Records |
Author |
Church, R.M. |
Title |
Quantitative models of animal learning and cognition |
Type |
Journal Article |
Year |
1997 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
Volume |
23 |
Issue |
4 |
Pages |
379-389 |
Keywords |
Animals; *Behavior, Animal; *Cognition; Computer Simulation; *Learning; *Models, Psychological; *Models, Theoretical |
Abstract |
This article reviews the prerequisites for quantitative models of animal learning and cognition, describes the types of models, provides a rationale for the development of such quantitative models, describes criteria for their evaluation, and makes recommendations for the next generation of quantitative models. A modular approach to the development of models is described in which a procedure is considered as a generator of stimuli and a model is considered as a generator of responses. The goal is to develop models that, in combination with many different procedures, produce sequences of times of occurrence of events (stimuli and responses) that are indistinguishable from those produced by the animal under many experimental procedures and data analysis techniques. |
Address |
Department of Psychology, Brown University, Providence, Rhode Island 02912, USA. russell_church@brown.edu |
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0097-7403 |
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PMID:9335132 |
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Equine Behaviour @ team @ |
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2778 |
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Author |
Helton, W.S. |
Title |
Animal expertise, conscious or not |
Type |
Journal Article |
Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
Volume |
8 |
Issue |
2 |
Pages |
67-74 |
Keywords |
Animals; *Behavior, Animal; *Cognition; *Consciousness; *Learning; Motor Skills; *Practice (Psychology) |
Abstract |
Rossano (Cognition 89:207, 2003) proposes expertise as an indicator of consciousness in humans and other animals. Since there is strong evidence that the development of expertise requires deliberate practice (Ericsson in The road to excellence: the acquisition of expert performance in the arts and sciences, sports and games 1996), and deliberate practice appears to be outside of the bounds of unconscious processing, then any signs of expertise development in an animal are indicators of consciousness. Rossano's argument may lead to an unsolvable debate about animal consciousness while causing researchers to overlook the underlying reality of animal expertise. This article provides evidence indicative of animals meeting each of the three definitions of expertise established in the scientific literature: expertise as a social construction, expertise as exceptional performance, and expertise as knowledge. In addition, cases of deliberate practice by non-human animals are offered. Acknowledging some animals as experts, regardless of consciousness, is warranted by the research findings and would prove useful in solving many issues remaining in the human expertise literature. |
Address |
Department of Psychology, Wilmington College, Wilmington, OH 45177, USA, deak_helton@yahoo.com |
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1435-9448 |
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PMID:15365876 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2511 |
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Author |
Dawson, B.V.; Foss, B.M. |
Title |
Observational learning in budgerigars |
Type |
Journal Article |
Year |
1965 |
Publication |
Animal Behaviour |
Abbreviated Journal |
Anim. Behav. |
Volume |
13 |
Issue |
4 |
Pages |
470-474 |
Keywords |
Animals; *Attention; *Behavior, Animal; Birds; *Learning |
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Equine Behaviour @ team @ |
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2991 |
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Author |
Thornton, A.; McAuliffe, K. |
Title |
Teaching in wild meerkats |
Type |
Journal Article |
Year |
2006 |
Publication |
Science (New York, N.Y.) |
Abbreviated Journal |
Science |
Volume |
313 |
Issue |
5784 |
Pages |
227-229 |
Keywords |
Animals; *Animals, Wild/psychology; Behavior, Animal; *Herpestidae/psychology; *Learning; *Predatory Behavior; South Africa; *Teaching; Vocalization, Animal |
Abstract |
Despite the obvious benefits of directed mechanisms that facilitate the efficient transfer of skills, there is little critical evidence for teaching in nonhuman animals. Using observational and experimental data, we show that wild meerkats (Suricata suricatta) teach pups prey-handling skills by providing them with opportunities to interact with live prey. In response to changing pup begging calls, helpers alter their prey-provisioning methods as pups grow older, thus accelerating learning without the use of complex cognition. The lack of evidence for teaching in species other than humans may reflect problems in producing unequivocal support for the occurrence of teaching, rather than the absence of teaching. |
Address |
Department of Zoology, University of Cambridge, Downing Street, Cambridge CB2 3EJ, UK. jant2@cam.ac.uk |
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ISSN |
1095-9203 |
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PMID:16840701 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2834 |
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Author |
Gajdon, G.K.; Fijn, N.; Huber, L. |
Title |
Limited spread of innovation in a wild parrot, the kea (Nestor notabilis) |
Type |
Journal Article |
Year |
2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
Volume |
9 |
Issue |
3 |
Pages |
173-181 |
Keywords |
