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Reed, P., Skiera, F., Adams, L., & Heyes, C. M. (1996). Effects of Isolation Rearing and Mirror Exposure on Social and Asocial Discrimination Performance. Learn. Motiv., 27(2), 113–129.
Abstract: Four experiments examined the effects of rearing in isolation on rats performance on discrimination-based and social learning tasks. After demonstrating that the rearing procedures produced similar results in an open field task to those previously established (Experiment 1), rats were subjected to two discrimination tasks: an instrumental occasion setting procedure (Experiment 3) and a nonspatial win-stay/lose-shift versus win-shift/lose-stay procedure (Experiment 4). Deficits in acquisition of the necessary discriminations were noted in the rats raised in isolation, but there were no differences between isolation-reared and socially reared subjects in response acquisition per se. In Experiment 2, rats were presented with an observational learning task using the bidirectional control procedure. Socially reared rats had a tendency to imitate the behavior they had observed, but rats raised in isolation performed the opposite behavior to that observed, indicating a failure to use a conspecific as a reference point in the task. The presence of a mirror during rearing in isolation was also investigated, but was found to have little effect in attenuating the above deficits in behavior.
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Feh, C. (1988). Social behaviour and relationships of Prezewalski horses in Dutch semi-reserves. Appl. Anim. Behav. Sci., 21(1-2), 71–87.
Abstract: A short-term study was made of 2 groups of Przewalski horses, a bachelor group of 4 juvenile stallions in Ooij Polder and a harem group of 1 stallion and 4 mares. All social interactions were recorded and the nearest and farthest neighbour was noted. Correspondence analysis was used to determine what parameters determined the relationships among the horses. There was a linear hierarchy among the bachelor stallions. The dominant stallion of the group was also the oldest. The hierarchy was not linear in the harem group, and the 3-year-old stallion was subordinate to the 5-year-old mares. He was also most likely to be farthest from other horses. The mares of the same age, who had also arrived in the park at the same time, tended to be one another's nearest neighbours. The frequency of aggression is higher among Przewalski horses than among domestic horses of similar ages. Correspondence analysis revealed that head-threats and other forms of aggression accounted for more of the variance in the data than any other behaviour, but submission, play and social interactions also contributed.
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Janson, C. H. (1990). Social correlates of individual spatial choice in foraging groups of brown capuchin monkeys, Cebus apella. Anim. Behav., 40(5), 910–921.
Abstract: Individuals in a foraging group of wild bronwn capuchin monkeys choose different spatial positions relative to the rest of the group. Markov analysis of sequencess of individual spatial positions demonstrated significant differnces between individuals, which coul be categorized a posteriori into four homogenous subgroups. An individual's spatial position was related primarily to the amount of aggression it received from the group's dominant male, but also varied with its sex. Spatial choice varied with changes in an individual's social status, but did not vary consistently with seasonal differences in food availability. These results support the hypothesis that individuals compete for preferred spatial positions within a foraging group.
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Janson, C. H. (1990). Ecological consequences of individual spatial choice in foraging groups of brown capuchin monkeys, Cebus apella. Anim. Behav., 40(5), 922–934.
Abstract: Individuals in a foraging group of brown capuchin monkeys choose different spatial positions relative to the rest of the group. An individual's choice of spatial positiion affects its foraging success and perceived predation risk (as measured by vigilance behaviour). The two most dominant group members preferred to forage where their expected forwaging success was greatest. Juveniles chose to forage where their perceived predation risk was least, not where they would achieve the highest foraging success. The positions used by non-dominant adults neither maximized foraging success nor minimized predation risk. It is likely that subordinate adults accept spatial positions with suboptimal ecological consequences to avoid the costs of frequent confrontations with the dominant members of the group over foraging sites in poreferred positions.
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Packer, C., & Pusey, A. E. (1985). Asymmetric contests in social mammals: respect, manipulation and age-specific aspects. In P. J. Greenwood, M. Slatkin, & (Ed.), Evolution: Essays in Honour of John Maynard Smith (pp. 173–86). Camebridge: Camebridge University Press.
