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Author Healy, S.D.; Jones, C.M.
Title Animal learning and memory: an integration of cognition and ecology Type Journal Article
Year 2002 Publication (down) Zoology Abbreviated Journal Zoology
Volume 105 Issue 4 Pages 321-327
Keywords cognitive ecology; spatial learning and memory; adaptive specialisation
Abstract Summary A wonderfully lucid framework for the ways to understand animal behaviour is that represented by the four [`]whys' proposed by Tinbergen (1963). For much of the past three decades, however, these four avenues have been pursued more or less in parallel. Functional questions, for example, have been addressed by behavioural ecologists, mechanistic questions by psychologists and ethologists, ontogenetic questions by developmental biologists and neuroscientists and phylogenetic questions by evolutionary biologists. More recently, the value of integration between these differing views has become apparent. In this brief review, we concentrate especially on current attempts to integrate mechanistic and functional approaches. Most of our understanding of learning and memory in animals comes from the psychological literature, which tends to use only rats or pigeons, and more occasionally primates, as subjects. The underlying psychological assumption is of general processes that are similar across species and contexts rather than a range of specific abilities. However, this does not seem to be entirely true as several learned behaviours have been described that are specific to particular species or contexts. The first conspicuous exception to the generalist assumption was the demonstration of long delay taste aversion learning in rats (Garcia et al., 1955), in which it was shown that a stimulus need not be temporally contiguous with a response for the animal to make an association between food and illness. Subsequently, a number of other examples, such as imprinting and song learning in birds (e.g., Bolhuis and Honey, 1998; Catchpole and Slater, 1995; Horn, 1998), have been thoroughly researched. Even in these cases, however, it has been typical for only a few species to be studied (domestic chicks provide the [`]model' imprinting species and canaries and zebra finches the song learning [`]models'). As a result, a great deal is understood about the neural underpinnings and development of the behaviour, but substantially less is understood about interspecific variation and whether variation in behaviour is correlated with variation in neural processing (see review by Tramontin and Brenowitz, 2000 but see ten Cate and Vos, 1999).
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 0944-2006 ISBN Medium
Area Expedition Conference
Notes Approved no
Call Number Equine Behaviour @ team @ Serial 4741
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Author Reznikova, Z.I.
Title [The study of tool use as the way for general estimation of cognitive abilities in animals] Type Journal Article
Year 2006 Publication (down) Zhurnal Obshchei Biologii Abbreviated Journal Zh Obshch Biol
Volume 67 Issue 1 Pages 3-22
Keywords Adaptation, Psychological; Animals; *Cognition; Learning; Pattern Recognition, Physiological; Species Specificity
Abstract Investigation of tool use is an effective way to determine cognitive abilities of animals. This approach raises hypotheses, which delineate limits of animal's competence in understanding of objects properties and interrelations and the influence of individual and social experience on their behaviour. On the basis of brief review of different models of manipulation with objects and tools manufacturing (detaching, subtracting and reshaping) by various animals (from elephants to ants) in natural conditions the experimental data concerning tool usage was considered. Tool behaviour of anumals could be observed rarely and its distribution among different taxons is rather odd. Recent studies have revealed that some species (for instance, bonobos and tamarins) which didn't manipulate tools in wild life appears to be an advanced tool users and even manufacturers in laboratory. Experimental studies of animals tool use include investigation of their ability to use objects physical properties, to categorize objects involved in tool activity by its functional properties, to take forces affecting objects into account, as well as their capacity of planning their actions. The crucial question is whether animals can abstract general principles of relations between objects regardless of the exact circumstances, or they develop specific associations between concerete things and situations. Effectiveness of laboratory methods is estimated in the review basing on comparative studies of tool behaviour, such as “support problem”, “stick problem”, “tube- and tube-trap problem”, and “reserve tube problem”. Levels of social learning, the role of imprinting, and species-specific predisposition to formation of specific domains are discussed. Experimental investigation of tool use allows estimation of the individuals' intelligence in populations. A hypothesis suggesting that strong predisposition to formation of specific associations can serve as a driving force and at the same time as obstacle to animals' activity is discussed. In several “technically gifted” species (such as woodpecker finches, New Caledonian crows, and chimpanzees) tool use seems to be guided by a rapid process of trial and error learning. Individuals that are predisposed to learn specific connections do this too quickly and thus become enslaved by stereotypic solutions of raising problems.
Address
Corporate Author Thesis
Publisher Place of Publication Editor
Language Russian Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0044-4596 ISBN Medium
Area Expedition Conference
Notes PMID:16521567 Approved no
Call Number Equine Behaviour @ team @ Serial 2857
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Author Markman, E.M.; Abelev, M.
Title Word learning in dogs? Type Journal Article
Year 2004 Publication (down) 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
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1364-6613 ISBN Medium
Area Expedition Conference
Notes PMID:15491899 Approved no
Call Number refbase @ user @ Serial 274
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Author Gomez, J.-C.
