| Home | [11–20] << 21 22 23 24 25 26 27 28 29 30 >> [31–37] |
|
| Records | |||||
|---|---|---|---|---|---|
| Author | Fragaszy, D.; Johnson-Pynn, J.; Hirsh, E.; Brakke, K. | ||||
Title  |
Strategic navigation of two-dimensional alley mazes: comparing capuchin monkeys and chimpanzees | Type | Journal Article | ||
| Year | 2003 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 6 | Issue | 3 | Pages | 149-160 |
| Keywords | Animals; Cebus/*physiology; Choice Behavior/*physiology; Computer Peripherals; Female; Male; Maze Learning/*physiology; Neuropsychological Tests; Pan troglodytes/*physiology; Space Perception/*physiology; Species Specificity; User-Computer Interface | ||||
| Abstract | Planning is an important component of cognition that contributes, for example, to efficient movement through space. In the current study we presented novel two-dimensional alley mazes to four chimpanzees and three capuchin monkeys to identify the nature and efficiency of planning in relation to varying task parameters. All the subjects solved more mazes without error than expected by chance, providing compelling evidence that both species planned their choices in some manner. The probability of making a correct choice on mazes designed to be more demanding and presented later in the testing series was higher than on earlier, simpler mazes (chimpanzees), or unchanged (capuchin monkeys), suggesting microdevelopment of strategic choice. Structural properties of the mazes affected both species' choices. Capuchin monkeys were less likely than chimpanzees to take a correct path that initially led away from the goal but that eventually led to the goal. Chimpanzees were more likely to make an error by passing a correct path than by turning onto a wrong path. Chimpanzees and one capuchin made more errors on choices farther in sequence from the goal. Each species corrected errors before running into the end of an alley in approximately 40% of cases. Together, these findings suggest nascent planning abilities in each species, and the prospect for significant development of strategic planning capabilities on tasks presenting multiple simultaneous or sequential spatial relations. The computerized maze paradigm appears well suited to investigate movement planning and spatial perception in human and nonhuman primates alike. | ||||
| Address | Department of Psychology, University of Georgia, Athens, GA 30602, USA. doree@arches.uga.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1435-9448 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:12955584 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2557 | ||
| Permanent link to this record | |||||
| Author | Treichler, F.R. | ||||
| Title |
Successive reversal of concurrent discriminations by macaques (Macaca mulatta): proactive interference effects | Type | Journal Article | ||
| Year | 2005 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 8 | Issue | 2 | Pages | 75-83 |
| Keywords | Animals; Choice Behavior; *Discrimination Learning; Female; Macaca mulatta/*psychology; *Memory; *Proactive Inhibition; Random Allocation; *Reversal Learning | ||||
| Abstract | Rhesus monkeys received concurrent within-session training on eight, two-choice object pairs and then underwent successive reversals of these problems. Initially, reversals required about six times more training than acquisition with no improvement over seven successive reversals. Surprisingly, performance on these eight problems was unimpaired if they were embedded in different eight-problem tasks, thereby indicating a release from proactive interference. When the original eight problems again underwent successive reversal, no improvement was seen over seven reversals, although there was significantly less error-per-reversal than in the initial test. Subsequently, monkeys appeared to be developing a learning set for successive reversal because performance on successive reversal of eight novel problems was not different from that seen with the old familiar task. Set acquisition was confirmed when proficient reversal was eventually achieved on both old and new concurrent tasks. Thus, “concurrent reversal set” did develop, but it required arduous training to overcome proactive interference effects on memory. The ubiquitous influence of measurement context on organization of monkey memory was noted. | ||||
| Address | Kent State University, Kent, Ohio 44242, USA. rtreichl@kent.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1435-9448 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:15365875 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2512 | ||
| Permanent link to this record | |||||
| Author | Zentall, T.R. | ||||
| Title |
Support for a theory of memory for event duration must distinguish between test-trial ambiguity and actual memory loss | Type | Journal Article | ||
| Year | 1999 | Publication | Journal of the experimental analysis of behavior | Abbreviated Journal | J Exp Anal Behav |
| Volume | 72 | Issue | 3 | Pages | 467-472 |
| Keywords | Animals; Behavior, Animal/physiology; Columbidae; Conditioning, Operant/physiology; Discrimination Learning/physiology; Memory/*physiology; *Psychological Theory; Time Factors; Time Perception/physiology | ||||
| Abstract | Staddon and Higa's (1999) trace-strength theory of timing and memory for event duration can account for pigeons' bias to “choose short” when retention intervals are introduced and to “choose long” when, following training with a fixed retention interval, retention intervals are shortened. However, it does not account for the failure of pigeons to choose short when the intertrial interval is distinct from the retention interval. That finding suggests that stimulus generalization (or ambiguity) between the intertrial interval and the retention interval may result in an effect that has been attributed to memory loss. Such artifacts must be eliminated before a theory of memory for event duration can be adequately tested. | ||||
