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Rudran, R. (1973). Adult male replacement in one-male troops of purple-faced langurs (Presbytis senex senex) and its effect on population structure. Folia Primatol (Basel), 19(2), 166–192.
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Marchal, P., & Anderson, J. R. (1993). Mirror-image responses in capuchin monkeys (Cebus capucinus): social responses and use of reflected environmental information. Folia Primatol (Basel), 61(3), 165–173.
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Sterling, E. J., & Povinelli, D. J. (1999). Tool use, aye-ayes, and sensorimotor intelligence. Folia Primatol (Basel), 70(1), 8–16.
Abstract: Humans, chimpanzees, capuchins and aye-ayes all display an unusually high degree of encephalization and diverse omnivorous extractive foraging. It has been suggested that the high degree of encephalization in aye-ayes may be the result of their diverse, omnivorous extractive foraging behaviors. In combination with certain forms of tool use, omnivorous extractive foraging has been hypothesized to be linked to higher levels of sensorimotor intelligence (stages 5 or 6). Although free-ranging aye-ayes have not been observed to use tools directly in the context of their extractive foraging activities, they have recently been reported to use lianas as tools in a manner that independently suggests that they may possess stage 5 or 6 sensorimotor intelligence. Although other primate species which display diverse, omnivorous extractive foraging have been tested for sensorimotor intelligence, aye-ayes have not. We report a test of captive aye-ayes' comprehension of tool use in a situation designed to simulate natural conditions. The results support the view that aye-ayes do not achieve stage 6 comprehension of tool use, but rather may use trial-and-error learning to develop tool-use behaviors. Other theories for aye-aye encephalization are considered.
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Stober, M., & Geiger, J. F. (1975). [Lamenting “moaning” in domestic cattle]. Dtsch Tierarztl Wochenschr, 82(1), 10–13.
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Gould, J. L. (2004). Animal cognition. Curr Biol, 14(10), R372–5.
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Griffin, B. (2002). The use of fecal markers to facilitate sample collection in group-housed cats. Contemp Top Lab Anim Sci, 41(2), 51–56.
Abstract: The provision of proper social housing is a priority when designing an experiment using domestic cats as laboratory animals. When animals are group-housed, studies requiring analysis of stool samples from individual subjects pose difficulty in sample collection and identification. In this study, commercially available concentrated food colorings (known as bakers pastes) were used as fecal markers in group-housed cats. Cats readily consumed 0.5 ml of bakers paste food coloring once daily in canned cat food. Colorings served as fecal markers by imparting a distinct color to each cat s feces, allowing identification in the litter box. In addition, colored glitter (1/8 teaspoon in canned food) was fed to cats and found to be a reliable fecal marker. Long-term feeding of colorings and glitter was found to be safe and effective at yielding readily identifiable stools.
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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.
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McClearn, G. E. (1971). Behavioral genetics. Behav Sci, 16(1), 64–81.
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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.
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Boice, R. (1981). Behavioral comparability of wild and domesticated rats. Behav Genet, 11(5), 545–553.
Abstract: The oft-repeated concern for the lack of behavioral comparability of domestic rats with wild forms of Rattus norvegicus is unfounded. Laboratory rats appear to show the potential for all wild-type behaviors, including the most dramatic social postures. Moreover, domestics are capable of assuming a feral existence without difficulty, one where they readily behave in a fashion indistinguishable from wild rats. The one behavioral difference that is clearly established concerns performance in laboratory learning paradigms. The superiority of domestics in these laboratory tasks speaks more to quieting the concerns of degeneracy theorists than to problems of using domestic Norway rats as subjects representative of their species.
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