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Author |
Dunbar, R.I.M. |
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Title |
The social brain hypothesis and its implications for social evolution |
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Journal Article |
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2009 |
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Annals of Human Biology |
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Annals of Human Biology |
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36 |
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5 |
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562-572 |
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The social brain hypothesis was proposed as an explanation for the fact that primates have unusually large brains for body size compared to all other vertebrates: Primates evolved large brains to manage their unusually complex social systems. Although this proposal has been generalized to all vertebrate taxa as an explanation for brain evolution, recent analyses suggest that the social brain hypothesis takes a very different form in other mammals and birds than it does in anthropoid primates. In primates, there is a quantitative relationship between brain size and social group size (group size is a monotonic function of brain size), presumably because the cognitive demands of sociality place a constraint on the number of individuals that can be maintained in a coherent group. In other mammals and birds, the relationship is a qualitative one: Large brains are associated with categorical differences in mating system, with species that have pairbonded mating systems having the largest brains. It seems that anthropoid primates may have generalized the bonding processes that characterize monogamous pairbonds to other non-reproductive relationships (?friendships?), thereby giving rise to the quantitative relationship between group size and brain size that we find in this taxon. This raises issues about why bonded relationships are cognitively so demanding (and, indeed, raises questions about what a bonded relationship actually is), and when and why primates undertook this change in social style. |
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Taylor & Francis |
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doi: 10.1080/03014460902960289 |
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Equine Behaviour @ team @ |
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6546 |
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Author |
Galef, B.G. |
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Title |
Enduring social enhancement of rats' preferences for the palatable and the piquant |
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1989 |
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Appetite |
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Appetite |
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13 |
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2 |
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81-92 |
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In three experiments on the social induction of food preferences in rats, I found: (a) that eight 30-min exposures of a naive “observer” rat to a “demonstrator” rat fed one of two approximately equipalatable diets produced observer preference for the diet fed to its demonstrator that lasted for more than a month, (b) that simple exposure of naive subjects to a diet itself, rather than to a rat that had eaten a diet, was not sufficient to enhance preference for that diet, and (c) that lasting preference for an unpalatable, piquant diet could also be established by exposing naive rats to demonstrators that had eaten the piquant diet, but not by simply exposure to the piquant diet itself. These findings are consistent with the hypothesis proposed by both Birch and Rozin that social-affective contexts are important in establishing stable, learned preferences for foods. |
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0195-6663 |
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Equine Behaviour @ team @ |
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6567 |
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Author |
Dugnol, B.; Fernández, C.; Galiano, G. |
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Title |
Wolf population counting by spectrogram image processing |
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2007 |
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Appl Math Comput |
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186 |
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Equine Behaviour @ team @ Dugnol2007 |
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6464 |
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Author |
Dugnol, B.; Fernández, C.; Galiano, G.; Velasco, J. |
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Title |
Implementation of a diffusive differential reassignment method for signal enhancement: An application to wolf population counting |
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2007 |
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Appl Math Comput |
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193 |
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Equine Behaviour @ team @ Dugnol2007 |
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6465 |
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Author |
Sato, S. |
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Title |
Social licking pattern and its relationships to social dominance and live weight gain in weaned calves |
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Journal Article |
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Year |
1984 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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12 |
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1 |
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25-32 |
