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Author Horner, V.; Whiten, A.; Flynn, E.; de Waal, F.B.M.
Title Faithful replication of foraging techniques along cultural transmission chains by chimpanzees and children Type Journal Article
Year 2006 Publication Proceedings of the National Academy of Sciences of the United States of America Abbreviated Journal Proc. Natl. Acad. Sci. U.S.A.
Volume 103 Issue 37 Pages (down) 13878-13883
Keywords Animals; Child, Preschool; Humans; *Imitative Behavior; Pan troglodytes/*psychology
Abstract Observational studies of wild chimpanzees (Pan troglodytes) have revealed population-specific differences in behavior, thought to represent cultural variation. Field studies have also reported behaviors indicative of cultural learning, such as close observation of adult skills by infants, and the use of similar foraging techniques within a population over many generations. Although experimental studies have shown that chimpanzees are able to learn complex behaviors by observation, it is unclear how closely these studies simulate the learning environment found in the wild. In the present study we have used a diffusion chain paradigm, whereby a behavior is passed from one individual to the next in a linear sequence in an attempt to simulate intergenerational transmission of a foraging skill. Using a powerful three-group, two-action methodology, we found that alternative methods used to obtain food from a foraging device (“lift door” versus “slide door”) were accurately transmitted along two chains of six and five chimpanzees, respectively, such that the last chimpanzee in the chain used the same method as the original trained model. The fidelity of transmission within each chain is remarkable given that several individuals in the no-model control group were able to discover either method by individual exploration. A comparative study with human children revealed similar results. This study is the first to experimentally demonstrate the linear transmission of alternative foraging techniques by non-human primates. Our results show that chimpanzees have a capacity to sustain local traditions across multiple simulated generations.
Address Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St. Andrews, Fife KY16 9JP, United Kingdom
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0027-8424 ISBN Medium
Area Expedition Conference
Notes PMID:16938863 Approved no
Call Number refbase @ user @ Serial 159
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Author Janik, V.M.
Title Whistle matching in wild bottlenose dolphins (Tursiops truncatus) Type Journal Article
Year 2000 Publication Science (New York, N.Y.) Abbreviated Journal Science
Volume 289 Issue 5483 Pages (down) 1355-1357
Keywords Animals; Animals, Wild/physiology; Dolphins/*physiology; *Imitative Behavior; *Learning; *Social Behavior; *Vocalization, Animal
Abstract Dolphin communication is suspected to be complex, on the basis of their call repertoires, cognitive abilities, and ability to modify signals through vocal learning. Because of the difficulties involved in observing and recording individual cetaceans, very little is known about how they use their calls. This report shows that wild, unrestrained bottlenose dolphins use their learned whistles in matching interactions, in which an individual responds to a whistle of a conspecific by emitting the same whistle type. Vocal matching occurred over distances of up to 580 meters and is indicative of animals addressing each other individually.
Address School of Biology, University of St. Andrews, Bute Building, Fife KY16 9TS, UK
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0036-8075 ISBN Medium
Area Expedition Conference
Notes PMID:10958783 Approved no
Call Number refbase @ user @ Serial 550
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Author Nguyen, N.H.; Klein, E.D.; Zentall, T.R.
Title Imitation of a two-action sequence by pigeons Type Journal Article
Year 2005 Publication Psychonomic bulletin & review Abbreviated Journal Psychon Bull Rev
Volume 12 Issue 3 Pages (down) 514-518
Keywords Animals; Behavior, Animal; *Cognition; Columbidae; *Imitative Behavior; *Learning
Abstract Developmental psychologists have described imitation as a process that suggests perspective-taking abilities. However, imitative behavior has been found in animals, which are generally not considered capable of taking the perspective of another. Previous studies with birds have demonstrated the imitation of a single response (sometimes referred to as action-level imitation). In the present experiment, we examined the extent to which pigeons would imitate an unfamiliar sequence of two behaviors (sometimes referred to as program-level imitation). Our results indicate that, although there are individual differences, pigeons show a significant tendency to match a demonstrated sequence of behavior involving, first, a response to a treadle (pecking at it or stepping on it) and, second, pushing aside a screen that blocks access to food (a left-vs.-right push).
Address University of Kentucky, Lexington, Kentucky 40506, USA
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1069-9384 ISBN Medium
Area Expedition Conference
Notes PMID:16235638 Approved no
Call Number refbase @ user @ Serial 221
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Author Klein, E.D.; Zentall, T.R.
