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Author |
Palleroni, A.; Hauser, M.; Marler, P. |
![find record details (via OpenURL) openurl](img/xref.gif)
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Title |
Do responses of galliform birds vary adaptively with predator size? |
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Journal Article |
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Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
8 |
Issue |
3 |
Pages |
200-210 |
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Keywords |
Adaptation, Psychological; Animals; *Avoidance Learning; *Behavior, Animal; Body Size; Chickens; Female; Food Chain; Male; *Pattern Recognition, Visual; *Predatory Behavior; *Recognition (Psychology); Risk Assessment |
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Abstract |
Past studies of galliform anti-predator behavior show that they discriminate between aerial and ground predators, producing distinctive, functionally referential vocalizations to each class. Within the category of aerial predators, however, studies using overhead models, video images and observations of natural encounters with birds of prey report little evidence that galliforms discriminate between different raptor species. This pattern suggests that the aerial alarm response may be triggered by general features of objects moving in the air. To test whether these birds are also sensitive to more detailed differences between raptor species, adult chickens with young were presented with variously sized trained raptors (small, intermediate, large) under controlled conditions. In response to the small hawk, there was a decline in anti-predator aggression and in aerial alarm calling as the young grew older and less vulnerable to attack by a hawk of this size. During the same developmental period, responses to the largest hawk, which posed the smallest threat to the young at all stages, did not change; there were intermediate changes at this time in response to the middle-sized hawk. Thus the anti-predator behavior of the adult birds varied in an adaptive fashion, changing as a function of both chick age and risk. We discuss these results in light of current issues concerning the cognitive mechanisms underlying alarm calling behavior in animals. |
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Primate Cognitive Neuroscience Laboratory, Department of Psychology, Harvard University, 33 Kirkland St., Cambridge, MA, 02138, USA. aliparti@wjh.harvard.edu |
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1435-9448 |
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PMID:15660209 |
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Equine Behaviour @ team @ |
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2496 |
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Author |
Zentall, T.R. |
![find record details (via OpenURL) openurl](img/xref.gif)
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Title |
Imitation: definitions, evidence, and mechanisms |
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Journal Article |
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Year |
2006 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
9 |
Issue |
4 |
Pages |
335-353 |
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Keywords |
Adaptation, Psychological; Animals; *Behavior, Animal; *Imitative Behavior; *Learning; Motivation; *Social Environment; Transfer (Psychology) |
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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. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. Zentall@uky.edu |
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1435-9448 |
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PMID:17024510 |
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refbase @ user @ |
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217 |
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Author |
Bugnyar, T.; Heinrich, B. |
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Title |
Pilfering ravens, Corvus corax, adjust their behaviour to social context and identity of competitors |
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Journal Article |
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Year |
2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
9 |
Issue |
4 |
Pages |
369-376 |
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Adaptation, Psychological; Animals; *Behavior, Animal; *Competitive Behavior; Crows/*physiology; *Deception; Feeding Behavior; Female; Male; Social Behavior; *Social Environment |
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Like other corvids, food-storing ravens protect their caches from being pilfered by conspecifics by means of aggression and by re-caching. In the wild and in captivity, potential pilferers rarely approach caches until the storers have left the cache vicinity. When storers are experimentally prevented from leaving, pilferers first search at places other than the cache sites. These behaviours raise the possibility that ravens are capable of withholding intentions and providing false information to avoid provoking the storers' aggression for cache protection. Alternatively, birds may refrain from pilfering to avoid conflicts with dominants. Here we examined whether ravens adjust their pilfer tactics according to social context and type of competitors. We allowed birds that had witnessed a conspecific making caches to pilfer those caches either in private, together with the storer, or together with a conspecific bystander that had not created the caches (non-storer) but had seen them being made. Compared to in-private trials, ravens delayed approaching the caches only in the presence of storers. Furthermore, they quickly engaged in searching away from the caches when together with dominant storers but directly approached the caches when together with dominant non-storers. These findings demonstrate that ravens selectively alter their pilfer behaviour with those individuals that are likely to defend the caches (storers) and support the interpretation that they are deceptively manipulating the others' behaviour. |
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Department of Biology, University of Vermont, Burlington, VT 05405, USA. thomas.bugnyar@univie.ac.at |
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1435-9448 |
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PMID:16909235 |
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Equine Behaviour @ team @ |
