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Author |
Pepperberg, I.M. |
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Title |
“Insightful” string-pulling in Grey parrots (Psittacus erithacus) is affected by vocal competence |
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Journal Article |
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Year |
2004 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
7 |
Issue |
4 |
Pages |
263-266 |
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Keywords |
Animals; *Association Learning; *Discrimination Learning; Humans; Male; *Parrots; *Problem Solving; Verbal Behavior; Verbal Learning; *Vocalization, Animal |
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Abstract |
Four Grey parrots (Psittacus erithacus) were tested on their ability to obtain an item suspended from a string such that mutiple, repeated, coordinated beak-foot actions were required for success (e.g., Heinrich 1995). Those birds with little training in referential English requests (e.g. “I want X”) succeeded, whereas birds who could request the suspended item failed to obtain the object but engaged in repeated requesting. |
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MIT School of Architecture and Planning, Bldg 7-231, 77 Massachusetts Ave, MA 02139, Cambridge, USA. impepper@media.mit.edu |
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1435-9448 |
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PMID:15045620 |
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Equine Behaviour @ team @ |
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2537 |
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Author |
Cleveland, A.; Rocca, A.M.; Wendt, E.L.; Westergaard, G.C. |
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Title |
Transport of tools to food sites in tufted capuchin monkeys (Cebus apella) |
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Journal Article |
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Year |
2004 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
7 |
Issue |
3 |
Pages |
193-198 |
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Keywords |
Animals; *Association Learning; Cebus/*psychology; *Concept Formation; *Feeding Behavior; Female; Male; *Problem Solving |
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Abstract |
Tool use and transport represent cognitively important aspects of early hominid evolution, and nonhuman primates are often used as models to examine the cognitive, ecological, morphological and social correlates of these behaviors in order to gain insights into the behavior of our early human ancestors. In 2001, Jalles-Filho et al. found that free-ranging capuchin monkeys failed to transport tools (stones) to food sites (nuts), but transported the foods to the tool sites. This result cast doubt on the usefulness of Cebus to model early human tool-using behavior. In this study, we examined the performance of six captive tufted capuchin monkeys (Cebus apella) in a tool transport task. Subjects were provided with the opportunity to transport two different tools to fixed food reward sites when the food reward was visible from the tool site and when the food reward was not visible from the tool site. We found that the subjects quickly and readily transported probing tools to an apparatus baited with syrup, but rarely transported stones to a nut-cracking apparatus. We suggest that the performance of the capuchins here reflects an efficient foraging strategy, in terms of energy return, among wild Cebus monkeys. |
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Alpha Genesis, 95 Castle Hall Road, P.O. Box 557, Yemassee, SC 29945, USA |
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1435-9448 |
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PMID:15022055 |
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Equine Behaviour @ team @ |
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2539 |
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Author |
Uller, C. |
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Title |
Disposition to recognize goals in infant chimpanzees |
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Journal Article |
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Year |
2004 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
7 |
Issue |
3 |
Pages |
154-161 |
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Keywords |
Analysis of Variance; Animals; Female; Fixation, Ocular; *Goals; *Intention; Male; Pan troglodytes/*psychology; Pattern Recognition, Visual; *Problem Solving; *Recognition (Psychology) |
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Abstract |
Do nonhuman primates attribute goals to others? Traditional studies with chimpanzees provide equivocal evidence for “mind reading” in nonhuman primates. Here we adopt looking time, a methodology commonly used with human infants to test infant chimpanzees. In this experiment, four infant chimpanzees saw computer-generated stimuli that mimicked a goal-directed behavior. The baby chimps performed as well as human infants, namely, they were sensitive to the trajectories of the objects, thus suggesting that chimpanzees may be endowed with a disposition to understand goal-directed behaviors. The theoretical implications of these results are discussed. |
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Department of Psychology, University of Essex, Wivenhoe Park, C04 3SQ, Colchester, UK. uller40@yahoo.com |
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1435-9448 |
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PMID:14685823 |
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Equine Behaviour @ team @ |
Serial |
2546 |
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Author |
Hirata, S.; Celli, M.L. |
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Title |
Role of mothers in the acquisition of tool-use behaviours by captive infant chimpanzees |
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Journal Article |
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Year |
2003 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
6 |
Issue |
4 |
Pages |
235-244 |
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Keywords |
Animals; Cooking and Eating Utensils; Feeding Behavior; Female; Imitative Behavior/*physiology; Male; Mothers/*psychology; Motor Skills/*physiology; Pan troglodytes/*growth & development/*psychology; Problem Solving/*physiology |
