaca mulatta; Male; Sound Spectrography; *Vocalization, Animal |
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Abstract |
Two rhesus and two Japanese macaque infants were cross-fostered between species in order to study the effects of auditory experience on vocal development. Both the cross-fostered and normally raised control subjects were observed over the first 2 years of life and their vocalizations were tape-recorded. We classified 8053 calls by ear, placed each call in one of six acoustic categories, and calculated the rates at which different call-types were used in different social contexts. Species differences were found in the use of “coo” and “gruff” vocalizations among control subjects. Japanese macaques invariably produced coos almost exclusively. In contrast, rhesus macaques produced a mixture of coos and gruffs and showed considerable interindividual variation in the relative use of one call type or the other. Cross-fostered Japanese macaques adhered to their species-typical behavior, rarely using gruffs. Cross-fostered rhesus subjects also exhibited species-typical behavior in many contexts, but in some situations produced coos and gruffs at rates that were intermediate between those shown by normally raised animals of the two species. This outcome suggests that environmentally mediated modification of vocal behavior may have occurred, but that the resulting changes were quite limited. |
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California Regional Primate Research Center, University of California, Davis |
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0012-1630 |
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PMID:8270122 |
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Call Number |
refbase @ user @ |
Serial |
700 |
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Author |
Hall, C.A.; Cassaday, H.J.; Derrington, A.M. |
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Title |
The effect of stimulus height on visual discrimination in horses |
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Journal Article |
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Year |
2003 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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Volume |
81 |
Issue |
7 |
Pages |
1715-1720 |
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Keywords |
Animals; *Discrimination Learning/physiology; Female; Horses/physiology/*psychology; Male; Orientation; *Photic Stimulation; Vision/*physiology |
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Abstract |
This study investigated the effect of stimulus height on the ability of horses to learn a simple visual discrimination task. Eight horses were trained to perform a two-choice, black/white discrimination with stimuli presented at one of two heights: ground level or at a height of 70 cm from the ground. The height at which the stimuli were presented was alternated from one session to the next. All trials within a single session were presented at the same height. The criterion for learning was four consecutive sessions of 70% correct responses. Performance was found to be better when stimuli were presented at ground level with respect to the number of trials taken to reach the criterion (P < 0.05), percentage of correct first choices (P < 0.01), and repeated errors made (P < 0.01). Thus, training horses to carry out tasks of visual discrimination could be enhanced by placing the stimuli on the ground. In addition, the results of the present study suggest that the visual appearance of ground surfaces is an important factor in both horse management and training. |
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School of Land-based Studies, Nottingham Trent University, Brackenhurst College Campus, Southwell, Nottinghamshire, England NG25 0QF. carol.hall@ntu.ac.uk |
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0021-8812 |
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PMID:12854807 |
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Call Number |
refbase @ user @ |
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835 |
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Author |
Reader, S.M.; Laland, K.N. |
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Title |
Social intelligence, innovation, and enhanced brain size in primates |
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Journal Article |
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Year |
2002 |
Publication |
Proceedings of the National Academy of Sciences of the United States of America |
Abbreviated Journal |
Proc. Natl. Acad. Sci. U.S.A. |
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Volume |
99 |
Issue |
7 |
Pages |
4436-4441 |
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Keywords |
Animals; Brain/*anatomy & histology; Evolution; *Intelligence; Learning; Primates/*anatomy & histology/*psychology; Social Behavior |
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Abstract |
Despite considerable current interest in the evolution of intelligence, the intuitively appealing notion that brain volume and “intelligence” are linked remains untested. Here, we use ecologically relevant measures of cognitive ability, the reported incidence of behavioral innovation, social learning, and tool use, to show that brain size and cognitive capacity are indeed correlated. A comparative analysis of 533 instances of innovation, 445 observations of social learning, and 607 episodes of tool use established that social learning, innovation, and tool use frequencies are positively correlated with species' relative and absolute “executive” brain volumes, after controlling for phylogeny and research effort. Moreover, innovation and social learning frequencies covary across species, in conflict with the view that there is an evolutionary tradeoff between reliance on individual experience and social cues. These findings provide an empirical link between behavioral innovation, social learning capacities, and brain size in mammals. The ability to learn from others, invent new behaviors, and use tools may have played pivotal roles in primate brain evolution. |
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Department of Zoology, University of Cambridge, High Street, Madingley, Cambridge CB3 8AA, United Kingdom |
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0027-8424 |
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Notes |
PMID:11891325 |
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no |
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Serial |
2149 |
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Author |
Pickens, C.L.; Holland, P.C. |
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Title |
Conditioning and cognition |
Type |
Journal Article |
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Year |
2004 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
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Volume |
28 |
Issue |
7 |
Pages |
651-661 |
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Keywords |
Animals; Association Learning/physiology; Cognition/*physiology; Conditioning (Psychology)/*physiology; Discrimination Learning/physiology; Humans; Memory; Models, Psychological; Reinforcement (Psychology); Visual Perception/physiology |