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2449 |
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Ben-Shlomo, G.; Plummer, C.; Barrie, K.; Brooks, D. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Characterization of the normal dark adaptation curve of the horse |
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Journal Article |
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2012 |
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Veterinary Ophthalmology |
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15 |
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1 |
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42-45 |
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Keywords |
adaptation; curve; dark; electroretinography; equine; scotopic |
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Objective The goal of this work is to study the dark adaptation curve of the normal horse electroretinogram (ERG). Procedures The electroretinographic responses were recorded from six healthy female ponies using a contact lens electrode and a mini-Ganzfeld electroretinographic unit. The horses were sedated intravenously with detomidine, an auriculopalpebral nerve block was then performed, and the pupil was fully dilated. The ERG was recorded in response to a low intensity light stimulus (30 mcd.s/m2) that was given at times (T) T = 5, 10, 15, 20, 25, 30, 40, 50, and 60 min of dark adaptation. Off-line analysis of the ERG was then performed. Results Mean b-wave amplitude of the full-field ERG increased continuously from 5 to 25 min of dark adaptation. The b-wave amplitude peaked at T = 25, however, there was no statistical significance between T = 20 and T = 25. The b-wave amplitude then remained elevated with no significant changes until the end of the study at T = 60 (P > 0.49). The b-wave implicit time increased continuously between T = 5 and T = 20, then gradually decreased until T = 60. No distinct a-wave was observed during the testing time. Conclusions Evaluation of horse rod function or combined rod/cone function by means of full-field ERG should be performed after a minimum 20 min of dark adaptation. |
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Blackwell Publishing Ltd |
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1463-5224 |
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Equine Behaviour @ team @ |
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5626 |
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Author |
Boyd, R.; Richerson, P.J. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Why does culture increase human adaptability? |
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Journal Article |
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Year |
1995 |
Publication |
Ethology and Sociobiology |
Abbreviated Journal |
Ethol. a. Sociob. |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
16 |
Issue |
2 |
Pages |
125-143 |
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Social learning; Adaptation; Culture; Sociobiology |
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It is often argued that culture is adaptive because it allows people to acquire useful information without costly learning. In a recent paper Rogers (1989) analyzed a simple mathematical model that showed that this argument is wrong. Here we show that Rogers' result is robust. As long as the only benefit of social learning is that imitators avoid learning costs, social learning does not increase average fitness. However, we also show that social learning can be adaptive if it makes individual learning more accurate or less costly. |
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Equine Behaviour @ team @ |
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4196 |
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Author |
Gibson, B.M.; Shettleworth, S.J. |
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Title |
Competition among spatial cues in a naturalistic food-carrying task |
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Journal Article |
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Year |
2003 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
31 |
Issue |
2 |
Pages |
143-159 |
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Keywords |
Adaptation, Psychological; Animals; Appetitive Behavior; *Association Learning; *Attention; Choice Behavior; *Cues; *Discrimination Learning; Male; Rats; Rats, Long-Evans; Space Perception; *Spatial Behavior |
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Rats collected nuts from a container in a large arena in four experiments testing how learning about a beacon or cue at a goal interacts with learning about other spatial cues (place learning). Place learning was quick, with little evidence of competition from the beacon (Experiments 1 and 2). Rats trained to approach a beacon regardless of its location were subsequently impaired when the well-learned beacon was removed and other spatial cues identified the location of the goal (Experiment 3). The competition between beacon and place cues reflected learned irrelevance for place cues (Experiment 4). The findings differ from those of some studies of associative interactions between cue and place learning in other paradigms. |
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University of Toronto, Toronto, Ontario, Canada |
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1543-4494 |
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PMID:12882373 |
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no |
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refbase @ user @ |
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368 |
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Overli, O.; Sorensen, C.; Pulman, K.G.T.; Pottinger, T.G.; Korzan, W.; Summers, C.H.; Nilsson, G.E. |
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Title |
Evolutionary background for stress-coping styles: relationships between physiological, behavioral, and cognitive traits in non-mammalian vertebrates |
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Journal Article |
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Year |
2007 |
Publication |
Neuroscience and Biobehavioral Reviews |
Abbreviated Journal |
Neurosci Biobehav Rev |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
31 |
Issue |
3 |
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396-412 |
