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Dugatkin, L. A., & Wilson, D. S. (1994). Choice experiments and cognition: a reply to Lamprecht & Hofer. Anim. Behav., 47(6), 1459–1461.
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McLeod, P. G., & Huntingford, F. A. (1994). Social rank and predator inspection in sticklebacks. Anim. Behav., 47(5), 1238–1240.
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Avital, E., & Jablonka, E. (1994). Social learning and the evolution of behaviour. Anim. Behav., 48(5), 1195–1199.
Abstract: Abstract. In animals capable of learning from a parent or other individual, socially acquired behaviour can be transmitted through several generations. When the inheritance of variations in such behaviour is independent of genotypic variations, natural selection can operate on an additional level. Direct evolution of behaviour becomes possible, and this may alter the estimates of costs and benefits of behaviour patterns for the individual who transmits them. It is suggested that the effects of maternally transmitted behaviour contribute to the evolution of maternal behavioural strategies, and to the evolution of behaviour associated with male-female conflict.
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Chase, I. D., Bartolomeo, C., & Dugatkin, L. A. (1994). Aggressive interactions and inter-contest interval: how long do winners keep winning? Anim. Behav., 48(2), 393–400.
Abstract: Abstract. Considerable evidence across many taxa demonstrates that prior social experience affects the outcome of subsequent aggressive interactions. Although the 'loser effect', in which an individual losing one encounter is likely to lose the next, is relatively well understood, studies of the 'winner effect', in which winning one encounter increases the probability of winning the next, have produced mixed results. Earlier studies differ concerning whether a winner effect exists, and if it does, how long it lasts. The variation in results, however, may arise from different inter-contest intervals and procedures for selecting contestants employed across previous studies. These methodological differences are addressed through a series of experiments using randomly selected winners and three different inter-contest intervals in the pumpkinseed sunfish, Lepomis gibbosus. The results indicate that a winner effect does in fact exist in pumpkinseed sunfish, but that it only lasts between 15 and 60 min. Based on these results, predictions about the behavioural dynamics of hierarchy formation are discussed, and it is suggested that it may be impossible, in principle, to predict the outcome of dominance interactions between some individuals before they are actually assembled to form a group. Finally, the possible mechanisms underlying the winner effect are explored.
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Heyes CM. (1994). Reflections on self-recognition in primates. Anim. Behav., 47, 909.
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Boesch, C. (1994). Cooperative hunting in wild chimpanzees. Anim. Behav., 48(3), 653–667.
Abstract: A model for the evolution of cooperation shows that two conditions are necessary for cooperation to be stable: a hunting success rate that is low for single hunters and increases with group size, and a social mechanism limiting access to meat by non-hunters. Testing this model on TaI chimpanzees, Pan troglodytes, showed that (1) it pays for individuals to hunt in groups of three or four rather than alone or in pairs, and (2) cooperation is stable because hunters gain more at these group sizes than cheaters, owing to a meat-sharing pattern in which hunting, dominance and age, in that order, determine how much an individual gets. In addition, hunters provide cheaters (about 45% of the meat eaters) with the surplus they produce during the hunts. Thus, cooperation in Tai male chimpanzees is an evolutionarily stable strategy, and its success allows cheating to be an evolutionarily stable strategy for Tai female chimpanzees. In Gombe chimpanzees, cooperation is not stable, first, because hunting success is very high for single hunters, and second, because no social mechanism exists that limits access to meat by non-hunters. The analysis showed that some assumptions made when discussing cooperation in other social hunters might be wrong. This might downgrade our general perception of the importance of cooperation as an evolutionary cause of sociality.
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Manson, J. H. (1994). Male aggression: a cost of female mate choice in Cayo Santiago rhesus macaques. Anim. Behav., 48, 473–475.
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Petit, O., & Thierry, B. (1994). Aggressive and peaceful interventions in conflicts in Tonkean macaques. Anim. Behav., 48(6), 1427–1436.
Abstract: Abstract. Peaceful interventions in conflicts are an extremely rare phenomenon in most primate species. In contrast to aggressive interventions, they cannot lead to gains in terms of competition. To clarify the function and origin of this behaviour, the patterning and consequences of peaceful and aggressive interventions were studied in a semi-free ranging group of tonkean macaques, Macaca tonkeana. Intense conflicts frequently elicited both types of intervention. Interveners preferentially targeted the initiator of the conflict, who was generally the dominant of the two opponents. Males tended to intervene more than females, especially using peaceful interventions. Interventions were frequently performed on behalf of the most closely kin-related opponent; this was true particularly for aggressive interventions. In peaceful interventions, the intervener was usually dominant over both parties. Lipsmacking, clasping, mounting and social play were mainly used, and were successful in halting aggression. Peaceful interventions were frequently followed by an affinitive interaction, such as grooming, between intervener and target. Peaceful interventions thus appear to protect the beneficiary while preserving the social relationship between intervener and target. The origin of the behaviour can be traced to the epigenetic constraints arising from the species-specific social organization.
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Godin, J. - G. J., & Dugatkin, L. A. (1995). Variability and repeatability of female mating preference in the guppy. Anim. Behav., 49(6), 1427–1433.
Abstract: Models of inter-sexual selection generally assume heritable variation in mating preferences among females within populations. However, little is known about the nature of such variation. The aim of this study was to characterize quantitatively the phenotypic variation in female preference for a sexually selected male trait, body colour pattern, within a population of the Trinidadian guppy, Poecilia reticulata. Significantly more female guppies preferred the more brightly coloured of two similar-sized males presented simultaneously as potential mates. Mating preference scores for individual females were significantly and positively correlated between two repeated trials on successive days. Females were thus individually consistent in their particular choice of mates, and the calculated repeatability of their mating preference was relatively high. Notwithstanding the aforementioned, significant variation existed among females in the degree of their preference for brightly coloured males. Individual mating preference scores were not normally distributed, but were rather skewed to the right (i.e. towards greater values). These results suggest that additive genetic variation for mating preferences based on male colour pattern is maintained, and the opportunity for the further evolution of both bright male colour patterns and female preference for this trait appears to exist in the study population from the Quare River, Trinidad.
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Coussi-Korbel, S., & Fragaszy, D. M. (1995). On the relation between social dynamics and social learning. Anim. Behav., 50(6), 1441–1453.
Abstract: Experimental studies on social learning in animals have commonly centred on the psychological processes responsible for learning, and neglected social processes as potential influences on both the likelihood of social learning and the type of information that can be acquired socially. A model relating social learning to social dynamics among members of a group is presented. Three key hypotheses of the model are (1) behavioural coordination in time and/or space supports the process of social learning; (2) different kinds of coordination differentially support acquisition of different kinds of information; and (3) the various forms of behavioural coordination will be differentially affected by social dynamics. Several predictions relating inter-individual and group differences in social dynamics to social learning that follow from these hypotheses are presented.
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