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Author Tomasello, M.; Davis-Dasilva, M.; Camak, L.; Bard, K. url  doi
openurl 
  Title Observational learning of tool-use by young chimpanzees Type Journal Article
  Year 1987 Publication Abbreviated Journal Human Evolution  
  Volume 2 Issue 2 Pages 175-183  
  Keywords (down) Chimpanzees; Observational Learning; Tool-Use  
  Abstract In the current study two groups of young chimpanzees (4–6 and 8–9 years old) were given a T-bar and a food item that could only be reached by using the T-bar. Experimental subjects were given the opportunity to observe an adult using the stick as a tool to obtain the food; control subjects were exposed to the adult but were given no demonstration. Subjects in the older group did not learn to use the tool. Subjects in the younger group who were exposed to the demonstrator learned to use the stick as a tool much more readily than those who were not. None of the subjects demonstrated an ability to imitatively copy the demonstrator's precise behavioral strategies. More than simple stimulus enhancement was involved, however, since both groups manipulated the T-bar, but only experimental subjects used it in its function as a tool. Our findings complement naturalistic observations in suggesting that chimpanzee tool-use is in some sense «culturally transmitted» — though perhaps not in the same sense as social-conventional behaviors for which precise copying of conspecifics is crucial.  
  Address  
  Corporate Author Thesis  
  Publisher Kluwer Academic Publishers Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0393-9375 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5915  
Permanent link to this record
 
 
Author Krzeminska, W. openurl 
  Title [The child learns about the world] Type Journal Article
  Year 1979 Publication Pielegniarka i polozna Abbreviated Journal Pieleg Polozna  
  Volume Issue 7 Pages 24-25  
  Keywords (down) Child; *Child Development; Child, Preschool; Humans; *Learning  
  Abstract  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Polish Summary Language Original Title Dziecko poznaje swiat  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0048-4148 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:260249 Approved no  
  Call Number refbase @ user @ Serial 43  
Permanent link to this record
 
 
Author Croney, C.C.; Prince-Kelly, N.; Meller, C.L. url  doi
openurl 
  Title A note on social dominance and learning ability in the domestic chicken (Gallus gallus) Type Journal Article
  Year 2007 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 105 Issue 1-3 Pages 254-259  
  Keywords (down) Chickens; Learning; Dominance  
  Abstract Relatively little is known about the relationship between social behavior and specific cognitive abilities of the chicken. It is uncertain whether dominant birds have a cognitive advantage over subordinate birds that might facilitate their superior position in the social hierarchy. Likewise, it is unknown whether subordinate birds compete successfully with higher ranking birds because their cognitive capacities compensate for physical deficits. In this study, the relationship between the chicken's position in the dominance hierarchy and its performance on a cognitive task was explored. Ten pairs of New Hampshire domestic roosters (Gallus gallus) were observed to determine dominance or subordinance within dyads. All birds were then trained and tested on a visual discrimination learning task. Discriminative stimuli were orange and green plastic discs. Correct stimuli (orange or green) were randomly assigned to birds. Placement of the discs (left or right of center) was also randomly assigned and counterbalanced to avoid a side bias. Birds were rewarded with food for pecking at the correct disc. Criterion for task completion was 80% correct responses on three consecutive test sessions or 86% correct on two consecutive sessions. All subjects met the test criterion. The number of trials to criterion was compared between dominant and subordinate birds using a paired t-test. No difference was found in performance between dominant and subordinate birds (p > 0.05) suggesting that in chickens, ability to learn a novel visual discrimination task is not well correlated with rank. Additional studies, particularly using different learning paradigms, are needed to confirm these results.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number refbase @ user @ Serial 284  
Permanent link to this record
 
 
Author Hagen, K.; Broom, D.M. url  doi
openurl 
  Title Emotional reactions to learning in cattle Type Journal Article
  Year 2004 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 85 Issue 3 Pages 203-213  
  Keywords (down) Cattle; Expressive behaviour; Operant learning; Reinforcer  
  Abstract It has been suggested that during instrumental learning, animals are likely to react emotionally to the reinforcer. They may in addition react emotionally to their own achievements. These reactions are of interest with regard to the animals' capacity for self-awareness. Therefore, we devised a yoked control experiment involving the acquisition of an operant task. We aimed to identify the emotional reactions of young cattle to their own learning and to separate these from reactions to a food reward. Twelve Holstein-Friesian heifers aged 7-12 months were divided into two groups. Heifers in the experimental group were conditioned over a 14-day period to press a panel in order to open a gate for access to a food reward. For heifers in the control group, the gate opened after a delay equal to their matched partner's latency to open it. To allow for observation of the heifers' movements during locomotion after the gate had opened, there was a 15m distance in the form of a race from the gate to the food trough. The heart rate of the heifers, and their behaviour when moving along the race towards the food reward were measured. When experimental heifers made clear improvements in learning, they were more likely than on other occasions to have higher heart rates and tended to move more vigorously along the race in comparison with their controls. This experiment found some, albeit inconclusive, indication that cattle may react emotionally to their own learning improvement.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0168-1591 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 6551  
Permanent link to this record
 
