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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
	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	1464-7931	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:8054445			Approved	no
	Call Number	refbase @ user @			Serial	708
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	Author	Markman, E.M.; Abelev, M.
	Title	Word learning in dogs?			Type	Journal Article
	Year	2004	Publication	Trends in Cognitive Sciences	Abbreviated Journal	Trends. Cognit. Sci.
	Volume	8	Issue	11	Pages	479-81; discussion 481
	Keywords	Animals; Association Learning; Dogs; Learning; Verbal Learning; *Vocabulary
	Abstract	In a recent paper, Kaminski, Call and Fischer report pioneering research on word-learning in a dog. In this commentary we suggest ways of distinguishing referential word use from mere association. We question whether the dog is reasoning by exclusion and, if so, compare three explanations – learned heuristics, default assumptions, and pragmatic reasoning – as they apply to children and might apply to dogs. Kaminski et al.'s work clearly raises important questions about the origins and basis of word learning and social cognition.
	Address	Department of Psychology, Stanford University, Bldg 420, Stanford, CA 94305-2130, USA
	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	1364-6613	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15491899			Approved	no
	Call Number	refbase @ user @			Serial	274
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	Author	Dawson, B.V.; Foss, B.M.
	Title	Observational learning in budgerigars			Type	Journal Article
	Year	1965	Publication	Animal Behaviour	Abbreviated Journal	Anim. Behav.
	Volume	13	Issue	4	Pages	470-474
	Keywords	Animals; Attention; Behavior, Animal; Birds; *Learning
	Abstract
	Address
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language		Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN		ISBN		Medium
	Area		Expedition		Conference
	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2991
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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
	Series Editor		Series Title		Abbreviated Series Title
	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	Zentall, T.R.
	Title	Imitation: definitions, evidence, and mechanisms			Type	Journal Article
	Year	2006	Publication	Animal cognition	Abbreviated Journal	Anim. Cogn.
	Volume	9	Issue	4	Pages	335-353
	Keywords	Adaptation, Psychological; Animals; Behavior, Animal; Imitative Behavior; Learning; Motivation; Social Environment; Transfer (Psychology)
	Abstract	Imitation can be defined as the copying of behavior. To a biologist, interest in imitation is focused on its adaptive value for the survival of the organism, but to a psychologist, the mechanisms responsible for imitation are the most interesting. For psychologists, the most important cases of imitation are those that involve demonstrated behavior that the imitator cannot see when it performs the behavior (e.g., scratching one's head). Such examples of imitation are sometimes referred to as opaque imitation because they are difficult to account for without positing cognitive mechanisms, such as perspective taking, that most animals have not been acknowledged to have. The present review first identifies various forms of social influence and social learning that do not qualify as opaque imitation, including species-typical mechanisms (e.g., mimicry and contagion), motivational mechanisms (e.g., social facilitation, incentive motivation, transfer of fear), attentional mechanisms (e.g., local enhancement, stimulus enhancement), imprinting, following, observational conditioning, and learning how the environment works (affordance learning). It then presents evidence for different forms of opaque imitation in animals, and identifies characteristics of human imitation that have been proposed to distinguish it from animal imitation. Finally, it examines the role played in opaque imitation by demonstrator reinforcement and observer motivation. Although accounts of imitation have been proposed that vary in their level of analysis from neural to cognitive, at present no theory of imitation appears to be adequate to account for the varied results that have been found.
	Address	Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. Zentall@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	1435-9448	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:17024510			Approved	no
	Call Number	refbase @ user @			Serial	217
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	Author	Gajdon, G.K.; Fijn, N.; Huber, L.
	Title	Limited spread of innovation in a wild parrot, the kea (Nestor notabilis)			Type	Journal Article
	Year	2006	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	9	Issue	3	Pages	173-181
	Keywords	Animal Communication; Animals; Diffusion of Innovation; Feeding Behavior; Female; Imitative Behavior; Learning; Male; Motor Skills; Parrots; *Problem Solving; Sex Factors; Social Dominance; Social Environment; Statistics, Nonparametric
	Abstract	In the local population of kea in Mount Cook Village, New Zealand, some keas open the lids of rubbish bins with their bill to obtain food scraps within. We investigated the extent to which this innovation has spread in the local population, and what factors limit the acquisition of bin opening. Only five males of 36 individually recognised birds were observed to have performed successful bin opening. With one exception there were always other keas present, watching successful bin opening. Seventeen additional individuals were seen to have benefitted from lid opening. Their foraging success was less than that of the bin openers. Social status of bin openers did not differ from scrounging males. Among the individuals that were regularly seen at the site of the bins but were not successful in bin opening, social status and the ratio of feeding directly from open bins correlated with the amount of opening attempts. We conclude that scrounging facilitated certain behavioural aspects of bin opening rather than inhibiting them. The fact that only 9% of opening attempts were successful, and the long period of time required to increase efficiency in lid opening shows that mainly individual experience, and to a lesser extent insight and social learning, play key roles in acquisition of the opening technique. The results indicate that the spread of innovative solutions of challenging mechanical problems in animals may be restricted to only a few individuals.