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Adaptation, Psychological/*physiology; Animals; Behavior, Animal/*physiology; Biogenic Monoamines/physiology; Brain/physiology; Cognition/*physiology; Evolution; Glucocorticoids/*physiology; Individuality; Lizards; Oncorhynchus mykiss; Social Dominance; Stress, Psychological/*psychology |
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Reactions to stress vary between individuals, and physiological and behavioral responses tend to be associated in distinct suites of correlated traits, often termed stress-coping styles. In mammals, individuals exhibiting divergent stress-coping styles also appear to exhibit intrinsic differences in cognitive processing. A connection between physiology, behavior, and cognition was also recently demonstrated in strains of rainbow trout (Oncorhynchus mykiss) selected for consistently high or low cortisol responses to stress. The low-responsive (LR) strain display longer retention of a conditioned response, and tend to show proactive behaviors such as enhanced aggression, social dominance, and rapid resumption of feed intake after stress. Differences in brain monoamine neurochemistry have also been reported in these lines. In comparative studies, experiments with the lizard Anolis carolinensis reveal connections between monoaminergic activity in limbic structures, proactive behavior in novel environments, and the establishment of social status via agonistic behavior. Together these observations suggest that within-species diversity of physiological, behavioral and cognitive correlates of stress responsiveness is maintained by natural selection throughout the vertebrate sub-phylum. |
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Department of Animal and Aquacultural Sciences, Norwegian University of Life Sciences, P.O. Box 5003, N-1432 As, Norway. oyvind.overli@umb.no |
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0149-7634 |
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PMID:17182101 |
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Equine Behaviour @ team @ |
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2801 |
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Author |
Nicol, C.J. |
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Title |
Development, direction, and damage limitation: social learning in domestic fowl |
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Journal Article |
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2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
32 |
Issue |
1 |
Pages |
72-81 |
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Adaptation, Psychological; Age Factors; Animals; Behavior, Animal; *Chickens; *Feeding Behavior; *Food Preferences; *Imitative Behavior; Imprinting (Psychology); *Learning; Maternal Behavior; Reinforcement (Psychology); *Social Environment; *Social Facilitation |
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This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered. |
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Department of Clinical Veterinary Science, University of Bristol, Langford, Bristol, England. c.j.nicol@bristol.ac.uk |
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1543-4494 |
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PMID:15161142 |
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no |
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refbase @ user @ |
Serial |
75 |
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Author |
Zentall, T.R. |
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Title |
Action imitation in birds |
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Journal Article |
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Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
32 |
Issue |
1 |
Pages |
15-23 |
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Adaptation, Psychological; Animals; *Birds; *Imitative Behavior; Imprinting (Psychology); *Learning; Motivation; Psychological Theory; *Social Environment; *Social Facilitation; Vocalization, Animal |
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Action imitation, once thought to be a behavior almost exclusively limited to humans and the great apes, surprisingly also has been found in a number of bird species. Because imitation has been viewed by some psychologists as a form of intelligent behavior, there has been interest in how it is distributed among animal species. Although the mechanisms responsible for action imitation are not clear, we are now at least beginning to understand the conditions under which it occurs. In this article, I try to identify and differentiate the various forms of socially influenced behavior (species-typical social reactions, social effects on motivation, social effects on perception, socially influenced learning, and action imitation) and explain why it is important to differentiate imitation from other forms of social influence. I also examine some of the variables that appear to be involved in the occurrence of imitation. Finally, I speculate about why a number of bird species, but few mammal species, appear to imitate. |
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Department of Psychology, University of Kentucky, Lexington, Kentucky 40506, USA. zentall@uky.edu |
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1543-4494 |
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PMID:15161137 |
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refbase @ user @ |
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230 |
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Author |
Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
How do apes ape? |
Type |
Journal Article |
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Year |
2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
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Volume ![sorted by Volume (numeric) field, ascending order (up)](img/sort_asc.gif) |
32 |
Issue |
1 |
Pages |
36-52 |
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Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
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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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Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk |
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1543-4494 |
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PMID:15161139 |
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no |
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refbase @ user @ |
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734 |
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