 
Author Whistance, L.K.; Sinclair, L.A.; Arney, D.R.; Phillips, C.J.C. url  doi
openurl 
  Title Trainability of eliminative behaviour in dairy heifers using a secondary reinforcer Type Journal Article
  Year 2009 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 117 Issue 3-4 Pages 128-136  
  Keywords (down) Cattle; Eliminative behaviour; Learning; Clicker training; Clean bedding  
  Abstract Soiled bedding influences cleanliness and disease levels in dairy cows and there is no evidence of an inherent latrine behaviour in cattle. If cows were trained to use a concrete area of the housing system as a latrine, a cleaner bed could be maintained. Thirteen group-housed, 14-16-month-old Holstein-Friesian heifers, were clicker trained with heifer-rearing concentrate pellets as a reward. Training was carried out in four phases. (Phase 1) Association of feed reward with clicker, criterion: 34/40 correct responses. (Phase 2) Simple task (nose-butting a disc) to reinforce phase 1 association, criterion: 17/20 correct responses. (Phase 3) Association of eliminative behaviour with reward where criterion was four sessions with only one incorrect response: criteria for each heifer in phases 1-3 were set using binomial tests. (Phase 4) Shaping eliminative behaviour to occur on concrete. Possible responses were, eliminating on concrete (C) or straw (S), or moving from one substrate to another immediately before eliminating: C --> S, S --> C. Heifers were rewarded for the desired behaviours C and S --> C and ignored when S and C --> S occurred. If learning was achieved, C should increase as C --> S decreased and S --> C should increase as S decreased: tested with Spearman rank correlations. All heifers achieved criterion by day 4 of phase 1 (P = 0.001); day 1 of phase 2 (P = 0.001) and day 10 of phase 3 (P < 0.009). Responses changed throughout phase 3 beginning with (i) looking at the trainer whilst voiding then moving to trainer after the click, and later including (ii) moving to trainer immediately before- or (iii) during voiding. No relationship was found between S and S --> C (rs = -0.14; P = 0.63) or C and C --> S (rs = -0.33; P = 0.25). All group members eliminated more often on concrete (580) than on straw (141) but four heifers with consistently longer lying bouts also showed more C --> S before lying down (Mann-Whitney, P = 0.007). The present study is believed to be the first reported work to show that cattle can be trained to show an awareness of their own eliminative behaviour. This was not successfully shaped to latrine behaviour, however, and it is suggested that floor type may not have been a sufficiently salient cue. Voiding on straw occurred largely with response C --> S (0.73) and general behaviour suggested that this was strongly linked to lying patterns of individual heifers.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0168-1591 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 4765  
Permanent link to this record
 
 
Author Broucek, J., Uhrincat, M., KiÅ¡ac, P., Hanus, A.. openurl 
  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 4 Pages 455-459  
  Keywords (down) 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		  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 4321  
Permanent link to this record
 
 
Author Lensink, J.; Veissier, I.; Boissy, A. url  doi
openurl 
  Title Enhancement of performances in a learning task in suckler calves after weaning and relocation: Motivational versus cognitive control?: A pilot study Type Journal Article
  Year 2006 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 100 Issue 3-4 Pages 171-181  
  Keywords (down) Calves; Weaning; Learning; Cognition; Behavioural test  
  Abstract Weaning in suckler calves influences performance in a learning task. The aim of the present study was to investigate whether the improved performance after weaning, including relocation, is due to differences in motivation for the reward or in learning abilities. Forty Aubrac calves were used; half of them were weaned from their dams at around eight months, the other half were weaned one month later. After weaning, calves were housed in groups of four in a new setting. From the day after weaning of the last group of calves, the animals were subjected to two tests: (1) an arena test, (2) a T-maze test where one arm led to either a social or a food reward. The T-maze test consisted of three sessions: in Session 1, trials were conducted until the animal acquired the task (i.e. did not take the unrewarded arm on three consecutive trials); in Session 2, the motivation for the reward was assessed via the walking time of the animal to reach the reward; in Session 3, the place of reward was reversed and the animals were trained until they acquired the new task. Calves weaned for one day explored more (P < 0.05) and had lower heart rates during the arena test (P < 0.05) compared to the ones weaned for one month. During the T-maze test, calves weaned for one month versus one day did not differ in their capacities to learn the initial route (Session 1) or in their motivation for either the social or food reward (Session 2). Calves weaned for one day learned significantly faster (P < 0.05) the reversed route (Session 3) than calves weaned for one month. Hence, the better performances at reversal in the T-maze by calves that have just been weaned cannot be accounted for by a higher motivation for the reward. A better cognitive control of their behaviour due to a lower stress state is suggested by our results.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number refbase @ user @ Serial 285  
Permanent link to this record
 
