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Author |
Byrne, R.W. |
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Title |
Imitation of novel complex actions: What does the evidence from animals mean? |
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Year |
2002 |
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Advances in the Study of Behavior |
Abbreviated Journal |
Adv Stud Behav |
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31 |
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77-105 |
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Summary Underlying the various behaviors that are classified as imitation, there may be several distinct mechanisms, differing in adaptive function, cognitive basis, and computational power. Experiments reporting “true motor imitation” in animals do not as yet give evidence of production learning by imitation; instead, contextual imitation can explain their data, and this can be explained by a simple mechanism (response facilitation) which matches known neural findings. When imitation serves a function in social mimicry, which applies to a wide range of phenomena from neonatal imitation in humans and great apes to pair-bonding in some bird species, the fidelity of the behavioral match is crucial. Learning of novel behavior can potentially be achieved by matching the outcome of a model's action, and it is argued that vocal imitation by birds is a clear example of this method (which is sometimes called emulation). Alternatively, the behavior itself may be perceived in terms of actions that the observer can perform, and thus it may be copied. If the imitation is linear and stringlike (action level), following the surface form rather than the underlying plan, then its utility for learning new instrumental methods is limited. However, the underlying plan of hierarchically organized behavior is visible in output behavior, in subtle but detectable ways, and imitation could instead be based on this organization (program level), extracted automatically by string parsing. Currently, the most likely candidates for such capacities are all great apes. It is argued that this ability to perceive the underlying plan of action, in addition to allowing highly flexible imitation of novel instrumental methods, may have resulted in the competence to understand the intentions (theory of mind) of others. |
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Academic Press |
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San Diego |
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Snowdon, C. T.; Roper, T. J.;Rosenblatt,J. S. |
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746 |
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Author |
Galef Jr B.G., |
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Title |
Approaches to the study of traditional behaviors of free-living animals |
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Journal Article |
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Year |
2004 |
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Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
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Volume |
32 |
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53-61 |
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I review literature on four different approaches to the study of traditions in animals: observation of free-living animals, laboratory experiment, armchair analysis, and field experiment. Because, by definition, a tradition entails social learning of some kind, it is difficult, perhaps impossible, to establish that a behavior is in fact traditional without knowledge of how it develops. Observations of free-living animals often provide strong circumstantial evidence of a tradition. However, even in the view of several researchers who have studied possibly traditional behaviors in natural populations, observation alone has not proven sufficient to show that social learning contributes to development of behaviors of interest. The relevance of laboratory experiments to the understanding of the development of behaviors in free-living animals is always open to challenge. Armchair analyses of field data can produce interesting hypotheses but cannot test them. Field experiments to determine how behaviors of interest develop in population members provide a promising way forward. |
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refbase @ user @ |
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829 |
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Author |
Gajdon G.K.,; Fijn N.,; Huber L., |
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Title |
Testing social learning in a wild mountain parrot, the kea (Nestor notabilis) |
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Journal Article |
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Year |
2004 |
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Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
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32 |
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62-71 |
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Huber, Taborsky, and Rechberger (2001) reported an experiment in which the efficiency with which captive keas opened a complex food container was increased by observation of a skilled conspecific. However, only testing social learning in free-ranging animals can demonstrate social learning in natural conditions. For that purpose, a tube-lifting paradigm was developed and tested on keas both in captivity and in Mount Cook National Park, New Zealand. The task was to remove a tube from an upright pole in order to gain access to a reward inside the tube. The top of the pole was higher than a standing kea, so that, to remove the tube, an individual had to simultaneously climb onto the pole and manipulate the tube up the pole with its bill. Because only 1 naive bird managed to remove a tube twice in 25 halfhour sessions and disappeared after success, another bird was trained to solve the task and to provide demonstrations for others. Even under such conditions, only 2 of at least 15 birds learned to remove the tube in 28 sessions. There was no indication that observer birds' use of bill and feet when exploring the tube changed as the number of observations of tube removal increased in a way that would, in principle, increase the likelihood of tube removal. The results suggest a dissociation of social learning potential as assessed in laboratory animals, and social transmission of foraging techniques in natural populations. |
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no |
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refbase @ user @ |
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830 |
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Author |
Reader S.M., |
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Title |
Distinguishing social and asocial learning using diffusion dynamics |
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Journal Article |
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Year |
2004 |
Publication |
Learning & Behavior |
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Learn. Behav. |
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32 |
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90-104 |
