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Author |
Shettleworth, S.J. |
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Title |
Taking the best for learning |
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Journal Article |
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Year |
2005 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
69 |
Issue |
2 |
Pages |
147-9; author reply 159-63 |
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Keywords |
*Algorithms; Animals; *Behavior, Animal; Decision Making; Evolution; *Learning; *Models, Theoretical |
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Abstract |
Examples of how animals learn when multiple, sometimes redundant, cues are present provide further examples not considered by Hutchinson and Gigerenzer that seem to fit the principle of taking the best. “The best” may the most valid cue in the present circumstances; evolution may also produce species-specific biases to use the most functionally relevant cues. |
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Department of Psychology, University of Toronto, Toronto, Ont., Canada M5S 3G3. shettle@psych.utoronto.ca |
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0376-6357 |
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PMID:15845301 |
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no |
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refbase @ user @ |
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361 |
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Author |
Mercado, E. 3rd; Herman, L.M.; Pack, A.A. |
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Title |
Song copying by humpback whales: themes and variations |
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Journal Article |
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Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
2 |
Pages |
93-102 |
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Keywords |
Acoustics; Animals; *Imitative Behavior; *Learning; Male; Sound Spectrography; *Vocalization, Animal; Whales/*psychology |
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Abstract |
Male humpback whales (Megaptera novaeangliae) produce long, structured sequences of sound underwater, commonly called “songs.” Humpbacks progressively modify their songs over time in ways that suggest that individuals are copying song elements that they hear being used by other singers. Little is known about the factors that determine how whales learn from their auditory experiences. Song learning in birds is better understood and appears to be constrained by stable core attributes such as species-specific sound repertoires and song syntax. To clarify whether similar constraints exist for song learning by humpbacks, we analyzed changes over 14 years in the sounds used by humpback whales singing in Hawaiian waters. We found that although the properties of individual sounds within songs are quite variable over time, the overall distribution of certain acoustic features within the repertoire appears to be stable. In particular, our findings suggest that species-specific constraints on temporal features of song sounds determine song form, whereas spectral variability allows whales to flexibly adapt song elements. |
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Department of Psychology, University at Buffalo, SUNY, Park Hall, Buffalo, NY 14260, USA. emiii@buffalo.edu |
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1435-9448 |
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PMID:15490289 |
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Equine Behaviour @ team @ |
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2505 |
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Author |
Brosnan, S.F.; de Waal, F.B.M. |
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Title |
Socially learned preferences for differentially rewarded tokens in the brown capuchin monkey (Cebus apella) |
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Journal Article |
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Year |
2004 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
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Volume |
118 |
Issue |
2 |
Pages |
133-139 |
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Keywords |
Animals; Behavior, Animal; Cebus; *Choice Behavior; Female; *Learning; Male; *Reward; *Social Behavior |
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Abstract |
Social learning is assumed to underlie traditions, yet evidence indicating social learning in capuchin monkeys (Cebus apella), which exhibit traditions, is sparse. The authors tested capuchins for their ability to learn the value of novel tokens using a previously familiar token-exchange economy. Capuchins change their preferences in favor of a token worth a high-value food reward after watching a conspecific model exchange 2 differentially rewarded tokens, yet they fail to develop a similar preference after watching tokens paired with foods in the absence of a conspecific model. They also fail to learn that the value of familiar tokens has changed. Information about token value is available in all situations, but capuchins seem to pay more attention in a social situation involving novel tokens. |
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Living Links Center, Yerkes National Primate Research Center, and Graduate Division of Biological and Biomedical Sciences, Emory University, Atlanta, GA 30329, USA. sbrosna@emory.edu |
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0735-7036 |
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PMID:15250800 |
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no |
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refbase @ user @ |
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173 |
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Author |
Fragaszy, D.; Visalberghi, E. |
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Title |
Socially biased learning in monkeys |
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Journal Article |
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Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume |
32 |
Issue |
1 |
Pages |
24-35 |
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Keywords |
Adaptation, Psychological; Animal Communication; Animals; Behavior, Animal; *Feeding Behavior/psychology; Food Preferences/psychology; Haplorhini/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; *Social Environment; *Social Facilitation |
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Abstract |
We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning. |
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Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu |
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1543-4494 |
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PMID:15161138 |
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no |
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Call Number |
refbase @ user @ |
Serial |
828 |
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Author |
Katz, M.; Lachlan, R.F. |
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Title |
Social learning of food types in zebra finches (Taenopygia guttata) is directed by demonstrator sex and feeding activity |
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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 |
1 |
Pages |
11-16 |
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Keywords |
Animals; Color; Diet; *Feeding Behavior; Female; *Learning; Male; Sex Factors; *Social Behavior; *Songbirds |
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Abstract |
In this study we examined how social learning of feeding preferences by zebra finches was affected by the identity of different demonstrators. We presented adult zebra finches with two demonstrators, one male and one female, that exhibited different food choices, and we recorded their subsequent preference when given a choice between the two food types. Previously it was found that young zebra finches' patterns of social learning are affected by the sex of the individual demonstrating a feeding behaviour. This result could be explained by the lack of exposure these animals had to the opposite sex, or by their mating status. Therefore, we investigated the social learning preferences of adult mated zebra finches. We found the same pattern of directed social learning of a different type of feeding behaviour (food colour): female zebra finches preferred the colour of food eaten by male demonstrators, whereas male zebra finches showed little evidence of any preference for the colour of food eaten by female demonstrators. Furthermore, we found that female observers' preferences were biased by demonstrators' relative feeding activity: the female demonstrator was only ever preferred if it ate less than its male counterpart. |
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Institute of Evolutionary and Ecological Science, University of Leiden, Kaiserstraat 63, 2311GP, Leiden, The Netherlands |
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1435-9448 |
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PMID:12658531 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2585 |
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Permanent link to this record |
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Author |
Heyes, C.M. |
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Title |
