|
|
Byrne, R. (2002). When cognitive psychology met Japanese primatology. Anim. Cogn., 5(1), 59–60.
|
|
|
|
Detto, T., Jennions, M. D., & Backwell, P. R. Y. (2010). When and Why Do Territorial Coalitions Occur? Experimental Evidence from a Fiddler Crab. Am Nat, 175(5), E119–E125.
Abstract: Neighboring territory owners are often less aggressive toward each other than to strangers (“dear enemy” effect). There is, however, little evidence for territorial defense coalitions whereby a neighbor will temporarily leave his/her own territory, enter that of a neighbor, and cooperate in repelling a conspecific intruder. This is surprising, as theoreticians have long posited the existence of such coalitions and the circumstances under which they should evolve. Here we document territorial defense coalitions in the African fiddler crab Uca annulipes, which lives in large colonies wherein each male defends a burrow and its surrounding area against neighbors and “floaters” (burrowless males). Fights between a resident and a floater sometimes involve another male who has left his territory to fight the floater challenging his neighbor. Using simple experiments, we provide the first evidence of the rules determining when territorial coalitions form. Our results support recent models that suggest that these coalitions arise from by‐product mutualism.
|
|
|
|
Skov-Rackette, S. I., Miller, N. Y., & Shettleworth, S. J. (2006). What-where-when memory in pigeons. J Exp Psychol Anim Behav Process, 32(4), 345–358.
Abstract: The authors report a novel approach to testing episodic-like memory for single events. Pigeons were trained in separate sessions to match the identity of a sample on a touch screen, to match its location, and to report on the length of the retention interval. When these 3 tasks were mixed randomly within sessions, birds were more than 80% correct on each task. However, performance on 2 different tests in succession after each sample was not consistent with an integrated memory for sample location, time, and identity. Experiment 2 tested binding of location and identity memories in 2 different ways. The results were again consistent with independent feature memories. Implications for tests of episodic-like memory are discussed.
|
|
|
|
Heyes, C. (2012). What's social about social learning? J Comp Psychol, 120.
|
|
|
|
Povinelli, D. J., & Eddy T. J. (1996). What Young Chimpanzees Know about Seeing. Chicago: University of Chicago Press.
Abstract: Synopsis
Does a young chimpanzee's gaze subjectively link it to the outside world? Is seeing “about” something to this species? This volume reports the results of fifteen studies conducted with chimpanzees and preschool children. The findings provide little evidence that young chimpanzees understand seeing as a mental event. Even though young chimps spontaneously attend to and follow the visual gaze of others, they simultaneously appear oblivious to the attentional significance of that gaze. This interpretation is consistent with three different possibilities: chimpanzees may experience a delay in psychological development; alternatively, they may possess a different theory of attention, connected subjectively through other behavioral indicators; or the subjective understanding of visual perception may only be present in humans.
|
|
|
|
Janson, C., & Byrne, R. (2007). What wild primates know about resources: opening up the black box. Anim. Cogn., 10(3), 357–367.
Abstract: Abstract We present the theoretical and practical difficulties of inferring the cognitive processes involved in spatial movement decisions of primates and other animals based on studies of their foraging behavior in the wild. Because the possible cognitive processes involved in foraging are not known a priori for a given species, some observed spatial movements could be consistent with a large number of processes ranging from simple undirected search processes to strategic goal-oriented travel. Two basic approaches can help to reveal the cognitive processes: (1) experiments designed to test specific mechanisms; (2) comparison of observed movements with predicted ones based on models of hypothesized foraging modes (ideally, quantitative ones). We describe how these two approaches have been applied to evidence for spatial knowledge of resources in primates, and for various hypothesized goals of spatial decisions in primates, reviewing what is now established. We conclude with a synthesis emphasizing what kinds of spatial movement data on unmanipulated primate populations in the wild are most useful in deciphering goal-oriented processes from random processes. Basic to all of these is an estimate of the animals ability to detect resources during search. Given knowledge of the animals detection ability, there are several observable patterns of resource use incompatible with a pure search process. These patterns include increasing movement speed when approaching versus leaving a resource, increasingly directed movement toward more valuable resources, and directed travel to distant resources from many starting locations. Thus, it should be possible to assess and compare spatial cognition across a variety of primate species and thus trace its ecological and evolutionary correlates.
|
|
|
|
Lonsdorf, E. V. (2006). What is the role of mothers in the acquisition of termite-fishing behaviors in wild chimpanzees (Pan troglodytes schweinfurthii)? Anim. Cogn., 9(1), 36–46.