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Theoretical models predict that the cumulative number of individuals displaying a socially learned novel behavior will follow an accelerating pattern over time, whereas asocial processes have been associated with linear or decelerating functions. This raises the possibility that the shape of the diffusion curve may reveal something about the learning processes involved. If true, this would be particularly useful for identifying social transmission in observational field studies. Published data are reviewed and are found to provide limited support for this view. The use of accelerating curves as a diagnostic is challenging because (1) alternative theoretical models make similar predictions, (2) clear supporting empirical data are lacking, and (3) practical considerations frequently make accurate construction of the diffusion curve difficult. |
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no |
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refbase @ user @ |
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831 |
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Author |
Griffin A.S., |
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Title |
Social learning about predators: A review and prospectus |
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Journal Article |
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Year |
2004 |
Publication |
Learning & Behavior |
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Learn. Behav. |
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Volume |
32 |
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Pages |
131-140 |
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In comparison with social learning about food, social learning about predators has received little attention. Yet such research is of potential interest to students of animal cognition and conservation biologists. I summarize evidence for social learning about predators by fish, birds, eutherian mammals, and marsupials. I consider the proposal that this phenomenon is a case of S-S classical conditioning and suggest that evolution may have modified some of the properties of learning to accommodate for the requirements of learning socially about danger. I discuss some between-species differences in the properties of socially acquired predator avoidance and suggest that learning may be faster and more robust in species in which alarm behavior reliably predicts high predatory threat. Finally, I highlight how studies of socially acquired predator avoidance can inform the design of prerelease antipredator training programs for endangered species. |
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no |
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refbase @ user @ |
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832 |
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Author |
White, D.J. |
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Title |
Influences of social learning on mate-choice decisions |
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Journal Article |
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Year |
2004 |
Publication |
Learning & Behavior |
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Learn. Behav. |
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32 |
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105-113 |
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Evidence from both field and laboratory is consistent with the hypothesis that animals can acquire mate preferences by observing the mating behavior of others. It is difficult, however, to distinguish social learning about mates from a host of other social effects on mating that do not produce changes in preferences. Examples are drawn from laboratory studies on mate choice in female and male Japanese quail that illustrate ways in which social cues influence mating decisions. Quail of both sexes use social cues to modify their mate choices, but the sexes use the information to serve different purposes. Female quail gain preferences for males seen mating with other females, whereas males avoid females that they had observed mating with other males. This sex difference in social learning provides an example of how costs and benefits of sexual behavior can shape decision-making processes. Implications of the influence of social learning on sexual selection are briefly discussed. |
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refbase @ user @ |
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833 |
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Author |
Asa Cs, |
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Title |
Sociosexual behavior in the domestic pony |
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Conference Article |
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Year |
1979 |
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Symposium on the Ecology and Behavior of Wild and Feral Equids |
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59-70 |
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Univ. of Wyoming. |
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Laramie |
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from Professor Hans Klingels Equine Reference List |
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no |
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900 |
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Author |
Conley W, |
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Title |
The potential for increase in horse and ass populations: A theoretical analysis |
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Journal Article |
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1979 |
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Proceedings of a Conference on the Ecology and Behavior of Feral Equids |
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Symp Ecol and Behav of wild and feral Equids, Laramie |
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221-234 |
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R.H. Denniston |
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from Professor Hans Klingels Equine Reference List |
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no |
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991 |
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Keiper Rr, |
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Title |
Population dynamics of feral ponies. |
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1979 |
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Symposium on the Ecology and Behavior of wild and feral Equids |
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175-184 |
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Symposium on the Ecology and Behavior of wild and feral Equids |
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Laramie |
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from Professor Hans Klingels Equine Reference List |
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no |
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1252 |
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Author |
Klingel H, |
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Title |
A Comparison of the Social Organization of the Equids. in Denniston RH (ed) |
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1980 |
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Symposium on the Ecology and Behavior of Wild and Feral Equids, Laramie 1979 |
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23-30 |
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from Professor Hans Klingels Equine Reference List |
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1315 |
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