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| Author | Leadbeater, E. | ||||
| Title | What evolves in the evolution of social learning? | Type | Journal Article | ||
| Year | 2015 | Publication | Journal of Zoology | Abbreviated Journal | J Zool |
| Volume | 295 | Issue | 1 | Pages | 4-11 |
| Keywords | social learning; associative learning; social information use | ||||
| 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. | ||||
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| ISSN | 1469-7998 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 6015 | ||
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| Author | Giraldeau, Luc-Alain; Valone, Thomas, J.; Templeton, Jennifer, J. | ||||
| Title | Potential disadvantages of using socially acquired information | Type | Journal Article | ||
| Year | 2002 | Publication | Philosophical Transactions of the Royal Society B: Biological Sciences | Abbreviated Journal | Phil. Trans. Biol. Sci. |
| Volume | 357 | Issue | 1427 | Pages | 1559-1566 |
| Keywords | Public Information Informational Cascades Social Learning Sampling | ||||
| Abstract | The acquisition and use of socially acquired information is commonly assumed to be profitable. We challenge this assumption by exploring hypothetical scenarios where the use of such information either provides no benefit or can actually be costly. First, we show that the level of incompatibility between the acquisition of personal and socially acquired information will directly affect the extent to which the use of socially acquired information can be profitable. When these two sources of information cannot be acquired simultaneously, there may be no benefit to socially acquired information. Second, we assume that a solitary individual's behavioural decisions will be based on cues revealed by its own interactions with the environment. However, in many cases, for social animals the only socially acquired information available to individuals is the behavioural actions of others that expose their decisions, rather than the cues on which these decisions were based. We argue that in such a situation the use of socially acquired information can lead to informational cascades that sometimes result in sub-optimal behaviour. From this theory of informational cascades, we predict that when erroneous cascades are costly, individuals should pay attention only to socially generated cues and not behavioural decisions. We suggest three scenarios that might be examples of informational cascades in nature. | ||||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 4197 | ||
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| Author | Gabor, V.; Gerken, M. | ||||
| Title | Horses use procedural learning rather than conceptual learning to solve matching to sample | Type | Journal Article | ||
| Year | 2010 | Publication | Applied Animal Behaviour Science | Abbreviated Journal | Appl. Anim. Behav. Sci. |
| Volume | 126 | Issue | 3-4 | Pages | 119-124 |
| Keywords | Horses; Concept learning; Visual discrimination; Cognition; Experimental design; Procedural learning | ||||
| Abstract | Research into higher cognitive abilities of the horse may be limited by developing the adequate experimental design. In this study four pony mares between 8 and 19 years old were included. Three of them reached the criterion to be tested in a new design of matching to sample using a black circle and a cross as visual cues attached to an apparatus. The attention was directed to the question of whether the animals are able to concept formation in a given time period or if their decisions depend on other cues or strategies. After familiarization to the testing area and the test procedure, the animals were given 27 sessions of 20 trials each during 14 weeks. While there was no preference for one of the stimuli used, horses showed a significant left sidedness. None of the mares reached the learning criterion of 80% correct answers in one session. However, the ponies showed procedural learning based on correction runs that were given between incorrect decisions, by then selecting the correct stimulus on the other side of the apparatus. This learning type arose in three individuals in session four, six and eleven, respectively. It is concluded that discrimination tasks may be biased by the involvement of unexpected learning strategies, which complicates the interpretation of such tests and may even mask possible conceptualization capabilities. | ||||
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| ISSN | 0168-1591 | ISBN | Medium | ||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5157 | ||
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| Author | Merola, I.; Lazzaroni, M.; Marshall-Pescini, S.; Prato-Previde, E. | ||||
| Title | Social referencing and cat–human communication | Type | Journal Article | ||
| Year | 2015 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 18 | Issue | 3 | Pages | 639-648 |
| Keywords | Social referencing; Cats; Gaze alternation; Social learning; Human–cat communication | ||||
| Abstract | Cats’ (Felis catus) communicative behaviour towards humans was explored using a social referencing paradigm in the presence of a potentially frightening object. One group of cats observed their owner delivering a positive emotional message, whereas another group received a negative emotional message. The aim was to evaluate whether cats use the emotional information provided by their owners about a novel/unfamiliar object to guide their own behaviour towards it. We assessed the presence of social referencing, in terms of referential looking towards the owner (defined as looking to the owner immediately before or after looking at the object), the behavioural regulation based on the owner’s emotional (positive vs negative) message (vocal and facial), and the observational conditioning following the owner’s actions towards the object. Most cats (79 %) exhibited referential looking between the owner and the object, and also to some extent changed their behaviour in line with the emotional message given by the owner. Results are discussed in relation to social referencing in other species (dogs in particular) and cats’ social organization and domestication history. | ||||
