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	Author	De Stoppelaire, G.H.; Gillespie, T.W.; Brock, J.C.; Tobin, G.A.
	Title	Use of remote sensing techniques to determine the effects of grazing on vegetation cover and dune elevation at Assateague Island National Seashore: impact of horses			Type	Journal Article
	Year	2004	Publication	Environmental Management	Abbreviated Journal	Environ Manage
	Volume	34	Issue	5	Pages	642-649
	Keywords	Animals; Animals, Wild; Conservation of Natural Resources; Ecosystem; Environmental Monitoring; Feeding Behavior; Horses; Maryland; Plants/growth & development; Population Dynamics; Silicon Dioxide; Soil
	Abstract	The effects of grazing by feral horses on vegetation and dune topography at Assateague Island National Seashore were investigated using color-infrared imagery, lidar surveys, and field measurements. Five pairs of fenced and unfenced plots (300 m2) established in 1993 on sand flats and small dunes with similar elevation, topography, and vegetation cover were used for this study. Color-infrared imagery from 1998 and field measurements from 2001 indicated that there was a significant difference in vegetation cover between the fenced and unfenced plot-pairs over the study period. Fenced plots contained a higher percentage of vegetation cover that was dominated by American beachgrass (Ammophila breviligulata). Lidar surveys from 1997, 1999, and 2000 showed that there were significant differences in elevation and topography between fenced and unfenced plot-pairs. Fenced plots were, on average, 0.63 m higher than unfenced plots, whereas unfenced plots had generally decreased in elevation after establishment in 1993. Results demonstrate that feral horse grazing has had a significant impact on dune formation and has contributed to the erosion of dunes at Assateague Island. The findings suggest that unless the size of the feral horse population is reduced, grazing will continue to foster unnaturally high rates of dune erosion into the future. In order to maintain the natural processes that historically occurred on barrier islands, much larger fenced exclosures would be required to prevent horse grazing.
	Address	US Geological Survey, Center for Coastal and Watershed Studies, St. Petersburg, Florida 33701, USA. georgia.destoppelaire@my.FWC.com
	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	0364-152X	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15633024			Approved	no
	Call Number				Serial	1896
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	Author	Slater, P.; Rosenblatt, J.; Snowdon, C.; Roper, T.
	Title	Advances In The Study Of Behavior, 34			Type	Journal Article
	Year	2004	Publication		Abbreviated Journal
	Volume	34	Issue		Pages
	Keywords
	Abstract	DescriptionThe aim of Advances in the Study of Behavior remains as it has been since the series began: to serve the increasing number of scientists who are engaged in the study of animal behavior by presenting their theoretical ideas and research to their colleagues and to those in neighboring fields. We hope that the series will continue its “contribution to the development of the field”, as its intended role was phrased in the Preface to the first volume in 1965. Since that time, traditional areas of animal behavior have achieved new vigor by the links they have formed with related fields and by the closer relationship that now exists between those studying animal and human subjects. Advances in the Study of Behavior, Volume 31 continues to serve scientists across a wide spectrum of disciplines. Focusing on new theories and research developments with respect to behavioral ecology, evolutionary biology, and comparative psychology, these volumes foster cooperation and communications in these dense fields.AudienceExperimental psychologists studying animal behavior, comparative psychologists, ethologists, evolutionary biologists, and ichthyologists.ContentsContributors. Preface.M.L. East and H. Hofer, Conflict and Co-operation in a Female Dominated Society: A Re-assessment of the “Hyper-aggressive” Image of Spotted Hyenas.C. ten Cate, H. Slabbekoorn, and M.R. Ballintijn, Bird Song and Male-male Competition: Causes and Consequences of Vocal Variability in the Collared Dove (Streptopelia Decaocto).R.W. Byrne, Imitation of Novel Complex Actions: What Does the Evidence from Animals Mean?L.J. Rogers, Lateralization in Vertebrates: Its Early Evolution, General Pattern and Development.S.H. Hulse, Auditory Scene Analysis in Animal Communication.P.K. Stoddard, Electric Signals: Predation, Sex, and Environmental Constraints.T. Aubin and P. Jouventin, How to Vocally Identify Kin in a Crowd: The Penguin Model. Index. Contents of Previous Volumes.