Title Imitation and affordance learning by pigeons (Columba livia) Type Journal Article
Year 2003 Publication Journal of comparative psychology (Washington, D.C. : 1983) Abbreviated Journal J Comp Psychol
Volume 117 Issue 4 Pages (down) 414-419
Keywords Animals; *Behavior, Animal; Columbidae; Cues; *Imitative Behavior; *Learning; Odors; Sound
Abstract The bidirectional control procedure was used to determine whether pigeons (Columba livia) would imitate a demonstrator that pushed a sliding screen for food. One group of observers saw a trained demonstrator push a sliding screen door with its beak (imitation group), whereas 2 other groups watched the screen move independently (possibly learning how the environment works) with a conspecific either present (affordance learning with social facilitation) or absent (affordance learning alone). A 4th group could not see the screen being pushed (sound and odor control). Imitation was evidenced by the finding that pigeons that saw a demonstrator push the screen made a higher proportion of matching screen pushes than observers in 2 appropriate control conditions. Further, observers that watched a screen move without a demonstrator present made a significantly higher proportion of matching screen pushes than would be expected by chance. Thus, these pigeons were capable of affordance learning.
Address Department of Psychology, University of Kentucky, Lexington, KY 40506-004, USA
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0735-7036 ISBN Medium
Area Expedition Conference
Notes PMID:14717643 Approved no
Call Number refbase @ user @ Serial 234
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Author Subiaul, F.; Cantlon, J.F.; Holloway, R.L.; Terrace, H.S.
Title Cognitive imitation in rhesus macaques Type Journal Article
Year 2004 Publication Science (New York, N.Y.) Abbreviated Journal Science
Volume 305 Issue 5682 Pages (down) 407-410
Keywords Animals; *Cognition; *Imitative Behavior; *Learning; Macaca mulatta/*physiology/psychology; Male
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.
Address Department of Anthropology, Columbia University, New York, NY 10027, USA. subiaul@aol.com
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1095-9203 ISBN Medium
Area Expedition Conference
Notes PMID:15256673 Approved no
Call Number Equine Behaviour @ team @ Serial 2839
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Author Topál, J.; Byrne, R.W.; Miklósi, Á.; Csányi, V.
Title Reproducing human actions and action sequences: “Do as I Do!” in a dog Type Journal Article
Year 2006 Publication Animal Cognition Abbreviated Journal Anim. Cogn.
Volume 9 Issue 4 Pages (down) 355-367
Keywords Animals; *Comprehension; Conditioning, Operant; *Discrimination Learning; Dogs/*psychology; Humans; *Imitative Behavior; Male; *Serial Learning
Abstract We present evidence that a dog (Philip, a 4-year-old tervueren) was able to use different human actions as samples against which to match his own behaviour. First, Philip was trained to repeat nine human-demonstrated actions on command ('Do it!'). When his performance was markedly over chance in response to demonstration by one person, testing with untrained action sequences and other demonstrators showed some ability to generalise his understanding of copying. In a second study, we presented Philip with a sequence of human actions, again using the 'Do as I do' paradigm. All demonstrated actions had basically the same structure: the owner picked up a bottle from one of six places; transferred it to one of the five other places and then commanded the dog ('Do it!'). We found that Philip duplicated the entire sequence of moving a specific object from one particular place to another more often than expected by chance. Although results point to significant limitations in his imitative abilities, it seems that the dog could have recognized the action sequence, on the basis of observation alone, in terms of the initial state, the means, and the goal. This suggests that dogs might acquire abilities by observation that enhance their success in complex socio-behavioural situations.
Address Comparative Ethology Research Group, Hungarian Academy of Sciences, Budapest, Pazmany, P. 1/c H-1117, Hungary. kea@t-online.hu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1435-9448 ISBN Medium
Area Expedition Conference
Notes PMID:17024511 Approved no
Call Number Equine Behaviour @ team @ Serial 2434
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Author Zentall, T.R.
Title Imitation: definitions, evidence, and mechanisms Type Journal Article
Year 2006 Publication Animal cognition Abbreviated Journal Anim. Cogn.
Volume 9 Issue 4 Pages (down) 335-353
Keywords Adaptation, Psychological; Animals; *Behavior, Animal; *Imitative Behavior; *Learning; Motivation; *Social Environment; Transfer (Psychology)
Abstract Imitation can be defined as the copying of behavior. To a biologist, interest in imitation is focused on its adaptive value for the survival of the organism, but to a psychologist, the mechanisms responsible for imitation are the most interesting. For psychologists, the most important cases of imitation are those that involve demonstrated behavior that the imitator cannot see when it performs the behavior (e.g., scratching one's head). Such examples of imitation are sometimes referred to as opaque imitation because they are difficult to account for without positing cognitive mechanisms, such as perspective taking, that most animals have not been acknowledged to have. The present review first identifies various forms of social influence and social learning that do not qualify as opaque imitation, including species-typical mechanisms (e.g., mimicry and contagion), motivational mechanisms (e.g., social facilitation, incentive motivation, transfer of fear), attentional mechanisms (e.g., local enhancement, stimulus enhancement), imprinting, following, observational conditioning, and learning how the environment works (affordance learning). It then presents evidence for different forms of opaque imitation in animals, and identifies characteristics of human imitation that have been proposed to distinguish it from animal imitation. Finally, it examines the role played in opaque imitation by demonstrator reinforcement and observer motivation. Although accounts of imitation have been proposed that vary in their level of analysis from neural to cognitive, at present no theory of imitation appears to be adequate to account for the varied results that have been found.