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Social licking patterns of heifer and steer herds were observed and recorded during periods of resting and intermittent feeding. The results revealed the following features: (1) heifers and steers had 15.0 and 15.2 social licking interactions per hour which lasted for 37.8 and 41.0 s on average, respectively. The average time an animal spent licking was about 25 s per hour; (2) all the animals in the herds were licked by others, but only 72.3% of the animals licked other animals; (3) the animals close in the social hierarchy tended to lick each other for a longer time than did remote animals; (4) the time receiving l licking and weight gain tended to be positively correlated. The observations suggest that (1) the motivation of giving licking may be individual-specific and may be influenced by genetic factors, while that of receiving licking appears to be general, and that (2) social licking may mean not only cleaning the skin and hair of a passive partner, but also leading it to psychological stability. |
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Elsevier |
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0168-1591 |
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doi: 10.1016/0168-1591(84)90093-5 |
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Call Number |
Equine Behaviour @ team @ |
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6407 |
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Sato, S.; Sako, S.; Maeda, A. |
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Title |
Social licking patterns in cattle (<em>Bos taurus</em>): influence of environmental and social factors |
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Journal Article |
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Year |
1991 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Applied Animal Behaviour Science |
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32 |
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1 |
Pages |
3-12 |
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To investigate the functions of social licking in cattle, four calves (one heifer and one steer in each of two herds), known to exhibit frequent social licking were observed continuously for 2 h before sunset for 13 days, using the focal animal sampling method. Calves were observed under various environmental conditions. Social licking significantly decreased on rainy days and tended to increase in a dirty barn and when food was restricted. Solicitation for social licking occurred not only from dominant animals of pairs but also from subordinates. Of the licking interactions, 31% occurred following solicitation, and these accounted for 39% of the total time spent licking. Following solicitation, 78% of social licking was oriented to the head and the neck regions that were inaccessible to self-licking animals. Unsolicited licking, however, was oriented not only to the head and the neck but also to the back and the rump regions, and these two latter regions were the major ones to receive licking. The effect of social relationships on social licking was investigated using least-squares analysis of variance. Social factors investigated were the difference of dominance values, the dominance-subordinance relationship, and kinship and familiarity; the sex of calves involved was also considered. Only familiarity had a significant effect on licking; exchanges of social licking increased with length of cohabitation. We suggest that social licking may have a cleaning effect, a tension-reducing effect and a bonding effect. |
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Elsevier |
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0168-1591 |
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doi: 10.1016/S0168-1591(05)80158-3 |
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Call Number |
Equine Behaviour @ team @ |
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6409 |
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Crowell-Davis, S.L. |
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Title |
Nursing behaviour and maternal aggression among Welsh ponies (Equus caballus) |
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Journal Article |
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Year |
1985 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl Anim Behav Sci |
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14 |
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1 |
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11-25 |
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Nursing behaviour and related aggression of mare-foal pairs was studied from birth (n = 21) to 24 weeks of age (n = 15) of the foal. Foals exhibited a decreasing length and frequency of nursing as they grew older. Mares rarely aggressed against their foals during nursing in the foal's first 4 weeks of life, but did so increasingly through Weeks 13-16, after which the rate of aggression during nursing decreased. Mares terminated nursing primarily by moving away, and were most likely to do so during the foal's first 4 weeks of life. They became gradually less likely to do so as the foal grew older. It was concluded that mares sometimes flex their hind limb on the side opposite the foal during nursing in order to conserve energy in a situation in which they would be remaining still anyway. There was no difference between colts and fillies in the frequency or duration of nursing or in the frequency with which their mothers aggressed against them or terminated nursing. |
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0168-1591 |
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Equine Behaviour @ team @ |
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6504 |
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Author |
Hagen, K.; Broom, D.M. |
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Title |
Emotional reactions to learning in cattle |
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Journal Article |
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2004 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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85 |
Issue |
3 |
Pages |
203-213 |
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Cattle; Expressive behaviour; Operant learning; Reinforcer |
