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| Author |
Kusayama, T.; Bischof, H.-J.; Watanabe, S. |
| Title |
Responses to mirror-image stimulation in jungle crows (Corvus macrorhynchos) |
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Journal Article |
| Year |
2000 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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3 |
Issue |
1 |
Pages |
61-64 |
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Four jungle crows (Corvus macrorhynchos) were exposed to a mirror placed either vertically or horizontally. The most frequently observed behaviors were pecking at the mirror and wing flapping when looking toward the mirror. These behavior patterns, which were only rarely observed when the mirror was reversed, can be interpreted as aggressive behaviors against a conspecific. The vertical mirror evoked the behaviors more often than the horizontal mirror. The present results suggest that crows perceive their mirror image as an image of a conspecific, not as their own. |
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Equine Behaviour @ team @ |
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3319 |
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Call, J.; Carpenter, M. |
| Title |
Do apes and children know what they have seen? |
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Journal Article |
| Year |
2001 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
3 |
Issue |
4 |
Pages |
207-220 |
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Chimpanzees and young children understand much about what other individuals have and have not seen. This study investigates what they understand about their own visual perception. Chimpanzees, orangutans, and 2.5-year-old children were presented with a finding game in which food or stickers were hidden in one of two or three tubes. We varied whether subjects saw the baiting of the tubes, whether subjects could see through the tubes, and whether there was a delay between baiting and presentation of the tubes to subjects. We measured not only whether subjects chose the correct tube but also, more importantly, whether they spontaneously looked into one or more of the tubes before choosing one. Most apes and children appropriately looked into the tubes before choosing one more often when they had not seen the baiting than when they had seen the baiting. In general, they used efficient search strategies more often than insufficient or excessive ones. Implications of subjects' search patterns for their understanding of seeing and knowing in the self are discussed. |
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Equine Behaviour @ team @ |
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3321 |
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Waite, T.A.; Field, K.L. |
| Title |
Erroneous choice and foregone gains in hoarding gray jays (Perisoreus canadensis) |
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Journal Article |
| Year |
2000 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
3 |
Issue |
3 |
Pages |
127-134 |
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Under the conventional assumption that natural selection favors choice behavior that maximizes some fitness-related currency, a forager making repeated binary choices should consistently choose the more valuable option. Under the alternative assumption that natural selection favors choice behavior that minimizes costly errors, erroneous choice is not only expected but is expected to be common when the cost of errors is low. This cost depends on the potential rate of return: the higher this rate, the smaller the cost of choosing the less valuable option. When this rate is very high, a forager may err frequently and yet forego no appreciable fitness gain. Errors should thus be more common when interruptions to foraging are shorter. Our experimental results supported this prediction: gray jays chose the less valuable option more frequently when subjected to shorter interruptions (experimentally imposed delays to access to food rewards). This tendency is consistent with the idea that an adaptive decision-making process may routinely produce errors, not because errors are in some way adaptive but because their fitness cost is minimal, particularly when delays are short. From a proximate perspective, this tendency to commit errors more frequently following shorter delays may be due to constraints on the jays' information-processing capacity. In general, choice behavior should be viewed as the joint byproduct of adaptive decision making and cognitive constraints. |
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Equine Behaviour @ team @ |
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3339 |
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Nakajima, S. |
| Title |
Failure of hierarchical conditional rule learning in the pigeon (Columba livia) |
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Journal Article |
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2001 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
3 |
Issue |
4 |
Pages |
221-226 |
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Pigeons were trained with a conditional discrimination task in three-key operant chambers. Choosing either the left or right key was followed by food according to combinations of three preceding events: (a) a houselight illumination condition (dark or light), (b) presence or absence of green flashes on the three keys, (c) a color (amber or blue) of the center sample key. With these 2ǶǶ event combinations, eight types of correct trials were prepared: (1) darkMno flashMamberMLEFT, (2) darkMno flashMblueMRIGHT, (3) darkMflashMamberMRIGHT, (4) darkMflashMblueMLEFT, (5) lightMno flashMamberMRIGHT, (6) lightMno flashMblueMLEFT, (7) lightMflashMamberMLEFT, and (8) lightMflashMblueMRIGHT. Seven of these eight types were used for training of a given bird, and then the remaining trial type was presented as the test. If the birds had learned the conditional structure of the events (the hierarchical switching rule), they would have responded correctly to the test type. However, they chose the opposite side key, suggesting that they had learned cue configuration or multiple rules to solve the task. |
