Abstract: In studies on mammalian parental investment, time spent suckling is often used as a predictor of the milk transferred from mother to infant. It is assumed that the rate of milk transfer is positively correlated with the time spent suckling. However, this assumption has not been tested and empirical studies show conflicting results. Nevertheless, in species in which suckling can readily be observed, time spent suckling is still used to measure milk transfer, although an increasing number of workers recognize that the measure is potentially inaccurate. A meta-analysis on studies that have correlated measures of time spent suckling with milk intake estimates based on weight gain revealed a weak positive relationship and significant heterogeneity between studies. Isotope-labelling techniques for the measurement of milk transfer independent of behaviour have been in use since the 1970s, particularly in studies of species in which suckling is difficult to observe. Only one study has attempted to correlate behavioural measures with independent isotope measures, and it found no relationship between the two measures. I suggest that researchers have avoided such a test as it is unlikely that a strong relationship will be found between milk transfer and suckling behaviour, and I discuss the various factors that confound the relationship and contribute to high heterogeneity between studies. Consequently, the assumption that milk transfer can be measured by time spent suckling has inadequate empirical foundation, and needs to be tested using isotope-labelling methods. Copyright 1998 The Association for the Study of Animal Behaviour

Abstract: Some researchers have reported the paradoxical finding of enhanced social learning when naive observers learn from unskilled rather than skilled demonstrators, particularly in discrimination tasks. In two experiments with starlings,Sturnus vulgaris, I considered whether this enhanced learning is because the observer (1) sees incorrect responses only, (2) sees both correct and incorrect responses or (3) sees an increase in the proportion of correct responses over trials. In experiment 1, individual starlings observed a demonstrator bird perform multiple simultaneous discrimination tasks. In one group, the demonstrator always picked the correct stimulus; in another group, the demonstrator always picked the incorrect stimulus; in a third group, the demonstrator consistently picked the correct stimulus 50% of the time. Those subjects that observed only incorrect choices performed significantly better than the other two groups, but none of the birds achieved the 90% correct performance criterion. Experiment 2 involved a single discrimination task; thus, a fourth group was added to control for individual learning. Again, subjects that observed only incorrect responses learned the discrimination significantly more quickly than the other three groups. Subjects that observed the demonstrator make both correct and incorrect responses were equally likely to select the same (correct) or opposite (incorrect) stimulus when the demonstrator picked the correct stimulus. When the demonstrator picked the incorrect stimulus, however, these subjects were significantly more likely to pick the opposite (correct) stimulus. These findings suggest that when learning a discrimination problem, observing a foraging companion's lack of success is more informative than observing its success.

Abstract: Two-chick broods of the blue-footed booby,Sula nebouxii, ordinarily exhibit stable dominance-subordinance, with the senior (first-hatched) chick habitually aggressive and the junior one habitually submissive (Nelson 1978,The Sulidae: Gannets and Boobies. London: Oxford University Press). But are both the subordinate and the dominant chick affected in their agonistic tendencies by early social experience? To answer this, we permanently paired subordinate and dominant chicks, 2-3 weeks old, with singletons (chicks lacking experience with a nestmate) by cross-fostering. During the first 4 h after pairing, subordinate chicks were seven times less aggressive than singletons and twice as likely to be submissive; dominant chicks were six times as aggressive as singletons. Although most subordinates consistently lost agonistic encounters during the first 10 days after pairing, the proportion of dominants that won decreased progressively until, by day 6, only about half of dominant chicks were winning. Early social experience has a strong but reversable training effect on both subordinates and dominants. Training as a subordinate showed more persistent effects than training as a dominant, possibly in part because our testing situation perpetuated subordinate training and counteracted dominant training.