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It has been suggested that during instrumental learning, animals are likely to react emotionally to the reinforcer. They may in addition react emotionally to their own achievements. These reactions are of interest with regard to the animals' capacity for self-awareness. Therefore, we devised a yoked control experiment involving the acquisition of an operant task. We aimed to identify the emotional reactions of young cattle to their own learning and to separate these from reactions to a food reward. Twelve Holstein-Friesian heifers aged 7-12 months were divided into two groups. Heifers in the experimental group were conditioned over a 14-day period to press a panel in order to open a gate for access to a food reward. For heifers in the control group, the gate opened after a delay equal to their matched partner's latency to open it. To allow for observation of the heifers' movements during locomotion after the gate had opened, there was a 15m distance in the form of a race from the gate to the food trough. The heart rate of the heifers, and their behaviour when moving along the race towards the food reward were measured. When experimental heifers made clear improvements in learning, they were more likely than on other occasions to have higher heart rates and tended to move more vigorously along the race in comparison with their controls. This experiment found some, albeit inconclusive, indication that cattle may react emotionally to their own learning improvement. |
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0168-1591 |
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Equine Behaviour @ team @ |
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6551 |
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Author |
Pongrácz, P.; Miklósi, Á.; Vida, V.; Csányi, V. |
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Title |
The pet dogs ability for learning from a human demonstrator in a detour task is independent from the breed and age |
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Journal Article |
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2005 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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90 |
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3 |
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309-323 |
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Dog; Breed differences; Social learning |
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There are many indications and much practical knowledge about the different tasks which various breeds of dogs are selected for. Correspondingly these different breeds are known to possess different physical and mental abilities. We hypothesized that commonly kept breeds will show differences in their problem solving ability in a detour task around a V-shaped fence, and also, that breed differences will affect their learning ability from a human demonstrator, who demonstrates a detour around the fence. Subjects were recruited in Hungarian pet dog schools. We compared the results of the 10 most common breeds in our sample when they were tested in the detour task without human demonstration. There was no significant difference between the latencies of detour, however, there was a trend that German Shepherd dogs were the quickest and Giant Schnauzers were the slowest in this test. For testing the social learning ability of dogs we formed three breed groups (“utility”, “shepherd” and “hunting”). There were no significant differences between these, all the breed groups learned equally well from the human demonstrator. However, we found that dogs belonging to the “shepherd” group looked back more frequently to their owner than the dogs in the “hunting” group. Further, we have found that the age of pet dogs did not affect their social learning ability in the detour task. Our results showed that the pet status of a dog has probably a stronger effect on its cognitive performance and human related behaviour than its age or breed. These results emphasize that socialization and common activities with the dog might overcome the possible breed differences, if we give the dogs common problem solving, or social learning tasks. |
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Equine Behaviour @ team @ |
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6584 |
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Author |
McLean, A.N.; Christensen, J.W. |
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The application of learning theory in horse training |
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Journal Article |
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2017 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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190 |
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18-27 |
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Behaviour; Conflict theory; Desensitisation; Habituation; Reinforcement; Stress |
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The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including a discussion of how learning processes are employed or otherwise under-utilised in training. This review describes the process of habituation and the most commonly applied desensitisation techniques (systematic desensitisation, counter-conditioning, overshadowing, response prevention) and propose two additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning theory when translated from the research laboratory situation to the practical setting in horse training. While learning theory provides a rich toolbox for riders and trainers, the training process is subject to the simultaneous use of multiple learning processes. In addition, learning/behavioural outcomes and trained responses are not just the result of simple stimulus-response based interactions but are further shaped by arousal, affective and attachment states. More research is needed in these areas. For the field of equitation science to progress and to improve clarity and use of learning processes, changes in nomenclature are required. In particular, the use of the terms 'positive' and 'negative' as descriptive labels in both reinforcement and punishment modalities are unacceptably misleading for everyday use. These labels inhibit the understanding and recognition of the learning processes that these terms supposedly represent, yet the learning processes they describe are vital for horse riders, handlers and trainers to understand. We therefore propose that these labels should be re-labelled more appropriately as 'addition' or 'subtraction' reinforcement/punishment. This would enlighten trainers on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term 'conflict theory' be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence of improved training practices. The optimal use of learning theory should be established as a fundamental principle in equestrian education. |
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Equine Behaviour @ team @ |
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6597 |
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