	Address
	Corporate Author				Thesis
	Publisher	Academic Press	Place of Publication		Editor
	Language		Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	978-0-12-004534-1	ISBN		Medium
	Area		Expedition		Conference
	Notes				Approved	no
	Call Number	Equine Behaviour @ team @ Slater2004			Serial	5991
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	Author	Weber-Mzell, D.; Kotanko, P.; Hauer, A.C.; Goriup, U.; Haas, J.; Lanner, N.; Erwa, W.; Ahmaida, I.A.; Haitchi-Petnehazy, S.; Stenzel, M.; Lanzer, G.; Deutsch, J.
	Title	Gender, age and seasonal effects on IgA deficiency: a study of 7293 Caucasians			Type	Journal Article
	Year	2004	Publication	European Journal of Clinical Investigation	Abbreviated Journal
	Volume	34	Issue	3	Pages	224-228
	Keywords	Age- and gender-related variability; immunoglobulin A; seasonal variability; serum IgA deficiency
	Abstract	Background The frequency of serum IgA deficiency (SIgAD) differs between populations. We examined the prevalence of SIgAD in healthy Caucasians. Materials and methods Serum immunoglobulin A (SIgA) was measured in 7293 volunteers (2264 women, 5029 men) aged 30 ± 14·2 years (mean ± SD; range: 12–66). Serum immunoglobulin A and subnormal SIgA levels were defined by a SIgA level < 0·07 g L-1, and between 0·07 and 0·7 g L-1, respectively. Means were compared by analysis of variance (anova) and analysis of covariance (ancova); frequencies by the χ2 test. Results Fifteen subjects (0·21%; one woman, 14 men) had SIgAD. Subnormal SIgA levels were found in 155 persons (2·13%): 21 females (0·93% of the females) and 134 males (2·66% of the males; difference: 1·74%; 95% CI: 1·12–2·33%; P < 0·001). Males were more likely to have subnormal SIgA levels or SIgAD (odds ratio 3·09, 95% CI: 1·97–4·85). The prevalence of SIgAD and subnormal SIgA was lowest in winter (χ2 = 14·8; P = 0·002; 3 d.f.; and χ2 = 43·2; P < 0·001; 3 d.f., respectively). Serum immunoglobulin A concentrations were significantly higher during winter. Serum immunoglobulin A levels increased with age on average by 0·2 ± 0·06 g L-1 per decade of life (P < 0·001). Taking into account the influence of age, SIgA concentration was lower in females as compared with males. Conclusion The prevalence of SIgAD and subnormal SIgA levels is increased in males. There exists a significant influence of gender, age and seasons on SIgA levels.
	Address
	Corporate Author				Thesis
	Publisher	Blackwell Science Ltd	Place of Publication		Editor
	Language		Summary Language		Original Title
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	1365-2362	ISBN		Medium
	Area		Expedition		Conference
	Notes				Approved	no
	Call Number	Equine Behaviour @ team @			Serial	6127
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	Author	Nicol, C.J.
	Title	Development, direction, and damage limitation: social learning in domestic fowl			Type	Journal Article
	Year	2004	Publication	Learning & behavior : a Psychonomic Society publication	Abbreviated Journal	Learn Behav
	Volume	32	Issue	1	Pages	72-81
	Keywords	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
	Abstract	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.
	Address	Department of Clinical Veterinary Science, University of Bristol, Langford, Bristol, England. c.j.nicol@bristol.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	1543-4494	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15161142			Approved	no
	Call Number	refbase @ user @			Serial	75
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	Author	Zentall, T.R.
	Title	Action imitation in birds			Type	Journal Article
	Year	2004	Publication	Learning & behavior : a Psychonomic Society publication	Abbreviated Journal	Learn Behav
	Volume	32	Issue	1	Pages	15-23
	Keywords	Adaptation, Psychological; Animals; Birds; Imitative Behavior; Imprinting (Psychology); Learning; Motivation; Psychological Theory; Social Environment; *Social Facilitation; Vocalization, Animal
	Abstract	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.
	Address	Department of Psychology, University of Kentucky, Lexington, Kentucky 40506, 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	1543-4494	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15161137			Approved	no
	Call Number	refbase @ user @			Serial	230
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	Author	Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S.
	Title	How do apes ape?			Type	Journal Article
	Year	2004	Publication	Learning & Behavior	Abbreviated Journal	Learn. Behav.
	Volume	32	Issue	1	Pages	36-52
	Keywords	Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/psychology; Imitative Behavior; Imprinting (Psychology); Learning; Psychological Theory; Social Environment; *Social Facilitation
	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.