Animal Communication; Animals; Diffusion of Innovation; Feeding Behavior; Female; *Imitative Behavior; *Learning; Male; *Motor Skills; *Parrots; *Problem Solving; Sex Factors; Social Dominance; Social Environment; Statistics, Nonparametric |
Abstract |
In the local population of kea in Mount Cook Village, New Zealand, some keas open the lids of rubbish bins with their bill to obtain food scraps within. We investigated the extent to which this innovation has spread in the local population, and what factors limit the acquisition of bin opening. Only five males of 36 individually recognised birds were observed to have performed successful bin opening. With one exception there were always other keas present, watching successful bin opening. Seventeen additional individuals were seen to have benefitted from lid opening. Their foraging success was less than that of the bin openers. Social status of bin openers did not differ from scrounging males. Among the individuals that were regularly seen at the site of the bins but were not successful in bin opening, social status and the ratio of feeding directly from open bins correlated with the amount of opening attempts. We conclude that scrounging facilitated certain behavioural aspects of bin opening rather than inhibiting them. The fact that only 9% of opening attempts were successful, and the long period of time required to increase efficiency in lid opening shows that mainly individual experience, and to a lesser extent insight and social learning, play key roles in acquisition of the opening technique. The results indicate that the spread of innovative solutions of challenging mechanical problems in animals may be restricted to only a few individuals. |
Address |
Department for Behavior, Neurobiology and Cognition, University of Vienna, 1090, Vienna, Austria. gyula.gajdon@univie.ac.at |
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1435-9448 |
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PMID:16568276 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2472 |
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Author |
Houpt, K.A.; Parsons, M.S.; Hintz, H.F. |
Title |
Learning ability of orphan foals, of normal foals and of their mothers |
Type |
Journal Article |
Year |
1982 |
Publication |
Journal of animal science |
Abbreviated Journal |
J. Anim Sci. |
Volume |
55 |
Issue |
5 |
Pages |
1027-1032 |
Keywords |
Age Factors; Animals; Body Weight; Dominance-Subordination; Female; Horses/*physiology; *Learning; *Maternal Deprivation; Mothers/*psychology |
Abstract |
The maze learning ability of six pony foals that had been weaned at birth was compared to that of six foals reared normally. The foals' learning ability was also compared to their mothers' learning ability at the same task; the correct turn in a single choice point maze. The maze learning test was conducted when the foals were 6 to 8 mo old and after the mothered foals had been weaned. There was no significant difference between the ability of orphaned (weaned at birth) and mothered foals in their ability to learn to turn left (6 +/- .7 and 5.1 +/- .1 trials, respectively) or to learn the reversal, to turn right (6.7 +/- .6 and 6.2 +/- .6 trials, respectively). The orphan foals spent significantly more time in the maze in their first exposure to it than the mothered foals (184 +/- 42 vs 55 +/- 15 s. Mann Whitney U = 7, P less than .05). The mothers of the foals (n = 11) learned to turn left as rapidly as the foals (5.9 +/- .7 trials), but they were slower to learn to turn right (9.8 +/- 1.4 vs 6.4 +/- .4 trials, Mann Whitney U = 33, P less than .05), indicating that the younger horses learned more rapidly. There was no correlation between the trials to criteria of the mare and those of her foal, but there was a significant negative correlation between rank in trials to criteria and age (r = -65, P less than .05) when data from the mare and foal trials were combined. The dominance hierarchy of the mares was determined using a paired feeding test in which two horses competed for one bucket of feed. Although there was no correlation between rank in the hierarchy and maze learning ability, there was a correlation between body weight and rank in the hierarchy (r = .7, P less than .05). This may indicate either that heavier horses are likely to be dominant or that horses high in dominance gain more weight. Maternal deprivation did not appear to seriously retard learning of a simple maze by foals, although the orphans moved more slowly initially. The lack of maternal influence on learning is also reflected in the lack of correlation between the mare's learning ability and that of her foal. Young horses appear to learn more rapidly than older horses. |
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0021-8812 |
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PMID:7174546 |
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no |
Call Number |
refbase @ user @ |
Serial |
58 |
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Author |
Vlamings, P.H.J.M.; Uher, J.; Call, J. |
Title |
How the great apes (Pan troglodytes, Pongo pygmaeus, Pan paniscus, and Gorilla gorilla) perform on the reversed contingency task: the effects of food quantity and food visibility |
Type |
Journal Article |
Year |
2006 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
Volume |
32 |
Issue |
1 |
Pages |
60-70 |
Keywords |
Age Factors; Animals; Behavior, Animal/physiology; Cognition; Conditioning (Psychology); Female; *Food; Gorilla gorilla/*psychology; *Learning; Male; Pan paniscus/*psychology; Pan troglodytes/*psychology; Pongo pygmaeus/*psychology; *Visual Perception |
Abstract |
