Records |
Author |
Coleman, K.; Tully, L.A.; McMillan, J.L. |
Title |
Temperament correlates with training success in adult rhesus macaques |
Type |
Journal Article |
Year |
2005 |
Publication |
American journal of primatology |
Abbreviated Journal |
Am. J. Primatol. |
Volume |
65 |
Issue |
1 |
Pages |
63-71 |
Keywords |
Animals; Female; *Inhibition (Psychology); *Learning; Macaca mulatta/*psychology; *Reinforcement (Psychology); *Temperament |
Abstract |
In recent years there has been a marked increase in awareness of issues involving the psychological well-being of nonhuman primates (NHPs) used in biomedical research. As a result, many facilities are starting to train primates to voluntarily cooperate with veterinary, husbandry, and research procedures, such as remaining still for blood draws or injections. Such training generally reduces the stress associated with these procedures, resulting in calmer animals and, ultimately, better research models. However, such training requires great investments in time, and there can be vast individual differences in training success. Some animals learn tasks quickly, while others make slower progress in training. In this study, we examined whether temperament, as measured by response to a novel food object, correlated with the amount of time it took to train 20 adult female rhesus macaques to perform a simple task. The monkeys were categorized as “exploratory” (i.e., inspected a novel object placed in the home cage within 10 sec), “moderate” (i.e., inspected the object within 10-180 sec), or “inhibited” (i.e., did not inspect the object within 3 min). We utilized positive reinforcement techniques to train the monkeys to touch a target (PVC pipe shaped like an elbow) hung on their cage. Temperament correlated with training success in this study (Pearson chi2=7.22, df=2, P=0.03). We easily trained over 75% of the animals that inspected the novel food (i.e., exploratory or moderate individuals) to touch the target. However, only 22% of the inhibited monkeys performed the task. By knowing which animals may not respond to conventional training methods, we may be able to develop alternate training techniques to address their specific needs. In addition, these results will allow us to screen monkeys to be assigned to research projects in which they will be trained, with the goal of obtaining the best candidates for those studies. |
Address |
Oregon National Primate Research Center, Beaverton, Oregon 97006, USA. colemank@ohsu.edu |
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0275-2565 |
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PMID:15645460 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
4112 |
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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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1435-9448 |
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PMID:15549502 |
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no |
Call Number |
refbase @ user @ |
Serial |
732 |
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Author |
Markman, E.M.; Abelev, M. |
Title |
Word learning in dogs? |
Type |
Journal Article |
Year |
2004 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
Volume |
8 |
Issue |
11 |
Pages |
479-81; discussion 481 |
Keywords |
Animals; Association Learning; Dogs; *Learning; *Verbal Learning; *Vocabulary |
Abstract |
In a recent paper, Kaminski, Call and Fischer report pioneering research on word-learning in a dog. In this commentary we suggest ways of distinguishing referential word use from mere association. We question whether the dog is reasoning by exclusion and, if so, compare three explanations – learned heuristics, default assumptions, and pragmatic reasoning – as they apply to children and might apply to dogs. Kaminski et al.'s work clearly raises important questions about the origins and basis of word learning and social cognition. |
Address |
Department of Psychology, Stanford University, Bldg 420, Stanford, CA 94305-2130, USA |
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1364-6613 |
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PMID:15491899 |
Approved |
no |
Call Number |
refbase @ user @ |
Serial |
274 |
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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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1435-9448 |
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PMID:15490290 |
Approved |
no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2504 |
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Author |
Mercado, E. 3rd; Herman, L.M.; Pack, A.A. |
Title |
Song copying by humpback whales: themes and variations |
Type |
Journal Article |
Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
Volume |
8 |
Issue |
2 |
Pages |
93-102 |
Keywords |
Acoustics; Animals; *Imitative Behavior; *Learning; Male; Sound Spectrography; *Vocalization, Animal; Whales/*psychology |
Abstract |
Male humpback whales (Megaptera novaeangliae) produce long, structured sequences of sound underwater, commonly called “songs.” Humpbacks progressively modify their songs over time in ways that suggest that individuals are copying song elements that they hear being used by other singers. Little is known about the factors that determine how whales learn from their auditory experiences. Song learning in birds is better understood and appears to be constrained by stable core attributes such as species-specific sound repertoires and song syntax. To clarify whether similar constraints exist for song learning by humpbacks, we analyzed changes over 14 years in the sounds used by humpback whales singing in Hawaiian waters. We found that although the properties of individual sounds within songs are quite variable over time, the overall distribution of certain acoustic features within the repertoire appears to be stable. In particular, our findings suggest that species-specific constraints on temporal features of song sounds determine song form, whereas spectral variability allows whales to flexibly adapt song elements. |
Address |
Department of Psychology, University at Buffalo, SUNY, Park Hall, Buffalo, NY 14260, USA. emiii@buffalo.edu |
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1435-9448 |
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PMID:15490289 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2505 |
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Author |
Brosnan, S.F.; de Waal, F.B.M. |
Title |
A concept of value during experimental exchange in brown capuchin monkeys, Cebus apella |
