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	Author	Shettleworth, S.J.
	Title	Reinforcement and the organization of behavior in golden hamsters: Pavlovian conditioning with food and shock unconditioned stimuli			Type	Journal Article
	Year	1978	Publication	Journal of experimental psychology. Animal behavior processes	Abbreviated Journal	J Exp Psychol Anim Behav Process
	Volume	4	Issue	2	Pages	152-169
	Keywords	Acoustic Stimulation; Animals; Behavior, Animal; Conditioning, Classical; Conditioning, Operant; Cricetinae; Electroshock; Female; Food; Male; Punishment; *Reinforcement (Psychology); Reinforcement Schedule
	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.
	Address
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	0097-7403	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:670890			Approved	no
	Call Number	refbase @ user @			Serial	387
Permanent link to this record



	Author	Nicol, C.J.
	Title	Development, direction, and damage limitation: social learning in domestic fowl			Type	Journal Article
	Year	2004	Publication	Learning & behavior : a Psychonomic Society publication	Abbreviated Journal	Learn Behav
	Volume	32	Issue	1	Pages	72-81
	Keywords	Adaptation, Psychological; Age Factors; Animals; Behavior, Animal; Chickens; Feeding Behavior; Food Preferences; Imitative Behavior; Imprinting (Psychology); Learning; Maternal Behavior; Reinforcement (Psychology); Social Environment; *Social Facilitation
	Abstract	This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered.
	Address	Department of Clinical Veterinary Science, University of Bristol, Langford, Bristol, England. c.j.nicol@bristol.ac.uk
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	1543-4494	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15161142			Approved	no
	Call Number	refbase @ user @			Serial	75
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	Author	West, R.E.; Young, R.J.
	Title	Do domestic dogs show any evidence of being able to count?			Type	Journal Article
	Year	2002	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	5	Issue	3	Pages	183-186
	Keywords	Animal Feed; Animals; Behavior, Animal; Cognition; Dogs; Female; Male; *Mathematics; Reinforcement (Psychology); Visual Perception
	Abstract	Numerical competence has been demonstrated in a wide range of animal species. The level of numerical abilities shown ranges from simple relative numerousness judgements to true counting. In this study we used the preferential looking technique to test whether 11 pet dogs could count. The dogs were presented with three simple calculations: “1+1=2”; “1+1=1”; and “1+1=3”. These calculations were performed by presenting the dogs with treats that were placed behind a screen that allowed manipulation of the outcome of the calculation. When the dogs expected the outcome they spent the same amount of time looking at the result of the calculation as they did on the initial presentation. However, when the result was unexpected dogs spent significantly longer looking at the outcome of the calculation. The results suggest that the dogs were anticipating the outcome of the calculations they observed, thus suggesting that dogs may have a rudimentary ability to count.
	Address	De Montfort University-Lincoln, Caythorpe, Grantham, Lincolnshire, NG32 3EP, UK
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	1435-9448	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:12357291			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2594
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	Author	Lazareva, O.F.; Smirnova, A.A.; Bagozkaja, M.S.; Zorina, Z.A.; Rayevsky, V.V.; Wasserman, E.A.
	Title	Transitive responding in hooded crows requires linearly ordered stimuli			Type	Journal Article
	Year	2004	Publication	Journal of the experimental analysis of behavior	Abbreviated Journal	J Exp Anal Behav
	Volume	82	Issue	1	Pages	1-19
	Keywords	Animals; Association; Cognition/physiology; Crows; Discrimination (Psychology); Discrimination Learning; Feedback; Reinforcement (Psychology); Visual Perception/physiology
	Abstract	Eight crows were taught to discriminate overlapping pairs of visual stimuli (A+ B-, B+ C-, C+ D-, and D+ E-). For 4 birds, the stimuli were colored cards with a circle of the same color on the reverse side whose diameter decreased from A to E (ordered feedback group). These circles were made available for comparison to potentially help the crows order the stimuli along a physical dimension. For the other 4 birds, the circles corresponding to the colored cards had the same diameter (constant feedback group). In later testing, a novel choice pair (BD) was presented. Reinforcement history involving stimuli B and D was controlled so that the reinforcement/nonreinforcement ratios for the latter would be greater than for the former. If, during the BD test, the crows chose between stimuli according to these reinforcement/nonreinforcement ratios, then they should prefer D; if they chose according to the diameter of the feedback stimuli, then they should prefer B. In the ordered feedback group, the crows strongly preferred B over D; in the constant feedback group, the crows' choice did not differ significantly from chance. These results, plus simulations using associative models, suggest that the orderability of the postchoice feedback stimuli is important for crows' transitive responding.
