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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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| Language | English | Summary Language | Original Title | ||
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| ISSN | 1543-4494 | ISBN | Medium | ||
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PMID:15161142 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 75 | ||
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| Author | Lazareva, O.F.; Smirnova, A.A.; Bagozkaja, M.S.; Zorina, Z.A.; Rayevsky, V.V.; Wasserman, E.A. | ||||
| Title | Transitive responding in hooded crows requires linearly ordered stimuli | Type | Journal Article | ||
| Year | 2004 | Publication | Journal of the experimental analysis of behavior | Abbreviated Journal | J Exp Anal Behav |
| Volume | 82 | Issue | 1 | Pages | 1-19 |
| Keywords | Animals; *Association; Cognition/physiology; Crows; Discrimination (Psychology); *Discrimination Learning; Feedback; Reinforcement (Psychology); Visual Perception/physiology | ||||
| Abstract | Eight crows were taught to discriminate overlapping pairs of visual stimuli (A+ B-, B+ C-, C+ D-, and D+ E-). For 4 birds, the stimuli were colored cards with a circle of the same color on the reverse side whose diameter decreased from A to E (ordered feedback group). These circles were made available for comparison to potentially help the crows order the stimuli along a physical dimension. For the other 4 birds, the circles corresponding to the colored cards had the same diameter (constant feedback group). In later testing, a novel choice pair (BD) was presented. Reinforcement history involving stimuli B and D was controlled so that the reinforcement/nonreinforcement ratios for the latter would be greater than for the former. If, during the BD test, the crows chose between stimuli according to these reinforcement/nonreinforcement ratios, then they should prefer D; if they chose according to the diameter of the feedback stimuli, then they should prefer B. In the ordered feedback group, the crows strongly preferred B over D; in the constant feedback group, the crows' choice did not differ significantly from chance. These results, plus simulations using associative models, suggest that the orderability of the postchoice feedback stimuli is important for crows' transitive responding. | ||||
| Address | Institute of Higher Nervous Activity, Moscow State University. olga-lazareva@uiowa.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0022-5002 | ISBN | Medium | ||
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| Notes |
PMID:15484868 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 612 | ||
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| Author | Pickens, C.L.; Holland, P.C. | ||||
| Title | Conditioning and cognition | Type | Journal Article | ||
| Year | 2004 | Publication | Neuroscience and Biobehavioral Reviews | Abbreviated Journal | Neurosci Biobehav Rev |
| Volume | 28 | Issue | 7 | Pages | 651-661 |
| Keywords | Animals; Association Learning/physiology; Cognition/*physiology; Conditioning (Psychology)/*physiology; Discrimination Learning/physiology; Humans; Memory; Models, Psychological; Reinforcement (Psychology); Visual Perception/physiology | ||||
| Abstract | Animals' abilities to use internal representations of absent objects to guide adaptive behavior and acquire new information, and to represent multiple spatial, temporal, and object properties of complex events and event sequences, may underlie many aspects of human perception, memory, and symbolic thought. In this review, two classes of simple associative learning tasks that address these core cognitive capacities are discussed. The first set, including reinforcer revaluation and mediated learning procedures, address the power of Pavlovian conditioned stimuli to gain access, through learning, to representations of upcoming events. The second set of investigations concern the construction of complex stimulus representations, as illustrated in studies of contextual learning, the conjunction of explicit stimulus elements in configural learning procedures, and recent studies of episodic-like memory. The importance of identifying both cognitive process and brain system bases of performance in animal models is emphasized. | ||||
| Address | Department of Psychological and Brain Sciences, Johns Hopkins University, 3400 North Charles Street, Baltimore, MD 21218, USA | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0149-7634 | ISBN | Medium | ||
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| Notes |
PMID:15555675 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2803 | ||
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| Author | Neuringer, A. | ||||
| Title | Reinforced variability in animals and people: implications for adaptive action | Type | Journal Article | ||
| Year | 2004 | Publication | The American Psychologist | Abbreviated Journal | Am Psychol |
| Volume | 59 | Issue | 9 | Pages | 891-906 |
| Keywords | Animals; Behavior, Animal; *Choice Behavior; Conditioning, Operant; Creativeness; Discrimination (Psychology); Humans; Memory; Problem Solving; *Reinforcement (Psychology) | ||||
| Abstract | Although reinforcement often leads to repetitive, even stereotyped responding, that is not a necessary outcome. When it depends on variations, reinforcement results in responding that is diverse, novel, indeed unpredictable, with distributions sometimes approaching those of a random process. This article reviews evidence for the powerful and precise control by reinforcement over behavioral variability, evidence obtained from human and animal-model studies, and implications of such control. For example, reinforcement of variability facilitates learning of complex new responses, aids problem solving, and may contribute to creativity. Depression and autism are characterized by abnormally repetitive behaviors, but individuals afflicted with such psychopathologies can learn to vary their behaviors when reinforced for so doing. And reinforced variability may help to solve a basic puzzle concerning the nature of voluntary action. | ||||
