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Author Doré,F.Y.; Fiset,S.; Goulet,S.; Dumans,M.-C.; Gagnon,S.
Title Search behavior in cats and dogs Interspecific differences in working memory and spatial cognition Type Journal Article
Year 1996 Publication Animal Learning & Behavior Abbreviated Journal Anim Learn. & Behav.
Volume 24 Issue 2 Pages 142-149
Keywords
Abstract Cats and dogs search behavior was compared in different problems where an object was visibly

moved behind a screen that was then visibly moved to a new position. In Experiments 1 (cats) and 2 (dogs),

one group was tested with identical screens and the other group was tested with dissimilar screens.

Results showed that in both species, search behavior was based on processing of spatial information

rather than on recognition of the visual features of the target screen. Cats and dogs were unable to find

the object by inferring its invisible movement. They reached a high level of success only if there was

direct perceptual evidence that the object could not be at its initial position. When the position change

was indicated by an indirect cue, cats searched more at the object`s initial than final position, whereas

dogs searched equally at both positions. Interspecific similarities and differences are interpreted in

terms of the requirements for resetting working memory.
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Notes Approved no
Call Number refbase @ user @ Serial (up) 537
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Author SYLVAIN GAGNON,FRANCOISY. DORE
Title Search behavior of dogs (Canis familiaris) in invisible displacement problems Type Journal Article
Year 1993 Publication Animal Learning & Behavior Abbreviated Journal Anim Learn. & Behav.
Volume 21 Issue 3 Pages 246-254
Keywords
Abstract Gagnon and Dor (1992) showed that domestic dogs are able to solve a Piagetian object permanence

task called the invisible displacement problem. A toy is hidden in a container which is

moved behind a screen where the toy is removed and left. Dogs make more errors in these problems

than they do in visible displacement tests, in which the object is hidden directly behind

the target screen. In Experiment 1, we examinedcomponents ofthe standard procedure of invisible

displacements that may make encoding or retention of the hiding location more difficult than

it is in visible displacements. In Experiment 2, we compared dogs performances in visible and

invisible displacement problems when delays of 0, 10, and 20 sec were introduced between the

objects final disappearance and the subjects release. The results revealed that dogs poorer performance

in invisible displacement tests is related to the complex sequence of events that have

to be encoded or remembered as well as to a difficulty in representing the position change that

