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Author | Merchant, H.; Fortes, A.F.; Georgopoulos, A.P. | ||||
Title | Short-term memory effects on the representation of two-dimensional space in the rhesus monkey | Type | Journal Article | ||
Year | 2004 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
Volume | 7 | Issue | 3 | Pages | 133-143 |
Keywords | Analysis of Variance; Animals; Discrimination Learning/*physiology; Macaca mulatta; Male; Memory, Short-Term/*physiology; Mental Processes/*physiology; Pattern Recognition, Visual/*physiology; Space Perception/*physiology | ||||
Abstract | Human subjects represent the location of a point in 2D space using two independent dimensions (x-y in Euclidean or radius-angle in polar space), and encode location in memory along these dimensions using two levels of representation: a fine-grain value and a category. Here we determined whether monkeys possessed the ability to represent location with these two levels of coding. A rhesus monkey was trained to reproduce the location of a dot in a circle by pointing, after a delay period, on the location where a dot was presented. Five different delay periods (0.5-5 s) were used. The results showed that the monkey used a polar coordinate system to represent the fine-grain spatial coding, where the radius and angle of the dots were encoded independently. The variability of the spatial response and reaction time increased with longer delays. Furthermore, the animal was able to form a categorical representation of space that was delay-dependent. The responses avoided the circumference and the center of the circle, defining a categorical radial prototype around one third of the total radial length. This radial category was observed only at delay durations of 3-5 s. Finally, the monkey also formed angular categories with prototypes at the obliques of the quadrants of the circle, avoiding the horizontal and vertical axes. However, these prototypes were only observed at the 5-s delay and on dots lying on the circumference. These results indicate that monkeys may possess spatial cognitive abilities similar to humans. | ||||
Address | Brain Sciences Center (11B), Veterans Affairs Medical Center, One Veterans Drive, MN 55417, Minneapolis, USA | ||||
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Language | English | Summary Language | Original Title | ||
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Series Volume | Series Issue | Edition | |||
ISSN | 1435-9448 | ISBN | Medium | ||
Area | Expedition | Conference | |||
Notes | PMID:14669074 | Approved | no | ||
Call Number | Equine Behaviour @ team @ | Serial | 2548 | ||
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Author | Martin, T.I.; Zentall, T.R.; Lawrence, L. | ||||
Title | Simple discrimination reversals in the domestic horse (Equus caballus): Effect of discriminative stimulus modality on learning to learn | Type | Journal Article | ||
Year | 2006 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
Volume | 101 | Issue | 3-4 | Pages | 328-338 |
Keywords | Horse; Learning-to-learn; Discrimination Reversal | ||||
Abstract | The cognitive capacity of an organism, relative to that of other species, can be assessed by using a relative measure of learning. One such measure is the ability of an organism to learn about the reversal of a discrimination. The present study compared the performance of two groups of horses on a simple discrimination reversal task when the only difference between the groups was the modality of the relevant cue. For the visual group (absence or presence of a light), the spatial position was irrelevant. For the spatial group, a spatial cue (left/right) was available and the visual cue was irrelevant. Horses in the spatial group learned the original discrimination and six reversals; they also showed evidence of learning to learn. Horses in the visual group did not reach criterion during the study. As a result, there was no evidence of learning to learn. | ||||
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Notes | Approved | no | |||
Call Number | refbase @ user @ | Serial | 289 | ||
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Author | Clement, T.S.; Weaver, J.E.; Sherburne, L.M.; Zentall, T.R. | ||||
Title | Simultaneous discrimination learning in pigeons: value of S- affects the relative value of its associated S+ | Type | Journal Article | ||
Year | 1998 | Publication | The Quarterly journal of experimental psychology. B, Comparative and physiological psychology | Abbreviated Journal | Q J Exp Psychol B |
Volume | 51 | Issue | 4 | Pages | 363-378 |
Keywords | Animals; *Attention; Color Perception; Columbidae; *Discrimination Learning; Female; Male; *Motivation; Orientation; Transfer (Psychology) | ||||
Abstract | In a simple simultaneous discrimination involving a positive stimulus (S+) and a negative stimulus (S-), it has been hypothesized that positive value can transfer from the S+ to the S- (thus increasing the relative value of the S-) and also that negative value can transfer from the S- to the S+ (thus diminishing the relative value of the S+; Fersen, Wynne, Delius, & Staddon, 1991). Evidence for positive value transfer has been reported in pigeons (e.g. Zentall & Sherburne, 1994). The purpose of the present experiments was to determine, in a simultaneous discrimination, whether the S- diminishes the value of the S+ or the S- is contrasted with the S+ (thus enhancing the value of the S+). In two experiments, we found evidence for contrast, rather than value transfer, attributable to simultaneous discrimination training. Thus, not only does the S+ appear to enhance the value of the S-, but the S- appears to enhance rather than reduce the value of the S+. | ||||
Address | Department of Psychology, University of Kentucky, Lexington 40506-0044, USA | ||||
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Language | English | Summary Language | Original Title | ||
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Series Volume | Series Issue | Edition | |||
