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Author Larose, C.; Richard-Yris, M.-A.; Hausberger, M.; Rogers, L.J.
Title Laterality of horses associated with emotionality in novel situations Type Journal Article
Year 2006 Publication Laterality Abbreviated Journal Laterality
Volume 11 Issue 4 Pages 355-367
Keywords Affect/*physiology; Animals; Brain/*physiology; Female; Functional Laterality/*physiology; Horses; Male; *Social Behavior; *Social Environment
Abstract We have established that lateral biases are characteristic of visual behaviour in 65 horses. Two breeds, Trotters and French Saddlebreds aged 2 to 3, were tested on a novel object test. The main finding was a significant correlation between emotionality index and the eye preferred to view the novel stimulus: the higher the emotionality, the more likely that the horse looked with its left eye. The less emotive French Saddlebreds, however, tended to glance at the object using the right eye, a tendency that was not found in the Trotters, although the emotive index was the same for both breeds. The youngest French Saddlebreds did not show this trend. These results are discussed in relation to the different training practices for the breeds and broader findings on lateralisation in different species.
Address Universite de Rennes 1, France
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Series Volume Series Issue Edition
ISSN 1357-650X ISBN Medium
Area Expedition Conference
Notes (down) PMID:16754236 Approved no
Call Number Equine Behaviour @ team @ room B 3.029 Serial 1826
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Author Devenport, J.A.; Patterson, M.R.; Devenport, L.D.
Title Dynamic averaging and foraging decisions in horses (Equus callabus) Type Journal Article
Year 2005 Publication Journal of Comparative psychology Abbreviated Journal J. Comp. Psychol.
Volume 119 Issue 3 Pages 352-358
Keywords Animals; *Decision Making; *Feeding Behavior; Female; Horses/*psychology; Male; *Memory, Short-Term; Motivation; Orientation; *Social Environment
Abstract The variability of most environments taxes foraging decisions by increasing the uncertainty of the information available. One solution to the problem is to use dynamic averaging, as do some granivores and carnivores. Arguably, the same strategy could be useful for grazing herbivores, even though their food renews and is more homogeneously distributed. Horses (Equus callabus) were given choices between variable patches after short or long delays. When patch information was current, horses returned to the patch that was recently best, whereas those without current information matched choices to the long-term average values of the patches. These results demonstrate that a grazing species uses dynamic averaging and indicate that, like granivores and carnivores, they can use temporal weighting to optimize foraging decisions.
Address Department of Psychology, University of Central Oklahoma, 73034, USA. jdevenport@ucok.edu
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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 (down) PMID:16131264 Approved no
Call Number refbase @ user @ Serial 752
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Author Zhou, W.-X.; Sornette, D.; Hill, R.A.; Dunbar, R.I.M.
Title Discrete hierarchical organization of social group sizes Type Journal Article
Year 2005 Publication Proceedings. Biological sciences / The Royal Society Abbreviated Journal Proc Biol Sci
Volume 272 Issue 1561 Pages 439-444
Keywords Anthropology, Cultural; *Group Structure; Humans; *Models, Biological; *Social Behavior; *Social Environment
Abstract The 'social brain hypothesis' for the evolution of large brains in primates has led to evidence for the coevolution of neocortical size and social group sizes, suggesting that there is a cognitive constraint on group size that depends, in some way, on the volume of neural material available for processing and synthesizing information on social relationships. More recently, work on both human and non-human primates has suggested that social groups are often hierarchically structured. We combine data on human grouping patterns in a comprehensive and systematic study. Using fractal analysis, we identify, with high statistical confidence, a discrete hierarchy of group sizes with a preferred scaling ratio close to three: rather than a single or a continuous spectrum of group sizes, humans spontaneously form groups of preferred sizes organized in a geometrical series approximating 3-5, 9-15, 30-45, etc. Such discrete scale invariance could be related to that identified in signatures of herding behaviour in financial markets and might reflect a hierarchical processing of social nearness by human brains.
Address State Key Laboratory of Chemical Reaction Engineering, East China University of Science and Technology, Shanghai 200237, China
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Series Volume Series Issue Edition
ISSN 0962-8452 ISBN Medium
Area Expedition Conference
Notes (down) PMID:15734699 Approved no
Call Number refbase @ user @ Serial 549
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Author Horner, V.; Whiten, A.
Title Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) Type Journal Article
Year 2005 Publication Animal cognition Abbreviated Journal Anim. Cogn.
Volume 8 Issue 3 Pages 164-181
Keywords Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity
Abstract This study explored whether the tendency of chimpanzees and children to use emulation or imitation to solve a tool-using task was a response to the availability of causal information. Young wild-born chimpanzees from an African sanctuary and 3- to 4-year-old children observed a human demonstrator use a tool to retrieve a reward from a puzzle-box. The demonstration involved both causally relevant and irrelevant actions, and the box was presented in each of two conditions: opaque and clear. In the opaque condition, causal information about the effect of the tool inside the box was not available, and hence it was impossible to differentiate between the relevant and irrelevant parts of the demonstration. However, in the clear condition causal information was available, and subjects could potentially determine which actions were necessary. When chimpanzees were presented with the opaque box, they reproduced both the relevant and irrelevant actions, thus imitating the overall structure of the task. When the box was presented in the clear condition they instead ignored the irrelevant actions in favour of a more efficient, emulative technique. These results suggest that emulation is the favoured strategy of chimpanzees when sufficient causal information is available. However, if such information is not available, chimpanzees are prone to employ a more comprehensive copy of an observed action. In contrast to the chimpanzees, children employed imitation to solve the task in both conditions, at the expense of efficiency. We suggest that the difference in performance of chimpanzees and children may be due to a greater susceptibility of children to cultural conventions, perhaps combined with a differential focus on the results, actions and goals of the demonstrator.