Abstract: This paper explores the role of maternal influences on the acquisition of a tool-using task in wild chimpanzees (Pan troglodytes schweinfurthii) in order to build on and complement previous work done in captivity. Young chimpanzees show a long period of offspring dependency on mothers and it is during this period that offspring learn several important skills, especially how to and on what to forage. At Gombe National Park, one skill that is acquired during dependency is termite-fishing, a complex behavior that involves inserting a tool made from the surrounding vegetation into a termite mound and extracting the termites that attack and cling to the tool. All chimpanzees observed at Gombe have acquired the termite-fishing skill by the age of 5.5 years. Since the mother is the primary source of information throughout this time period, I investigated the influence of mothers' individual termite-fishing characteristics on their offsprings' speed of acquisition and proficiency at the skill once acquired. Mother's time spent alone or with maternal family members, which is highly correlated to time spent termite-fishing, was positively correlated to offspring's acquisition of critical elements of the skill. I also investigated the specific types of social interactions that occur between mothers and offspring at the termite mound and found that mothers are highly tolerant to offspring, even when the behavior of the offspring may disrupt the termite-fishing attempt. However, no active facilitation by mothers of offsprings' attempts were observed.
|
|
|
|
Swartz, K. B. (1997). What is mirror self-recognition in nonhuman primates, and what is it not? Ann N Y Acad Sci, 818, 64–71.
|
|
|
|
Hintze, S., Smith, S., Patt, A., Bachmann, I., & Würbel, H. (2015). What eye wrinkles in horses tell us about their emotional state. In Proceedings of the 3. International Equine Science Meeting.
Abstract: Wrinkles above the eye ball are common in domestic horses but may differ in number and shape both between and within individuals. They are caused by contraction of the inner eye brow raiser, and some people working with horses call them “worry wrinkles”, considering them to reflect emotional states. However, as yet no study has formally investigated the relationship between eye wrinkles and emotional state in horses.
The aim of the present study was to induce states of different emotional valence and to assess whether positive emotional states would reduce the expression of eye wrinkles while negative emotional states would increase it. Sixteen horses were confronted in a balanced order with two presumably positively and two negatively valenced situations each. Positive situations included anticipation of a food reward (FA) and petting (P), negative situations included food competition (FC) and waving a plastic bag (PB). Each situation lasted for 60s (TRT) and was preceded by a 60s control phase (CON). Throughout CON and TRT pictures of the eyes were taken, and for each horse four pictures per situation (FA, P, FC, PB) and phase (CON and TRT) were randomly selected (n = 512) and scored in random order and blind to treatment for six outcome variables: overall impression (qualitative), number, angle and markedness of eye wrinkles, presence of eye white, and shape of eye lid.
Data were analysed separately for the right and left eye using linear mixed effects models (angle, number), generalised linear mixed models (eye white, markedness), and ordered logistic regression (qualitative, shape of eye lid), with “situation” (FA, P, FC, PB), “phase” (CON, TRT) and their two-way interaction as fixed effects.
Expression of eye wrinkles did not vary consistently across “situation” and “phase”. Independent of phase, eye white appeared less frequently during P than during FA (z=-3.15, p=0.009), FC (z=-2.94, p=0.02), and PB (z=4.17, p<0.001) in the left eye and during PB (z=4.10, p 0.001) in the right eye. Similarly, wrinkles were less marked during P compared to the other situations in the left eye (FA: z=3.15, p=0.009; FC: z=-2.94, p=0.017; PB: z=4.17, p<0.001) and compared to PB in the right eye (z=4.10, p=0.001), while no differences between situations occurred in number of wrinkles, overall impression and shape of eye lid for both eyes. Consistent with our hypothesis, P induced relaxation of the underlying muscle in the right eye resulting in a wider angle compared to its control phase (interaction situation*phase: F3,10=3.71, p=0.055; post-hoc comparison: z=-3.57, p=0.009), while FC induced muscle contraction, resulting in a sharper angle in the left eye (interaction situation*phase: F3,11=6.57, p=0.011; z=3.73, p=0.005).
We conclude that emotional valence may affect characteristics of eye winkle expression in horses which might therefore be a promising indicator of horses’ emotional states, but further research is needed to validate the relevant outcome variables.
|
|
|
|
Leadbeater, E. (2015). What evolves in the evolution of social learning? J Zool, 295(1), 4–11.
Abstract: Social learning is fundamental to social life across the animal kingdom, but we still know little about how natural selection has shaped social learning abilities on a proximate level. Sometimes, complex social learning phenomena can be entirely explained by Pavlovian processes that have little to do with the evolution of sociality. This implies that the ability to learn socially could be an exaptation, not an adaptation, to social life but not that social learning abilities have been left untouched by natural selection. I discuss new empirical evidence for associative learning in social information use, explain how natural selection might facilitate the associative learning process and discuss why such studies are changing the way that we think about social learning.
|
|