ISSN | 0272-4995 | ISBN | Medium | ||
Area | Expedition | Conference | |||
Notes | PMID:9854439 | Approved | no | ||
Call Number | refbase @ user @ | Serial | 252 | ||
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Author | Schwartz, B.L.; Colon, M.R.; Sanchez, I.C.; Rodriguez, I.A.; Evans, S. | ||||
Title | Single-trial learning of “what” and “who” information in a gorilla (Gorilla gorilla gorilla): implications for episodic memory | Type | Journal Article | ||
Year | 2002 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
Volume | 5 | Issue | 2 | Pages | 85-90 |
Keywords | Animals; Cognition; Gorilla gorilla/*psychology; *Learning; Male; *Memory; Perception; Reinforcement Schedule | ||||
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. | ||||
Address | Department of Psychology, Florida International University, University Park, Miami, FL 33199, USA. schwartb@fiu.edu | ||||
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Language | English | Summary Language | Original Title | ||
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Series Volume | Series Issue | Edition | |||
ISSN | 1435-9448 | ISBN | Medium | ||
Area | Expedition | Conference | |||
Notes | PMID:12150040 | Approved | no | ||
Call Number | Equine Behaviour @ team @ | Serial | 2604 | ||
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Author | Whiten, A. | ||||
Title | Social complexity and social intelligence | Type | Conference Article | ||
Year | 2000 | Publication | Novartis Foundation Symposium | Abbreviated Journal | Novartis Found Symp |
Volume | 233 | Issue | Pages | 185-96; discussion 196-201 | |
Keywords | Animals; Brain/anatomy & histology/*physiology; Humans; *Intelligence/physiology; Learning; Models, Psychological; Primates; *Social Behavior; Social Problems | ||||
Abstract | When we talk of the 'nature of intelligence', or any other attribute, we may be referring to its essential structure, or to its place in nature, particularly the function it has evolved to serve. Here I examine both, from the perspective of the evolution of intelligence in primates. Over the last 20 years, the Social (or 'Machiavellian') Intelligence Hypothesis has gained empirical support. Its core claim is that the intelligence of primates is primarily an adaptation to the special complexities of primate social life. In addition to this hypothesis about the function of intellect, a secondary claim is that the very structure of intelligence has been moulded to be 'social' in character, an idea that presents a challenge to orthodox views of intelligence as a general-purpose capacity. I shall outline the principal components of social intelligence and the environment of social complexity it engages with. This raises the question of whether domain specificity is an appropriate characterization of social intelligence and its subcomponents, like theory of mind. As a counter-argument to such specificity I consider the hypothesis that great apes exhibit a cluster of advanced cognitive abilities that rest on a shared capacity for second-order mental representation. | ||||
Address | School of Psychology, University of St Andrews, St Andrews, Fife KY16 9JU, UK | ||||
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Language | English | Summary Language | Original Title | ||
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Series Volume | Series Issue | Edition | |||
ISSN | 1528-2511 | ISBN | Medium | ||
Area | Expedition | Conference | |||
Notes | PMID:11276903 | Approved | no | ||
Call Number | Serial | 2084 | |||
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Author | Reader, S.M.; Laland, K.N. | ||||
Title | Social intelligence, innovation, and enhanced brain size in primates | Type | Journal Article | ||
Year | 2002 | Publication | Proceedings of the National Academy of Sciences of the United States of America | Abbreviated Journal | Proc. Natl. Acad. Sci. U.S.A. |
Volume | 99 | Issue | 7 | Pages | 4436-4441 |
Keywords | Animals; Brain/*anatomy & histology; Evolution; *Intelligence; Learning; Primates/*anatomy & histology/*psychology; Social Behavior | ||||
Abstract | Despite considerable current interest in the evolution of intelligence, the intuitively appealing notion that brain volume and “intelligence” are linked remains untested. Here, we use ecologically relevant measures of cognitive ability, the reported incidence of behavioral innovation, social learning, and tool use, to show that brain size and cognitive capacity are indeed correlated. A comparative analysis of 533 instances of innovation, 445 observations of social learning, and 607 episodes of tool use established that social learning, innovation, and tool use frequencies are positively correlated with species' relative and absolute “executive” brain volumes, after controlling for phylogeny and research effort. Moreover, innovation and social learning frequencies covary across species, in conflict with the view that there is an evolutionary tradeoff between reliance on individual experience and social cues. These findings provide an empirical link between behavioral innovation, social learning capacities, and brain size in mammals. The ability to learn from others, invent new behaviors, and use tools may have played pivotal roles in primate brain evolution. | ||||
Address | Department of Zoology, University of Cambridge, High Street, Madingley, Cambridge CB3 8AA, United Kingdom | ||||
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Language | English | Summary Language | Original Title | ||
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ISSN | 0027-8424 | ISBN | Medium | ||
Area | Expedition | Conference | |||
Notes | PMID:11891325 | Approved | no | ||
Call Number | Serial | 2149 | |||
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Author | Bouchard, J.; Goodyer, W.; Lefebvre, L. | ||||
Title | Social learning and innovation are positively correlated in pigeons (Columba livia) | Type | Journal Article | ||
