Tooze, Z. J., Harrington, F. H., & Fentress, J. C. (1990). Individually distinct vocalizations in timber wolves, Canis lupus. Anim Behav, 40.
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Sato, S., Sako, S., & Maeda, A. (1991). Social licking patterns in cattle (<em>Bos taurus</em>): influence of environmental and social factors. Applied Animal Behaviour Science, 32(1), 3–12.
Abstract: To investigate the functions of social licking in cattle, four calves (one heifer and one steer in each of two herds), known to exhibit frequent social licking were observed continuously for 2 h before sunset for 13 days, using the focal animal sampling method. Calves were observed under various environmental conditions. Social licking significantly decreased on rainy days and tended to increase in a dirty barn and when food was restricted. Solicitation for social licking occurred not only from dominant animals of pairs but also from subordinates. Of the licking interactions, 31% occurred following solicitation, and these accounted for 39% of the total time spent licking. Following solicitation, 78% of social licking was oriented to the head and the neck regions that were inaccessible to self-licking animals. Unsolicited licking, however, was oriented not only to the head and the neck but also to the back and the rump regions, and these two latter regions were the major ones to receive licking. The effect of social relationships on social licking was investigated using least-squares analysis of variance. Social factors investigated were the difference of dominance values, the dominance-subordinance relationship, and kinship and familiarity; the sex of calves involved was also considered. Only familiarity had a significant effect on licking; exchanges of social licking increased with length of cohabitation. We suggest that social licking may have a cleaning effect, a tension-reducing effect and a bonding effect.
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Lee, P. (1991). Adaptation to environmental change:an evolutionary perspective. In H. O. Box (Ed.), Primate responses to environmental changes (pp. 39–56). London: Chapmann & Hall.
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(1993). Wolves in Europe: status and perspectives. Ettal, Germany: Munich Wildlife Society.
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Genov, P. W., & Kostava, V. (1993). Untersuchungen zur zahlenmäßigen Stärke des Wolfes und seiner Einwirkung auf die Haustierbestände in Bulgarien. Zeitschrift für Jagdwissenschaft, 39(4), 217–223.
Abstract: Die Untersuchung wurde in der Zeitspanne von 1984 bis 1988 durchgeführt. Es wurden die Protokolle des Staatlichen Versicherungsinstituts benutzt, die Angaben für Raubüberfälle von Wölfen auf Haustiere beinhalten (Tabelle 1). Außerdem wurden Angaben über die während dieser Zeitspanne erlegten Wölfe zusammengefaßt. Die Abschußzahlen lauten: 1984 – 163, 1985 – 147, 1986 – 179, 1987 – 211 und 1988 – 220 Tiere. Die Anzahl der in den einzelnen Gebirgen lebenden Wölfe wurde nach einer Umfrage festgestellt. Für die in Betracht kommenden Gebirge werden folgende Bestandszahlen angenommen: Rhodopen -- 60-80 Individuen, 189 bis 264 km2 pro Tier, Rila- und Piringebirge -- 60-80 Tiere, 109 bis 145 km2 pro Tier, Ossogowo-Belassiza Gebirgssystem -- 40-50 Individuen, 57-70 km2 pro Tier, West- und Mittelbalkan -- 35-38 Wölfe, 200 km2 pro Tier. Dazu kommen noch 10-15 Wölfe im Flußbecken von Beli Lom und etwa 20 Exemplare in Strandscha- und Sakargebirge. Insgesamt lebten in Bulgarien im Jahre 1988 etwa 260-330 Wölfe (Abb. 1).
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Heyes, C. M. (1994). Social learning in animals: categories and mechanisms. Biol. Rev., 69(2), 207–231.
Abstract: There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS)
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Fritts, S. H., Bangs, E. E., & Gore, J. F. (1994). The relationship of wolf recovery to habitat conservation and biodiversity in the northwestern United States. Landsc Urban Plan, 28.
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Fisher, J., & Hinde, R. A. (1994). The opening of milk bottles by birds. British Birds, (42), 347–357.
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Byrne R.W. (1994). The evolution of intelligence. In P.J.B. Slater and T.R. Halliday (Ed.), Behaviour and Evolution (pp. 223–265). Cambridge,UK: Cambridge University Press.
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Griebenow, K., & Klibanov, A. M. (1995). Lyophilization-induced reversible changes in the secondary structure of proteins. Proc Natl Acad Sci USA, 92(24), 10969–10976.
Abstract: Changes in the secondary structure of some dozen different proteins upon lyophilization of their aqueous solutions have been investigated by means of Fourier-transform infrared spectroscopy in the amide III band region. Dehydration markedly (but reversibly) alters the secondary structure of all the proteins studied, as revealed by both the quantitative analysis of the second derivative spectra and the Gaussian curve fitting of the original infrared spectra. Lyophilization substantially increases the beta-sheet content and lowers the alpha-helix content of all proteins. In all but one case, proteins become more ordered upon lyophilization.
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