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de Waal, F. B., Uno, H., Luttrell, L. M., Meisner, L. F., & Jeannotte, L. A. (1996). Behavioral retardation in a macaque with autosomal trisomy and aging mother. Am J Ment Retard, 100(4), 378–390.
Abstract: The social development of a female rhesus monkey (Macaca mulatta) was followed from the day of birth until her death, at age 32 months. The subject, born to an older mother, had an extra autosome (karyotype: 43, XX, +18), an affliction that came about spontaneously. MRI scans revealed that she was also hydrocephalic. Compared to 23 female monkeys growing up under identical conditions, the subject showed serious motor deficiencies, a dramatic delay in the development of social behavior, poorly established dominance relationships, and greater than usual dependency on mother and kin. The subject was well-integrated into the social group, however.
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de Waal, F. B., & Johanowicz, D. L. (1993). Modification of reconciliation behavior through social experience: an experiment with two macaque species. Child Dev, 64(3), 897–908.
Abstract: Reconciliation, defined as a friendly reunion between former opponents shortly after an aggressive encounter, is common in the stumptail macaque (Macaca arctoides) but rare in the rhesus macaque (M. mulatta). Juveniles of the two species were cohoused for 5 months, after which they were observed with conspecifics only. Control rhesus monkeys, matched in age and sex to the experimental subjects, went through the same procedure without exposure to the other species. A threefold increase in the proportion of reconciled fights was measured in the rhesus subjects. The difference emerged gradually during cohousing with the tutor species and was sustained following removal of this species. Other behavior, such as grooming and aggression, decreased over time. It is suggested that the social attitude of the subjects was affected through contact with a species characterized by a more relaxed dominance style.
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Zentall, T. R. (2002). A cognitive behaviorist approach to the study of animal behavior. J Gen Psychol, 129(4), 328–363.
Abstract: Traditional psychological approaches to animal learning and behavior have involved either the atheoretical behaviorist approach proposed by B. F. Skinner (1938), in which input-output relations are described in response to environmental manipulations, or the theoretical behaviorist approach offered by C. L Hull (1943), in which associations mediated by several hypothetical constructs and intervening variables are formed between stimuli and responses. Recently, the application of a cognitive behaviorist approach to animal learning and behavior has been found to have considerable value as a research tool. This perspective has grown out of E. C. Tolman's cognitive approach to learning in which behavior is mediated by mechanisms that are not directly observable but can be inferred from the results of critical experiments. In the present article, the author presents several examples of the successful application of the cognitive behaviorist approach. In each case, the experiments have been designed to distinguish between more traditional mechanisms and those mediated by hypothesized internal representations. These examples were selected because the evidence suggests that some form of active cognitive organization is needed to account for the behavioral results.
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Dorrance, B. R., & Zentall, T. R. (2001). Imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation. J Comp Psychol, 115(1), 62–67.
Abstract: The 2-action method was used to examine whether imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation of the demonstrated behavior. Two groups of observers were fed before observation (satiated groups), whereas 2 other groups of observers were deprived of food before observation (hungry groups). Quail were tested either immediately following observation or after a 30-min delay. Results indicated that quail in the hungry groups imitated, whereas those in the satiated groups did not, regardless of whether their test was immediate or delayed. The results suggest that observer quail may not learn (through observation) behavior that leads to a reinforcer for which they are unmotivated at the time of test. In addition, the results show that quail are able to delay the performance of a response acquired through observation (i.e., they show deferred imitation).
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Zentall, T. R., Kaiser, D. H., Clement, T. S., Weaver, J. E., & Campbell, G. (2000). Presence/absence-sample matching by pigeons: divergent retention functions may result from the similarity of behavior during the absence sample and the retention interval. J Exp Psychol Anim Behav Process, 26(3), 294–304.
Abstract: Divergent choose-absence retention functions typically found in pigeons following presence/absence-sample matching have been attributed to the development of a single-code/default coding strategy. However, such effects may result from adventitious differential responding to the samples. In Experiment 1, retention functions were divergent only when differential sample responding could serve as the basis for comparison choice. In Experiment 2, when pecking did not occur during the retention interval, a choose-absence bias was found, but when pecking occurred during the retention interval, a choose-presence bias resulted. In Experiment 3, positive transfer was found when a stimulus associated with the absence of pecking replaced the absence sample but not when a stimulus associated with pecking replaced the presence sample. Thus, presence/absence-sample matching may not encourage the development of a single-code/default coding strategy in pigeons.
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Shettleworth, S. J. (1978). Reinforcement and the organization of behavior in golden hamsters: Pavlovian conditioning with food and shock unconditioned stimuli. J Exp Psychol Anim Behav Process, 4(2), 152–169.
Abstract: The effects of Pavlovian conditioned stimuli (CSs) for food or shock on a variety of behaviors of golden hamsters were observed in three experiments. The aim was to see whether previously reported differences among the behaviors produced by food reinforcement and punishment procedures could be accounted for by differential effects of Pavlovian conditioning on the behaviors. There was some correspondence between the behaviors observed to the CSs and the previously reported effects of instrumental training. However, the Pavlovian conditioned responses (CRs) alone would not have predicted the effects of instrumental training. Moreover, CRs depended to some extent on the context in which training and testing occurred. These findings, together with others in the literature, suggest that the results of Pavlovian conditioning procedures may not unambiguously predict what system of behaviors will be most readily modified by instrumental training with a given reinforcer.
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Mrosovsky, N., & Shettleworth, S. J. (1968). Wavelength preferences and brightness cues in the water finding behaviour of sea turtles. Behaviour, 32(4), 211–257.
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Beaver, B. V. (1986). Aggressive behavior problems. Vet Clin North Am Equine Pract, 2(3), 635–644.
Abstract: Accurate diagnosis of the cause of aggression in horses is essential to determining the appropriate course of action. The affective forms of aggression include fear-induced, pain-induced, intermale, dominance, protective, maternal, learned, and redirected aggressions. Non-affective aggression includes play and sex-related forms. Irritable aggression and hypertestosteronism in mares are medical problems, whereas genetic factors, brain dysfunction, and self-mutilation are also concerns.
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Craig, J. V. (1986). Measuring social behavior: social dominance. J. Anim Sci., 62(4), 1120–1129.
Abstract: Social dominance develops more slowly when young animals are kept in intact peer groups where they need not compete for resources. Learned generalizations may cause smaller and weaker animals to accept subordinate status readily when confronted with strangers that would be formidable opponents. Sexual hormones and sensitivity to them can influence the onset of aggression and status attained. After dominance orders are established, they tend to be stable in female groups but are less so in male groups. Psychological influences can affect dominance relationships when strangers meet and social alliances within groups may affect relative status of individuals. Whether status associated with agonistic behavior is correlated with control of space and scarce resources needs to be determined for each species and each kind of resource. When such correlations exists, competitive tests and agonistic behavior associated with gaining access to scarce resources can be useful to the observer in learning about dominance relationships rapidly. Examples are given to illustrate how estimates of social dominance can be readily attained and some strengths and weaknesses of the various methods.
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Beaver, B. V. (1981). Problems & values associated with dominance. Vet Med Small Anim Clin, 76(8), 1129–1131.
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