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Equine Behaviour @ team @ |
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3341 |
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von Fersen, L.; Delius, J.D. |
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Acquired equivalences between auditory stimuli in dolphins (Tursiops truncatus) |
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Journal Article |
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2000 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
3 |
Issue |
2 |
Pages |
79-83 |
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This study investigated whether dolphins would show evidence of equivalence class formation between auditory stimuli. Bottlenose dolphins were trained to press one or other of two response levers depending on which one of four auditory stimuli had been previously presented. Once they had learned the initial discriminations, the stimulus-lever contingencies was repeatedly reversed. Within any given session, however, pressing of one lever always led to reward with one set of two tones and pressing the other lever led to non-reward with an alternative set of two tones. After sufficient experience with this response reversal procedure, the dolphins spontaneously chose the same levers they had first learned to be correct with one of the across-set stimulus pairs when later in the session they were presented with the other of the across-set stimulus pairs. They thus demonstrated that they had associated the tones belonging to the two sets within two separate functional classes. It is discussed why the dolphins succeeded with auditory stimuli when they had previously failed in a similar task with visual stimuli. |
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Equine Behaviour @ team @ |
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3342 |
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Tomonaga, M.; Matsuzawa, T. |
| Title |
Sequential responding to arabic numerals with wild cards by the chimpanzee (Pan troglodytes) |
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Journal Article |
| Year |
2000 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
3 |
Issue |
1 |
Pages |
1-11 |
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One adult female chimpanzee (Pan troglodytes) was trained to respond serially to three arabic numerals between 1 and 9, presented on a cathode-ray-tube (CRT) screen. To examine the factors affecting her sequential responding behavior, wild-card items were added to the three-item sequences. When this wild-card item remained until the subject responded to the last numeral (i.e., the terminator condition), her response to the terminator at each point of the sequence was controlled by the ordinal distance between numerals. Thus, the number of responses to the terminator increased as the ordinal distance between numerals increased. When the wild-card item was eliminated by the subject's response (wild-card conditions), the probability of responses to the wild card before the first numeral increased as a function of the serial position of the first numeral. These results were consistent with previous studies of response time and suggest both serial position and symbolic distance effects. It is suggested that the subject might form the integrated 9-item linear representations by training of possible subsets of three-item sequences. Knowledge concerning the ordinal position of each numeral was established through this training. |
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Equine Behaviour @ team @ |
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3373 |
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McKinley, J.; Sambrook, T.D. |
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Use of human-given cues by domestic dogs (Canis familiaris) and horses (Equus caballus) |
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Journal Article |
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2000 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
3 |
Issue |
1 |
Pages |
13-22 |
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Sixteen domestic dogs (Canis familiaris) and four horses (Equus caballus) were tested for their ability to use human-given manual and facial cues in an object-choice task. Two of the four horses used touch as a cue and one horse successfully used pointing. The performance of the dogs was considerably better, with 12 subjects able to use pointing as a cue, 4 able to use head orientation and 2 able to use eye gaze alone. Group analysis showed that the dogs performed significantly better in all experimental conditions than during control trials. Dogs were able to use pointing cues even when the cuer's body was closer to the incorrect object. Working gundogs with specialised training used pointing more successfully than pet dogs and gundog breeds performed better than non-gundog breeds. The results of this experiment suggest that animals' use of human given communicative signals depends on cognitive ability, the evolutionary consequences of domestication and enculturation by humans within the individual's lifetime. |
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Equine Behaviour @ team @ |
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3555 |
