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Author Rogers, A.R.
Title Does Biology Constrain Culture? Type Journal Article
Year 1988 Publication American Anthropologist Abbreviated Journal Am Anthropol
Volume 90 Issue (down) 4 Pages 819-831
Keywords models, learning, evolution, culture, fitness, adaptive, environment, human, natural selection, behavior
Abstract Most social scientists would agree that the capacity for human culture was probably fashioned by natural selection, but they disagree about the implications of this supposition. Some believe that natural selection imposes important constraints on the ways in which culture can vary, while others believe that any such constraints must be negligible. This article employs a “thought experiment” to demonstrate that neither of these positions can be justified by appeal to general properties of culture or of evolution. Natural selection can produce mechanisms of cultural transmission that are neither adaptive nor consistent with the predictions of acultural evolutionary models (those ignoring cultural evolution). On the other hand, natural selection can also produce mechanisms of cultural transmission that are highly consistent with acultural models. Thus, neither side of the sociobiology debate is justified in dismissing the arguments of the other. Natural selection may impose significant constraints on some human behaviors, but negligible constraints on others. Models of simultaneous genetic/cultural evolution will be useful in identifying domains in which acultural evolutionary models are, and are not, likely to be useful.
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Call Number Equine Behaviour @ team @ citeulike:907484 Serial 4199
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Author Shier, D.M.; Owings, D.H.
Title Effects of social learning on predator training and postrelease survival in juvenile black-tailed prairie dogs, Cynomys ludovicianus Type Journal Article
Year 2007 Publication Animal Behaviour. Abbreviated Journal Anim. Behav.
Volume 73 Issue (down) 4 Pages 567-577
Keywords antipredator behaviour; black-tailed prairie dog; Cynomys ludovicianus; postrelease survival; predator avoidance; social learning
Abstract We examined how social context and experience affected development of antipredator behaviour and subsequent postrelease survival in the black-tailed prairie dog. Captive-reared juveniles were initially exposed to four stimulus animals: a ferret, a rattlesnake, a hawk and a cottontail control (pretraining tests). Subjects were then trained with or without an adult female demonstrator. Training involved exposure to each stimulus animal two to three times over 5 weeks. After training, each juvenile was retested with each stimulus animal (post-training tests). During pretraining tests, juveniles responded differentially to the stimulus animals. They were least active with the snake, fled the most in tests with the hawk, and were less vigilant with the ferret than with the snake. Following training, juveniles trained with experienced adults were more wary with all three predators than juveniles trained without an experienced adult present. We then compared the antipredator behaviour of captive-reared juveniles trained with experienced adult females with that of wild-reared juveniles of the same age. For all behavioural measures except shelter use, wild-experienced animals differentiated more strongly among predator types than did captive-trained juveniles. One year after reintroduction, survivorship of juveniles trained with experienced adults was higher than that of juveniles trained without experienced adults, but did not differ from that of wild-reared juveniles. These findings provide the first evidence that social transmission of antipredator behaviour during training can enhance long-term survival following release and that as long as a social training regime is used, predator avoidance training can emulate experience acquired in the wild.
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Notes Approved no
Call Number Equine Behaviour @ team @ Serial 4212
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Author Broucek, J., Uhrincat, M., Kišac, P., Hanus, A..
Title Hair Whorl Position as a Predictor of Learning Ability and Locomotor Behavior in Cattle? Type Journal Article
Year 2004 Publication ACTA VETERINARIA BRUNENSIS Abbreviated Journal ACTA VET. BRNO
Volume 73 Issue (down) 4 Pages 455-459
Keywords Cattle, hair whorl, reversal learning, open-field
Abstract The aim of our work was to investigate the hypothesis that the speed of solving the maze tests and

locomotor behavior of heifers in open-field tests are affected by the height location of facial whorl.

