Records |
Author |
Dorrance, B.R.; Zentall, T.R. |
Title |
Imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation |
Type |
Journal Article |
Year |
2001 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
Volume |
115 |
Issue |
1 |
Pages |
62-67 |
Keywords |
Animals; *Behavior, Animal; *Coturnix; Female; *Imitative Behavior; *Learning; Male; *Motivation; Reinforcement (Psychology); Time Factors |
Abstract |
The 2-action method was used to examine whether imitative learning in Japanese quail (Coturnix japonica) depends on the motivational state of the observer quail at the time of observation of the demonstrated behavior. Two groups of observers were fed before observation (satiated groups), whereas 2 other groups of observers were deprived of food before observation (hungry groups). Quail were tested either immediately following observation or after a 30-min delay. Results indicated that quail in the hungry groups imitated, whereas those in the satiated groups did not, regardless of whether their test was immediate or delayed. The results suggest that observer quail may not learn (through observation) behavior that leads to a reinforcer for which they are unmotivated at the time of test. In addition, the results show that quail are able to delay the performance of a response acquired through observation (i.e., they show deferred imitation). |
Address |
Department of Psychology, University of Kentucky, Lexington 40506-0044, USA |
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0735-7036 |
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PMID:11334220 |
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no |
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refbase @ user @ |
Serial |
245 |
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Author |
Akins, C.K.; Klein, E.D.; Zentall, T.R. |
Title |
Imitative learning in Japanese quail (Coturnix japonica) using the bidirectional control procedure |
Type |
Journal Article |
Year |
2002 |
Publication |
Animal learning & behavior |
Abbreviated Journal |
Anim Learn Behav |
Volume |
30 |
Issue |
3 |
Pages |
275-281 |
Keywords |
Animals; Attention; Behavior, Animal; Coturnix; *Discrimination Learning; *Imitative Behavior; Male; Smell |
Abstract |
In the bidirectional control procedure, observers are exposed to a conspecific demonstrator responding to a manipulandum in one of two directions (e.g., left vs. right). This procedure controls for socially mediated effects (the mere presence of a conspecific) and stimulus enhancement (attention drawn to a manipulandum by its movement), and it has the added advantage of being symmetrical (the two different responses are similar in topography). Imitative learning is demonstrated when the observers make the response in the direction that they observed it being made. Recently, however, it has been suggested that when such evidence is found with a predominantly olfactory animal, such as the rat, it may result artifactually from odor cues left on one side of the manipulandum by the demonstrator. In the present experiment, we found that Japanese quail, for which odor cues are not likely to play a role, also showed significant correspondence between the direction in which the demonstrator and the observer push a screen to gain access to reward. Furthermore, control quail that observed the screen move, when the movement of the screen was not produced by the demonstrator, did not show similar correspondence between the direction of screen movement observed and that performed by the observer. Thus, with the appropriate control, the bidirectional procedure appears to be useful for studying imitation in avian species. |
Address |
University of Kentucky, Lexington, Kentucky 40506-0044, USA |
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0090-4996 |
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Notes |
PMID:12391793 |
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no |
Call Number |
refbase @ user @ |
Serial |
239 |
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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 |
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. |
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Department of Psychology, University of Kentucky, Lexington 40506-0044, USA |
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0735-7036 |
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PMID:8858851 |
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no |
Call Number |
refbase @ user @ |
Serial |
254 |
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Author |
Whiten, A.; Custance, D.M.; Gomez, J.C.; Teixidor, P.; Bard, K.A. |
Title |
Imitative learning of artificial fruit processing in children (Homo sapiens) and chimpanzees (Pan troglodytes) |
Type |
Journal Article |
Year |
1996 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
Volume |
110 |
Issue |
1 |
Pages |
3-14 |
Keywords |
Animals; Child, Preschool; Discrimination Learning; Female; Food Preferences/*psychology; *Fruit; Humans; *Imitative Behavior; Male; Mental Recall; Pan troglodytes/*psychology; Social Environment |
Abstract |
