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Author |
Punzo, F.; Ludwig, L. |
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Title |
Contact with maternal parent and siblings affects hunting behavior, learning, and central nervous system development in spiderlings of Hogna carolinensis (Araeneae: Lycosidae) |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
5 |
Issue |
2 |
Pages |
63-70 |
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Keywords |
Animals; Central Nervous System/*growth & development; Female; *Learning; Male; *Predatory Behavior; Social Isolation; *Spiders |
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Abstract |
The purpose of this study was to determine the effects of early experience (rearing conditions) on the central nervous system (CNS) and behavior of spiderlings of Hogna carolinensis (Lycosidae). We were interested in whether or not spiderlings that were allowed to remain in contact with their maternal parent and siblings (enriched condition, EC) would exhibit differences in CNS development or subsequent behavior when compared with those reared in isolation (improverished condition, IC). Spiderlings emerged from their egg sacs and climbed onto the dorsal surface of their mother's abdomen where they remained until their yolk supply was depleted (5 days). They dispersed on day 6 after emergence. We compared the ability of 16-day-old EC and IC spiderlings to capture prey in a linear runway and to learn a complex maze (spatial learning). We also compared certain aspects of CNS development (brain weight, total number of brain cells, volume of central body and protocerebral neuropil) in EC and IC spiderlings. Results indicated that EC subjects are more efficient at capturing moving prey (crickets) and exhibited improved performance (significantly fewer blind alley errors) in the maze. The volume of the protocerebral neuropil in 6-day-old EC animals increased 30% over a 5-day period after emergence as compared to IC animals of the same age. The volume of the central body of EC animals increased 34.8% over the same time period. On day 6 after emergence, the weight of the protocerebrum was significantly greater in EC versus IC subjects. There were no significant effects of rearing condition (EC vs IC) or age (1- and 6-day-old spiderlings) on the total number of nerve cells in the protocerebrum, suggesting that the difference in protocerebral weight was due primarily to differences in supporting glial tissues and neuropil matrix. In conclusion, the data suggest that early contact with the maternal parent and siblings is of vital importance to CNS development in lycosid spiderlings and can influence the capacity for spatial learning as well as the ability to capture prey. |
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Box 5F-Dept. of Biology, University of Tampa, 401 W. Kennedy Blvd., Tampa, FL 33606, USA. fpunzo@ut.edu |
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1435-9448 |
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PMID:12150037 |
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Equine Behaviour @ team @ |
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2607 |
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Author |
Dudchenko, P.A.; Davidson, M. |
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Title |
Rats use a sense of direction to alternate on T-mazes located in adjacent rooms |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
5 |
Issue |
2 |
Pages |
115-118 |
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Keywords |
Animals; *Cognition; Male; *Maze Learning; Rats; Rats, Inbred Strains; Space Perception |
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Abstract |
Lister hooded rats were trained on a forced-sample T-maze alternation task in an environment lacking spatial landmarks. An early study of spontaneous alternation on the T-maze had shown that rats use a “spatial sense” to select alternate maze arms across mazes. As this phenomenon may provide a useful tool for studying the neural substrates of a directional sense, we wished to confirm this finding on a different version of the T-maze task, with well-trained animals. We found that rats successfully selected the appropriate maze arm when the choice phase of the task was presented on a second maze, oriented in the same direction, and located in an adjacent room. However, choice performance fell to chance level when the second maze was oriented 90 degrees relative to the first. This result suggests that the rats do not simply alternate turns across the two environments, but rather that they rely on a sense of direction that is carried across environments. |
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Department of Psychology, University of Stirling, Stirling FK9 4LA, UK. p.a.dudchenko@stir.ac.uk |
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1435-9448 |
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PMID:12150036 |
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Equine Behaviour @ team @ |
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2608 |
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Author |
Hopkins, W.D.; Washburn, D.A. |
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Title |
Matching visual stimuli on the basis of global and local features by chimpanzees (Pan troglodytes) and rhesus monkeys (Macaca mulatta) |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
5 |
Issue |
1 |
Pages |
27-31 |
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Keywords |
Animals; Discrimination Learning; Facial Expression; Female; Macaca mulatta/physiology/*psychology; Male; Pan troglodytes/physiology/*psychology; Perceptual Masking; Social Perception; Visual Perception/*physiology |
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This study was designed to examine whether chimpanzees and monkeys exhibit a global-to-local precedence in the processing of hierarchically organized compound stimuli, as has been reported for humans. Subjects were tested using a sequential matching-to-sample paradigm using stimuli that differed on the basis of their global configuration or local elements, or on both perceptual attributes. Although both species were able to discriminate stimuli on the basis of their global configuration or local elements, the chimpanzees exhibited a global-to-local processing strategy, whereas the rhesus monkeys exhibited a local-to-global processing strategy. The results suggest that perceptual and attentional mechanisms underlying information-processing strategies may account for differences in learning by primates. |
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Department of Psychology, Berry College, Mount Berry, GA 30149, USA. whopkins@berry.edu |
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1435-9448 |