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Animals' abilities to use internal representations of absent objects to guide adaptive behavior and acquire new information, and to represent multiple spatial, temporal, and object properties of complex events and event sequences, may underlie many aspects of human perception, memory, and symbolic thought. In this review, two classes of simple associative learning tasks that address these core cognitive capacities are discussed. The first set, including reinforcer revaluation and mediated learning procedures, address the power of Pavlovian conditioned stimuli to gain access, through learning, to representations of upcoming events. The second set of investigations concern the construction of complex stimulus representations, as illustrated in studies of contextual learning, the conjunction of explicit stimulus elements in configural learning procedures, and recent studies of episodic-like memory. The importance of identifying both cognitive process and brain system bases of performance in animal models is emphasized. |
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Department of Psychological and Brain Sciences, Johns Hopkins University, 3400 North Charles Street, Baltimore, MD 21218, USA |
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0149-7634 |
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Notes |
PMID:15555675 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2803 |
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Author |
de Waal, F.B. |
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Title |
The end of nature versus nurture |
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Journal Article |
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Year |
1999 |
Publication |
Scientific American |
Abbreviated Journal |
Sci Am |
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Volume |
281 |
Issue |
6 |
Pages |
94-99 |
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Keywords |
Animals; *Behavior; Behavior, Animal; Ecology; *Environment; Ethology; Evolution; Female; *Genetics; Humans; Instinct; Learning; Male; Sex Characteristics; Twin Studies |
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Living Links Center, Yerkes Regional Primate Research Center, Atlanta, USA |
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0036-8733 |
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PMID:10614071 |
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no |
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Call Number |
refbase @ user @ |
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192 |
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Author |
Milgram, N.W.; Head, E.; Muggenburg, B.; Holowachuk, D.; Murphey, H.; Estrada, J.; Ikeda-Douglas, C.J.; Zicker, S.C.; Cotman, C.W. |
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Title |
Landmark discrimination learning in the dog: effects of age, an antioxidant fortified food, and cognitive strategy |
Type |
Journal Article |
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Year |
2002 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
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Volume |
26 |
Issue |
6 |
Pages |
679-695 |
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Keywords |
Age Factors; Aging/*physiology; Analysis of Variance; Animals; Antioxidants/*pharmacology; Blood Chemical Analysis/methods; Cognition/*physiology; *Diet; Discrimination Learning/*drug effects/*physiology; Distance Perception/drug effects/physiology; Dogs/physiology; Female; Male; Psychomotor Performance/physiology; Retention (Psychology)/drug effects/physiology; Spatial Behavior/*drug effects/*physiology; Task Performance and Analysis; Time Factors; Vitamin E/blood |
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Abstract |
The landmark discrimination learning test can be used to assess the ability to utilize allocentric spatial information to locate targets. The present experiments examined the role of various factors on performance of a landmark discrimination learning task in beagle dogs. Experiments 1 and 2 looked at the effects of age and food composition. Experiments 3 and 4 were aimed at characterizing the cognitive strategies used in performance on this task and in long-term retention. Cognitively equivalent groups of old and young dogs were placed into either a test group maintained on food enriched with a broad-spectrum of antioxidants and mitochondrial cofactors, or a control group maintained on a complete and balanced food formulated for adult dogs. Following a wash-in period, the dogs were tested on a series of problems, in which reward was obtained when the animal responded selectively to the object closest to a thin wooden block, which served as a landmark. In Experiment 1, dogs were first trained to respond to a landmark placed directly on top of coaster, landmark 0 (L0). In the next phase of testing, the landmark was moved at successively greater distances (1, 4 or 10 cm) away from the reward object. Learning varied as a function of age group, food group, and task. The young dogs learned all of the tasks more quickly than the old dogs. The aged dogs on the enriched food learned L0 significantly more rapidly than aged dogs on control food. A higher proportion of dogs on the enriched food learned the task, when the distance was increased to 1cm. Experiment 2 showed that accuracy decreased with increased distance between the reward object and landmark, and this effect was greater in old animals. Experiment 3 showed stability of performance, despite using a novel landmark, and new locations, indicating that dogs learned the landmark concept. Experiment 4 found age impaired long-term retention of the landmark task. These results indicate that allocentric spatial learning is impaired in an age-dependent manner in dogs, and that age also affects performance when the distance between the landmark and target is increased. In addition, these results both support a role of oxidative damage in the development of age-associated cognitive dysfunction and indicate that short-term administration of a food enriched with supplemental antioxidants and mitochondrial cofactors can partially reverse the deleterious effects of aging on cognition. |
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Address |
Life Science Division, University of Toronto at Scarborough, 1265 Military Trail, Scarborough, Ont., Canada M1C 1A4. milgram@psych.utoronto.ca |
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0149-7634 |
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PMID:12479842 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2806 |
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Author |
Rubin, L.; Oppegard, C.; Hindz, H.F. |
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Title |
The effect of varying the temporal distribution of conditioning trials on equine learning behavior |
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Journal Article |
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Year |
1980 |
Publication |
Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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Volume |
50 |
Issue |
6 |
Pages |
1184-1187 |
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Keywords |
Animals; Conditioning (Psychology); *Horses; *Learning |
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Abstract |