Fifty-eight Holstein heifers were used. Maze learning was observed at the age of 15 weeks, and an

open-field test was applied at two ages, 16 weeks and 18 months. Whorl placement was recorded by

one person as each heifer entered the scale. The hair whorl position was determined on the basis of

two patterns: A) hair whorl high, middle and low and B) hair whorl high and low. Heifers with a

high hair whorl were the fastest (77.8 ± 84.3 s) and heifers with a middle hair whorl the slowest (87.3

± 100.3 s) in the A pattern during the maze tests. In the B whorl pattern, heifers with a high hair whorl

ran across the maze in 84.5 ± 95.2 s and heifers with a low hair whorl in 84.1 ± 97.9 s. The number

of crossed squares in a 5-minute open-field test in the A pattern was the non-significantly highest in

heifers with a high hair whorl (43.4) at the age of 16 weeks. In the B whorl pattern, heifers with a

high hair whorl were also more mobile, but neither differences in individual minutes nor in the whole

5 minutes were significant. Heifers with a high hair whorl displayed the strongest locomotory

behavior (37.6 squares) and heifers with a low hair whorl (30.8) were the slowest in the A pattern at

the age of 18 months. The differences were not significant. In the B whorl pattern, heifers with a

high hair whorl crossed more squares, but the difference was not significant in comparison with

heifers with a low hair whorl. We found that the time of traversing the maze and the locomotor

