Equine and Animal Cognition Reference Database -- Query Results

	Equine and Animal Cognition Reference Database Home \| Show All \| Simple Search \| Advanced Search	Login Quick Search: Field: contains: ...
	21-30 of 48 records found matching your query:

Search & Display Options

Select All Deselect All

<< 1 2 3 4 5 >>

List View

Citations

Details

	Records
	Author	Helton, W.S.
	Title	Animal expertise, conscious or not			Type	Journal Article
	Year	2005	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	8	Issue	2	Pages	67-74
	Keywords	Animals; Behavior, Animal; Cognition; Consciousness; Learning; Motor Skills; *Practice (Psychology)
	Abstract	Rossano (Cognition 89:207, 2003) proposes expertise as an indicator of consciousness in humans and other animals. Since there is strong evidence that the development of expertise requires deliberate practice (Ericsson in The road to excellence: the acquisition of expert performance in the arts and sciences, sports and games 1996), and deliberate practice appears to be outside of the bounds of unconscious processing, then any signs of expertise development in an animal are indicators of consciousness. Rossano's argument may lead to an unsolvable debate about animal consciousness while causing researchers to overlook the underlying reality of animal expertise. This article provides evidence indicative of animals meeting each of the three definitions of expertise established in the scientific literature: expertise as a social construction, expertise as exceptional performance, and expertise as knowledge. In addition, cases of deliberate practice by non-human animals are offered. Acknowledging some animals as experts, regardless of consciousness, is warranted by the research findings and would prove useful in solving many issues remaining in the human expertise literature.
	Address	Department of Psychology, Wilmington College, Wilmington, OH 45177, USA, deak_helton@yahoo.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	1435-9448	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15365876			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2511
Permanent link to this record



	Author	Heyes, C.M.
	Title	Social learning in animals: categories and mechanisms			Type	Journal Article
	Year	1994	Publication	Biological reviews of the Cambridge Philosophical Society	Abbreviated Journal	Biol. Rev.
	Volume	69	Issue	2	Pages	207-231
	Keywords	Animals; Behavior, Animal; Conditioning (Psychology); Learning; Reinforcement (Psychology); *Social Behavior
	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)
	Address	Department of Psychology, University College London
	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	1464-7931	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:8054445			Approved	no
	Call Number	refbase @ user @			Serial	708
Permanent link to this record



	Author	Horner, V.; Whiten, A.
	Title	Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens)			Type	Journal Article
	Year	2005	Publication	Animal cognition	Abbreviated Journal	Anim. Cogn.
	Volume	8	Issue	3	Pages	164-181
	Keywords	Animals; Child Behavior; Child, Preschool; Concept Formation; Female; Humans; Imitative Behavior; Learning; Male; Pan troglodytes; Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity
	Abstract	This study explored whether the tendency of chimpanzees and children to use emulation or imitation to solve a tool-using task was a response to the availability of causal information. Young wild-born chimpanzees from an African sanctuary and 3- to 4-year-old children observed a human demonstrator use a tool to retrieve a reward from a puzzle-box. The demonstration involved both causally relevant and irrelevant actions, and the box was presented in each of two conditions: opaque and clear. In the opaque condition, causal information about the effect of the tool inside the box was not available, and hence it was impossible to differentiate between the relevant and irrelevant parts of the demonstration. However, in the clear condition causal information was available, and subjects could potentially determine which actions were necessary. When chimpanzees were presented with the opaque box, they reproduced both the relevant and irrelevant actions, thus imitating the overall structure of the task. When the box was presented in the clear condition they instead ignored the irrelevant actions in favour of a more efficient, emulative technique. These results suggest that emulation is the favoured strategy of chimpanzees when sufficient causal information is available. However, if such information is not available, chimpanzees are prone to employ a more comprehensive copy of an observed action. In contrast to the chimpanzees, children employed imitation to solve the task in both conditions, at the expense of efficiency. We suggest that the difference in performance of chimpanzees and children may be due to a greater susceptibility of children to cultural conventions, perhaps combined with a differential focus on the results, actions and goals of the demonstrator.
	Address	Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews, KY16 9JU, UK. vkh1@st-andrews.ac.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	1435-9448	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15549502			Approved	no
	Call Number	refbase @ user @			Serial	732
Permanent link to this record