Year | 2007 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
Volume | 10 | Issue | 2 | Pages | 259-266 |
Keywords | Animals; Behavior, Animal/*physiology; Columbidae/*physiology; *Learning; *Problem Solving | ||||
Abstract | 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. | ||||
Address | Department of Biology, McGill University, 1205, Avenue Docteur Penfield, Montreal, Quebec, H3A 1B1, Canada | ||||
Corporate Author | Thesis | ||||
Publisher | Place of Publication | Editor | |||
Language | English | Summary Language | Original Title | ||
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Series Volume | Series Issue | Edition | |||
ISSN | 1435-9448 | ISBN | Medium | ||
Area | Expedition | Conference | |||
Notes | PMID:17205290 | Approved | no | ||
Call Number | Equine Behaviour @ team @ | Serial | 2425 | ||
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Author | Krueger, K. | ||||
Title | Social learning and innovative behaviour in horses | Type | Conference Article | ||
Year | 2015 | Publication | Proceedings of the 3. International Equine Science Meeting | Abbreviated Journal | Proc. 3. Int. Equine. Sci. Mtg |
Volume | Issue | Pages | |||
Keywords | social learning, innovative behaviour, Equus caballus, cognitive capacities | ||||
Abstract | The evaluation of important parameters for measuring the horses’ cognitive capacities is one of the central topics of the equine behaviour team at Nürtingen-Geislingen University. Social complexity has been said to be one of the settings in which needs for cognitive capacities arise in animals. A variety of studies throughout the last two decades proved the horses’ social complexity to be far more elaborate than previously assumed. Horses form social bonds for the protection of offspring, intervene in encounters of others, identify group mates individually and easily orientate in a fission fusion society. In such socially complex societies, animals will benefit from learning socially. In many bird and primate species the degree of social complexity correlates nicely with the species abilities for social learning. Social learning was, therefore, argued to be an indicator for elaborate mental capacities in animals. We were delighted to prove that horses actually copy social behaviour and techniques for operating a feeding apparatus from older and higher ranking group members. In a recent study we found young horses, at the age of 3 to 12, to copy the operation of a feeding apparatus from a human demonstrator. Social learning seems to work nicely in horses when the social background of the animals is considered. The degree to which individual animals adapt to changes in their social or physical environment by finding innovative solution appears to be the other side of the coin, of whether animals adjust to challenges by social learning. It is not very astonishing, that along with the animals’ social complexity and their ability to learn socially also the degree to which they show innovative behaviour was claimed to be one of the most important demonstrations of advanced cognitive capacities. In a recent approach, we started to ask horse owners and horse keepers in many countries to tell us about unusual behaviour of their horses via a web site (http://innovative-behaviour.org). To date, we received 204 cases of innovative behaviour descriptions from which six cases were clear examples of tool use or borderline tool use. We categorized the innovative behaviours into the classes, a) innovations to gain food, b) innovations to gain freedom, c) social innovations, d) innovations to increase maintenance, and e) innovations that could not be clearly assigned to a category. About 20% of the innovative horses showed more than one innovation. These animals could be termed “true innovators”. Again, young horses were more innovative than older ones with the age group 5 – 9 showing the highest number of innovative behaviour descriptions. In a nutshell, the horses’ cognitive capacities appear to be underestimated throughout the last decades. The horses’ social complexity is far more elaborate than previously assumed, horses learn socially from conspecific and humans, some of them demonstrate innovative behaviour adaptations to their environment and even simple forms of tool use. |
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Corporate Author | Krueger, K. | Thesis | |||
Publisher | Xenophon Publishing | Place of Publication | Wald | Editor | |
Language | Summary Language | Original Title | |||
Series Editor | Series Title | Abbreviated Series Title | |||
Series Volume | in prep | Series Issue | Edition | ||
ISSN | ISBN | 978-3-95625-000-2 | Medium | ||
Area | Expedition | Conference | |||
Notes | Approved | no | |||
Call Number | Equine Behaviour @ team @ | Serial | 5848 | ||
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Author | Heyes, C.M. | ||||
Title | Social learning in animals: categories and mechanisms | Type | Journal Article | ||
Year | 1994 | Publication | Biological reviews of the Cambridge Philosophical Society | Abbreviated Journal | Biol. Rev. |
Volume | 69 | Issue | 2 | Pages | 207-231 |
Keywords | Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior | ||||
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) | ||||
Address | Department of Psychology, University College London | ||||
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Language | English | Summary Language | Original Title | ||
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Series Volume | Series Issue | Edition | |||
ISSN | 1464-7931 | ISBN | Medium | ||
Area | Expedition | Conference | |||
Notes | PMID:8054445 | Approved | no | ||
Call Number | refbase @ user @ | Serial | 708 | ||
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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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Notes | Approved | no | |||
Call Number | refbase @ user @ | Serial | 575 | ||
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