Address Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews, KY16 9JU, UK. vkh1@st-andrews.ac.uk
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ISSN 1435-9448 ISBN Medium
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Notes (down) PMID:15549502 Approved no
Call Number refbase @ user @ Serial 732
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Author Call, J.; Carpenter, M.; Tomasello, M.
Title Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens) Type Journal Article
Year 2005 Publication Animal Cognition Abbreviated Journal Anim. Cogn.
Volume 8 Issue 3 Pages 151-163
Keywords Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; Random Allocation; *Social Environment; Species Specificity
Abstract There is currently much debate about the nature of social learning in chimpanzees. The main question is whether they can copy others' actions, as opposed to reproducing the environmental effects of these actions using their own preexisting behavioral strategies. In the current study, chimpanzees (Pan troglodytes) and human children (Homo sapiens) were shown different demonstrations of how to open a tube-in both cases by a conspecific. In different experimental conditions, demonstrations consisted of (1) action only (the actions necessary to open the tube without actually opening it); (2) end state only (the open tube, without showing any actions); (3) both of these components (in a full demonstration); or (4) neither of these components (in a baseline condition). In the first three conditions subjects saw one of two different ways that the tube could open (break in middle; caps off ends). Subjects' behavior in each condition was assessed for how often they opened the tube, how often they opened it in the same location as the demonstrator, and how often they copied the demonstrator's actions or style of opening the tube. Whereas chimpanzees reproduced mainly the environmental results of the demonstrations (emulation), human children often reproduced the demonstrator's actions (imitation). Because the procedure used was similar in many ways to the procedure that Meltzoff (Dev Psych 31:1, 1995) used to study the understanding of others' unfulfilled intentions, the implications of these findings with regard to chimpanzees' understanding of others' intentions are also discussed.
Address Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de
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ISSN 1435-9448 ISBN Medium
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Notes (down) PMID:15490290 Approved no
Call Number Equine Behaviour @ team @ Serial 2504
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Author Tomasello, M.; Call, J.
Title The role of humans in the cognitive development of apes revisited Type Journal Article
Year 2004 Publication Animal Cognition Abbreviated Journal Anim. Cogn.
Volume 7 Issue 4 Pages 213-215
Keywords Animals; *Behavior, Animal; *Cognition; Culture; Hominidae/*psychology; Humans; *Imitative Behavior; Imprinting (Psychology); *Intention; Social Behavior; *Social Environment; Species Specificity
Abstract
Address Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany. tomas@eva.mpg.de
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ISSN 1435-9448 ISBN Medium
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Notes (down) PMID:15278733 Approved no
Call Number Equine Behaviour @ team @ Serial 2517
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Author Fripp, D.; Owen, C.; Quintana-Rizzo, E.; Shapiro, A.; Buckstaff, K.; Jankowski, K.; Wells, R.; Tyack, P.
Title Bottlenose dolphin (Tursiops truncatus) calves appear to model their signature whistles on the signature whistles of community members Type Journal Article
Year 2005 Publication Animal Cognition Abbreviated Journal Anim. Cogn.
Volume 8 Issue 1 Pages 17-26
Keywords Acoustic Stimulation; Animals; Dolphins/*psychology; Female; *Imitative Behavior; Individuality; *Learning; *Social Environment; *Vocalization, Animal
Abstract Bottlenose dolphins are unusual among non-human mammals in their ability to learn new sounds. This study investigates the importance of vocal learning in the development of dolphin signature whistles and the influence of social interactions on that process. We used focal animal behavioral follows to observe six calves in Sarasota Bay, Fla., recording their social associations during their first summer, and their signature whistles during their second. The signature whistles of five calves were determined. Using dynamic time warping (DTW) of frequency contours, the calves' signature whistles were compared to the signature whistles of several sets of dolphins: their own associates, the other calves' associates, Tampa Bay dolphins, and captive dolphins. Whistles were considered similar if their DTW similarity score was greater than those of 95% of the whistle comparisons. Association was defined primarily in terms of time within 50 m of the mother/calf pair. On average, there were six dolphins with signature whistles similar to the signature whistles of each of the calves. These were significantly more likely to be Sarasota Bay resident dolphins than non-Sarasota dolphins, and (though not significantly) more likely to be dolphins that were within 50 m of the mother and calf less than 5% of the time. These results suggest that calves may model their signature whistles on the signature whistles of members of their community, possibly community members with whom they associate only rarely.
Address Biology Department, Woods Hole Oceanographic Institution, Woods Hole, Massachusetts, USA. deborah.fripp@verizon.net
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ISSN 1435-9448 ISBN Medium
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Notes (down) PMID:15221637 Approved no
Call Number Equine Behaviour @ team @ Serial 2520
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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
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ISSN 1543-4494 ISBN Medium
Area Expedition Conference
Notes (down) PMID:15161142 Approved no
Call Number refbase @ user @ Serial 75
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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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ISSN 1543-4494 ISBN Medium
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Notes (down) PMID:15161139 Approved no
Call Number refbase @ user @ Serial 734
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Author Fragaszy, D.; Visalberghi, E.
Title Socially biased learning in monkeys Type Journal Article
Year 2004 Publication Learning & behavior : a Psychonomic Society publication Abbreviated Journal Learn Behav
Volume 32 Issue 1 Pages 24-35
Keywords Adaptation, Psychological; Animal Communication; Animals; Behavior, Animal; *Feeding Behavior/psychology; Food Preferences/psychology; Haplorhini/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; *Social Environment; *Social Facilitation
Abstract We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning.
Address Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu
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Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1543-4494 ISBN Medium
Area Expedition Conference
Notes (down) PMID:15161138 Approved no
Call Number refbase @ user @ Serial 828
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