	Address	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
	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	1543-4494	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15161139			Approved	no
	Call Number	refbase @ user @			Serial	734
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	Author	Fragaszy, D.; Visalberghi, E.
	Title	Socially biased learning in monkeys			Type	Journal Article
	Year	2004	Publication	Learning & behavior : a Psychonomic Society publication	Abbreviated Journal	Learn Behav
	Volume	32	Issue	1	Pages	24-35
	Keywords	Adaptation, Psychological; Animal Communication; Animals; Behavior, Animal; Feeding Behavior/psychology; Food Preferences/psychology; Haplorhini/psychology; Imitative Behavior; Imprinting (Psychology); Learning; Social Environment; Social Facilitation
	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.
	Address	Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.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	1543-4494	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15161138			Approved	no
	Call Number	refbase @ user @			Serial	828
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	Author	Galef Jr B.G.,
	Title	Approaches to the study of traditional behaviors of free-living animals			Type	Journal Article
	Year	2004	Publication	Learning & Behavior	Abbreviated Journal	Learn. Behav.
	Volume	32	Issue		Pages	53-61
	Keywords
	Abstract	I review literature on four different approaches to the study of traditions in animals: observation of free-living animals, laboratory experiment, armchair analysis, and field experiment. Because, by definition, a tradition entails social learning of some kind, it is difficult, perhaps impossible, to establish that a behavior is in fact traditional without knowledge of how it develops. Observations of free-living animals often provide strong circumstantial evidence of a tradition. However, even in the view of several researchers who have studied possibly traditional behaviors in natural populations, observation alone has not proven sufficient to show that social learning contributes to development of behaviors of interest. The relevance of laboratory experiments to the understanding of the development of behaviors in free-living animals is always open to challenge. Armchair analyses of field data can produce interesting hypotheses but cannot test them. Field experiments to determine how behaviors of interest develop in population members provide a promising way forward.
	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	refbase @ user @			Serial	829
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	Author	Gajdon G.K.,; Fijn N.,; Huber L.,
	Title	Testing social learning in a wild mountain parrot, the kea (Nestor notabilis)			Type	Journal Article
	Year	2004	Publication	Learning & Behavior	Abbreviated Journal	Learn. Behav.
	Volume	32	Issue		Pages	62-71
	Keywords
	Abstract	Huber, Taborsky, and Rechberger (2001) reported an experiment in which the efficiency with which captive keas opened a complex food container was increased by observation of a skilled conspecific. However, only testing social learning in free-ranging animals can demonstrate social learning in natural conditions. For that purpose, a tube-lifting paradigm was developed and tested on keas both in captivity and in Mount Cook National Park, New Zealand. The task was to remove a tube from an upright pole in order to gain access to a reward inside the tube. The top of the pole was higher than a standing kea, so that, to remove the tube, an individual had to simultaneously climb onto the pole and manipulate the tube up the pole with its bill. Because only 1 naive bird managed to remove a tube twice in 25 halfhour sessions and disappeared after success, another bird was trained to solve the task and to provide demonstrations for others. Even under such conditions, only 2 of at least 15 birds learned to remove the tube in 28 sessions. There was no indication that observer birds' use of bill and feet when exploring the tube changed as the number of observations of tube removal increased in a way that would, in principle, increase the likelihood of tube removal. The results suggest a dissociation of social learning potential as assessed in laboratory animals, and social transmission of foraging techniques in natural populations.
	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	refbase @ user @			Serial	830
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	Author	Reader S.M.,
	Title	Distinguishing social and asocial learning using diffusion dynamics			Type	Journal Article
	Year	2004	Publication	Learning & Behavior	Abbreviated Journal	Learn. Behav.
	Volume	32	Issue		Pages	90-104
	Keywords
	Abstract	Theoretical models predict that the cumulative number of individuals displaying a socially learned novel behavior will follow an accelerating pattern over time, whereas asocial processes have been associated with linear or decelerating functions. This raises the possibility that the shape of the diffusion curve may reveal something about the learning processes involved. If true, this would be particularly useful for identifying social transmission in observational field studies. Published data are reviewed and are found to provide limited support for this view. The use of accelerating curves as a diagnostic is challenging because (1) alternative theoretical models make similar predictions, (2) clear supporting empirical data are lacking, and (3) practical considerations frequently make accurate construction of the diffusion curve difficult.
	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	refbase @ user @			Serial	831
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