Social learning in animals: categories and mechanisms |
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Journal Article |
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Year |
1994 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
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Volume |
69 |
Issue |
2 |
Pages |
207-231 |
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Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
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Abstract |
There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS) |
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Department of Psychology, University College London |
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1464-7931 |
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PMID:8054445 |
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no |
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refbase @ user @ |
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708 |
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Author |
Bouchard, J.; Goodyer, W.; Lefebvre, L. |
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Title |
Social learning and innovation are positively correlated in pigeons (Columba livia) |
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Journal Article |
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Year |
2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
10 |
Issue |
2 |
Pages |
259-266 |
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Animals; Behavior, Animal/*physiology; Columbidae/*physiology; *Learning; *Problem Solving |
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When animals show both frequent innovation and fast social learning, new behaviours can spread more rapidly through populations and potentially increase rates of natural selection and speciation, as proposed by A.C. Wilson in his behavioural drive hypothesis. Comparative work on primates suggests that more innovative species also show more social learning. In this study, we look at intra-specific variation in innovation and social learning in captive wild-caught pigeons. Performances on an innovative problem-solving task and a social learning task are positively correlated in 42 individuals. The correlation remains significant when the effects of neophobia on the two abilities are removed. Neither sex nor dominance rank are associated with performance on the two tasks. Free-flying flocks of urban pigeons are able to solve the innovative food-finding problem used on captive birds, demonstrating it is within the range of their natural capacities. Taken together with the comparative literature, the positive correlation between innovation and social learning suggests that the two abilities are not traded-off. |
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Department of Biology, McGill University, 1205, Avenue Docteur Penfield, Montreal, Quebec, H3A 1B1, Canada |
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1435-9448 |
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PMID:17205290 |
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no |
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Equine Behaviour @ team @ |
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2425 |
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Permanent link to this record |
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Schwartz, B.L.; Colon, M.R.; Sanchez, I.C.; Rodriguez, I.A.; Evans, S. |
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Title |
Single-trial learning of “what” and “who” information in a gorilla (Gorilla gorilla gorilla): implications for episodic memory |
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Journal Article |
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Year |
2002 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
5 |
Issue |
2 |
Pages |
85-90 |
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Animals; Cognition; Gorilla gorilla/*psychology; *Learning; Male; *Memory; Perception; Reinforcement Schedule |
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Abstract |
Single-trial learning and long-term memory of “what” and “who” information were examined in an adult gorilla (Gorilla gorilla gorilla). We presented the gorilla with a to-be-remembered food item at the time of study. In Experiment 1, following a retention interval of either approximately 7 min or 24 h, the gorilla responded with one of five cards, each corresponding to a particular food. The gorilla was accurate on 70% of the short retention-interval trials and on 82% of the long retention-interval trials. In Experiment 2, the food stimulus was provided by one of two experimenters, each of whom was represented by a card. The gorilla identified the food (55% of the time) and the experimenter (82% of the time) on the short retention-interval trials. On the long retention-interval trials, the gorilla was accurate for the food (73%) and for the person (87%). The results are interpreted in light of theories of episodic memory. |
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Department of Psychology, Florida International University, University Park, Miami, FL 33199, USA. schwartb@fiu.edu |
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1435-9448 |
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PMID:12150040 |
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no |
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Equine Behaviour @ team @ |
Serial |
2604 |
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Permanent link to this record |
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Author |
Katz, J.S.; Wright, A.A. |
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Title |
Same/different abstract-concept learning by pigeons |
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Journal Article |
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Year |
2006 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
32 |
Issue |
1 |
Pages |
80-86 |
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Animals; Behavior, Animal; *Cognition; Columbidae; *Concept Formation; Conditioning (Psychology); *Learning |
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Eight pigeons were trained and tested in a simultaneous same/different task. After pecking an upper picture, they pecked a lower picture to indicate same or a white rectangle to indicate different. Increases in the training set size from 8 to 1,024 items produced improved transfer from 51.3% to 84.6%. This is the first evidence that pigeons can perform a two-item same/different task as accurately with novel items as training items and both above 80% correct. Fixed-set control groups ruled out training time or transfer testing as producing the high level of abstract-concept learning. Comparisons with similar experiments with rhesus and capuchin monkeys showed that the ability to learn the same/different abstract concept was similar but that pigeons require more training exemplars. |
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Department of Psychology, Auburn University, Auburn, AL 36849, USA. katzjef@auburn.edu |
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0097-7403 |
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PMID:16435967 |
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no |
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Equine Behaviour @ team @ |
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2764 |
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Permanent link to this record |
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Author |
Church, R.M. |
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Title |
Quantitative models of animal learning and cognition |
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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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23 |
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4 |
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379-389 |
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Animals; *Behavior, Animal; *Cognition; Computer Simulation; *Learning; *Models, Psychological; *Models, Theoretical |
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This article reviews the prerequisites for quantitative models of animal learning and cognition, describes the types of models, provides a rationale for the development of such quantitative models, describes criteria for their evaluation, and makes recommendations for the next generation of quantitative models. A modular approach to the development of models is described in which a procedure is considered as a generator of stimuli and a model is considered as a generator of responses. The goal is to develop models that, in combination with many different procedures, produce sequences of times of occurrence of events (stimuli and responses) that are indistinguishable from those produced by the animal under many experimental procedures and data analysis techniques. |
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Department of Psychology, Brown University, Providence, Rhode Island 02912, USA. russell_church@brown.edu |
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0097-7403 |
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PMID:9335132 |
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no |
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Equine Behaviour @ team @ |
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2778 |
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