Observational learning in chimpanzees and young children was investigated using an artificial fruit designed as an analog of natural foraging problems faced by primates. Each of 3 principal components could be removed in 2 alternative ways, demonstration of only one of which was watched by each subject. This permitted subsequent imitation by subjects to be distinguished from stimulus enhancement. Children aged 2-4 years evidenced imitation for 2 components, but also achieved demonstrated outcomes through their own techniques. Chimpanzees relied even more on their own techniques, but they did imitate elements of 1 component of the task. To our knowledge, this is the first experimental evidence of chimpanzee imitation in a functional task designed to simulate foraging behavior hypothesized to be transmitted culturally in the wild. |
Address |
Scottish Primate Research Group, University of St. Andrews, Fife, Scotland. aw2@st-andrews.ac.uk |
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0735-7036 |
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PMID:8851548 |
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no |
Call Number |
refbase @ user @ |
Serial |
744 |
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Author |
Gajdon, G.K.; Fijn, N.; Huber, L. |
Title |
Limited spread of innovation in a wild parrot, the kea (Nestor notabilis) |
Type |
Journal Article |
Year |
2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
Volume |
9 |
Issue |
3 |
Pages |
173-181 |
Keywords |
Animal Communication; Animals; Diffusion of Innovation; Feeding Behavior; Female; *Imitative Behavior; *Learning; Male; *Motor Skills; *Parrots; *Problem Solving; Sex Factors; Social Dominance; Social Environment; Statistics, Nonparametric |
Abstract |
In the local population of kea in Mount Cook Village, New Zealand, some keas open the lids of rubbish bins with their bill to obtain food scraps within. We investigated the extent to which this innovation has spread in the local population, and what factors limit the acquisition of bin opening. Only five males of 36 individually recognised birds were observed to have performed successful bin opening. With one exception there were always other keas present, watching successful bin opening. Seventeen additional individuals were seen to have benefitted from lid opening. Their foraging success was less than that of the bin openers. Social status of bin openers did not differ from scrounging males. Among the individuals that were regularly seen at the site of the bins but were not successful in bin opening, social status and the ratio of feeding directly from open bins correlated with the amount of opening attempts. We conclude that scrounging facilitated certain behavioural aspects of bin opening rather than inhibiting them. The fact that only 9% of opening attempts were successful, and the long period of time required to increase efficiency in lid opening shows that mainly individual experience, and to a lesser extent insight and social learning, play key roles in acquisition of the opening technique. The results indicate that the spread of innovative solutions of challenging mechanical problems in animals may be restricted to only a few individuals. |
Address |
Department for Behavior, Neurobiology and Cognition, University of Vienna, 1090, Vienna, Austria. gyula.gajdon@univie.ac.at |
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1435-9448 |
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Notes |
PMID:16568276 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2472 |
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Author |
Biederman, G.B.; Robertson, H.A.; Vanayan, M. |
Title |
Observational learning of two visual discriminations by pigeons: a within-subjects design |
Type |
Journal Article |
Year |
1986 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
Volume |
46 |
Issue |
1 |
Pages |
45-49 |
Keywords |
Animals; Attention; Columbidae; Conditioning, Operant; Cues; *Discrimination Learning; *Imitative Behavior; Male; Visual Perception |
Abstract |
Pigeon's observational learning of successive visual discrimination was studied using within-subject comparisons of data from three experimental conditions. Two pairs of discriminative stimuli were used; each bird was exposed to two of the three experimental conditions, with different pairs of stimuli used in a given bird's two conditions. In one condition, observers were exposed to visual discriminative stimuli only. In a second condition, subjects were exposed to a randomly alternating sequence of two stimuli where the one that would subsequently be used as S+ was paired with the operation of the grain magazine. In a third experimental condition, subjects were exposed to the performance of a conspecific in the operant discrimination procedure. After exposures to conspecific performances, there was facilitation of discriminative learning, relative to that which followed exposures to stimulus and reinforcement sequences or exposures to stimulus sequences alone. Exposure to stimulus and food-delivery sequences enhanced performance relative to exposure to stimulus sequences alone. The differential effects of these three types of exposure were not attributable to order effects or to task difficulty; rather, they clearly were due to the type of exposure. |
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0022-5002 |
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PMID:3746187 |
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no |
Call Number |
