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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 |
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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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Call Number | refbase @ user @ | Serial | 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 |
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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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Call Number | refbase @ user @ | Serial | 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 | 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 | 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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ISSN | 0022-5002 | ISBN | Medium | ||
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Notes | PMID:15484868 | Approved | no | ||
Call Number | refbase @ user @ | Serial | 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 | 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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Call Number | refbase @ user @ | Serial | 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 |
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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 | 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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Language | English | Summary Language | Original Title | ||
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ISSN | 1543-4494 | ISBN | Medium | ||
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Notes | PMID:15161139 | Approved | no | ||
Call Number | refbase @ user @ | Serial | 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 | |
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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 | 746 | ||
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