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Coblentz, B. E. (1978). The effects of feral goats (Capra hircus) on island ecosystems. Biol Conserv, 13.
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Murphy, L. B. (1978). The practical problems of recognizing and measuring fear and exploration behaviour in the domestic fowl. Anim. Behav., 26, Part 2, 422–431.
Abstract: In studying behaviour supposedly motivated by fear or by exploration, consideration should be given to the biological functions of these two systems and to the ways in which the experimental environment may affect the performance of ‘natural’ responses. Extreme caution is needed in comparing the effectiveness of different stimuli and the amounts of fear or exploration represented by different responses. In particular, it should never be assumed when making such comparisons that the relative intensities of different stimuli and responses are constant.
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Dickinson, A., & Mackintosh, N. J. (1978). Classical Conditioning in Animals. Annual Review of Psychology, 29(1), 587–612.
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Sorensen, A. B. (1978). Mathematical Models in Sociology. Annual Review of Sociology, 4(1), 345–371.
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Hinde, R. A. (1978). Dominance and role—two concepts with dual meanings. J. Soc. Biol. Struct., 1(1), 27–38.
Abstract: ‘Dominance’ and ‘role’ are used in the study of human and animal social structures. It is argued here that each of these concepts is useful in two logically distinct contexts. Dominance may refer to the pattern of imbalance of interactions within a dyadic relationship in so far as that pattern is consistent between dyads, or it may refer to an aspect of group structure, namely the extent to which the individuals can be ranked in terms of who bosses whom. There is no necessary reason why these two concepts of dominance should be related. Within any group the interactions within relationships may or may not show similar patterns of imbalance, and there may or may not be an hierarchy. Role may refer to the determinants of the behaviour of incumbents of certain positions in society, or to the consequences of their behaviour on the structure of the group. Determinants and consequences of the behaviour of incumbents may be related, but are not always so. Thus, to avoid confusion in the use of each of these concepts it is essential to define precisely the manner in which it is being used.
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Zentall, T. R., & Hogan, D. E. (1978). Same/different concept learning in the pigeon: the effect of negative instances and prior adaptation to transfer stimuli. J Exp Anal Behav, 30(2), 177–186.
Abstract: Pigeons were trained on a matching-to-sample or oddity-from-sample task with shapes (circle and plus). Half of each group was exposed to “negative instance” trials i.e., for matching birds, neither comparison key matched the sample, and for oddity birds both comparison keys matched the sample. When all birds were transferred to a new task involving colors (red and green), nonshifted birds (transferred from matching to matching, or oddity to oddity) performed significantly better than shifted birds (transferred from matching to oddity, or oddity to matching), but only if they had experienced negative instances of the training concept. When all birds were exposed to negative instances of the transfer task and then transferred to a new color task (yellow and blue), dramatic transfer effects were observed. The effect of pre-exposure to the yellow and blue colors, in order to reduce transfer-stimulus novelty, had a minor effect on transfer.
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Shettleworth, S. J. (1978). Reinforcement and the organization of behavior in golden hamsters: Pavlovian conditioning with food and shock unconditioned stimuli. J Exp Psychol Anim Behav Process, 4(2), 152–169.
Abstract: The effects of Pavlovian conditioned stimuli (CSs) for food or shock on a variety of behaviors of golden hamsters were observed in three experiments. The aim was to see whether previously reported differences among the behaviors produced by food reinforcement and punishment procedures could be accounted for by differential effects of Pavlovian conditioning on the behaviors. There was some correspondence between the behaviors observed to the CSs and the previously reported effects of instrumental training. However, the Pavlovian conditioned responses (CRs) alone would not have predicted the effects of instrumental training. Moreover, CRs depended to some extent on the context in which training and testing occurred. These findings, together with others in the literature, suggest that the results of Pavlovian conditioning procedures may not unambiguously predict what system of behaviors will be most readily modified by instrumental training with a given reinforcer.
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Ödberg, F. O. (1978). A Study of the Hearing Ability of Horses. Equine Veterinary Journal, 10(2), 82–84.
Abstract: SUMMARY The ability of 10 horses to hear frequencies between 14 and 25 Kc/s was tested. The horses appeared to perceive ultrasounds by showing either fright reactions or Pryer reflexes to all of the 12 frequencies. The highest frequencies were heard less by older animals, and elicited more reactions in geldings than in mares. RÉSUMÉ Le pouvoir auditif de 10 chevaux à entendre des fréquences comprises entre 14 et 25 kilocycles a étééprouvée. Les chevaux semblent percevoir des ultrasons en réagissant par des attitudes de frayeur ou par des réflexes de PRYER à toutes les fréquences étudiées. Les fréquences les plus élevées sont perues moins facilement par les chevaux agés et provoquèrent des réactions plus vives chez les hongres que chez les juments. ZUSAMMENFASSUNG Bei 10 Pferden wurde die Fähigkeit untersucht, Frequenzen zwischen 14 und 25 Kc/sec zu hören. Die Pferde schienen Ultraschall hören zu können: sie manifestierten Angst oder Pryer-Reflexe bei allen 12 Frequenzen. Die höchsten Frequenzen konnten von älteren Tieren weniger gut wahrgenommen werden; sie riefen auch bei Wallachen stärkere Reaktionen hervor als bei Stuten.
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Houpt, K. A., Law, K., & Martinisi, V. (1978). Dominance hierarchies in domestic horses. Appl. Animal. Ethol., 4(3), 273–283.
Abstract: Dominance hierarchies were studied in 11 herds of domestic horses and ponies (Equus caballus). A paired feeding test was utilized to establish the dominance--subordination relationship between each pair of animals in a herd. Aggressive actions, threats, bites, kicks and chases were also recorded. In small herds linear hierarchies were formed, but in large herds triangular relationships were observed. Aggression was correlated with dominance rank. Body weight, but not age, appear to affect rank in the equine hierarchy. Juvenile horses were more likely to share feed with each other than were adult horses and were usually subordinate to adult horses. The daughters of a dominant mare were dominant within their own herds.
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Stammbach, E. (1978). On Social Differentiation in Groups of Captive Female Hamadryas Baboons. Behaviour, 67(3-4), 322–338.
Abstract: The social differentiation in small groups of captive female hamadryas baboons was examined. Two positions could be distinguished: The highest ranking female, denoted as central individual, monopolized nearly all the presenting, mounting and grooming interactions. The lower ranking females, denoted as peripheral individuals, competed for access to the central female. All dyads of a group were arranged in a rank order according to the amount of sociopositive interaction which they reached within the group. This order of prevalence of dyads was positively correlated with the sum of dominance ranks of the dyad and the mutual attraction as estimated by choice tests. A multiple rank correlation demonstrated that the influence of the sum of ranks and of mutual attraction were nearly independent. If an individual's relationship to the central female had a higher rank of prevalence than that of its rival, it intervened more often and more successfully when the rival tried to interact with the central female. Interventions served to defend rather than to establish relationships. The results are compared with other studies that discuss basic principles governing structuring processes in nonhuman primate groups.
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