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| Author |
Dunbar, R.I.M.; Shultz, S. |
| Title |
Evolution in the Social Brain |
Type |
Journal Article |
| Year |
2007 |
Publication  |
Science |
Abbreviated Journal |
Science |
| Volume |
317 |
Issue |
5843 |
Pages |
1344-1347 |
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| Abstract |
The evolution of unusually large brains in some groups of animals, notably primates, has long been a puzzle. Although early explanations tended to emphasize the brain's role in sensory or technical competence (foraging skills, innovations, and way-finding), the balance of evidence now clearly favors the suggestion that it was the computational demands of living in large, complex societies that selected for large brains. However, recent analyses suggest that it may have been the particular demands of the more intense forms of pairbonding that was the critical factor that triggered this evolutionary development. This may explain why primate sociality seems to be so different from that found in most other birds and mammals: Primate sociality is based on bonded relationships of a kind that are found only in pairbonds in other taxa. |
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Equine Behaviour @ team @ |
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4243 |
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| Author |
Herrmann, E.; Call, J.; Hernandez-Lloreda, M.V.; Hare, B.; Tomasello, M. |
| Title |
online material |
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Journal Article |
| Year |
2007 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
317 |
Issue |
5843 |
Pages |
1360-1366 |
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Humans have many cognitive skills not possessed by their nearest primate relatives. The cultural intelligence hypothesis argues that this is mainly due to a species-specific set of social-cognitive skills, emerging early in ontogeny, for participating and exchanging knowledge in cultural groups. We tested this hypothesis by giving a comprehensive battery of cognitive tests to large numbers of two of humans' closest primate relatives, chimpanzees and orangutans, as well as to 2.5-year-old human children before literacy and schooling. Supporting the cultural intelligence hypothesis and contradicting the hypothesis that humans simply have more “general intelligence,” we found that the children and chimpanzees had very similar cognitive skills for dealing with the physical world but that the children had more sophisticated cognitive skills than either of the ape species for dealing with the social world. |
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Equine Behaviour @ team @ |
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4244 |
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| Author |
Ash, C.; Chin, G.; Pennisi, E.; Sugden, A. |
| Title |
Living in Societies |
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Journal Article |
| Year |
2007 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
317 |
Issue |
5843 |
Pages |
1337- |
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Equine Behaviour @ team @ |
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4246 |
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Herrmann, E.; Call, J.; Hernandez-Lloreda, M.V.; Hare, B.; Tomasello, M. |
| Title |
Humans Have Evolved Specialized Skills of Social Cognition: The Cultural Intelligence Hypothesis |
Type |
Journal Article |
| Year |
2007 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
317 |
Issue |
5843 |
Pages |
1360-1366 |
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| Abstract |
Humans have many cognitive skills not possessed by their nearest primate relatives. The cultural intelligence hypothesis argues that this is mainly due to a species-specific set of social-cognitive skills, emerging early in ontogeny, for participating and exchanging knowledge in cultural groups. We tested this hypothesis by giving a comprehensive battery of cognitive tests to large numbers of two of humans' closest primate relatives, chimpanzees and orangutans, as well as to 2.5-year-old human children before literacy and schooling. Supporting the cultural intelligence hypothesis and contradicting the hypothesis that humans simply have more “general intelligence,” we found that the children and chimpanzees had very similar cognitive skills for dealing with the physical world but that the children had more sophisticated cognitive skills than either of the ape species for dealing with the social world. |
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10.1126/science.1146282 |
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no |
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Equine Behaviour @ team @ |
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4245 |
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| Author |
Jolly, A. |
| Title |
BEHAVIOR: The Social Origin of Mind |
Type |
Journal Article |
| Year |
2007 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
317 |
Issue |
5843 |
Pages |
1326-1327 |
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Equine Behaviour @ team @ |
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4247 |
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Li, W.; Howard, J.D.; Parrish, T.B.; Gottfried, J.A. |
| Title |
Aversive Learning Enhances Perceptual and Cortical Discrimination of Indiscriminable Odor Cues |
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Journal Article |
| Year |
2008 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
319 |
Issue |
5871 |
Pages |
1842-1845 |
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Learning to associate sensory cues with threats is critical for minimizing aversive experience. The ecological benefit of associative learning relies on accurate perception of predictive cues, but how aversive learning enhances perceptual acuity of sensory signals, particularly in humans, is unclear. We combined multivariate functional magnetic resonance imaging with olfactory psychophysics to show that initially indistinguishable odor enantiomers (mirror-image molecules) become discriminable after aversive conditioning, paralleling the spatial divergence of ensemble activity patterns in primary olfactory (piriform) cortex. Our findings indicate that aversive learning induces piriform plasticity with corresponding gains in odor enantiomer discrimination, underscoring the capacity of fear conditioning to update perceptual representation of predictive cues, over and above its well-recognized role in the acquisition of conditioned responses. That completely indiscriminable sensations can be transformed into discriminable percepts further accentuates the potency of associative learning to enhance sensory cue perception and support adaptive behavior. |