	Address	Institute of Higher Nervous Activity, Moscow State University. olga-lazareva@uiowa.edu
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	0022-5002	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15484868			Approved	no
	Call Number	refbase @ user @			Serial	612
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	Author	Kaiser, D.H.; Zentall, T.R.; Neiman, E.
	Title	Timing in pigeons: effects of the similarity between intertrial interval and gap in a timing signal			Type	Journal Article
	Year	2002	Publication	Journal of experimental psychology. Animal behavior processes	Abbreviated Journal	J Exp Psychol Anim Behav Process
	Volume	28	Issue	4	Pages	416-422
	Keywords	Animals; Attention; Columbidae; Conditioning, Operant; Discrimination Learning; Mental Recall; Probability Learning; Reinforcement (Psychology); Reinforcement Schedule; Retention (Psychology); Time Factors; *Time Perception/physiology
	Abstract	Previous research suggests that when a fixed interval is interrupted (known as the gap procedure), pigeons tend to reset memory and start timing from 0 after the gap. However, because the ambient conditions of the gap typically have been the same as during the intertrial interval (ITI), ambiguity may have resulted. In the present experiment, the authors found that when ambient conditions during the gap were similar to the ITI, pigeons tended to reset memory, but when ambient conditions during the gap were different from the ITI, pigeons tended to stop timing, retain the duration of the stimulus in memory, and add to that time when the stimulus reappeared. Thus, when the gap was unambiguous, pigeons timed accurately.
	Address	Department of Psychology, East Carolina University, Greenville, North Carolina 27858, USA. kaiserd@mail.ecu.edu
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	0097-7403	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:12395499			Approved	no
	Call Number	refbase @ user @			Serial	238
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	Author	Dorrance, B.R.; Zentall, T.R.
	Title	Imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation			Type	Journal Article
	Year	2001	Publication	Journal of comparative psychology (Washington, D.C. : 1983)	Abbreviated Journal	J Comp Psychol
	Volume	115	Issue	1	Pages	62-67
	Keywords	Animals; Behavior, Animal; Coturnix; Female; Imitative Behavior; Learning; Male; *Motivation; Reinforcement (Psychology); Time Factors
	Abstract	The 2-action method was used to examine whether imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation of the demonstrated behavior. Two groups of observers were fed before observation (satiated groups), whereas 2 other groups of observers were deprived of food before observation (hungry groups). Quail were tested either immediately following observation or after a 30-min delay. Results indicated that quail in the hungry groups imitated, whereas those in the satiated groups did not, regardless of whether their test was immediate or delayed. The results suggest that observer quail may not learn (through observation) behavior that leads to a reinforcer for which they are unmotivated at the time of test. In addition, the results show that quail are able to delay the performance of a response acquired through observation (i.e., they show deferred imitation).
	Address	Department of Psychology, University of Kentucky, Lexington 40506-0044, USA
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	0735-7036	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:11334220			Approved	no
	Call Number	refbase @ user @			Serial	245
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	Author	Kaplan, A.I.; Borodovskii, M.I.
	Title	[Alternative animal behavior: a model and its statistical characteristics]			Type	Journal Article
	Year	1989	Publication	Nauchnye Doklady Vysshei Shkoly. Biologicheskie Nauki	Abbreviated Journal	Nauchnye Doki Vyss Shkoly Biol Nauki
	Volume		Issue	3	Pages	29-32
	Keywords	Animals; Behavior, Animal; Cognition; Male; Mathematics; Models, Biological; *Models, Statistical; Rats; Reinforcement (Psychology)
	Abstract	The rats' alternative behaviour in T-maze at simultaneous two-sided food refreshment in 13 trials a day during 6 days has been studied. It has been found that in the first testing days the indexes of alternative behaviour of animals correspond to the characteristics of the random alternation. However, on the 5-6th day of testing in the overwhelming majority of rats the true deviation of alternation index above or below than the theoretical values has been revealed. A question on the existence of two strategies of cognitive behaviour alteration and perseveration in rat population is under discussion.