| Address | Department of Psychology, Reed College, Portland, OR 97202, USA. allen.neuringer@reed.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 0003-066X | ISBN | Medium | ||
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| Notes |
PMID:15584823 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4106 | ||
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| 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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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 0275-2565 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes |
PMID:15645460 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4112 | ||
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| Author | Zentall, T.R. | ||||
| Title | Timing, memory for intervals, and memory for untimed stimuli: the role of instructional ambiguity | Type | Journal Article | ||
| Year | 2005 | Publication | Behavioural processes | Abbreviated Journal | Behav. Process. |
| Volume | 70 | Issue | 3 | Pages | 209-222 |
| Keywords | Animals; *Attention; Columbidae; *Discrimination Learning; *Memory, Short-Term; Practice (Psychology); Reinforcement Schedule; *Retention (Psychology); *Time Perception | ||||
| Abstract | Theories of animal timing have had to account for findings that the memory for the duration of a timed interval appears to be dramatically shorted within a short time of its termination. This finding has led to the subjective shortening hypothesis and it has been proposed to account for the poor memory that animals appear to have for the initial portion of a timed interval when a gap is inserted in the to-be-timed signal. It has also been proposed to account for the poor memory for a relatively long interval that has been discriminated from a shorter interval. I suggest here a simpler account in which ambiguity between the gap or retention interval and the intertrial interval results in resetting the clock, rather than forgetting the interval. The ambiguity hypothesis, together with a signal salience mechanism that determines how quickly the clock is reset at the start of the intertrial interval can account for the results of the reported timing experiments that have used the peak procedure. Furthermore, instructional ambiguity rather than memory loss may account for the results of many animal memory experiments that do not involve memory for time. | ||||
| Address | Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. zentall@uky.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0376-6357 | ISBN | Medium | ||
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| Notes |
PMID:16095851 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 222 | ||
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| Author | Shettleworth, S.J.; Plowright, C.M. | ||||
| Title | How pigeons estimate rates of prey encounter | Type | Journal Article | ||
| Year | 1992 | Publication | Journal of experimental psychology. Animal behavior processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 18 | Issue | 3 | Pages | 219-235 |
| Keywords | Analysis of Variance; Animals; *Appetitive Behavior; Columbidae; Conditioning, Operant; Food Preferences/*psychology; Motivation; *Predatory Behavior; *Probability Learning; *Reinforcement Schedule; Social Environment | ||||
| Abstract | Pigeons were trained on operant schedules simulating successive encounters with prey items. When items were encountered on variable-interval schedules, birds were more likely to accept a poor item (long delay to food) the longer they had just searched, as if they were averaging prey density over a short memory window (Experiment 1). Responding as if the immediate future would be like the immediate past was reversed when a short search predicted a long search next time (Experiment 2). Experience with different degrees of environmental predictability appeared to change the length of the memory window (Experiment 3). The results may reflect linear waiting (Higa, Wynne, & Staddon, 1991), but they differ in some respects. The findings have implications for possible mechanisms of adjusting behavior to current reinforcement conditions. | ||||
| Address | Department of Psychology, University of Toronto, Ontario, Canada | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0097-7403 | ISBN | Medium | ||
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| Notes |
PMID:1619391 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 382 | ||
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| Author | Gibson, B.M.; Juricevic, I.; Shettleworth, S.J.; Pratt, J.; Klein, R.M. | ||||
| Title | Looking for inhibition of return in pigeons | Type | Journal Article | ||
| Year | 2005 | Publication | Learning & behavior : a Psychonomic Society publication | Abbreviated Journal | Learn Behav |
| Volume | 33 | Issue | 3 | Pages | 296-308 |
| Keywords | Animals; Behavior, Animal/*physiology; Columbidae; *Inhibition (Psychology); Reinforcement (Psychology) | ||||
| Abstract | We conducted four experiments in order to investigate whether pigeons' responses to a recently attended (i.e., recently pecked) location are inhibited. In Experiments 1 and 2, stimulus displays were similar to those used in studies of inhibition of return (IOR) with humans; responses to cued targets tended to be facilitated rather than inhibited. In Experiments 3 and 4, birds were presented with stimulus displays that mimicked clusters of small grains and were relatively localized, which should have been more appropriate for detecting IOR in pigeons. The results from these experiments again provided evidence for facilitation of responding to cued targets, rather than for IOR. | ||||