activity in open-field test may not be influenced in the dairy cattle by the height facial whorl position
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Call Number Equine Behaviour @ team @ Serial 4321
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Author McGreevy, P.D.; McLean, A.N.
Title Roles of learning theory and ethology in equitation Type Journal Article
Year 2007 Publication Journal of Veterinary Behavior: Clinical Applications and Research Abbreviated Journal
Volume 2 Issue (down) 4 Pages 108-118
Keywords ethological training; equine ethnology; equitation; horse behavior; learning theory
Abstract By definition, ethology is primarily the scientific study of animal behavior, especially as it occurs in a natural environment; applied ethology being the study of animal behavior in the human domain. The terms equine ethology and ethological training are becoming commonplace in the equestrian domain, yet they seem to be used with a conspicuous lack of clarity and with no mention of learning theory. Most of what we do to train horses runs counter to their innate preferences. This article summarizes the ethological challenges encountered by working horses and considers the merits and limitations of ethological solutions. It also questions the use of terms such as “alpha” and “leader” and examines aspects of learning theory, equine cognition, and ethology as applied to horse training and clinical behavior modification. We propose 7 training principles that optimally account for the horse's ethological and learning abilities and maintain maximal responsivity in the trained horse. These principles can be summarized as: (1) use learning theory appropriately; (2) train easy-to-discriminate signals; (3) train and subsequently elicit responses singularly; (4) train only one response per signal; (5) train all responses to be initiated and subsequently completed within a consistent structure; (6) train persistence of current operantly conditioned responses; and (7) avoid and disassociate flight responses. Adherence to these principles and incorporating them into all horse training methodologies should accelerate training success, reduce behavioral wastage of horses, and improve safety for both humans and horses.
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Call Number Equine Behaviour @ team @ Serial 4511
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Author Healy, S.D.; Jones, C.M.
Title Animal learning and memory: an integration of cognition and ecology Type Journal Article
Year 2002 Publication Zoology Abbreviated Journal Zoology
Volume 105 Issue (down) 4 Pages 321-327
Keywords cognitive ecology; spatial learning and memory; adaptive specialisation
Abstract Summary A wonderfully lucid framework for the ways to understand animal behaviour is that represented by the four [`]whys' proposed by Tinbergen (1963). For much of the past three decades, however, these four avenues have been pursued more or less in parallel. Functional questions, for example, have been addressed by behavioural ecologists, mechanistic questions by psychologists and ethologists, ontogenetic questions by developmental biologists and neuroscientists and phylogenetic questions by evolutionary biologists. More recently, the value of integration between these differing views has become apparent. In this brief review, we concentrate especially on current attempts to integrate mechanistic and functional approaches. Most of our understanding of learning and memory in animals comes from the psychological literature, which tends to use only rats or pigeons, and more occasionally primates, as subjects. The underlying psychological assumption is of general processes that are similar across species and contexts rather than a range of specific abilities. However, this does not seem to be entirely true as several learned behaviours have been described that are specific to particular species or contexts. The first conspicuous exception to the generalist assumption was the demonstration of long delay taste aversion learning in rats (Garcia et al., 1955), in which it was shown that a stimulus need not be temporally contiguous with a response for the animal to make an association between food and illness. Subsequently, a number of other examples, such as imprinting and song learning in birds (e.g., Bolhuis and Honey, 1998; Catchpole and Slater, 1995; Horn, 1998), have been thoroughly researched. Even in these cases, however, it has been typical for only a few species to be studied (domestic chicks provide the [`]model' imprinting species and canaries and zebra finches the song learning [`]models'). As a result, a great deal is understood about the neural underpinnings and development of the behaviour, but substantially less is understood about interspecific variation and whether variation in behaviour is correlated with variation in neural processing (see review by Tramontin and Brenowitz, 2000 but see ten Cate and Vos, 1999).
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Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0944-2006 ISBN Medium
Area Expedition Conference
Notes Approved no
Call Number Equine Behaviour @ team @ Serial 4741
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Author Slabbert, J.M.; Rasa, O.A.E.
Title Observational learning of an acquired maternal behaviour pattern by working dog pups: an alternative training method? Type Journal Article
Year 1997 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.
Volume 53 Issue (down) 4 Pages 309-316
Keywords Dog; Learning; Parental behaviour; Narcotics
Abstract German shepherd pups from untrained bitches and bitches trained in the location of narcotics were either separated from their mothers at 6 weeks (standard raised) or at 3 months of age (extended maternal care). Pups with extended maternal care which were allowed to observe their trained mothers locating and retrieving a sachet of odour-producing narcotic between the ages of 6 and 12 weeks performed the same task significantly better than non-exposed pups when tested at the age of 6 months, without further reinforcement during the interim period. This difference in performance was independent of the duration of maternal care or maternal origin of the pups and was attributed to differences in early experience acquired through observational learning.
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Series Volume Series Issue Edition
ISSN 0168-1591 ISBN Medium
Area Expedition Conference
Notes Approved no
Call Number Equine Behaviour @ team @ Serial 5225
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Author Sankey, C.; Richard-Yris, M.-A.; Leroy, H.; Henry, S.; Hausberger, M.
Title Positive interactions lead to lasting positive memories in horses, Equus caballus Type Journal Article
Year 2010 Publication Animal Behaviour Abbreviated Journal Anim. Behav.
Volume 79 Issue (down) 4 Pages 869-875
Keywords Equus caballus; horse; human–animal relationship; learning; memory; positive interaction; social cognition
Abstract Social relationships are important in social species. These relationships, based on repeated interactions, define each partner's expectations during the following encounters. The creation of a relationship implies high social cognitive abilities which require that each partner is able to associate the positive or negative content of an interaction with a specific partner and to recall this association. In this study, we tested the effects of repeated interactions on the memory kept by 23 young horses about humans, after 6 and 8 months of separation. The association of a reward with a learning task in an interactional context induced positive reactions towards humans during training. It also increased contact and interest, not only just after training, but also several months later, despite no further interaction with humans. In addition, this ‘positive memory’ of humans extended to novel persons. Overall, positive reinforcement enhanced learning and memorization of the task itself. These findings suggest remarkable social cognitive abilities that can be transposed from intraspecific to interspecific social contexts.
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ISSN 0003-3472 ISBN Medium
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Notes Approved no
Call Number Equine Behaviour @ team @ Serial 5418
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Author Morton, F.B.; Lee, P.C.; Buchanan-Smith, H.M.
Title Taking personality selection bias seriously in animal cognition research: a case study in capuchin monkeys (Sapajus apella) Type Journal Article
Year 2013 Publication Abbreviated Journal Animal Cognition
Volume 16 Issue (down) 4 Pages 677-684
Keywords Platyrrhines; Temperament; Cognitive experiment; Selection bias; Associative learning; Training
Abstract In most experimental work on animal cognition, researchers attempt to control for multiple interacting variables by training subjects prior to testing, allowing subjects to participate voluntarily, and providing subjects with food rewards. However, do such methods encourage selection bias from subjects’ personalities? In this study, we trained eighteen zoo-housed capuchin monkeys (Sapajus apella) for two experiments, under conditions of positive reinforcement (i.e. food rewards) and free-choice participation. Using a combination of behavioral and rater-based methods, we identified and validated five personality dimensions in these capuchins (Assertiveness, Openness, Neuroticism, Sociability, and Attentiveness). Scores on Openness were positively related to individual differences in monkey task participation, reflecting previous work showing that such individuals are often more active, curious, and willing to engage in testing. We also found a negative relationship between scores on Assertiveness and performance on tasks, which may reflect the trade-offs between speed and accuracy in these animals’ decision-making. Highly Assertive individuals (the most sociable within monkey groups) may also prioritize social interactions over engaging in research. Lastly, monkeys that consistently participated and performed well on both tasks showed significantly higher Openness and lower Assertiveness compared to others, mirroring relationships found between personality, participation, and performance among all participants. Participation and performance during training was clearly biased toward individuals with particular personalities (i.e. high Openness, low Assertiveness). Results are discussed in light of the need for careful interpretation of comparative data on animal cognition and the need for researchers to take personality selection bias more seriously.