Address Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. Zentall@uky.edu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1435-9448 ISBN Medium
Area Expedition Conference
Notes PMID:17024510 Approved no
Call Number refbase @ user @ Serial 217
Permanent link to this record
 
 
Author Horowitz, A.C.
Title Do humans ape? Or do apes human? Imitation and intention in humans (Homo sapiens) and other animals Type Journal Article
Year 2003 Publication Journal of comparative psychology Abbreviated Journal J Comp Psychol
Volume 117 Issue 3 Pages (down) 325-336
Keywords Adolescent; Adult; Animals; *Appetitive Behavior; Attention; Child, Preschool; Concept Formation; Female; Humans; *Imitative Behavior; Male; Motivation; Pan troglodytes/*psychology; *Problem Solving; *Psychomotor Performance; Reaction Time; Species Specificity
Abstract A. Whiten, D. M. Custance, J.-C. Gomez, P. Teixidor, and K. A. Bard (1996) tested chimpanzees' (Pan troglodytes) and human children's (Homo sapiens) skills at imitation with a 2-action test on an “artificial fruit.” Chimpanzees imitated to a restricted degree; children were more thoroughly imitative. Such results prompted some to assert that the difference in imitation indicates a difference in the subjects' understanding of the intentions of the demonstrator (M. Tomasello, 1996). In this experiment, 37 adult human subjects were tested with the artificial fruit. Far from being perfect imitators, the adults were less imitative than the children. These results cast doubt on the inference from imitative performance to an ability to understand others' intentions. The results also demonstrate how any test of imitation requires a control group and attention to the level of behavioral analysis.
Address Department of Cognitive Science, University of California, San Diego, CA, USA. ahorowitz@crl.ucsd.edu
Corporate Author Thesis
Publisher Place of Publication Washington, D.C. : 1983 Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0735-7036 ISBN Medium
Area Expedition Conference
Notes PMID:14498809 Approved yes
Call Number refbase @ user @ Serial 736
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Author Akins, C.K.; Zentall, T.R.
Title Imitative learning in male Japanese quail (Coturnix japonica) using the two-action method Type Journal Article
Year 1996 Publication Journal of comparative psychology (Washington, D.C. : 1983) Abbreviated Journal J Comp Psychol
Volume 110 Issue 3 Pages (down) 316-320
Keywords Animals; Appetitive Behavior; *Attention; *Coturnix; *Imitative Behavior; Male; *Motivation; Transfer (Psychology)
Abstract The study of imitative learning in animals has suffered from the presence of a number of confounding motivational and attentional factors (e.g., social facilitation and stimulus enhancement). The two-action method avoids these problems by exposing observers to demonstrators performing a response (e.g., operating a treadle) using 1 of 2 distinctive topographies (e.g., by pecking or by stepping). Japanese quail (Coturnix japonica) observers exposed to conspecific demonstrators showed a high correlation between the topography of the response they observed and the response they performed. These data provide strong evidence for the existence of true imitative learning in an active, precocious bird under conditions that control for alternative accounts.
Address Department of Psychology, University of Kentucky, Lexington 40506-0044, USA
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0735-7036 ISBN Medium
Area Expedition Conference
Notes PMID:8858851 Approved no
Call Number refbase @ user @ Serial 254
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Author Dorrance, B.R.; Zentall, T.R.
Title Imitation of conditional discriminations in pigeons (Columba livia) Type Journal Article
Year 2002 Publication Journal of comparative psychology (Washington, D.C. : 1983) Abbreviated Journal J Comp Psychol
Volume 116 Issue 3 Pages (down) 277-285
Keywords Animals; Behavior, Animal/physiology; Columbidae; Conditioning (Psychology)/*physiology; Discrimination Learning/*physiology; Habituation, Psychophysiologic; *Imitative Behavior; Light; Reinforcement (Psychology)
Abstract In the present experiments, the 2-action method was used to determine whether pigeons could learn to imitate a conditional discrimination. Demonstrator pigeons (Columba livia) stepped on a treadle in the presence of 1 light and pecked at the treadle in the presence of another light. Demonstration did not seem to affect acquisition of the conditional discrimination (Experiment 1) but did facilitate its reversal of the conditional discrimination (Experiments 2 and 3). The results suggest that pigeons are not only able to learn a specific behavior by observing another pigeon, but they can also learn under which circumstances to perform that behavior. The results have implications for proposed mechanisms of imitation in animals.
Address Department of Psychology, Augustana College, Rock Island, Illinois 61201, USA. psdorrance@augustana.edu
Corporate Author Thesis
Publisher Place of Publication Editor
Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0735-7036 ISBN Medium
Area Expedition Conference
Notes PMID:12234078 Approved no
Call Number refbase @ user @ Serial 240
Permanent link to this record