| Address | University of Toronto, Toronto, Ontario, Canada. bgibson@cisunix.unh.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 1543-4494 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes |
PMID:16396077 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 359 | ||
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| Author | Farmer-Dougan, V.; Dougan, J. | ||||
| Title | The Man Who Listens To Behavior: Folk Wisdom And Behavior Analysis From A Real Horse Whisperer | Type | Journal Article | ||
| Year | 1999 | Publication | JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR | Abbreviated Journal | J Exp Anal Behav |
| Volume | 72 | Issue | 1 | Pages | 139-149 |
| Keywords | positive reinforcement, aversive control, learned helplessness, language, biological constraints, | ||||
| Abstract | The popular novel and movie The Horse Whisperer are based on the work of several real-life horse whisperers, the most famous of whom is Monty Roberts. Over the last 50 years, Roberts has developed a technique for training horses that is both more effective and less aversive than traditional training techniques. An analysis of Roberts` methods (as described in his book, The Man Who Listens to Horses) indicates a deep understanding of behavioral principles including positive reinforcement, timeout, species-specific defense reactions, learned helplessness, and the behavioral analysis of language. Roberts developed his theory and techniques on the basis of personal experience and folk wisdom, and not as the result of formal training in behavior analysis. Behavior analysts can clearly learn from such insightful yet behaviorally incorrect practitioners, just as such practitioners can benefit from the objective science of behavior analysts. |
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| Language | English | Summary Language | Original Title | ||
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| Series Volume | Series Issue | Edition | |||
| ISSN | 0022-5002 | ISBN | Medium | ||
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| Notes |
PMID:16812908 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 1829 | ||
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| Author | Christensen, J.W.; Rundgren, M.; Olsson, K. | ||||
| Title | Training methods for horses: habituation to a frightening stimulus | Type | Journal Article | ||
| Year | 2006 | Publication | Equine veterinary journal | Abbreviated Journal | Equine Vet J |
| Volume | 38 | Issue | 5 | Pages | 439-443 |
| Keywords | Animals; Behavior, Animal/*physiology; *Conditioning (Psychology); *Fear; Heart Rate/*physiology; Horses/physiology/*psychology; Learning; Male; Random Allocation; *Reinforcement (Psychology); Safety; Time Factors | ||||
| Abstract | REASONS FOR PERFORMING STUDY: Responses of horses in frightening situations are important for both equine and human safety. Considerable scientific interest has been shown in development of reactivity tests, but little effort has been dedicated to the development of appropriate training methods for reducing fearfulness. OBJECTIVES: To investigate which of 3 different training methods (habituation, desensitisation and counter-conditioning) was most effective in teaching horses to react calmly in a potentially frightening situation. HYPOTHESES: 1) Horses are able to generalise about the test stimulus such that, once familiar with the test stimulus in one situation, it appears less frightening and elicits a reduced response even when the stimulus intensity is increased or the stimulus is presented differently; and 2) alternative methods such as desensitisation and counter-conditioning would be more efficient than a classic habituation approach. METHODS: Twenty-seven naive 2-year-old Danish Warmblood stallions were trained according to 3 different methods, based on classical learning theory: 1) horses (n = 9) were exposed to the full stimulus (a moving, white nylon bag, 1.2 x 0.75 m) in 5 daily training sessions until they met a predefined habituation criterion (habituation); 2) horses (n = 9) were introduced gradually to the stimulus and habituated to each step before the full stimulus was applied (desensitisation); 3) horses (n = 9) were trained to associate the stimulus with a positive reward before being exposed to the full stimulus (counter-conditioning). Each horse received 5 training sessions of 3 min per day. Heart rate and behavioural responses were recorded. RESULTS: Horses trained with the desensitisation method showed fewer flight responses in total and needed fewer training sessions to learn to react calmly to test stimuli. Variations in heart rate persisted even when behavioural responses had ceased. In addition, all horses on the desensitisation method eventually habituated to the test stimulus whereas some horses on the other methods did not. CONCLUSIONS AND POTENTIAL RELEVANCE: Desensitisation appeared to be the most effective training method for horses in frightening situations. Further research is needed in order to investigate the role of positive reinforcement, such as offering food, in the training of horses. | ||||
| Address | Danish Institute of Agricultural Sciences, Department of Animal Health, Welfare and Nutrition, Tjele, Denmark | ||||
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| ISSN | 0425-1644 | ISBN | Medium | ||
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| Notes |
PMID:16986605 | Approved | no | ||
| Call Number | Serial | 1783 | |||
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