 
Author Bouchard, J. url  openurl
  Title Is social learning correlated with innovation in birds? An inter-and an interspecific test Type Manuscript
  Year 2002 Publication Department of Biology McGill University Montréal, Québec Abbreviated Journal  
  Volume Issue Pages  
  Keywords (down) Birds -- Behavior Birds -- Food Columba livia -- Behavior Columba livia -- Food Social learning  
  Abstract This thesis focuses on the relationship between innovation and social learning in the foraging context, across and within bird species, using two different sources of data: anecdotal reports from the literature, and experimental tests in the laboratory and the field. In chapter 1, I review the trends in innovation and social learning in the avian literature, and contrast them with trends in mammals, especially primates. In chapter 2, I use anecdotal reports of feeding innovation and social learning in the literature to assess taxonomic trends and to study the relationship between the two traits at the interspecific level. In chapter 3, I investigate the relationship between innovation and social learning at the intraspecific level in captive feral pigeons (Columba livia). Innovation is estimated from the ability to solve an innovative foraging problem, and social learning is measured as the number of trials required to learn a foraging task from a proficient demonstrator. (Abstract shortened by UMI.)  
  Address  
  Corporate Author Thesis Master's thesis  
  Publisher Department of Biology McGili University Montréal, Québec Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 4785  
Permanent link to this record
 
 
Author Macphail, E.M.; Boldhuis, J.J doi  openurl
  Title The evolution of intelligence: adaptive specializations versusgeneral process Type Journal Article
  Year 2001 Publication Biological Reviews Abbreviated Journal  
  Volume 76 Issue 3 Pages 341-364  
  Keywords (down) biological constraints, corvids, ecology, food-storing birds, hippocampal size, parids, spatial learning, spatial memory, spatial module.  
  Abstract Darwin argued that between-species differences in intelligence were differences of degree, not of kind. The contemporary ecological approach to animal cognition argues that animals have evolved species-specific and problem-specific processes to solve problems associated with their particular ecological niches: thus different species use different processes, and within a species, different processes are used to tackle problems involving different inputs. This approach contrasts both with Darwin's view and with the general process view, according to which the same central processes of learning and memory are used across an extensive range of problems involving very different inputs. We review evidence relevant to the claim that the learning and memory performance of non-human animals varies according to the nature of the stimuli involved. We first discuss the resource distribution hypothesis, olfactory learning-set formation, and the 'biological constraints' literature, but find no convincing support from these topics for the ecological account of cognition. We then discuss the claim that the performance of birds in spatial tasks of learning and memory is superior in species that depend heavily upon stored food compared to species that either show less dependence upon stored food or do not store food. If it could be shown that storing species enjoy a superiority specifically in spatial (and not non-spatial) tasks, this would argue that spatial tasks are indeed solved using different processes from those used in non-spatial tasks. Our review of this literature does not find a consistent superiority of storing over non-storing birds in spatial tasks, and, in particular, no evidence of enhanced superiority of storing species when the task demands are increased, by, for example, increasing the number of items to be recalled or the duration of the retention period. We discuss also the observation that the hippocampus of storing birds is larger than that of non-storing birds, and find evidence contrary to the view that hippocampal enlargement is associated with enhanced spatial memory; we are, however, unable to suggest a convincing alternative explanation for hippocampal enlargement. The failure to find solid support for the ecological view supports the view that there are no qualitative differences in cognition between animal species in the processes of learning and memory. We also argue that our review supports our contention that speculation about the phylogenetic development and function of behavioural processes does not provide a solid basis for gaining insight into the nature of those processes. We end by confessing to a belief in one major qualitative difference in cognition in animals: we believe that humans alone are capable of acquiring language, and that it is this capacity that divides our intelligence so sharply from non-human intelligence.  
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  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
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  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 4797  
Permanent link to this record
 
 
Author Bonnie, K.E.; Earley, R.L. url  doi
openurl 
  Title Expanding the scope for social information use Type Journal Article
  Year 2007 Publication Animal Behaviour. Abbreviated Journal Anim. Behav.  
  Volume 74 Issue 2 Pages 171-18  
  Keywords (down) behavioural cue; eavesdropping; public information; signalling; social information; social learning  
  Abstract Our understanding of how, why, and the circumstances under which animals use social information has been facilitated by three principal areas of research, social learning, public information use and social eavesdropping. With few exceptions, these related concepts have remained remarkably distinct within the literature, with little discussion or integration among them. Are these distinctions warranted? We tackle the issue by exploring similarities and differences between the concepts with respect to how animals gather and use social information, the type of information gathered, how information is packaged, and the relative payoffs to individuals involved. We contend that none of the currently dominant paradigms, social learning, public information use, or social eavesdropping, provide a unifying theme for studying social information use. Instead, we favour the central characteristic of the three concepts, social information use, as the overarching umbrella, and advocate a broader conceptual framework for understanding more comprehensively how animals behave with their social environments. Our intention is not to revolutionize the fields of social learning, public information use or social eavesdropping, but rather to stimulate discussion among researchers investigating the abilities of animals to extract information from the social environment.  
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  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 4205  
Permanent link to this record
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