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This article explores the maternal role in the acquisition of tool-use behaviours by infant chimpanzees ( Pan troglodytes). A honey-fishing task, simulating ant/termite fishing found in the wild, was introduced to three dyads of experienced mother and naive infant chimpanzees. Four fishing sites and eight sets of 20 objects to be used as tools, not all appropriate, were available. Two of the mothers constantly performed the task, using primarily two kinds of tools; the three infants observed them. The infants, regardless of the amount of time spent observing, successfully performed the task around the age of 20-22 months, which is earlier than has been recorded in the wild. Two of the infants used the same types of tools that the adults predominantly used, suggesting that tool selectivity is transmitted. The results also show that adults are tolerant of infants, even if unrelated; infants were sometimes permitted to lick the tools, or were given the tools, usually without honey, as well as permitted to observe the adult performances closely. |
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Primate Research Institute, Kyoto University, Inuyama, Kanrin, 484-8506 Aichi, Japan. hirata@gari.be.to |
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1435-9448 |
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PMID:13680401 |
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no |
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Equine Behaviour @ team @ |
Serial |
2555 |
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Author |
Brodbeck, D.R. |
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Title |
Picture fragment completion: priming in the pigeon |
Type |
Journal Article |
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Year |
1997 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
23 |
Issue |
4 |
Pages |
461-468 |
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Keywords |
Animals; *Attention; *Awareness; Columbidae; *Mental Recall; *Pattern Recognition, Visual; *Perceptual Masking; Problem Solving |
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Abstract |
It has been suggested that the system behind implicit memory in humans is evolutionarily old and that animals should readily show priming. In Experiment 1, a picture fragment completion test was used to test priming in pigeons. After pecking a warning stimulus, pigeons were shown 2 partially obscured pictures from different categories and were always reinforced for choosing a picture from one of the categories. On control trials, the warning stimulus was a picture of some object (not from the S+ or S- category), on study trials the warning stimulus was a picture to be categorized on the next trial, and on test trials the warning stimulus was a randomly chosen picture and the S+ picture was the warning stimulus seen on the previous trial. Categorization was better on study and test trials than on control trials. Experiment 2 ruled out the possibility that the priming effect was caused by the pigeons' responding to familiarity by using warning stimuli from both S+ and S- categories. Experiment 3 investigated the time course of the priming effect. |
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Department of Psychology, University of Western Ontario, London, Ontario, Canada. brodbeck@thunderbird.auc.laurentian.ca |
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0097-7403 |
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PMID:9411019 |
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Equine Behaviour @ team @ |
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2777 |
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Author |
Epstein, R. |
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Title |
Animal cognition as the praxist views it |
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Journal Article |
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Year |
1985 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
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Volume |
9 |
Issue |
4 |
Pages |
623-630 |
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Animals; *Behavior, Animal; Behavioral Sciences/*trends; Behaviorism; *Cognition; Columbidae; History, 18th Century; History, 19th Century; Humans; Models, Psychological; Problem Solving; Psychological Theory; Psychology/history/trends |
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The distinction between psychology and praxics provides a clear answer to the question of animal cognition. As Griffin and others have noted, the kinds of behavioral phenomena that lead psychologists to speak of cognition in humans are also observed in nonhuman animals, and therefore those who are convinced of the legitimacy of psychology should not hesitate to speak of and to attempt to study animal cognition. The behavior of organisms is also a legitimate subject matter, and praxics, the study of behavior, has led to significant advances in our understanding of the kinds of behaviors that lead psychologists to speak of cognition. Praxics is a biological science; the attempt by students of behavior to appropriate psychology has been misguided. Generativity theory is an example of a formal theory of behavior that has proved useful both in the engineering of intelligent performances in nonhuman animals and in the prediction of intelligent performances in humans. |
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0149-7634 |
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PMID:3909017 |
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Equine Behaviour @ team @ |
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2809 |
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Author |
Rilling, M.E.; Neiworth, J.J. |
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Title |
How animals use images |
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Journal Article |
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Year |
1991 |
Publication |
Science Progress |
Abbreviated Journal |
Sci Prog |
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75 |
Issue |
298 Pt 3-4 |
Pages |
439-452 |
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Keywords |
Animals; Association Learning; Columbidae; *Concept Formation; *Imagination; *Mental Recall; Motion Perception; Problem Solving; *Thinking; *Visual Perception |
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Animal cognition is a field within experimental psychology in which cognitive processes formerly studied exclusively with people have been demonstrated in animals. Evidence for imagery in the pigeon emerges from the experiments described here. The pigeon's task was to discriminate, by pecking the appropriate choice key, between a clock hand presented on a video screen that rotated clockwise with constant velocity from a clock hand that violated constant velocity. Imagery was defined by trials on which the line rotated from 12.00 o'clock to 3.00 o'clock, then disappeared during a delay, and reappeared at a final stop location beyond 3.00 o'clock. After acquisition of a discrimination with final stop locations at 3.00 o'clock and 6.00 o'clock, the evidence for imagery was the accurate responding of the pigeons to novel locations at 4.00 o'clock and 7.00 o'clock. Pigeons display evidence of imagery by transforming a representation of movement that includes a series of intermediate steps which accurately represent the location of a moving stimulus after it disappears. |