	Address	Department for Behavior, Neurobiology and Cognition, University of Vienna, 1090, Vienna, Austria. gyula.gajdon@univie.ac.at
	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:16568276			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2472
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	Author	Fripp, D.; Owen, C.; Quintana-Rizzo, E.; Shapiro, A.; Buckstaff, K.; Jankowski, K.; Wells, R.; Tyack, P.
	Title	*Bottlenose dolphin (Tursiops truncatus) calves appear to model their signature whistles on the signature whistles of community members*			Type	Journal Article
	Year	2005	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	8	Issue	1	Pages	17-26
	Keywords	Acoustic Stimulation; Animals; Dolphins/psychology; Female; Imitative Behavior; Individuality; Learning; Social Environment; *Vocalization, Animal
	Abstract	Bottlenose dolphins are unusual among non-human mammals in their ability to learn new sounds. This study investigates the importance of vocal learning in the development of dolphin signature whistles and the influence of social interactions on that process. We used focal animal behavioral follows to observe six calves in Sarasota Bay, Fla., recording their social associations during their first summer, and their signature whistles during their second. The signature whistles of five calves were determined. Using dynamic time warping (DTW) of frequency contours, the calves' signature whistles were compared to the signature whistles of several sets of dolphins: their own associates, the other calves' associates, Tampa Bay dolphins, and captive dolphins. Whistles were considered similar if their DTW similarity score was greater than those of 95% of the whistle comparisons. Association was defined primarily in terms of time within 50 m of the mother/calf pair. On average, there were six dolphins with signature whistles similar to the signature whistles of each of the calves. These were significantly more likely to be Sarasota Bay resident dolphins than non-Sarasota dolphins, and (though not significantly) more likely to be dolphins that were within 50 m of the mother and calf less than 5% of the time. These results suggest that calves may model their signature whistles on the signature whistles of members of their community, possibly community members with whom they associate only rarely.
	Address	Biology Department, Woods Hole Oceanographic Institution, Woods Hole, Massachusetts, USA. deborah.fripp@verizon.net
	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:15221637			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2520
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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
	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:12150040			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2604
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	Author	Burke, D.; Cieplucha, C.; Cass, J.; Russell, F.; Fry, G.
	Title	Win-shift and win-stay learning in the short-beaked echidna (Tachyglossus aculeatus)			Type	Journal Article
	Year	2002	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	5	Issue	2	Pages	79-84
	Keywords	Animals; Echidna/psychology; Ecology; Female; Learning; Memory; Predatory Behavior; Reinforcement (Psychology)
	Abstract	Numerous previous investigators have explained species differences in spatial memory performance in terms of differences in foraging ecology. In three experiments we attempted to extend these findings by examining the extent to which the spatial memory performance of echidnas (or “spiny anteaters”) can be understood in terms of the spatio-temporal distribution of their prey (ants and termites). This is a species and a foraging situation that have not been examined in this way before. Echidnas were better able to learn to avoid a previously rewarding location (to “win-shift”) than to learn to return to a previously rewarding location (to “win-stay”), at short retention intervals, but were unable to learn either of these strategies at retention intervals of 90 min. The short retention interval results support the ecological hypothesis, but the long retention interval results do not.
	Address	Department of Psychology, University of Wollongong, Wollongong, NSW 2522, Australia. darren_burke@uow.edu.au
	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:12150039			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2605
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	Author	Chappell, J.; Kacelnik, A.
	Title	Tool selectivity in a non-primate, the New Caledonian crow (Corvus moneduloides)			Type	Journal Article
	Year	2002	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	5	Issue	2	Pages	71-78
	Keywords	Adaptation, Psychological; Animals; Cognition; Female; Learning; Male; Perception; *Songbirds
	Abstract	We present an experiment showing that New Caledonian crows are able to choose tools of the appropriate size for a novel task, without trial-and-error learning. This species is almost unique amongst all animal species (together with a few primates) in the degree of use and manufacture of polymorphic tools in the wild. However, until now, the flexibility of their tool use has not been tested. Flexibility, including the ability to select an appropriate tool for a task, is considered to be a hallmark of complex cognitive adaptations for tool use. In experiment 1, we tested the ability of two captive birds (one male, one female), to select a stick (from a range of lengths provided) matching the distance to food placed in a horizontal transparent pipe. Both birds chose tools matching the distance to their target significantly more often than would be expected by chance. In experiment 2, we used a similar task, but with the tools placed out of sight of the food pipe, such that the birds had to remember the distance of the food before selecting a tool. The task was completed only by the male, who chose a tool of sufficient length significantly more often than chance but did not show a preference for a matching length.
	Address	Department of Zoology, University of Oxford, South Parks Road, Oxford OXI 3PS, UK. jackie.chappell@zoo.ox.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	1435-9448	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:12150038			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2606
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