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10.1126/science.1152837 |
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Equine Behaviour @ team @ |
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4408 |
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Li, W.; Howard, J.D.; Parrish, T.B.; Gottfried, J.A. |
| Title |
Supporting Online Material to: Aversive Learning Enhances Perceptual and Cortical Discrimination of Indiscriminable Odor Cues |
Type |
Miscellaneous |
| Year |
2008 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
319 |
Issue |
5871 |
Pages |
1842-1845 |
| Keywords |
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| Abstract |
Learning to associate sensory cues with threats is critical for minimizing aversive experience. The ecological benefit of associative learning relies on accurate perception of predictive cues, but how aversive learning enhances perceptual acuity of sensory signals, particularly in humans, is unclear. We combined multivariate functional magnetic resonance imaging with olfactory psychophysics to show that initially indistinguishable odor enantiomers (mirror-image molecules) become discriminable after aversive conditioning, paralleling the spatial divergence of ensemble activity patterns in primary olfactory (piriform) cortex. Our findings indicate that aversive learning induces piriform plasticity with corresponding gains in odor enantiomer discrimination, underscoring the capacity of fear conditioning to update perceptual representation of predictive cues, over and above its well-recognized role in the acquisition of conditioned responses. That completely indiscriminable sensations can be transformed into discriminable percepts further accentuates the potency of associative learning to enhance sensory cue perception and support adaptive behavior. |
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10.1126/science.1152837 |
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Equine Behaviour @ team @ |
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4409 |
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Kaminski, J.; Call, J.; Fischer, J. |
| Title |
Word Learning in a Domestic Dog: Evidence for “Fast Mapping” |
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Journal Article |
| Year |
2004 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
304 |
Issue |
5677 |
Pages |
1682-1683 |
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During speech acquisition, children form quick and rough hypotheses about the meaning of a new word after only a single exposure--a process dubbed “fast mapping.” Here we provide evidence that a border collie, Rico, is able to fast map. Rico knew the labels of over 200 different items. He inferred the names of novel items by exclusion learning and correctly retrieved those items right away as well as 4 weeks after the initial exposure. Fast mapping thus appears to be mediated by general learning and memory mechanisms also found in other animals and not by a language acquisition device that is special to humans. |
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10.1126/science.1097859 |
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no |
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Equine Behaviour @ team @ |
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4678 |
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Bednarz, J.C. |
| Title |
Cooperative Hunting Harris' Hawks (Parabuteo unicinctus) |
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Journal Article |
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1988 |
Publication |
Science |
Abbreviated Journal |
Science |
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239 |
Issue |
4847 |
Pages |
1525-1527 |
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Coordinated hunting by several individuals directed toward the capture and sharing of one Large prey animal has been documented convincingly only for a few mammalian carnivores. In New Mexico, Harris' hawks formed hunting parties of two to six individuals in the nonbreeding season. This behavior improved capture success and the average energy available per individual enabled hawks to dispatch prey larger than themselves. These patterns suggest that cooperation is important to understanding the evolution of complex social behavior in higher vertebrates and, specifically, that benefits derived from team hunting a key factor in the social living of Harris' hawks. |
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10.1126/science.239.4847.1525 |
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no |
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Equine Behaviour @ team @ |
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4717 |
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Rowe, M.L.; Goldin-Meadow, S. |
| Title |
Differences in Early Gesture Explain SES Disparities in Child Vocabulary Size at School Entry |
Type |
Journal Article |
| Year |
2009 |
Publication |
Science |
Abbreviated Journal |
Science |
| Volume |
323 |
Issue |
5916 |
Pages |
951-953 |
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Children from low-socioeconomic status (SES) families, on average, arrive at school with smaller vocabularies than children from high-SES families. In an effort to identify precursors to, and possible remedies for, this inequality, we videotaped 50 children from families with a range of different SES interacting with parents at 14 months and assessed their vocabulary skills at 54 months. We found that children from high-SES families frequently used gesture to communicate at 14 months, a relation that was explained by parent gesture use (with speech controlled). In turn, the fact that children from high-SES families have large vocabularies at 54 months was explained by children's gesture use at 14 months. Thus, differences in early gesture help to explain the disparities in vocabulary that children bring with them to school. |
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10.1126/science.1167025 |
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no |
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Equine Behaviour @ team @ |
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4728 |
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