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Department of Psychology, Michigan State University, East Lansing 48824 |
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0036-8504 |
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PMID:1842858 |
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Equine Behaviour @ team @ |
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2831 |
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Author |
Meehan, C.L.; Mench, J.A. |
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Title |
The challenge of challenge: Can problem solving opportunities enhance animal welfare? |
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Journal Article |
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Year |
2007 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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Volume |
102 |
Issue |
3-4 |
Pages |
246-261 |
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Cognition; Environmental enrichment; Challenge; Eustress; Problem solving; Intrinsic motivation |
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Cognitive mechanisms are an important part of the organization of the behavior systems of animals. In the wild, animals regularly face problems that they must overcome in order to survive and thrive. Solving such problems often requires animals to process, store, retrieve, and act upon information from the environment--in other words, to use their cognitive skills. For example, animals may have to use navigational, tool-making or cooperative social skills in order to procure their food. However, many enrichment programs for captive animals do not include the integration of these types of cognitive challenges. Thus, foraging enrichments typically are designed to facilitate the physical expression of feeding behaviors such as food-searching and food consumption, but not to facilitate complex problem solving behaviors related to food acquisition. Challenging animals by presenting them with problems is almost certainly a source of frustration and stress. However, we suggest here that this is an important, and even necessary, feature of an enrichment program, as long as animals also possess the skills and resources to effectively solve the problems with which they are presented. We discuss this with reference to theories about the emotional consequences of coping with challenge, the association between lack of challenge and the development of abnormal behavior, and the benefits of stress (arousal) in facilitating learning and memory of relevant skills. Much remains to be done to provide empirical support for these theories. However, they do point the way to a practical approach to improving animal welfare--to design enrichments to facilitate the cognitive mechanisms which underlie the performance of complex behaviors that cannot be performed due to the restrictions inherent to the captive environment. |
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Equine Behaviour @ team @ |
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2890 |
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Author |
Heinrich, B.; Bugnyar, T. |
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Title |
Just how smart are ravens? |
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Journal Article |
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2007 |
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Scientific American |
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Sci Am |
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296 |
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4 |
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64-71 |
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Animals; *Behavior, Animal; Crows/*physiology; Environment; *Intelligence; Predatory Behavior; Problem Solving; Thinking |
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University of Vermont, USA |
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0036-8733 |
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PMID:17479632 |
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Equine Behaviour @ team @ |
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4101 |
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Author |
Neuringer, A. |
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Title |
Reinforced variability in animals and people: implications for adaptive action |
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Journal Article |
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2004 |
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The American Psychologist |
Abbreviated Journal |
Am Psychol |
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59 |
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9 |
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891-906 |
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Animals; Behavior, Animal; *Choice Behavior; Conditioning, Operant; Creativeness; Discrimination (Psychology); Humans; Memory; Problem Solving; *Reinforcement (Psychology) |
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Although reinforcement often leads to repetitive, even stereotyped responding, that is not a necessary outcome. When it depends on variations, reinforcement results in responding that is diverse, novel, indeed unpredictable, with distributions sometimes approaching those of a random process. This article reviews evidence for the powerful and precise control by reinforcement over behavioral variability, evidence obtained from human and animal-model studies, and implications of such control. For example, reinforcement of variability facilitates learning of complex new responses, aids problem solving, and may contribute to creativity. Depression and autism are characterized by abnormally repetitive behaviors, but individuals afflicted with such psychopathologies can learn to vary their behaviors when reinforced for so doing. And reinforced variability may help to solve a basic puzzle concerning the nature of voluntary action. |
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Department of Psychology, Reed College, Portland, OR 97202, USA. allen.neuringer@reed.edu |
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0003-066X |
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PMID:15584823 |
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Equine Behaviour @ team @ |
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4106 |
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