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Nishida, T., & Hosaka K. (1996). Coalition strategies among adult male chimpanzees of the Mahale Mountains, Tanzania. In W. C. McGrew, L. F. Marchant, & T. Nishida (Eds.), Great Ape Societies. (pp. 114–135). Cambridge: Cambridge University Press.
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Kroodsma, D. E., & Miller, E. H. (Eds.). (1996). Ecology and evolution of acoustic communication in birds. Ithaca: Cornell University Press.
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Hausberger, M., Le Scolan, N., Muller, C., Gautier, E., & Wolff, A. (1996). Individual behavioural characteristics in horses: predictability, endogenous and environmental factors. Journée d`Etude, 22, 113–123.
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Boyd, R., & Richerson, P. J. (1996). Why Culture is Common, but Cultural Evolution is Rare. Proc Br Acad, 88, 73–93.
Abstract: If culture is defined as variation acquired and maintained by social learning, then culture is common in nature. However, cumulative cultural evolution resulting in behaviors that no individual could invent on their own is limited to humans, song birds, and perhaps chimpanzees. Circumstantial evidence suggests that cumulative cultural evolution requires the capacity for observational learning. Here, we analyze two models the evolution of psychological capacities that allow cumulative cultural evolution. Both models suggest that the conditions which allow the evolution of such capacities when rare are much more stringent than the conditions which allow the maintenance of the capacities when common. This result follows from the fact that the assumed benefit of the capacities, cumulative cultural adaptation, cannot occur when the capacities are rare. These results suggest why such capacities may be rare in nature.
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Brückner, P. D. med. R. (1996). Dein Pferd, sein Auge, seine Sehweise. Basel: Selbstverlag.
Abstract: Inhalt u.a.: Das Pferdeauge, Sehorgan eines Weidegängers. Das Gesichtsfeld. Hornhaut und Pupille. Bewegungen des Augenpaares. Die Zusammenkoppelung der Augen. Sehschärfe. Scharfeinstellung des Auges für die Nähe. Stereopsis (“dreidimensionales” Sehen). Verhalten bei Blindheit mit verbundenen Augen. Augenkrankheiten bei Pferden. Überprüfung der Gesundheit des Pferdeauges.
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Hashimoto, C., Takenaka, O., & Furuichi, T. (1996). Matrilineal kin relationship and social behavior of wild bonobos (Pan paniscus): Sequencing the D-loop region of mitochondrial DNA. Primates, 37(3), 305-318.
Abstract: Matrilineal kin-relations among wild bonobos (Pan paniscus) were studied by DNA analysis. Subject individuals were the members of E1 group, living at Wamba, Zaire, which has been studied since 1974. DNA samples were extracted from wadges that bonobos spat out when feeding on sugar cane. The D-loop region of mitochondrial DNA was amplified by the PCR method, and a nucleotide sequence of 350 base pairs was determined for 17 individuals. Nucleotide variations were found at 44 positions of the sequence. Based on these variations, 13 matrilineal units were divided into seven groups, and the mother of an orphan male was determined among several females. These genetic analyses, together with behavioral observation to date, revealed the following facts. High sequence variation in the target region indicated that females transfer between groups of bonobos, which is in agreement with supposition from long-term field studies. For females, there was no relationship between genetic closeness and social closeness that is represented by frequencies of proximity or grooming. After immigration into a new group, females form social associations with senior females without regard to kin relationship.
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Prud`homme, J., & Chapais, B. (1996). Development of intervention behavior in Japanese macaques: Testing the targeting hypothesis. Int. J. Primatol., 17(3), 429–443.
Abstract: Matrilineal dominance systems, which characterize several species of cercopithecines, are determined largely by the patterning of third-party aggressive interventions in conflicts. Although the role of interventions in structuring rank relations has received much attention, very few studies have dealt specifically with the development of intervention behavior. In other words,most studies have focused on the interventions received and their effect on the recipients rather than on the interventions performed and the goals of the interveners. We analyzed the intervention behavior of 10 juvenile females in a colony of 40 Japanese macaques (Macaca fuscata)housed at the University of Montreal Laboratory of Behavioral Primatology. The analysis of 749 interventions performed by the juveniles over their first 4 years and 2425 interventions received over the same period reveals that (1) juvenile females intervened selectively against females ranking below their mother, (2) they began to intervene at about the same time that they began to challenge the latter females in dyadic contests, (3) they sided with females as well as with males against these females, (4) juvenile interveners incurred little risks in terms of aggressive retaliation from their targets, (5) they derived immediate benefits in terms of conflicts won over stronger targets, (6) interventions often did not take place when the possible recipients needed support, and (7) interveners did not conform to a pattern of mutually preferential support. These results support the view that interventions by juveniles are selfish (vs altruistic) and constitute a low-cost and effective means to target and to outrank prospectively subordinate females.
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Povinelli, D. J., & Eddy T. J. (1996). What Young Chimpanzees Know about Seeing. Chicago: University of Chicago Press.
Abstract: Synopsis
Does a young chimpanzee's gaze subjectively link it to the outside world? Is seeing “about” something to this species? This volume reports the results of fifteen studies conducted with chimpanzees and preschool children. The findings provide little evidence that young chimpanzees understand seeing as a mental event. Even though young chimps spontaneously attend to and follow the visual gaze of others, they simultaneously appear oblivious to the attentional significance of that gaze. This interpretation is consistent with three different possibilities: chimpanzees may experience a delay in psychological development; alternatively, they may possess a different theory of attention, connected subjectively through other behavioral indicators; or the subjective understanding of visual perception may only be present in humans.
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Davis, M. H. (1996). Empathy: A Social Psychological Approach. Boulder, CO: Westview Press.
Abstract: Product Description
Empathy has long been a topic of interest to psychologists, but it has been studied in a sometimes bewildering number of ways. In this volume, Mark Davis offers a thorough, evenhanded review of contemporary empathy research, especially work that has been carried out by social and personality psychologists.Davis’ approach is explicitly multidimensional. He draws careful distinctions between situational and dispositional “antecedents” of empathy, cognitive and noncognitive “internal processes,” affective and nonaffective “intrapersonal outcomes,” and the “interpersonal behaviora
l outcomes” that follow. Davis presents a novel organizational model to help classify and interpret previous findings. This book will be of value in advanced undergraduate and graduate courses on altruism, helping, nad moral development.
About the Author
Mark H. Davis is associate professor of psychology at Eckerd College in St. Petersburg, Florida.
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Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggr. Behav., 22(1), 1–15.
Abstract: Bullying was investigated as a group process, a social phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12–13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying situations, b) social acceptance and social rejection, and c) belongingness to one of the five sociometric status groups (popular, rejected, neglected, controversial, and average). The Participant Roles assigned to the subject were Victim, Bully, Reinforcer of the bully, Assistant of the bully, Defender of the victim, and Outsider. There were significant sex differences in the distribution of Participant Roles. Boys were more frequently in the roles of Bully, Reinforcer and Assistant, while the most frequent roles of the girls were those of Defender and Outsider. The subjects were moderately well aware of their Participant Roles, although they underestimated their participation in active bullying behavior and emphasized that they acted as Defenders and Outsiders. The sociometric status of the children was found to be connected to their Participant Roles. © 1996 Wiley-Liss, Inc.
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