|
Detmer, D. (1992). Response: of pigs and primitive notions. Between Species, 8(4), 203–208.
|
Meyer, W., & Pakur, M. (1999). [Remarks on the domestic dog as an object of instruction for the education of the developing child]. Berl Munch Tierarztl Wochenschr, 112(4), 131–138.
Abstract: Based on an intensive analysis of literature, the study summarizes problems involved in the significance of domesticated dogs as objects of instruction and assistants of the education of children. Several important topics are discussed in view of advances for children in families keeping dogs. Such topics are mainly related to a general socio-emotional level, the support of cognitive development and character formation. Further aspects are the acquisition of a sense of responsibility, and the development of self-confidence, a sense of social membership and security, as well as important attributes of character such as frankness, broad mindedness, and sympathetic understanding. Moreover, knowledge about the life cycle and functions of body organs can be conveyed, and the dog could, at least in part, substitute for brothers and sisters. Basically, positive attitudes towards animals in general, as well as nature and environment are supported. All topics are critically commented and considered to be realistic or not. The supporting role of parents, in particular, is emphasized. Parental commitment should include deep concern with the typical attributes of the dog breed desired, and optimal dog keeping conditions to prevent harm to the children. The final commentary lays special emphasis on negative features of domestication for a pet owner, and cautions against non-biological and illusionary ideas about domesticated animals.
|
|
Salzen, E. A., & Cornell, J. M. (1968). Self-perception and species recognition in birds. Behaviour, 30(1), 44–65.
|
|
Jensen, G. D., Gordon, B. N., & Wolfheim, J. (1975). Nursing behavior in infant monkeys: a sequence analysis. Behaviour, 55(1-2), 115–127.
|
|
Bergmann, H. H., Klaus, S., Muller, F., & Wiesner, J. (1975). [Individuality and type specificity in the songs of a population of hazel grouse (Bonasa bonasia bonasia L., Tetraoninae, Phasianidae)]. Behaviour, 55(1-2), 94–114.
|
|
Dow, M., Ewing, A. W., & Sutherland, I. (1976). Studies on the behaviour of cyprinodont fish. III. The temporal patterning of aggression in Aphyosemion striatum (Boulenger). Behaviour, 59(3-4), 252–268.
|
|
McClearn, G. E. (1971). Behavioral genetics. Behav Sci, 16(1), 64–81.
|
|
Lafferty, K. D. (2005). Look what the cat dragged in: do parasites contribute to human cultural diversity? Behav. Process., 68(3), 279–282.
|
Boughner, R. L., & Papini, M. R. (2006). Appetitive latent inhibition in rats: preexposure performance does not predict conditioned performance. Behav. Process., 72(1), 42–51.
Abstract: Nonreinforced preexposure to a conditioned stimulus impairs subsequent conditioning with that stimulus. The goal of these studies was to assess the extent to which acquisition performance could be predicted from preexposure performance using a correlational approach. For both preexposure and autoshaping, four measures of performance were computed, including overall average lever pressing, lever pressing in the initial session, percentage change in lever pressing, and slopes. These measures were correlated in a large sample of rats trained in an autoshaping situation. None of the three measures of autoshaping performance was consistently predicted by any of the three measures of preexposure performance. These results are consistent with the view that latent inhibition is not reducible to long-term habituation.
|
Range, F., Bugnyar, T., Schlogl, C., & Kotrschal, K. (2006). Individual and sex differences in learning abilities of ravens. Behav. Process., 73(1), 100–106.
Abstract: Behavioral and physiological characteristics of individuals within the same species have been found to be stable across time and contexts. In this study, we investigated individual differences in learning abilities and object and social manipulation to test for consistency within individuals across different tasks. Individual ravens (Corvus corax) were tested in simple color and position discrimination tasks to establish their learning abilities. We found that males were significantly better in the acquisition of the first discrimination task and the object manipulation task, but not in any of the other tasks. Furthermore, faster learners engaged less often in manipulations of conspecifics and exploration of objects to get access to food. No relationship between object and social manipulation and reversal training were found. Our results suggest that individual differences in regard to the acquisition of new tasks may be related to personalities or at least object manipulation in ravens.
|