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| Publisher | Springer Berlin Heidelberg | 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 | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5885 | ||
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| Author | Gaunet, F.; Massioui, F.E. | ||||
| Title | Marked referential communicative behaviours, but no differentiation of the “knowledge state” of humans in untrained pet dogs versus 1-year-old infants | Type | Journal Article | ||
| Year | 2014 | Publication | Abbreviated Journal | Animal Cognition | |
| Volume | Issue | Pages | 1-11 | ||
| Keywords | Dog; Communication; Knowledge attribution; Infant; Social; Learning | ||||
| Abstract | The study examines whether untrained dogs and infants take their caregiver’s visual experience into account when communicating with them. Fifteen adult dogs and 15 one-year-old infants were brought into play with their caregivers with one of their own toys. The caregiver gave the toy to the experimenter, who, in different conditions, placed it either above or under one of two containers, with both the infant or dog and the caregiver witnessing the positioning; in a third condition, the caregiver left the room before the toy was placed under one of the two containers and later returned. Afterwards, for each condition, the caregiver asked the participant to indicate the location of the toy. Neither dogs nor infants—untrained to the use of the partner’s knowledge state—showed much difference of behaviour between the three conditions. However, dogs showed more persistence for most behaviours (gaze at the owner, gaze at the toy and gaze alternation) and conditions, suggesting that the situation made more demands on dogs’ communicative behaviours than on those of infants. When all deictic behaviours of infants (arm points towards the toy and gaze at the toy) were taken into account, dogs and infants did not differ. Phylogeny, early experience and ontogeny may all play a role in the ways that both species communicate with adult humans. | ||||
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| Publisher | Springer Berlin Heidelberg | 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 | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5789 | ||
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| Author | Valenchon, M.; Lévy, F.; Górecka-Bruzda, A.; Calandreau, L.; Lansade, L. | ||||
| Title | Characterization of long-term memory, resistance to extinction, and influence of temperament during two instrumental tasks in horses | Type | Journal Article | ||
| Year | 2013 | Publication | Abbreviated Journal | Animal Cognition | |
| Volume | 16 | Issue | 6 | Pages | 1001-1006 |
| Keywords | Personality; Learning; Individuality; Fearfulness; Equid; Cognitive flexibility | ||||
| Abstract | The present study investigated the influence of temperament on long-term recall and extinction of 2 instrumental tasks in 26 horses. In the first task (backward task), horses learned to walk backward, using commands given by an experimenter, in order to obtain a food reward. In the second task (active avoidance task), horses had to cross an obstacle after a bell rang in order to avoid emission of an air puff. Twenty-two months after acquisition, horses exhibited perfect recall performance in both tasks. Accordingly, no influence of temperament on recall performance could be observed for either task. In contrast, in the absence of positive or negative outcomes, the horses’ ability to extinguish their response to either task was highly variable. Resistance to extinction was related to some indicators of temperament: The most fearful horses tended to be the most resistant to extinction in the backward task, while the least sensitive horses tended to be the most resistant to extinction in the active avoidance task. These findings reveal extensive long-term memory abilities in horses and suggest an influence of temperament on learning processes other than acquisition. | ||||
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| Publisher | Springer Berlin Heidelberg | 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 | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5735 | ||
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| 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 |
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| Publisher | Springer-Verlag | Place of Publication | Editor | ||
| Language | English | Summary Language | Original Title | ||
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| ISSN | 1435-9448 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5696 | ||
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| Author | Greco, B.J.; Brown, T.K.; Andrews, J.R.M.; Swaisgood, R.R.; Caine, N.G. | ||||
| Title | Social learning in captive African elephants (Loxodonta africana africana) | Type | Journal Article | ||
| Year | 2013 | Publication | Abbreviated Journal | Animal Cognition | |
| Volume | 16 | Issue | 3 | Pages | 459-469 |
| Keywords | Elephants; Loxodonta; Social learning; Imitation; Animal cognition | ||||