is signaled, but not directly perceived.
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Notes Approved no
Call Number refbase @ user @ Serial (up) 538
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Author Choleris, E.; Kavaliers, M.
Title Social Learning in Animals: Sex Differences and Neurobiological Analysis Type Journal Article
Year 1999 Publication Pharmacology Biochemistry and Behavior Abbreviated Journal Pharmacol. Biochem. Behav.
Volume 64 Issue 4 Pages 767-776
Keywords Observational learning; Social learning; Individual learning; Imitation; Social constraints; Social facilitation; male-female differences; Gender differences
Abstract Social learning where an “individual's behavior is influenced by observation of, or interaction with, another animal or its products” has been extensively documented in a broad variety of species, including humans. Social learning occurs within the complex framework of an animal's social interactions that are markedly affected by factors such as dominance hierarchies, family bonds, age, and sex of the interacting individuals. Moreover, it is clear that social learning is influenced not only by important sexually dimorphic social constraints but also that it involves attention, motivational, and perceptual mechanisms, all of which exhibit substantial male-female differences. Although sex differences have been demonstrated in a wide range of cognitive and behavioral processes, investigations of male-female differences in social learning and its neurobiological substrates have been largely neglected. As such, sex differences in social learning and its neurobiological substrates merit increased attention. This review briefly considers various aspects of the study of social learning in mammals, and indicates where male-female differences have either been described, neglected and, or could have a potential impact. It also describes the results of neurobiological investigations of social learning and considers the relevance of these findings to other sexually dimorphic cognitive processes.
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Call Number refbase @ user @ Serial (up) 575
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Author Pepperberg, I.M.
Title In search of king Solomon's ring: cognitive and communicative studies of Grey parrots (Psittacus erithacus) Type Journal Article
Year 2002 Publication Brain, behavior and evolution Abbreviated Journal Brain Behav Evol
Volume 59 Issue 1-2 Pages 54-67
Keywords *Animal Communication; Animals; Attention/physiology; Cognition/*physiology; Cues; Form Perception/physiology; Humans; Intelligence; Learning/physiology; Male; Models, Psychological; Parrots/*physiology; Psychomotor Performance/physiology; Reward; Social Behavior
Abstract During the past 24 years, I have used a modeling technique (M/R procedure) to train Grey parrots to use an allospecific code (English speech) referentially; I then use the code to test their cognitive abilities. The oldest bird, Alex, labels more than 50 different objects, 7 colors, 5 shapes, quantities to 6, 3 categories (color, shape, material) and uses 'no', 'come here', wanna go X' and 'want Y' (X and Y are appropriate location or item labels). He combines labels to identify, request, comment upon or refuse more than 100 items and to alter his environment. He processes queries to judge category, relative size, quantity, presence or absence of similarity/difference in attributes, and show label comprehension. He semantically separates labeling from requesting. He thus exhibits capacities once presumed limited to humans or nonhuman primates. Studies on this and other Greys show that parrots given training that lacks some aspect of input present in M/R protocols (reference, functionality, social interaction) fail to acquire referential English speech. Examining how input affects the extent to which parrots acquire an allospecific code may elucidate mechanisms of other forms of exceptional learning: learning unlikely in the normal course of development but that can occur under certain conditions.
Address The MIT Media Lab, Cambridge, Mass. 02139, USA. impepper@media.mit.edu
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Language English Summary Language Original Title
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ISSN 0006-8977 ISBN Medium
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Notes PMID:12097860 Approved no
Call Number refbase @ user @ Serial (up) 579
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Author Lazareva, O.F.; Smirnova, A.A.; Bagozkaja, M.S.; Zorina, Z.A.; Rayevsky, V.V.; Wasserman, E.A.
Title Transitive responding in hooded crows requires linearly ordered stimuli Type Journal Article
Year 2004 Publication Journal of the experimental analysis of behavior Abbreviated Journal J Exp Anal Behav
Volume 82 Issue 1 Pages 1-19
Keywords Animals; *Association; Cognition/physiology; Crows; Discrimination (Psychology); *Discrimination Learning; Feedback; Reinforcement (Psychology); Visual Perception/physiology
Abstract Eight crows were taught to discriminate overlapping pairs of visual stimuli (A+ B-, B+ C-, C+ D-, and D+ E-). For 4 birds, the stimuli were colored cards with a circle of the same color on the reverse side whose diameter decreased from A to E (ordered feedback group). These circles were made available for comparison to potentially help the crows order the stimuli along a physical dimension. For the other 4 birds, the circles corresponding to the colored cards had the same diameter (constant feedback group). In later testing, a novel choice pair (BD) was presented. Reinforcement history involving stimuli B and D was controlled so that the reinforcement/nonreinforcement ratios for the latter would be greater than for the former. If, during the BD test, the crows chose between stimuli according to these reinforcement/nonreinforcement ratios, then they should prefer D; if they chose according to the diameter of the feedback stimuli, then they should prefer B. In the ordered feedback group, the crows strongly preferred B over D; in the constant feedback group, the crows' choice did not differ significantly from chance. These results, plus simulations using associative models, suggest that the orderability of the postchoice feedback stimuli is important for crows' transitive responding.