Title Species comparative studies and cognitive development Type Journal Article
Year 2005 Publication (down) Trends in Cognitive Sciences Abbreviated Journal Trends. Cognit. Sci.
Volume 9 Issue 3 Pages 118-125
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
Abstract 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.
Address Scottish Primate Research Group, School of Psychology, University of St Andrews, St Andrews, Fife KY15 9JU, UK
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1364-6613 ISBN Medium
Area Expedition Conference
Notes PMID:15737820 Approved no
Call Number Equine Behaviour @ team @ Serial 2851
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Author Friedberger, J.C.
Title Modern horse training methods--what is justifiable? Type Journal Article
Year 1970 Publication (down) The Veterinary Record Abbreviated Journal Vet. Rec.
Volume 87 Issue 8 Pages 229-231
Keywords Animals; *Behavior, Animal; Ethics; *Horses; Learning
Abstract
Address
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0042-4900 ISBN Medium
Area Expedition Conference
Notes PMID:5529870 Approved no
Call Number refbase @ user @ Serial 1967
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Author Goodwin, D.; McGreevy, P.; Waran, N.; McLean, A.
Title How equitation science can elucidate and refine horsemanship techniques Type Journal Article
Year 2009 Publication (down) The Veterinary Journal Abbreviated Journal Special Issue: Equitation Science
Volume 181 Issue 1 Pages 5-11
Keywords Horse; Training; Equitation; Learning theory; Ethology; Cognition
Abstract The long-held belief that human dominance and equine submission are key to successful training and that the horse must be taught to [`]respect' the trainer infers that force is often used during training. Many horses respond by trialling unwelcome evasions, resistances and flight responses, which readily become established. When unable to cope with problem behaviours, some handlers in the past might have been encouraged to use harsh methods or devices while others may have called in a so-called [`]good horseman' or [`]horse whisperer' to remediate the horse. Frequently, the approaches such practitioners offer could not be applied by the horse's owner or trainer because of their lack of understanding or inability to apply the techniques. Often it seemed that these [`]horse-people' had magical ways with horses (e.g., they only had to whisper to them) that achieved impressive results although they had little motivation to divulge their techniques. As we begin to appreciate how to communicate with horses sensitively and consistently, misunderstandings and misinterpretations by horse and trainer should become less common. Recent studies have begun to reveal what comprises the simplest, most humane and most effective mechanisms in horse training and these advances are being matched by greater sharing of knowledge among practitioners. Indeed, various practitioners of what is referred to here as [`]natural horsemanship' now use techniques similar to the [`]whisperers' of old, but they are more open about their methods. Reputable horse trainers using natural horsemanship approaches are talented observers of horse behaviour and respond consistently and swiftly to the horse's subtle cues during training. For example, in the roundpen these trainers apply an aversive stimulus to prompt a flight response and then, when the horse slows down, moves toward them, or offers space-reducing affiliative signals, the trainer immediately modifies his/her agonistic signals, thus negatively reinforcing the desired response. Learning theory and equine ethology, the fundamentals of the emerging discipline of equitation science, can be used to explain almost all the behaviour modification that goes on in these contexts and in conventional horsemanship. By measuring and evaluating what works and what does not, equitation science has the potential to have a unifying effect on traditional practices and developing branches of equitation.
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 1090-0233 ISBN Medium
Area Expedition Conference
Notes Approved no
Call Number Equine Behaviour @ team @ Serial 4826
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Author McGreevy, P.D.; Oddie, C.; Burton, F.L.; McLean, A.N.
Title The horse–human dyad: Can we align horse training and handling activities with the equid social ethogram? Type Journal Article
Year 2009 Publication (down) The Veterinary Journal Abbreviated Journal Special Issue: Equitation Science
Volume 181 Issue 1 Pages 12-18
Keywords Horse training; Social inter- and intra-specific communication; Learning; Counter–predator behaviour
Abstract This article examines the recently completed equid ethogram and shows how analogues of social interactions between horses may occur in various human–horse interactions. It discusses how some specific horse–horse interactions have a corresponding horse–human interaction – some of which may be directly beneficial for the horse while others may be unusual or even abnormal. It also shows how correspondent behaviours sometimes become inappropriate because of their duration, consistency or context. One analogue is unlikely to hold true for all horse–human contexts, so when applying any model from horse–horse interactions to human–horse interactions, the limitations of the model may eclipse the intended outcome of the intervention. These limitations are especially likely when the horse is being ridden. Such analyses may help to determine the validity of extrapolating intra-specific interactions to the inter-specific setting, as is advocated by some popular horse-training methods, and highlight the subsequent limitations where humans play the role of the ‘alpha mare’ or leader in horse handling and training. This examination provides a constructive framework for further informed debate and empirical investigation of the critical features of successful intra-specific interactions.