refbase @ user @ |
Serial |
853 |
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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 |
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 |
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1435-9448 |
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PMID:17024511 |
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no |
Call Number |
Equine Behaviour @ team @ |
Serial |
2434 |
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Author |
Stoinski, T.S.; Whiten, A. |
Title |
Social learning by orangutans (Pongo abelii and Pongo pygmaeus) in a simulated food-processing task |
Type |
Journal Article |
Year |
2003 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
Volume |
117 |
Issue |
3 |
Pages |
272-282 |
Keywords |
*Animal Communication; Animals; *Feeding Behavior; Female; *Imitative Behavior; Male; Pongo pygmaeus/*psychology; Problem Solving; Psychomotor Performance; Social Environment; Species Specificity; *Transfer (Psychology) |
Abstract |
Increasing evidence for behavioral differences between populations of primates has created a resurgence of interest in examining mechanisms of information transfer between individuals. The authors examined the social transmission of information in 15 captive orangutans (Pongo abelii and Pongo pygmaeus) using a simulated food-processing task. Experimental subjects were shown 1 of 2 methods for removing a suite of defenses on an “artificial fruit.” Control subjects were given no prior exposure before interacting with the fruit. Observing a model provided a functional advantage in the task, as significantly more experimental than control subjects opened the fruit. Within the experimental groups, the authors found a trend toward differences in the actual behaviors used to remove 1 of the defenses. Results support observations from the wild implying horizontal transfer of information in orangutans and show that a number of social learning processes are likely to be involved in the transfer of knowledge in this species. |
Address |
Department of Primate Research, Zoo Atlanta, Atlanta, GA 30315, USA. tstoinski@zooatlanta.org |
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0735-7036 |
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PMID:14498803 |
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no |
Call Number |
refbase @ user @ |
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737 |
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Author |
Fragaszy, D.; Visalberghi, E. |
Title |
Socially biased learning in monkeys |
Type |
Journal Article |
Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
Volume |
32 |
Issue |
1 |
Pages |
24-35 |
Keywords |
Adaptation, Psychological; Animal Communication; Animals; Behavior, Animal; *Feeding Behavior/psychology; Food Preferences/psychology; Haplorhini/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; *Social Environment; *Social Facilitation |
Abstract |
We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning. |
Address |
Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu |
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1543-4494 |
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PMID:15161138 |
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no |
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refbase @ user @ |
Serial |
828 |
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Author |
Mercado, E. 3rd; Herman, L.M.; Pack, A.A. |
Title |
Song copying by humpback whales: themes and variations |
Type |
Journal Article |
Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
Volume |
8 |
Issue |
2 |
Pages |
93-102 |
Keywords |
Acoustics; Animals; *Imitative Behavior; *Learning; Male; Sound Spectrography; *Vocalization, Animal; Whales/*psychology |
Abstract |
Male humpback whales (Megaptera novaeangliae) produce long, structured sequences of sound underwater, commonly called “songs.” Humpbacks progressively modify their songs over time in ways that suggest that individuals are copying song elements that they hear being used by other singers. Little is known about the factors that determine how whales learn from their auditory experiences. Song learning in birds is better understood and appears to be constrained by stable core attributes such as species-specific sound repertoires and song syntax. To clarify whether similar constraints exist for song learning by humpbacks, we analyzed changes over 14 years in the sounds used by humpback whales singing in Hawaiian waters. We found that although the properties of individual sounds within songs are quite variable over time, the overall distribution of certain acoustic features within the repertoire appears to be stable. In particular, our findings suggest that species-specific constraints on temporal features of song sounds determine song form, whereas spectral variability allows whales to flexibly adapt song elements. |
Address |
Department of Psychology, University at Buffalo, SUNY, Park Hall, Buffalo, NY 14260, USA. emiii@buffalo.edu |
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1435-9448 |
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PMID:15490289 |
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Equine Behaviour @ team @ |
Serial |
2505 |
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