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PMID:11957399 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2613 |
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Author |
Bshary, R.; Wickler, W.; Fricke, H. |
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Title |
Fish cognition: a primate's eye view |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
5 |
Issue |
1 |
Pages |
1-13 |
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Keywords |
Animals; Cognition/*physiology; Evolution; Fishes/*physiology; Intelligence; Learning; Primates/*physiology; Social Behavior |
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Abstract |
We provide selected examples from the fish literature of phenomena found in fish that are currently being examined in discussions of cognitive abilities and evolution of neocortex size in primates. In the context of social intelligence, we looked at living in individualized groups and corresponding social strategies, social learning and tradition, and co-operative hunting. Regarding environmental intelligence, we searched for examples concerning special foraging skills, tool use, cognitive maps, memory, anti-predator behaviour, and the manipulation of the environment. Most phenomena of interest for primatologists are found in fish as well. We therefore conclude that more detailed studies on decision rules and mechanisms are necessary to test for differences between the cognitive abilities of primates and other taxa. Cognitive research can benefit from future fish studies in three ways: first, as fish are highly variable in their ecology, they can be used to determine the specific ecological factors that select for the evolution of specific cognitive abilities. Second, for the same reason they can be used to investigate the link between cognitive abilities and the enlargement of specific brain areas. Third, decision rules used by fish could be used as 'null-hypotheses' for primatologists looking at how monkeys might make their decisions. Finally, we propose a variety of fish species that we think are most promising as study objects. |
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University of Cambridge, Department of Zoology, Downing Street, Cambridge CB2 3EJ, UK. rb286@cam.ac.uk |
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1435-9448 |
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PMID:11957395 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2617 |
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Author |
Thornton, A.; McAuliffe, K. |
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Title |
Teaching in wild meerkats |
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Journal Article |
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Year |
2006 |
Publication |
Science (New York, N.Y.) |
Abbreviated Journal |
Science |
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Volume |
313 |
Issue |
5784 |
Pages |
227-229 |
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Keywords |
Animals; *Animals, Wild/psychology; Behavior, Animal; *Herpestidae/psychology; *Learning; *Predatory Behavior; South Africa; *Teaching; Vocalization, Animal |
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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. |
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Department of Zoology, University of Cambridge, Downing Street, Cambridge CB2 3EJ, UK. jant2@cam.ac.uk |
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1095-9203 |
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PMID:16840701 |
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Equine Behaviour @ team @ |
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2834 |
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Author |
Gomez, J.-C. |
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Title |
Species comparative studies and cognitive development |
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Journal Article |
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Year |
2005 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
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Volume |
9 |
Issue |
3 |
Pages |
118-125 |
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Keywords |
Animals; Attention/physiology; Brain/*growth & development; Child, Preschool; Cognition/*physiology; Concept Formation/physiology; Dogs; Evolution; Fixation, Ocular; Gorilla gorilla; Humans; Infant; Learning/*physiology; Macaca mulatta; Mental Recall/physiology; Personal Construct Theory; Psychomotor Performance/physiology; Species Specificity |
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The comparative study of infant development and animal cognition brings to cognitive science the promise of insights into the nature and origins of cognitive skills. In this article, I review a recent wave of comparative studies conducted with similar methodologies and similar theoretical frameworks on how two core components of human cognition--object permanence and gaze following--develop in different species. These comparative findings call for an integration of current competing accounts of developmental change. They further suggest that evolution has produced developmental devices capable at the same time of preserving core adaptive components, and opening themselves up to further adaptive change, not only in interaction with the external environment, but also in interaction with other co-developing cognitive systems. |
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Scottish Primate Research Group, School of Psychology, University of St Andrews, St Andrews, Fife KY15 9JU, UK |
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1364-6613 |
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PMID:15737820 |
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Equine Behaviour @ team @ |
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2851 |
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Author |
Dawson, B.V.; Foss, B.M. |
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Title |
Observational learning in budgerigars |
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Journal Article |
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Year |
1965 |
Publication |
Animal Behaviour |
Abbreviated Journal |
Anim. Behav. |
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13 |
Issue |
4 |
Pages |
470-474 |
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Animals; *Attention; *Behavior, Animal; Birds; *Learning |
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Equine Behaviour @ team @ |
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2991 |
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Rubin, L.; Oppegard, C.; Hindz, H.F. |
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Title |