| Address | Department of Psychology, University of Kentucky, Lexington 40506, USA. zentall@pop.uky.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0022-5002 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:10605105 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 251 | ||
| Permanent link to this record | |||||
| Author | Crystal, J.D. | ||||
| Title |
Systematic nonlinearities in the perception of temporal intervals | Type | Journal Article | ||
| Year | 1999 | Publication | Journal of Experimental Psychology. Animal Behavior Processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 25 | Issue | 1 | Pages | 3-17 |
| Keywords | Animals; *Attention; Awareness; Discrimination Learning; Male; Neural Networks (Computer); *Nonlinear Dynamics; Rats; Rats, Sprague-Dawley; Sensory Thresholds; *Time Perception | ||||
| Abstract | Rats judged time intervals in a choice procedure in which accuracy was maintained at approximately 75% correct. Sensitivity to time (d') was approximately constant for short durations 2.0-32.0 s with 1.0- or 2.0-s spacing between intervals (n = 5 in each group, Experiment 1), 2.0-50.0 s with 2.0-s spacing (n = 2, Experiment 1), and 0.1-2.0 s with 0.1- or 0.2-s spacing (n = 6 in each group, Experiment 2). However, systematic departures from average sensitivity were observed, with local maxima in sensitivity at approximately 0.3, 1.2, 10.0, 24.0, and 36.0 s. Such systematic departures from an approximately constant d' are predicted by a connectionist theory of time with multiple oscillators and may require a modification of the linear timing hypothesis of scalar timing theory. | ||||
| Address | Department of Psychology, Brown University, USA. jdcrys@facstaff.wm.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0097-7403 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:9987854 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2776 | ||
| Permanent link to this record | |||||
| Author | Morton, F.B.; Lee, P.C.; Buchanan-Smith, H.M. | ||||
| Title |
Taking personality selection bias seriously in animal cognition research: a case study in capuchin monkeys (Sapajus apella) | Type | Journal Article | ||
| Year | 2013 | Publication | Abbreviated Journal | Animal Cognition | |
| Volume | 16 | Issue | 4 | Pages | 677-684 |
| Keywords | Platyrrhines; Temperament; Cognitive experiment; Selection bias; Associative learning; Training | ||||
| Abstract | In most experimental work on animal cognition, researchers attempt to control for multiple interacting variables by training subjects prior to testing, allowing subjects to participate voluntarily, and providing subjects with food rewards. However, do such methods encourage selection bias from subjects’ personalities? In this study, we trained eighteen zoo-housed capuchin monkeys (Sapajus apella) for two experiments, under conditions of positive reinforcement (i.e. food rewards) and free-choice participation. Using a combination of behavioral and rater-based methods, we identified and validated five personality dimensions in these capuchins (Assertiveness, Openness, Neuroticism, Sociability, and Attentiveness). Scores on Openness were positively related to individual differences in monkey task participation, reflecting previous work showing that such individuals are often more active, curious, and willing to engage in testing. We also found a negative relationship between scores on Assertiveness and performance on tasks, which may reflect the trade-offs between speed and accuracy in these animals’ decision-making. Highly Assertive individuals (the most sociable within monkey groups) may also prioritize social interactions over engaging in research. Lastly, monkeys that consistently participated and performed well on both tasks showed significantly higher Openness and lower Assertiveness compared to others, mirroring relationships found between personality, participation, and performance among all participants. Participation and performance during training was clearly biased toward individuals with particular personalities (i.e. high Openness, low Assertiveness). Results are discussed in light of the need for careful interpretation of comparative data on animal cognition and the need for researchers to take personality selection bias more seriously. Animal Cognition Animal Cognition Look Inside |
||||
| Address | |||||
| Corporate Author | Thesis | ||||
| Publisher | Springer-Verlag | Place of Publication | Editor | ||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1435-9448 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5696 | ||
| Permanent link to this record | |||||
| Author | Shettleworth, S.J. | ||||
| Title |
Taking the best for learning | Type | Journal Article | ||
| Year | 2005 | Publication | Behavioural processes | Abbreviated Journal | Behav. Process. |
| Volume | 69 | Issue | 2 | Pages | 147-9; author reply 159-63 |
| Keywords | *Algorithms; Animals; *Behavior, Animal; Decision Making; Evolution; *Learning; *Models, Theoretical | ||||
| 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. | ||||
| Address | Department of Psychology, University of Toronto, Toronto, Ont., Canada M5S 3G3. shettle@psych.utoronto.ca | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0376-6357 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:15845301 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 361 | ||
| Permanent link to this record | |||||
| Author | Houpt, K.A.; Zahorik, D.M.; Swartzman-Andert, J.A. | ||||
| Title |
Taste aversion learning in horses | Type | Journal Article | ||
| Year | 1990 | Publication | Journal of animal science | Abbreviated Journal | J. Anim Sci. |
| Volume | 68 | Issue | 8 | Pages | 2340-2344 |
| Keywords | Animal Feed; Animals; *Avoidance Learning; Feeding Behavior/*psychology; *Food Preferences; Horses/physiology/*psychology; *Taste | ||||