Type |
Journal Article |
Year |
2004 |
Publication |
Folia primatologica; international journal of primatology |
Abbreviated Journal |
Folia Primatol (Basel) |
Volume |
75 |
Issue |
5 |
Pages |
317-330 |
Keywords |
Animals; Cebus/*psychology; *Choice Behavior; Female; Food Preferences; *Learning; Male; Sex Factors; Statistics, Nonparametric; *Token Economy; Video Recording |
Abstract |
We evaluated the response of brown capuchin monkeys to two differentially valued tokens in an experimental exchange situation akin to a simple barter. Monkeys were given a series of three tests to evaluate their ability to associate tokens with food, then their responses were examined in a barter situation in which tokens were either limited or unlimited. Capuchins did not perform barter in the typical sense, returning the tokens which were associated with the reward. However, females, but not males, showed a different response, preferring the higher-value token. This may indicate that they learned to prefer one token over the other rather than to associate the tokens with their specific rewards. This sex difference parallels previous findings of greater reciprocity in female brown capuchins than in males. |
Address |
Living Links Center, Emory University, Yerkes National Primate Research Center, 954 N. Gatewood Drive, Atlanta, GA 30329, USA. sbrosna@emory.edu |
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0015-5713 |
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PMID:15486443 |
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no |
Call Number |
refbase @ user @ |
Serial |
170 |
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Author |
Harlow, H.F. |
Title |
Learning and satiation of response in intrinsically motivated complex puzzle performance by monkeys |
Type |
Journal Article |
Year |
1950 |
Publication |
Journal of Comparative and Physiological Psychology |
Abbreviated Journal |
J Comp Physiol Psychol |
Volume |
43 |
Issue |
4 |
Pages |
289-294 |
Keywords |
Animals; *Haplorhini; *Learning; *Motivation; *Psychology; *Satiation; *Learning; *Motivation; *Psychology |
Abstract |
Two rhesus monkeys, given 60 two-hour sessions with a six-device mechanical puzzle showed clear evidence of learning, the curve showing ratio of incorrect to correct responses appearing quite comparable to similar curves obtained during externally rewarded situations. When, on the thirteenth day of tests, the subjects were presented with the puzzle 100 times at 6-minute intervals, the number of devices manipulated decreased regularly throughout the day, although there was no significant change in the number of times the problem assembly was attacked. |
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0021-9940 |
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PMID:15436888 |
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no |
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Equine Behaviour @ team @ |
Serial |
6550 |
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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 |
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Equine Behaviour @ team @ |
Serial |
2511 |
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Author |
Subiaul, F.; Cantlon, J.F.; Holloway, R.L.; Terrace, H.S. |
Title |
Cognitive imitation in rhesus macaques |
Type |
Journal Article |
Year |
2004 |
Publication |
Science (New York, N.Y.) |
Abbreviated Journal |
Science |
Volume |
305 |
Issue |
5682 |
Pages |
407-410 |
Keywords |
Animals; *Cognition; *Imitative Behavior; *Learning; Macaca mulatta/*physiology/psychology; Male |
Abstract |
Experiments on imitation typically evaluate a student's ability to copy some feature of an expert's motor behavior. Here, we describe a type of observational learning in which a student copies a cognitive rule rather than a specific motor action. Two rhesus macaques were trained to respond, in a prescribed order, to different sets of photographs that were displayed on a touch-sensitive monitor. Because the position of the photographs varied randomly from trial to trial, sequences could not be learned by motor imitation. Both monkeys learned new sequences more rapidly after observing an expert execute those sequences than when they had to learn new sequences entirely by trial and error. |
Address |
Department of Anthropology, Columbia University, New York, NY 10027, USA. subiaul@aol.com |
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1095-9203 |
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PMID:15256673 |
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no |
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Equine Behaviour @ team @ |
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2839 |
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Author |
Brosnan, S.F.; de Waal, F.B.M. |
Title |
Socially learned preferences for differentially rewarded tokens in the brown capuchin monkey (Cebus apella) |
Type |
Journal Article |
Year |
2004 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
Volume |
118 |
Issue |
2 |
Pages |
133-139 |
Keywords |
Animals; Behavior, Animal; Cebus; *Choice Behavior; Female; *Learning; Male; *Reward; *Social Behavior |
Abstract |
Social learning is assumed to underlie traditions, yet evidence indicating social learning in capuchin monkeys (Cebus apella), which exhibit traditions, is sparse. The authors tested capuchins for their ability to learn the value of novel tokens using a previously familiar token-exchange economy. Capuchins change their preferences in favor of a token worth a high-value food reward after watching a conspecific model exchange 2 differentially rewarded tokens, yet they fail to develop a similar preference after watching tokens paired with foods in the absence of a conspecific model. They also fail to learn that the value of familiar tokens has changed. Information about token value is available in all situations, but capuchins seem to pay more attention in a social situation involving novel tokens. |
Address |
Living Links Center, Yerkes National Primate Research Center, and Graduate Division of Biological and Biomedical Sciences, Emory University, Atlanta, GA 30329, USA. sbrosna@emory.edu |
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0735-7036 |
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PMID:15250800 |
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refbase @ user @ |
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173 |
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