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Prather, J. F., Peters, S., Nowicki, S., & Mooney, R. (2008). Precise auditory-vocal mirroring in neurons for learned vocal communication. Nature, 451(7176), 305–310.
Abstract: Brain mechanisms for communication must establish a correspondence between sensory and motor codes used to represent
the signal. One idea is that this correspondence is established at the level of single neurons that are active when the
individual performs a particular gesture or observes a similar gesture performed by another individual. Although neurons
that display a precise auditory–vocal correspondence could facilitate vocal communication, they have yet to be identified.
Here we report that a certain class of neurons in the swamp sparrow forebrain displays a precise auditory–vocal
correspondence. We show that these neurons respond in a temporally precise fashion to auditory presentation of certain
note sequences in this songbird’s repertoire and to similar note sequences in other birds’ songs. These neurons display
nearly identical patterns of activity when the bird sings the same sequence, and disrupting auditory feedback does not alter
this singing-related activity, indicating it is motor in nature. Furthermore, these neurons innervate striatal structures
important for song learning, raising the possibility that singing-related activity in these cells is compared to auditory
feedback to guide vocal learning.
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Rizzolatti, G., Fogassi, L., & Gallese, V. (2001). Neurophysiological mechanisms underlying the understanding and imitation of action. Nat Rev Neurosci, 2(9), 661–670.
Abstract: What are the neural bases of action understanding? Although this capacity could merely involve visual analysis of the action, it has been argued that we actually map this visual information onto its motor representation in our nervous system. Here we discuss evidence for the existence of a system, the ‘mirror system’, that seems to serve this mapping function in primates and humans, and explore its implications for the understanding and imitation of action.
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Virányi, Z., Range, F., & Huber, L. (2008). Attentiveness toward others and social learning in domestic dogs. In L. S. Röska-hardy, & E. Neumann-held (Eds.), Learning from Animals?: Examining the Nature of Human Uniqueness (pp. 141–154). New York, NY: Psychology Press.
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Maynard Smith, J., & Price, G. R. (1973). The Logic of Animal Conflict. Nature, 246, 15–18.
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Adolphs, R. (2003). Cognitive neuroscience of human social behaviour. Nat Rev Neurosci, 4(3), 165–178.
Abstract: We are an intensely social species--it has been argued that our social nature defines what makes us human, what makes us conscious or what gave us our large brains. As a new field, the social brain sciences are probing the neural underpinnings of social behaviour and have produced a banquet of data that are both tantalizing and deeply puzzling. We are finding new links between emotion and reason, between action and perception, and between representations of other people and ourselves. No less important are the links that are also being established across disciplines to understand social behaviour, as neuroscientists, social psychologists, anthropologists, ethologists and philosophers forge new collaborations.
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Franks, N. R., & Richardson, T. (2006). Teaching in tandem-running ants. Nature, 439(7073), 153.
Abstract: The ant Temnothorax albipennis uses a technique known as tandem running to lead another ant from the nest to food--with signals between the two ants controlling both the speed and course of the run. Here we analyse the results of this communication and show that tandem running is an example of teaching, to our knowledge the first in a non-human animal, that involves bidirectional feedback between teacher and pupil. This behaviour indicates that it could be the value of information, rather than the constraint of brain size, that has influenced the evolution of teaching.
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