S. T. Boysen and G. G. Berntson (1995) found that chimpanzees performed poorly on a reversed contingency task in which they had to point to the smaller of 2 food quantities to acquire the larger quantity. The authors compared the performance of 4 great ape species (Pan troglodytes, Pongo pygmaeus, Pan paniscus, and Gorilla gorilla) on the reversed contingency task while manipulating food quantity (0-4 or 1-4) and food visibility (visible pairs or covered pairs). Results showed no systematic species differences but large individual differences. Some individuals of each species were able to solve the reversed contingency task. Both quantity and visibility of the food items had a significant effect on performance. Subjects performed better when the disparity between quantities was smaller and the quantities were not directly visible. |
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Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. p.vlamings@psychology.unimaas.nl |
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0097-7403 |
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PMID:16435965 |
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no |
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Equine Behaviour @ team @ |
Serial |
2765 |
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Author |
Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
Title |
How do apes ape? |
Type |
Journal Article |
Year |
2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
Volume |
32 |
Issue |
1 |
Pages |
36-52 |
Keywords |
Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
Abstract |
In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives. |
Address |
Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk |
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1543-4494 |
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PMID:15161139 |
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refbase @ user @ |
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734 |
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Author |
Chappell, J.; Kacelnik, A. |
Title |
Tool selectivity in a non-primate, the New Caledonian crow (Corvus moneduloides) |
Type |
Journal Article |
Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
Volume |
5 |
Issue |
2 |
Pages |
71-78 |
Keywords |
Adaptation, Psychological; Animals; *Cognition; Female; *Learning; Male; Perception; *Songbirds |
Abstract |
We present an experiment showing that New Caledonian crows are able to choose tools of the appropriate size for a novel task, without trial-and-error learning. This species is almost unique amongst all animal species (together with a few primates) in the degree of use and manufacture of polymorphic tools in the wild. However, until now, the flexibility of their tool use has not been tested. Flexibility, including the ability to select an appropriate tool for a task, is considered to be a hallmark of complex cognitive adaptations for tool use. In experiment 1, we tested the ability of two captive birds (one male, one female), to select a stick (from a range of lengths provided) matching the distance to food placed in a horizontal transparent pipe. Both birds chose tools matching the distance to their target significantly more often than would be expected by chance. In experiment 2, we used a similar task, but with the tools placed out of sight of the food pipe, such that the birds had to remember the distance of the food before selecting a tool. The task was completed only by the male, who chose a tool of sufficient length significantly more often than chance but did not show a preference for a matching length. |
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Department of Zoology, University of Oxford, South Parks Road, Oxford OXI 3PS, UK. jackie.chappell@zoo.ox.ac.uk |
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1435-9448 |
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PMID:12150038 |
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Equine Behaviour @ team @ |
Serial |
2606 |
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Author |
Zentall, T.R. |
Title |
Action imitation in birds |
Type |
Journal Article |
Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
Volume |
32 |
Issue |
1 |
Pages |
15-23 |
Keywords |
Adaptation, Psychological; Animals; *Birds; *Imitative Behavior; Imprinting (Psychology); *Learning; Motivation; Psychological Theory; *Social Environment; *Social Facilitation; Vocalization, Animal |
Abstract |
Action imitation, once thought to be a behavior almost exclusively limited to humans and the great apes, surprisingly also has been found in a number of bird species. Because imitation has been viewed by some psychologists as a form of intelligent behavior, there has been interest in how it is distributed among animal species. Although the mechanisms responsible for action imitation are not clear, we are now at least beginning to understand the conditions under which it occurs. In this article, I try to identify and differentiate the various forms of socially influenced behavior (species-typical social reactions, social effects on motivation, social effects on perception, socially influenced learning, and action imitation) and explain why it is important to differentiate imitation from other forms of social influence. I also examine some of the variables that appear to be involved in the occurrence of imitation. Finally, I speculate about why a number of bird species, but few mammal species, appear to imitate. |
Address |
Department of Psychology, University of Kentucky, Lexington, Kentucky 40506, USA. zentall@uky.edu |
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1543-4494 |
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PMID:15161137 |
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refbase @ user @ |
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230 |
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