	Address
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	Russian	Summary Language		Original Title	Al'ternativnoe povedenie zhivotnykh: model' i statisticheskie kharakteristiki
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	0470-4606	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:2742929			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2799
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	Author	Heyes, C.M.
	Title	Social learning in animals: categories and mechanisms			Type	Journal Article
	Year	1994	Publication	Biological reviews of the Cambridge Philosophical Society	Abbreviated Journal	Biol. Rev.
	Volume	69	Issue	2	Pages	207-231
	Keywords	Animals; Behavior, Animal; Conditioning (Psychology); Learning; Reinforcement (Psychology); *Social Behavior
	Abstract	There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS)
	Address	Department of Psychology, University College London
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	1464-7931	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:8054445			Approved	no
	Call Number	refbase @ user @			Serial	708
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	Author	Cooper, J.J.
	Title	Comparative learning theory and its application in the training of horses			Type	Journal Article
	Year	1998	Publication	Equine veterinary journal. Supplement	Abbreviated Journal	Equine Vet J Suppl
	Volume		Issue	27	Pages	39-43
	Keywords	Animals; Behavior, Animal; Conditioning (Psychology); Horses/psychology; *Learning; Reinforcement (Psychology)
	Abstract	Training can best be explained as a process that occurs through stimulus-response-reinforcement chains, whereby animals are conditioned to associate cues in their environment, with specific behavioural responses and their rewarding consequences. Research into learning in horses has concentrated on their powers of discrimination and on primary positive reinforcement schedules, where the correct response is paired with a desirable consequence such as food. In contrast, a number of other learning processes that are used in training have been widely studied in other species, but have received little scientific investigation in the horse. These include: negative reinforcement, where performance of the correct response is followed by removal of, or decrease in, intensity of a unpleasant stimulus; punishment, where an incorrect response is paired with an undesirable consequence, but without consistent prior warning; secondary conditioning, where a natural primary reinforcer such as food is closely associated with an arbitrary secondary reinforcer such as vocal praise; and variable or partial conditioning, where once the correct response has been learnt, reinforcement is presented according to an intermittent schedule to increase resistance to extinction outside of training.
	Address	Department of Zoology, University of Oxford, UK
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN		ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:10485003			Approved	no
	Call Number	refbase @ user @			Serial	846
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	Author	Mills, D.S.
	Title	Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong			Type	Journal Article
	Year	1998	Publication	Equine veterinary journal. Supplement	Abbreviated Journal	Equine Vet J Suppl
	Volume		Issue	27	Pages	44-48
	Keywords	Animals; Behavior, Animal; Horses/psychology; *Learning; Reinforcement (Psychology)
	Abstract	Horses constantly modify their behaviour as a result of experience. This involves the creation of an association between events or stimuli. The influence of people on the modification and generation of certain behaviour patterns extends beyond the intentional training of the horse. The impact of any action depends on how it is perceived by the horse, rather than the motive of the handler. Negative and positive reinforcement increase the probability of specific behaviours recurring i.e. strengthen the association between events, whereas punishment reduces the probable recurrence of a behaviour without providing specific information about the desired alternative. In this paper the term 'punishers' is used to refer to the physical aids, such as a whip or crop, which may be used to bring about the process of punishment. However, if their application ceases when a specific behaviour occurs they may negatively reinforce that action. Intended 'punishers' may also be rewarding (e.g. for attention seeking behaviour). Therefore, contingency factors (which define the relationship between stimuli, such as the level of reinforcement), contiguity factors (which describe the proximity of events in space or time) and choice of reinforcing stimuli are critical in determining the rate of learning. The many problems associated with the application of punishment in practice lead to confusion by both horse and handler and, possibly, abuse of the former. Most behaviour problems relate to handling and management of the horse and can be avoided or treated with a proper analysis of the factors influencing the behaviour.
	Address	De Montfort University Lincoln, School of Agriculture and Horticulture, Caythorpe, Lincs., UK
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	English	Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN		ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:10485004			Approved	no
	Call Number	refbase @ user @			Serial	845
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