| Abstract | Social learning is a more efficient method of information acquisition and application than trial and error learning and is prevalent across a variety of animal taxa. Social learning is assumed to be important for elephants, but evidence in support of that claim is mostly anecdotal. Using a herd of six adult female African bush elephants (Loxodonta africana africana) at the San Diego Zoo’s Safari Park, we evaluated whether viewing a conspecific’s interactions facilitated learning of a novel task. The tasks used feeding apparatus that could be solved in one of two distinct ways. Contrary to our hypothesis, the method the demonstrating animal used did not predict the method used by the observer. However, we did find evidence of social learning: After watching the model, subjects spent a greater percentage of their time interacting with the apparatus than they did in unmodeled trials. These results suggest that the demonstrations of a model may increase the motivation of elephants to explore novel foraging tasks. | ||||
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| Publisher | Springer-Verlag | 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 | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5668 | ||
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| Author | Abramson, J.Z.; Hernández-Lloreda, V.; Call, J.; Colmenares, F. | ||||
| Title | Experimental evidence for action imitation in killer whales (Orcinus orca) | Type | Journal Article | ||
| Year | 2013 | Publication | Abbreviated Journal | Animal Cognition | |
| Volume | 16 | Issue | 1 | Pages | 11-22 |
| Keywords | Social learning; Imitation; ‘Do-as-other-does’ test; Animal culture; Killer whales | ||||
| Abstract | Comparative experimental studies of imitative learning have focused mainly on primates and birds. However, cetaceans are promising candidates to display imitative learning as they have evolved in socioecological settings that have selected for large brains, complex sociality, and coordinated predatory tactics. Here we tested imitative learning in killer whales, Orcinus orca. We used a ‘do-as-other-does’ paradigm in which 3 subjects witnessed a conspecific demonstrator’s performance that included 15 familiar and 4 novel behaviours. The three subjects (1) learned the copy command signal ‘Do that’ very quickly, that is, 20 trials on average; (2) copied 100 % of the demonstrator’s familiar and novel actions; (3) achieved full matches in the first attempt for 8–13 familiar behaviours (out of 15) and for the 2 novel behaviours (out of 2) in one subject; and (4) took no longer than 8 trials to accurately copy any familiar behaviour, and no longer than 16 trials to copy any novel behaviour. This study provides experimental evidence for body imitation, including production imitation, in killer whales that is comparable to that observed in dolphins tested under similar conditions. These findings suggest that imitative learning may underpin some of the group-specific traditions reported in killer whales in the field. | ||||
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| Publisher | Springer-Verlag | Place of Publication | Editor | ||
| Language | English | Summary Language | Original Title | ||
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| ISSN | 1435-9448 | ISBN | Medium | ||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5695 | ||
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| Author | Hopewell, L.; Leaver, L.; Lea, S.; Wills, A. | ||||
| Title | Grey squirrels (Sciurus carolinensis) show a feature-negative effect specific to social learning | Type | Journal Article | ||
| Year | 2010 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 13 | Issue | 2 | Pages | 219-227 |
| Keywords | Feature-negative effect – Grey squirrels – Social learning – Caching | ||||
| Abstract | Abstract Previous laboratory studies on social learning suggest that some animals can learn more readily if they first observe a conspecific demonstrator perform the task unsuccessfully and so fail to obtain a food reward than if they observe a successful demonstrator that obtains the food. This effect may indicate a difference in how easily animals are able to associate different outcomes with the conspecific or could simply be the result of having food present in only some of the demonstrations. To investigate we tested a scatter-hoarding mammal, the eastern grey squirrel, on its ability to learn to choose between two pots of food after watching a conspecific remove a nut from one of them on every trial. Squirrels that were rewarded for choosing the opposite pot to the conspecific chose correctly more frequently than squirrels rewarded for choosing the same pot (a feature-negative effect). Another group of squirrels was tested on their ability to choose between the two pots when the rewarded option was indicated by a piece of card. This time, squirrels showed no significant difference in their ability to learn to choose the same or the opposite pot. The results add to anecdotal reports that grey squirrels can learn by observing a conspecific and suggest that even when all subjects are provided with demonstrations with the same content, not all learning occurs equally. Prior experience or expectations of the association between a cue (a conspecific) and food influences what can be learned through observation whilst previously unfamiliar cues (the card) can be associated more readily with any outcome. | ||||
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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5108 | ||
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