Address Institute of Higher Nervous Activity, Moscow State University. olga-lazareva@uiowa.edu
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Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0022-5002 ISBN Medium
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Notes PMID:15484868 Approved no
Call Number refbase @ user @ Serial (up) 612
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Author ANGLE M, et al
Title Androgenes in feral stallions Type Conference Volume
Year 1979 Publication Symposium on the Ecology and Behavior of wild and feral Equids Abbreviated Journal
Volume Issue Pages 31-38
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Publisher Place of Publication Laramie Editor
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Notes from Prof. Hans Klingels Equine Reference List Approved no
Call Number refbase @ user @ Serial (up) 641
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Author Kavaliers, M.; Colwell, D.D.; Choleris, E.
Title Kinship, familiarity and social status modulate social learning about “micropredators” (biting flies) in deer mice Type Journal Article
Year 2005 Publication Behavioral Ecology and Sociobiology Abbreviated Journal Behav. Ecol. Sociobiol.
Volume 58 Issue 1 Pages 60-71
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Notes Approved no
Call Number refbase @ user @ Serial (up) 710
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Author Treichler, F.R.; Van Tilburg, D.
Title Concurrent Conditional Discrimination Tests of Transitive Inference by Macaque Monkeys: List Linking Type Journal Article
Year 1996 Publication Journal of Experimental Psychology: Animal Behavior Processes Abbreviated Journal J Exp Psychol Anim Behav Process
Volume 22 Issue 1 Pages 105-117
Keywords
Abstract Processing of serial information was assessed by training six macaques on a five-item list of objects arranged into the four conditional pairs, A-B+, B-C+, C-D+, and D-E+. An analogous list (F through J) was similarly trained. Subsequently, both lists were linked by training on E-F+, a pair that provided adjacent elements from each list. Then, all unique and trained object pairs from both lists were presented as a test. Results indicated that the objects were retained as a single, linearly organized list with choice accuracy directly related to interitem distance between paired objects. A second experiment explored the consequences of incidence of conflicting information on list organization. In both experiments, selections depended on representational processes and supported the view that monkeys and pigeons retain serial lists in qualitatively different ways.
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Call Number refbase @ user @ Serial (up) 718
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Author Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S.
Title How do apes ape? Type Journal Article
Year 2004 Publication Learning & Behavior Abbreviated Journal Learn. Behav.
Volume 32 Issue 1 Pages 36-52
Keywords Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation
Abstract In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives.
Address Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk
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ISSN 1543-4494 ISBN Medium
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Notes PMID:15161139 Approved no
Call Number refbase @ user @ Serial (up) 734
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Author Byrne, R.W.
Title Imitation of novel complex actions: What does the evidence from animals mean? Type Book Chapter
Year 2002 Publication Advances in the Study of Behavior Abbreviated Journal Adv Stud Behav
Volume 31 Issue Pages 77-105
Keywords
Abstract Summary Underlying the various behaviors that are classified as imitation, there may be several distinct mechanisms, differing in adaptive function, cognitive basis, and computational power. Experiments reporting “true motor imitation” in animals do not as yet give evidence of production learning by imitation; instead, contextual imitation can explain their data, and this can be explained by a simple mechanism (response facilitation) which matches known neural findings. When imitation serves a function in social mimicry, which applies to a wide range of phenomena from neonatal imitation in humans and great apes to pair-bonding in some bird species, the fidelity of the behavioral match is crucial. Learning of novel behavior can potentially be achieved by matching the outcome of a model's action, and it is argued that vocal imitation by birds is a clear example of this method (which is sometimes called emulation). Alternatively, the behavior itself may be perceived in terms of actions that the observer can perform, and thus it may be copied. If the imitation is linear and stringlike (action level), following the surface form rather than the underlying plan, then its utility for learning new instrumental methods is limited. However, the underlying plan of hierarchically organized behavior is visible in output behavior, in subtle but detectable ways, and imitation could instead be based on this organization (program level), extracted automatically by string parsing. Currently, the most likely candidates for such capacities are all great apes. It is argued that this ability to perceive the underlying plan of action, in addition to allowing highly flexible imitation of novel instrumental methods, may have resulted in the competence to understand the intentions (theory of mind) of others.
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Publisher Academic Press Place of Publication San Diego Editor Snowdon, C. T.; Roper, T. J.;Rosenblatt,J. S.
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Call Number refbase @ user @ Serial (up) 746
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