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Snowdon, C.T. |
| Title |
Social processes in communication and cognition in callitrichid monkeys: a review |
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Journal Article |
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2001 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
4 |
Issue |
3 |
Pages |
247-257 |
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Studies of vocal development in nonhuman primates have found little evidence for plasticity in vocal production, somewhat more for usage of calls, with the greatest plasticity arising in response to calls of others. Generally, similar results were obtained with callitrichid monkeys, the marmosets and tamarins, but with several interesting exceptions. Infant pygmy marmosets show babbling behavior with improvement in adult call structure related to the amount and diversity of babbling. Adult marmosets alter call structure in response to changes in social partners, and wild marmosets have vocal dialects and modify call structure according to how far they are from other group members, suggesting the potential to modify call structure in different social and environmental contexts, though direct learning of novel vocalizations has not been observed. Infant cotton-top tamarins do not produce adult-like calls in appropriate contexts, at least in the first few months of life, but through food sharing from adults infants learn about appropriate foods and the appropriate contexts for food vocalizations. Tamarins modify call structure and usage with changes in social status. Tamarins, unlike other monkeys tested, can learn to avoid noxious foods through observation of other group members, and can learn about novel food locations. Recent studies provide evidence of contextual imitation in marmosets. The plasticity in vocal communication and evidence of social learning in marmosets and tamarins relative to other monkeys may be related to the cooperative breeding system of marmosets and tamarins. With a high degree of behavioral coordination among group members, there is a priority on monitoring signals and behavior of others and adjusting one's own signals and behavior. This creates the context for vocal plasticity and social learning. |
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Equine Behaviour @ team @ |
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3090 |
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Hare, B. |
| Title |
Can competitive paradigms increase the validity of experiments on primate social cognition? |
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Journal Article |
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2001 |
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Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
4 |
Issue |
3 |
Pages |
269-280 |
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Experiments vary in their ability to distinguish between competing hypotheses. In tests on primate cognition the majority of this variation is due to an experimenter's ability to test primates in valid settings while providing the adequate amount of experimental control. While experimenters studying primate cognition can use methods of control perfected in captivity, it is still very unclear how to design and then objectively evaluate the external validity of new experimental paradigms. I recommend that more effort be allocated to specify how to create relevant test settings for primates. Primate social life is highly competitive. This means that all aspects of primates themselves, including their cognitive abilities, have likely been shaped by the need to out-compete conspecifics. Based on this hypothesis, sophisticated cognitive abilities of primates might best be demonstrated in competitive contexts. Thus, it is suggested that one possible measure of validity is whether investigators integrate a competitive component into their experimental designs. To evaluate this methodological prediction I review the literature on chimpanzee perspective-taking as a case study including several recent studies that include a competitive component in their experimental designs. |
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Equine Behaviour @ team @ |
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3093 |
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Xitco, M.; Gory, J.; Kuczaj, S. |
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Spontaneous pointing by bottlenose dolphins (Tursiops truncatus) |
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Journal Article |
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2001 |
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Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
4 |
Issue |
2 |
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115-123 |
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Two bottlenose dolphins (Tursiops truncatus) participating in a symbolic communication project spontaneously developed behaviors that resembled pointing and gaze alternation. The dolphins' behavior demonstrated several features reminiscent of referential communicative behavior. It was triadic, involving a signaler, receiver, and referent. It was also indicative, specifying a focus of attention. The dolphins' points were distinct from the act of attending to or acting on objects. Spontaneous dolphin pointing was influenced by the presence of a potential receiver, and the distance between that receiver and the dolphin. These findings suggest that dolphins are capable of producing referential gestures. |
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Equine Behaviour @ team @ |
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3111 |
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