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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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Whiten, A., Horner, V., Litchfield, C. A., & Marshall-Pescini, S. (2004). How do apes ape? Learn. Behav., 32(1), 36–52.
Abstract: In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives.
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Fragaszy, D., & Visalberghi, E. (2004). Socially biased learning in monkeys. Learn Behav, 32(1), 24–35.
Abstract: We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning.
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Klingel, H. (1982). Social organization of feral horses. J Reprod Fertil Suppl, 32, 89–95.
Abstract: The basic social unit in feral horses is the family group consisting of one stallion, one to a few unrelated mares and their foals. Surplus stallions associate in bachelor groups. Stallions are instrumental in bringing mares together in a unit which then persists even without a stallion. The similarity of social organization in populations living in a variety of different habitats indicates that feral horses have reverted to the habits of their wild ancestors, and that domestication has had no influence on this basic behavioural feature.
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Nissani, M. (2006). Do Asian elephants (Elephas maximus) apply causal reasoning to tool-use tasks? J Exp Psychol Anim Behav Process, 32(1), 91–96.
Abstract: Two experiments addressed contradictory claims about causal reasoning in elephants. In Experiment 1, 4 Asian elephants (Elephas maximus) were pretrained to remove a lid from the top of a bucket and retrieve a food reward. Subsequently, in the first 5 critical trials, when the lid was placed alongside the bucket and no longer obstructed access to the reward, each elephant continued to remove the lid before retrieving the reward. Experiment 2, which involved 11 additional elephants and variations of the original design, yielded similarly counterintuitive observations. Although the results are open to alternative interpretations, they appear more consistent with associative learning than with causal reasoning. Future applications of Fabrean methodologies (J. H. Fabre, 1915) to animal cognition are proposed.
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Katz, J. S., & Wright, A. A. (2006). Same/different abstract-concept learning by pigeons. J Exp Psychol Anim Behav Process, 32(1), 80–86.
Abstract: Eight pigeons were trained and tested in a simultaneous same/different task. After pecking an upper picture, they pecked a lower picture to indicate same or a white rectangle to indicate different. Increases in the training set size from 8 to 1,024 items produced improved transfer from 51.3% to 84.6%. This is the first evidence that pigeons can perform a two-item same/different task as accurately with novel items as training items and both above 80% correct. Fixed-set control groups ruled out training time or transfer testing as producing the high level of abstract-concept learning. Comparisons with similar experiments with rhesus and capuchin monkeys showed that the ability to learn the same/different abstract concept was similar but that pigeons require more training exemplars.
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Vlamings, P. H. J. M., Uher, J., & Call, J. (2006). How the great apes (Pan troglodytes, Pongo pygmaeus, Pan paniscus, and Gorilla gorilla) perform on the reversed contingency task: the effects of food quantity and food visibility. J Exp Psychol Anim Behav Process, 32(1), 60–70.
Abstract: S. T. Boysen and G. G. Berntson (1995) found that chimpanzees performed poorly on a reversed contingency task in which they had to point to the smaller of 2 food quantities to acquire the larger quantity. The authors compared the performance of 4 great ape species (Pan troglodytes, Pongo pygmaeus, Pan paniscus, and Gorilla gorilla) on the reversed contingency task while manipulating food quantity (0-4 or 1-4) and food visibility (visible pairs or covered pairs). Results showed no systematic species differences but large individual differences. Some individuals of each species were able to solve the reversed contingency task. Both quantity and visibility of the food items had a significant effect on performance. Subjects performed better when the disparity between quantities was smaller and the quantities were not directly visible.
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Virga, V., & Houpt, K. A. (2001). Prevalence of placentophagia in horses. Equine Vet J, 33(2), 208–210.
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Gibson, B. M., Juricevic, I., Shettleworth, S. J., Pratt, J., & Klein, R. M. (2005). Looking for inhibition of return in pigeons. Learn Behav, 33(3), 296–308.
Abstract: We conducted four experiments in order to investigate whether pigeons' responses to a recently attended (i.e., recently pecked) location are inhibited. In Experiments 1 and 2, stimulus displays were similar to those used in studies of inhibition of return (IOR) with humans; responses to cued targets tended to be facilitated rather than inhibited. In Experiments 3 and 4, birds were presented with stimulus displays that mimicked clusters of small grains and were relatively localized, which should have been more appropriate for detecting IOR in pigeons. The results from these experiments again provided evidence for facilitation of responding to cued targets, rather than for IOR.
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Ricard, A., & Chanu, I. (2001). Genetic parameters of eventing horse competition in France. Genet Sel Evol, 33(2), 175–190.
Abstract: Genetic parameters of eventing horse competitions were estimated. About 13 000 horses, 30 000 annual results during 17 years and 110 000 starts in eventing competitions during 8 years were recorded. The measures of performance were logarithmic transformations of annual earnings, annual earnings per start, and annual earnings per place, and underlying variables responsible for ranks in each competition. Heritabilities were low (0.11 / 0.17 for annual results, 0.07 for ranks). Genetic correlations between criteria were high (greater than 0.90) except between ranks and earnings per place (0.58) or per start (0.67). Genetic correlations between ages (from 5 to 10 years old) were also high (more than 0.85) and allow selection on early performances. The genetic correlation between the results in different levels of competition (high/international and low/amateur) was near 1. Genetic correlations of eventing with other disciplines, which included partial aptitude needed for eventing, were very low for steeplechase races (0.18) and moderate with sport: jumping (0.45), dressage (0.58). The results suggest that selection on jumping performance will lead to some positive correlated response for eventing performance, but much more response could be obtained if a specific breeding objective and selection criteria were developed for eventing.
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