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Pusey, A. E., & Packer, C. (2003). The Ecology of relationships. In J. R. Krebs, N. B. Davis, & (Ed.), Behavioural Ecology (pp. 254–283). Oxford: Blackwell Scientific Publication.
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Heird, J. C., Lokey, C. E., & Cogan, D. C. (1986). Repeatability and comparison of two maze tests to measure learning ability in horses. Appl. Anim. Behav. Sci., 16(2), 103–119.
Abstract: Sixteen Quarter Horses were randomly divided into two groups after sorting by age and sex. After a 10-day preconditioning period, each animal was scored for emotionality and trainability. Each group then completed a series of learning tasks in a modified T-maze for 20 consecutive days. Group P/D was initially tested on a simple place-learning task, while Group D/P was trained in a visual discrimination task. The groups were tested alternately on the two tasks with 10-day extinction periods between each task. Upon reaching a criterion of 11 of 12 correct responses (the last 8 responses consecutive), a horse was retired for the day. If this criterion was not attained, the horse completed 20 trials. Learning occurred at a faster rate on the discrimination tasks compared to the gradual learning curves observed on place tasks. Animals learned more rapidly and reached higher levels of performance as the series of tasks progressed. Trainability and emotionality scores tended to predict the final level of learning achieved. Correlations of performance ranks within emotionality and training groups were higher between tasks of the same type than between the different tasks. Rank correlations between odd and even days on each task indicated that the within-group rankings were more consistent on the discrimination task than on the place task.
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Chase, I. D., Tovey, C., & Murch, P. (2003). Two's Company, Three's a Crowd: Differences in Dominance Relationships in Isolated Versus Socially Embedded Pairs of Fish. Behaviour, 140(10), 1193–1217.
Abstract: We performed experiments with cichlid fish to test whether several basic aspects of dominance were the same in isolated pairs as in pairs within a social group of three or four. We found that the social context, whether a pair was isolated or within a group, strongly affected the basic properties of dominance relationships. In particular, the stability of relationships over time, the replication of relationships in successive meetings, and the extent of the loser effect were all significantly less in socially embedded pairs than in isolated pairs. We found no significant winner effect in either isolated or socially embedded pairs. These findings call into question many current approaches to dominance that do not consider social context as an important factor in dominance behavior. These findings also cast serious doubt on the validity of empirical and theoretical approaches based on dyadic interactions. Among these approaches are game theoretic models for the evolution of aggressive behavior, experimental designs evaluating how asymmetries in attributes influence the outcome of dominance
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Albers, P. C. H., & de Vries, H. (2001). Elo-rating as a tool in the sequential estimation of dominance strengths. Anim. Behav., 61(2), 489–495.
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Drummond, H., & Canales, C. (1998). Dominance between booby nestlings involves winner and loser effects. Anim. Behav., 55(6), 1669–1676.
Abstract: Two-chick broods of the blue-footed booby,Sula nebouxii, ordinarily exhibit stable dominance-subordinance, with the senior (first-hatched) chick habitually aggressive and the junior one habitually submissive (Nelson 1978,The Sulidae: Gannets and Boobies. London: Oxford University Press). But are both the subordinate and the dominant chick affected in their agonistic tendencies by early social experience? To answer this, we permanently paired subordinate and dominant chicks, 2-3 weeks old, with singletons (chicks lacking experience with a nestmate) by cross-fostering. During the first 4 h after pairing, subordinate chicks were seven times less aggressive than singletons and twice as likely to be submissive; dominant chicks were six times as aggressive as singletons. Although most subordinates consistently lost agonistic encounters during the first 10 days after pairing, the proportion of dominants that won decreased progressively until, by day 6, only about half of dominant chicks were winning. Early social experience has a strong but reversable training effect on both subordinates and dominants. Training as a subordinate showed more persistent effects than training as a dominant, possibly in part because our testing situation perpetuated subordinate training and counteracted dominant training.
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