| Abstract | The ability of ponies to learn to avoid a relatively novel food associated with illness was tested in three situations: when illness occurred immediately after consuming a feed; when illness occurred 30 min after consuming a feed; and when illness was contingent upon eating one of three feeds offered simultaneously. Apomorphine was used to produce illness. The feeds associated with illness were corn, alfalfa pellets, sweet feed and a complete pelleted feed. The ponies learned to avoid all the fees except the complete feed when apomorphine injection immediately followed consumption of the feed. However, the ponies did not learn to avoid a feed if apomorphine was delayed 30 min after feed consumption. They could learn to avoid alfalfa pellets, but not corn, when these feeds were presented with the familiar “safe foods,” oats and soybean meal. Ponies apparently are able to learn a taste aversion, but there were constraints on this learning ability. Under the conditions of this study, they did not learn to avoid a food that made them sick long after consumption of the food, and they had more difficulty learning to avoid highly palatable feeds. | ||||
| Address | Cornell University, Ithaca, NY 14853 | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0021-8812 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:2401656 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 41 | ||
| Permanent link to this record | |||||
| Author | Franks, N.R.; Richardson, T. | ||||
| Title |
Teaching in tandem-running ants | Type | Journal Article | ||
| Year | 2006 | Publication | Nature | Abbreviated Journal | Nature |
| Volume | 439 | Issue | 7073 | Pages | 153 |
| Keywords | *Animal Communication; Animals; Ants/*physiology; Feedback/physiology; Learning/*physiology; *Teaching | ||||
| Abstract | The ant Temnothorax albipennis uses a technique known as tandem running to lead another ant from the nest to food--with signals between the two ants controlling both the speed and course of the run. Here we analyse the results of this communication and show that tandem running is an example of teaching, to our knowledge the first in a non-human animal, that involves bidirectional feedback between teacher and pupil. This behaviour indicates that it could be the value of information, rather than the constraint of brain size, that has influenced the evolution of teaching. | ||||
| Address | School of Biological Sciences, University of Bristol, Bristol BS8 IUG, UK. nigel.franks@bristol.ac.uk | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1476-4687 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:16407943 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4651 | ||
| Permanent link to this record | |||||
| Author | Thornton, A.; McAuliffe, K. | ||||
| Title |
Teaching in wild meerkats | Type | Journal Article | ||
| Year | 2006 | Publication | Science (New York, N.Y.) | Abbreviated Journal | Science |
| Volume | 313 | Issue | 5784 | Pages | 227-229 |
| Keywords | Animals; *Animals, Wild/psychology; Behavior, Animal; *Herpestidae/psychology; *Learning; *Predatory Behavior; South Africa; *Teaching; Vocalization, Animal | ||||
| Abstract | Despite the obvious benefits of directed mechanisms that facilitate the efficient transfer of skills, there is little critical evidence for teaching in nonhuman animals. Using observational and experimental data, we show that wild meerkats (Suricata suricatta) teach pups prey-handling skills by providing them with opportunities to interact with live prey. In response to changing pup begging calls, helpers alter their prey-provisioning methods as pups grow older, thus accelerating learning without the use of complex cognition. The lack of evidence for teaching in species other than humans may reflect problems in producing unequivocal support for the occurrence of teaching, rather than the absence of teaching. | ||||
| Address | Department of Zoology, University of Cambridge, Downing Street, Cambridge CB2 3EJ, UK. jant2@cam.ac.uk | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1095-9203 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:16840701 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2834 | ||
| Permanent link to this record | |||||
| Author | Fox, N.A. | ||||
| Title |
Temperament and early experience form social behavior | Type | Journal Article | ||
| Year | 2004 | Publication | Annals of the New York Academy of Sciences | Abbreviated Journal | Ann N Y Acad Sci |
| Volume | 1038 | Issue | Pages | 171-178 | |
| Keywords | Adult; Animals; Child; Child Behavior Disorders/physiopathology; Fear/physiology; Humans; Individuality; Infant; Learning/*physiology; *Personality Development; *Social Behavior; Temperament/*physiology | ||||
| Abstract | Individual differences in the way persons respond to stimulation can have important consequences for their ability to learn and their choice of vocation. Temperament is the study of such individual differences, being thought of as the behavioral style of an individual. Common to all approaches in the study of temperament are the notions that it can be identified in infancy, is fairly stable across development, and influences adult personality. We have identified a specific temperament type in infancy that involves heightened distress to novel and unfamiliar stimuli. Infants who exhibit this temperament are likely, as they get older, to display behavioral inhibition-wariness and heightened vigilance of the unfamiliar-particularly in social situations. Our work has also described the underlying biology of this temperament and has linked it to neural systems supporting fear responses in animals. Children displaying behavioral inhibition are at-risk for behavioral problems related to anxiety and social withdrawal. | ||||
| Address | Institute for Child Study, Department of Human Development, University of Maryland, 3304 Benjamin Building, College Park, MD 20742-1131, USA. nf4@umail.umd.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0077-8923 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:15838111 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4131 | ||
| Permanent link to this record | |||||