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 1090-0233 ISBN Medium
Area Expedition Conference
Notes Approved no
Call Number Equine Behaviour @ team @ Serial 5729
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Author Clement, T.S.; Weaver, J.E.; Sherburne, L.M.; Zentall, T.R.
Title Simultaneous discrimination learning in pigeons: value of S- affects the relative value of its associated S+ Type Journal Article
Year 1998 Publication (down) The Quarterly journal of experimental psychology. B, Comparative and physiological psychology Abbreviated Journal Q J Exp Psychol B
Volume 51 Issue 4 Pages 363-378
Keywords Animals; *Attention; Color Perception; Columbidae; *Discrimination Learning; Female; Male; *Motivation; Orientation; Transfer (Psychology)
Abstract In a simple simultaneous discrimination involving a positive stimulus (S+) and a negative stimulus (S-), it has been hypothesized that positive value can transfer from the S+ to the S- (thus increasing the relative value of the S-) and also that negative value can transfer from the S- to the S+ (thus diminishing the relative value of the S+; Fersen, Wynne, Delius, & Staddon, 1991). Evidence for positive value transfer has been reported in pigeons (e.g. Zentall & Sherburne, 1994). The purpose of the present experiments was to determine, in a simultaneous discrimination, whether the S- diminishes the value of the S+ or the S- is contrasted with the S+ (thus enhancing the value of the S+). In two experiments, we found evidence for contrast, rather than value transfer, attributable to simultaneous discrimination training. Thus, not only does the S+ appear to enhance the value of the S-, but the S- appears to enhance rather than reduce the value of the S+.
Address Department of Psychology, University of Kentucky, Lexington 40506-0044, USA
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0272-4995 ISBN Medium
Area Expedition Conference
Notes PMID:9854439 Approved no
Call Number refbase @ user @ Serial 252
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Author Zentall, T.R.
Title A cognitive behaviorist approach to the study of animal behavior Type Journal Article
Year 2002 Publication (down) The Journal of general psychology Abbreviated Journal J Gen Psychol
Volume 129 Issue 4 Pages 328-363
Keywords Animals; *Attention; *Behavior, Animal; *Cognition; Learning; *Memory; Social Behavior
Abstract Traditional psychological approaches to animal learning and behavior have involved either the atheoretical behaviorist approach proposed by B. F. Skinner (1938), in which input-output relations are described in response to environmental manipulations, or the theoretical behaviorist approach offered by C. L Hull (1943), in which associations mediated by several hypothetical constructs and intervening variables are formed between stimuli and responses. Recently, the application of a cognitive behaviorist approach to animal learning and behavior has been found to have considerable value as a research tool. This perspective has grown out of E. C. Tolman's cognitive approach to learning in which behavior is mediated by mechanisms that are not directly observable but can be inferred from the results of critical experiments. In the present article, the author presents several examples of the successful application of the cognitive behaviorist approach. In each case, the experiments have been designed to distinguish between more traditional mechanisms and those mediated by hypothesized internal representations. These examples were selected because the evidence suggests that some form of active cognitive organization is needed to account for the behavioral results.
Address Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@uky.edu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0022-1309 ISBN Medium
Area Expedition Conference
Notes PMID:12494989 Approved no
Call Number refbase @ user @ Serial 214
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Author Zentall, T.R.; Riley, D.A.
Title Selective attention in animal discrimination learning Type Journal Article
Year 2000 Publication (down) The Journal of general psychology Abbreviated Journal J Gen Psychol
Volume 127 Issue 1 Pages 45-66
Keywords Animals; Attention/*physiology; Behavior, Animal/physiology; Conditioning (Psychology)/physiology; Cues; Discrimination Learning/*physiology; Generalization, Response; Rats
Abstract The traditional approach to the study of selective attention in animal discrimination learning has been to ask if animals are capable of the central selective processing of stimuli, such that certain aspects of the discriminative stimuli are partially or wholly ignored while their relationships to each other, or other relevant stimuli, are processed. A notable characteristic of this research has been that procedures involve the acquisition of discriminations, and the issue of concern is whether learning is selectively determined by the stimulus dimension defined by the discriminative stimuli. Although there is support for this kind of selective attention, in many cases, simpler nonattentional accounts are sufficient to explain the results. An alternative approach involves procedures more similar to those used in human information-processing research. When selective attention is studied in humans, it generally involves the steady state performance of tasks for which there is limited time allowed for stimulus input and a relatively large amount of relevant information to be processed; thus, attention must be selective or divided. When this approach is applied to animals and alternative accounts have been ruled out, stronger evidence for selective or divided attention in animals has been found. Similar processes are thought to be involved when animals search more natural environments for targets. Finally, an attempt is made to distinguish these top-down attentional processes from more automatic preattentional processes that have been studied in humans and other animals.
Address Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@pop.uky.edu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0022-1309 ISBN Medium
Area Expedition Conference
Notes PMID:10695951 Approved no
Call Number refbase @ user @ Serial 250
Permanent link to this record