Two experiments were conducted to study the effect of varying the temporal distrbution of conditioning sessions on equine learning behavior. In the first experiment, 15 ponies were trained to clear a small hurdle in response to a buzzer in order to avoid a mild electric shock. Three treatments were used. One group received 10 learning trials daily, seven times a week; one group was trained in the same fashion two times a week and one group was trained once a week. The animals conditioned only once a week achieved a high level of performance in significantly fewer sessions than the ones conditioned seven times a week, although elapsed time from start of training to completion was two to three times greater for the former group. The twice-a-week group learned at an intermediate rate. In the second experiment, the ponies were rearranged into three new groups. They were taught to move backward a specific distance in response to a visual cue in order to avoid an electric shock. Again, one group was trained seven times a week, one group was trained two times and one group was trained once a week. As in the first experiment, the animals trained once a week achieved the learning criteria in significantly fewer sessions than those trained seven times a week, but, as in trial 1, elapsed time from start to finish was greater for them. The two times-a-week group learned at a rate in-between the rates of the other two groups. |
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0021-8812 |
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PMID:7400060 |
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Equine Behaviour @ team @ |
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3558 |
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Author |
Beecher, M.D.; Burt, J.M.; O'Loghlen, A.L.; Templeton, C.N.; Campbell, S.E. |
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Title |
Bird song learning in an eavesdropping context |
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Journal Article |
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Year |
2007 |
Publication |
Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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Volume |
73 |
Issue |
6 |
Pages |
929-935 |
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Keywords |
eavesdropping; Melospiza melodia; passerine; social learning; song acoustics; song learning; song repertoire; song sparrow; vocal communication |
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Abstract |
Bird song learning is a major model system for the study of learning with many parallels to human language development. In this experiment we examined a critical but poorly understood aspect of song learning: its social context. We compared how much young song sparrows, Melospiza melodia, learned from two kinds of adult `song tutors': one with whom the subject interacted vocally, and one whom the subject only overheard singing with another young bird. We found that although subjects learned from both song models, they learned more than twice as many songs from the overheard tutor. These results provide the first evidence that young birds choose their songs by eavesdropping on interactions, and in some cases may learn more by eavesdropping than by direct interaction. |
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no |
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Equine Behaviour @ team @ |
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4207 |
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Author |
Range, F.; Huber, L. |
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Title |
Attention in common marmosets: implications for social-learning experiments |
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Journal Article |
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Year |
2007 |
Publication |
Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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Volume |
73 |
Issue |
6 |
Pages |
1033-1041 |
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attention; Callithrix jacchus; common marmoset; imitation; social learning |
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The question whether a certain species is or is not able to imitate has received much recent attention. However, the ability to copy a demonstrated action might depend not only on the imitative ability of the observer but also on its attention, a factor widely neglected in discussions and experiments. Since attention differs between species as well as between individuals, it is likely to influence the amount and type of information different species and/or observers may extract from a given demonstration. We studied attention in common marmosets, Callithrix jacchus. In a series of experimental sessions, individual marmosets watched different conspecific models that were searching, manipulating an object and feeding. The observers could see the demonstration through two observation holes, which allowed us to measure exactly how often and for how long they watched the model. Marmosets were more attentive towards conspecifics engaged in a problem-solving task than an exploring model. Individual variation in attention was large, ranging from less than 10% to over 49%. Attention also depended on the identity of the model with an increase in attention if it was of the opposite sex. Overall, attention of marmosets was short with a median duration of 6 s while the model manipulated an object. This study measured the real interest of the observer towards a model, which could be an important variable in social-learning experiments. |
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Equine Behaviour @ team @ |
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4208 |
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Author |
Valenchon, M.; Lévy, F.; Górecka-Bruzda, A.; Calandreau, L.; Lansade, L. |
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Title |
Characterization of long-term memory, resistance to extinction, and influence of temperament during two instrumental tasks in horses |
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Journal Article |
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Year |
2013 |
Publication |
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Abbreviated Journal |
Animal Cognition |
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16 |
Issue |
6 |
Pages |
1001-1006 |
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Personality; Learning; Individuality; Fearfulness; Equid; Cognitive flexibility |
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The present study investigated the influence of temperament on long-term recall and extinction of 2 instrumental tasks in 26 horses. In the first task (backward task), horses learned to walk backward, using commands given by an experimenter, in order to obtain a food reward. In the second task (active avoidance task), horses had to cross an obstacle after a bell rang in order to avoid emission of an air puff. Twenty-two months after acquisition, horses exhibited perfect recall performance in both tasks. Accordingly, no influence of temperament on recall performance could be observed for either task. In contrast, in the absence of positive or negative outcomes, the horses’ ability to extinguish their response to either task was highly variable. Resistance to extinction was related to some indicators of temperament: The most fearful horses tended to be the most resistant to extinction in the backward task, while the least sensitive horses tended to be the most resistant to extinction in the active avoidance task. These findings reveal extensive long-term memory abilities in horses and suggest an influence of temperament on learning processes other than acquisition. |
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Springer Berlin Heidelberg |
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English |
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1435-9448 |
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Equine Behaviour @ team @ |
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5735 |
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