The effect of varying the temporal distribution of conditioning trials on equine learning behavior |
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Journal Article |
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1980 |
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Journal of Animal Science |
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J. Anim Sci. |
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50 |
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6 |
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1184-1187 |
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Animals; Conditioning (Psychology); *Horses; *Learning |
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Two experiments were conducted to study the effect of varying the temporal distrbution of conditioning sessions on equine learning behavior. In the first experiment, 15 ponies were trained to clear a small hurdle in response to a buzzer in order to avoid a mild electric shock. Three treatments were used. One group received 10 learning trials daily, seven times a week; one group was trained in the same fashion two times a week and one group was trained once a week. The animals conditioned only once a week achieved a high level of performance in significantly fewer sessions than the ones conditioned seven times a week, although elapsed time from start of training to completion was two to three times greater for the former group. The twice-a-week group learned at an intermediate rate. In the second experiment, the ponies were rearranged into three new groups. They were taught to move backward a specific distance in response to a visual cue in order to avoid an electric shock. Again, one group was trained seven times a week, one group was trained two times and one group was trained once a week. As in the first experiment, the animals trained once a week achieved the learning criteria in significantly fewer sessions than those trained seven times a week, but, as in trial 1, elapsed time from start to finish was greater for them. The two times-a-week group learned at a rate in-between the rates of the other two groups. |
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0021-8812 |
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PMID:7400060 |
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Equine Behaviour @ team @ |
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3558 |
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Author |
Murphy, J.; Waldmann, T.; Arkins, S. |
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Title |
Sex differences in equine learning skills and visuo-spatial ability |
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Journal Article |
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2004 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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87 |
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1-2 |
Pages |
119-130 |
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Horses; Sex differences; Visuo-spatial ability; Learning |
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There is evidence of superior visuo-spatial ability in males compared to females in most species investigated to-date. However, no known studies have addressed this issue in the equine. Equine visuo-spatial ability was investigated using a novel test apparatus with a sample of 62 horses (males=34 and females=28) during a series of six tests, where the horses were required to access a food source. The test apparatus consisted of a series of four adjacent stalls, each of which had a feed bin and a moveable barrier. The test apparatus was designed such that the breastplate barriers controlled and limited access by the horses to feed bins in all but one stall during each test. Male horses performed such that there were significant differences (P<0.05) in the ability of the subjects to complete all six tests in a mean time of 30 s or less per test. There were significant differences in mean completion times for male subjects between test 1 and test 2 (P<0.05), test 1 and test 3 (P<0.001), test 1 and test 4 (P<0.05) and test 1 and test 5 (P<0.05). There were no significant differences in mean completion times between any of the six tests for female subjects. Males had a lower mean total number of errors during all tests. Male horses also successfully completed significantly more tests than females (P<0.05). These results provide the first behavioural demonstration of superior visuo-spatial ability in male horses, similar to that reported in other species. |
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Equine Behaviour @ team @ |
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3560 |
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Author |
Marinier, S.L.; Alexander, A.J. |
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Title |
The use of a maze in testing learning and memory in horses |
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1994 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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39 |
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2 |
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177-182 |
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Horses; Learning; Memory; Maze; Exercise |
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Two mazes were used to test the learning ability and memory of horses, and changes in these abilities. Testing was done on four occasions. On Occasion 1, the horses were run through Maze A until they had reached the criterion of three consecutive correct runs. A week later (Occasion 2), they were retested in Maze A to the same criterion as a measure of memory. On Occasion 3,2 months later, the horses were run through Mazes A and B until they reached the criterion. Occasion 4 took place 1 week later when they were run through Mazes A and B. An estimation of changes in ability to learn came from a comparison of results from Occasions 1 and 3. Similarly, changes in ability to remember came from a comparison of results from Occasions 2 and 4. Nine horses with a variable amount of riding training were the subjects. All horses were able to learn the maze, but the ability varied among horses. There was no obvious correlation between quality of handling of the horses and learning ability. Once the horses had learned the maze, they remembered it perfectly on subsequent occasions. There were changes in the memory and learning ability of the horses, but no clear explanation for this could be found. |
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Equine Behaviour @ team @ |
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3573 |
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