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de Waal, F. B. (1999). Cultural primatology comes of age. Nature, 399(6737), 635–636.
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Whiten, A., Goodall, J., McGrew, W. C., Nishida, T., Reynolds, V., Sugiyama, Y., et al. (1999). Cultures in chimpanzees. Nature, 399(6737), 682–685.
Abstract: As an increasing number of field studies of chimpanzees (Pan troglodytes) have achieved long-term status across Africa, differences in the behavioural repertoires described have become apparent that suggest there is significant cultural variation. Here we present a systematic synthesis of this information from the seven most long-term studies, which together have accumulated 151 years of chimpanzee observation. This comprehensive analysis reveals patterns of variation that are far more extensive than have previously been documented for any animal species except humans. We find that 39 different behaviour patterns, including tool usage, grooming and courtship behaviours, are customary or habitual in some communities but are absent in others where ecological explanations have been discounted. Among mammalian and avian species, cultural variation has previously been identified only for single behaviour patterns, such as the local dialects of song-birds. The extensive, multiple variations now documented for chimpanzees are thus without parallel. Moreover, the combined repertoire of these behaviour patterns in each chimpanzee community is itself highly distinctive, a phenomenon characteristic of human cultures but previously unrecognised in non-human species.
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Holekamp, K. E., Sakai, S. T., & Lundrigan, B. L. (2007). Social intelligence in the spotted hyena (Crocuta crocuta). Philos Trans R Soc Lond B Biol Sci, 362(1480), 523–538.
Abstract: If the large brains and great intelligence characteristic of primates were favoured by selection pressures associated with life in complex societies, then cognitive abilities and nervous systems with primate-like attributes should have evolved convergently in non-primate mammals living in large, elaborate societies in which social dexterity enhances individual fitness. The societies of spotted hyenas are remarkably like those of cercopithecine primates with respect to size, structure and patterns of competition and cooperation. These similarities set an ideal stage for comparative analysis of social intelligence and nervous system organization. As in cercopithecine primates, spotted hyenas use multiple sensory modalities to recognize their kin and other conspecifics as individuals, they recognize third-party kin and rank relationships among their clan mates, and they use this knowledge adaptively during social decision making. However, hyenas appear to rely more intensively than primates on social facilitation and simple rules of thumb in social decision making. No evidence to date suggests that hyenas are capable of true imitation. Finally, it appears that the gross anatomy of the brain in spotted hyenas might resemble that in primates with respect to expansion of frontal cortex, presumed to be involved in the mediation of social behaviour.
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Terrace, H. S. (1987). Chunking by a pigeon in a serial learning task. Nature, 325(7000), 149–151.
Abstract: A basic principle of human memory is that lists that can be organized into memorable 'chunks' are easier to remember. Memory span is limited to a roughly constant number of chunks and is to a large extent independent of the amount of informaton contained in each chunk. Depending on the ingenuity of the code used to integrate discrete items into chunks, one can substantially increase the number of items that can be recalled correctly. Newly developed paradigms for studying memory in non-verbal organisms allow comparison of the abilities of human and non-human subjects to memorize lists. Here I present two types of evidence that pigeons 'chunk' 5-element lists whose components (colours and achromatic geometric forms) are clustered into distinct groups. Those lists were learned twice as rapidly as a homogeneous list of colours or heterogeneous lists in which the elements are not clustered. The pigeons were also tested for knowledge of the order of two elements drawn from the 5-element lists. They responded in the correct order only to those subsets that contained a chunk boundary. Thus chunking can be studied profitably in animal subjects; the cognitive processes that allow an organism to form chunks do no presuppose linguistic competence.
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George, I., Cousillas, H., Richard, J. - P., & Hausberger, M. (2002). Song perception in the European starling: hemispheric specialisation and individual variations. Compt. Rend. Biol., 325(3), 197–204.
Abstract: Hemispheric specialisation for speech in humans has been well documented. The lateralisation for song production observed in songbirds is reminiscent of this hemispheric dominance. In order to investigate whether song perception is also lateralised, we made multiunit recordings of the neuronal activity in the field L of starlings during the presentation of species-specific and artificial non-specific sounds. We observed a systematic stronger activation in one hemisphere than in the other one during the playback of species-specific sounds, with inter-subject variability in the predominant hemisphere for song perception. Such an asymmetry was not observed for artificial non-specific sounds. Thus, our results suggest that, at least at the individual level, the two hemispheres of the starlings' brain perceive and process conspecific signals differently.
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Matsuzawa, T. (1985). Use of numbers by a chimpanzee. Nature, 315(6014), 57–59.
Abstract: Recent studies have examined linguistic abilities in apes. However, although human mathematical abilities seem to be derived from the same foundation as those in language, we have little evidence for mathematical abilities in apes (but for exceptions see refs 7-10). In the present study, a 5-yr-old female chimpanzee (Pan troglodytes), 'Ai', was trained to use Arabic numerals to name the number of items in a display. Ai mastered numerical naming from one to six and was able to name the number, colour and object of 300 types of samples. Although no particular sequence of describing samples was required, the chimpanzee favoured two sequences (colour/object/number and object/colour/number). The present study demonstrates that the chimpanzee was able to describe the three attributes of the sample items and spontaneously organized the 'word order'.
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McGonigle, B. (1985). Can apes learn to count? (Vol. 315).
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Morell, V. (2007). Nicola Clayton profile. Nicky and the jays (Vol. 315).
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Seyfarth, R. M., & Cheney, D. L. (1984). Grooming, alliances and reciprocal altruism in vervet monkeys. Nature, 308(5959), 541–543.
Abstract: Reciprocal altruism refers to the exchange of beneficial acts between individuals, in which the benefits to the recipient exceed the cost to the altruist. Theory predicts that cooperation among unrelated animals can occur whenever individuals encounter each other regularly and are capable of adjusting their cooperative behaviour according to experience. Although the potential for reciprocal altruism exists in many animal societies, most interactions occur between closely related individuals, and examples of reciprocity among non-kin are rare. The field experiments on vervet monkeys which we present here demonstrate that grooming between unrelated individuals increases the probability that they will subsequently attend to each others' solicitations for aid. Vervets appear to be more willing to aid unrelated individuals if those individuals have behaved affinitively toward them in the recent past. In contrast, recent grooming between close genetic relatives appears to have no effect on their willingness to respond to each other's solicitations for aid.
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Subiaul, F., Cantlon, J. F., Holloway, R. L., & Terrace, H. S. (2004). Cognitive imitation in rhesus macaques. Science, 305(5682), 407–410.
Abstract: Experiments on imitation typically evaluate a student's ability to copy some feature of an expert's motor behavior. Here, we describe a type of observational learning in which a student copies a cognitive rule rather than a specific motor action. Two rhesus macaques were trained to respond, in a prescribed order, to different sets of photographs that were displayed on a touch-sensitive monitor. Because the position of the photographs varied randomly from trial to trial, sequences could not be learned by motor imitation. Both monkeys learned new sequences more rapidly after observing an expert execute those sequences than when they had to learn new sequences entirely by trial and error.
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