Animal Cognition Animal Cognition Look

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Publisher Springer-Verlag Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
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ISSN 1435-9448 ISBN Medium
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Notes Approved no
Call Number Equine Behaviour @ team @ Serial 5696
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Author Boogert, N.J.; Reader, S.M.; Hoppitt, W.; Laland, K.N.
Title The origin and spread of innovations in starlings Type Journal Article
Year 2008 Publication Animal Behaviour Abbreviated Journal Anim. Behav.
Volume 75 Issue (down) 4 Pages 1509-1518
Keywords diffusion dynamics; dominance; foraging; group; innovation; neophobia; social learning; social network; starling; Sturnus vulgaris
Abstract There are numerous reports of novel learned behaviour patterns in animal populations, yet the factors influencing the invention and spread of these innovations remain poorly understood. Here we investigated to what extent the pattern of spread of innovations in captive groups of starlings, Sturnus vulgaris, could be predicted by knowledge of individual and social group variables, including association patterns, social rank orders, measures of neophobia and asocial learning performance. We presented small groups of starlings with a series of novel extractive foraging tasks and recorded the latency for each bird to contact and solve each task, as well as the orders of contacting and solving. We then explored which variables best predicted the observed diffusion patterns. Object neophobia and social rank measures characterized who was the first of the group to contact the novel foraging tasks, and the subsequent spread of contacting tasks was associated with latency to feed in a novel environment. Asocial learning performance, measured in isolation, predicted who was the first solver of the novel foraging tasks in each group. Association patterns did not predict the spread of solving. Contact latency and solving duration were negatively correlated, consistent with social learning underlying the spread of solving. Our findings indicate that we can improve our understanding of the diffusion dynamics of innovations in animal groups by investigating group-dependent and individual variables in combination. We introduce novel methods for exploring predictors of the origin and spread of behavioural innovations that could be widely applied.
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ISSN 0003-3472 ISBN Medium
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Notes Approved no
Call Number Equine Behaviour @ team @ Serial 6036
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Author Harlow, H.F.
Title Learning and satiation of response in intrinsically motivated complex puzzle performance by monkeys Type Journal Article
Year 1950 Publication Journal of Comparative and Physiological Psychology Abbreviated Journal J Comp Physiol Psychol
Volume 43 Issue (down) 4 Pages 289-294
Keywords Animals; *Haplorhini; *Learning; *Motivation; *Psychology; *Satiation; *Learning; *Motivation; *Psychology
Abstract Two rhesus monkeys, given 60 two-hour sessions with a six-device mechanical puzzle showed clear evidence of learning, the curve showing ratio of incorrect to correct responses appearing quite comparable to similar curves obtained during externally rewarded situations. When, on the thirteenth day of tests, the subjects were presented with the puzzle 100 times at 6-minute intervals, the number of devices manipulated decreased regularly throughout the day, although there was no significant change in the number of times the problem assembly was attacked.
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Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
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ISSN 0021-9940 ISBN Medium
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Notes PMID:15436888 Approved no
Call Number Equine Behaviour @ team @ Serial 6550
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