	Author	Houpt, K.A.; Parsons, M.S.; Hintz, H.F.
	Title	Learning ability of orphan foals, of normal foals and of their mothers			Type	Journal Article
	Year	1982	Publication	Journal of animal science	Abbreviated Journal	J. Anim Sci.
	Volume	55	Issue	5	Pages	1027-1032
	Keywords	Age Factors; Animals; Body Weight; Dominance-Subordination; Female; Horses/physiology; Learning; Maternal Deprivation; Mothers/psychology
	Abstract	The maze learning ability of six pony foals that had been weaned at birth was compared to that of six foals reared normally. The foals' learning ability was also compared to their mothers' learning ability at the same task; the correct turn in a single choice point maze. The maze learning test was conducted when the foals were 6 to 8 mo old and after the mothered foals had been weaned. There was no significant difference between the ability of orphaned (weaned at birth) and mothered foals in their ability to learn to turn left (6 +/- .7 and 5.1 +/- .1 trials, respectively) or to learn the reversal, to turn right (6.7 +/- .6 and 6.2 +/- .6 trials, respectively). The orphan foals spent significantly more time in the maze in their first exposure to it than the mothered foals (184 +/- 42 vs 55 +/- 15 s. Mann Whitney U = 7, P less than .05). The mothers of the foals (n = 11) learned to turn left as rapidly as the foals (5.9 +/- .7 trials), but they were slower to learn to turn right (9.8 +/- 1.4 vs 6.4 +/- .4 trials, Mann Whitney U = 33, P less than .05), indicating that the younger horses learned more rapidly. There was no correlation between the trials to criteria of the mare and those of her foal, but there was a significant negative correlation between rank in trials to criteria and age (r = -65, P less than .05) when data from the mare and foal trials were combined. The dominance hierarchy of the mares was determined using a paired feeding test in which two horses competed for one bucket of feed. Although there was no correlation between rank in the hierarchy and maze learning ability, there was a correlation between body weight and rank in the hierarchy (r = .7, P less than .05). This may indicate either that heavier horses are likely to be dominant or that horses high in dominance gain more weight. Maternal deprivation did not appear to seriously retard learning of a simple maze by foals, although the orphans moved more slowly initially. The lack of maternal influence on learning is also reflected in the lack of correlation between the mare's learning ability and that of her foal. Young horses appear to learn more rapidly than older horses.
	Address
	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	0021-8812	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:7174546			Approved	no
	Call Number	refbase @ user @			Serial	58
Permanent link to this record



	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	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
Permanent link to this record



	Author	Katz, J.S.; Wright, A.A.
	Title	Same/different abstract-concept learning by pigeons			Type	Journal Article
	Year	2006	Publication	Journal of Experimental Psychology. Animal Behavior Processes	Abbreviated Journal	J Exp Psychol Anim Behav Process
	Volume	32	Issue	1	Pages	80-86
	Keywords	Animals; Behavior, Animal; Cognition; Columbidae; Concept Formation; Conditioning (Psychology); *Learning
	Abstract	Eight pigeons were trained and tested in a simultaneous same/different task. After pecking an upper picture, they pecked a lower picture to indicate same or a white rectangle to indicate different. Increases in the training set size from 8 to 1,024 items produced improved transfer from 51.3% to 84.6%. This is the first evidence that pigeons can perform a two-item same/different task as accurately with novel items as training items and both above 80% correct. Fixed-set control groups ruled out training time or transfer testing as producing the high level of abstract-concept learning. Comparisons with similar experiments with rhesus and capuchin monkeys showed that the ability to learn the same/different abstract concept was similar but that pigeons require more training exemplars.
	Address	Department of Psychology, Auburn University, Auburn, AL 36849, USA. katzjef@auburn.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	0097-7403	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:16435967			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2764
Permanent link to this record



	Author	Katz, M.; Lachlan, R.F.
	Title	Social learning of food types in zebra finches (Taenopygia guttata) is directed by demonstrator sex and feeding activity			Type	Journal Article
	Year	2003	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	6	Issue	1	Pages	11-16
	Keywords	Animals; Color; Diet; Feeding Behavior; Female; Learning; Male; Sex Factors; Social Behavior; Songbirds
	Abstract	In this study we examined how social learning of feeding preferences by zebra finches was affected by the identity of different demonstrators. We presented adult zebra finches with two demonstrators, one male and one female, that exhibited different food choices, and we recorded their subsequent preference when given a choice between the two food types. Previously it was found that young zebra finches' patterns of social learning are affected by the sex of the individual demonstrating a feeding behaviour. This result could be explained by the lack of exposure these animals had to the opposite sex, or by their mating status. Therefore, we investigated the social learning preferences of adult mated zebra finches. We found the same pattern of directed social learning of a different type of feeding behaviour (food colour): female zebra finches preferred the colour of food eaten by male demonstrators, whereas male zebra finches showed little evidence of any preference for the colour of food eaten by female demonstrators. Furthermore, we found that female observers' preferences were biased by demonstrators' relative feeding activity: the female demonstrator was only ever preferred if it ate less than its male counterpart.
	Address	Institute of Evolutionary and Ecological Science, University of Leiden, Kaiserstraat 63, 2311GP, Leiden, The Netherlands
	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:12658531			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2585
Permanent link to this record



	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	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
Permanent link to this record



	Author	Krzeminska, W.
	Title	[The child learns about the world]			Type	Journal Article
	Year	1979	Publication	Pielegniarka i polozna	Abbreviated Journal	Pieleg Polozna
	Volume		Issue	7	Pages	24-25
	Keywords	Child; Child Development; Child, Preschool; Humans; Learning
	Abstract
	Address
	Corporate Author				Thesis
	Publisher		Place of Publication		Editor
	Language	Polish	Summary Language		Original Title	Dziecko poznaje swiat
	Series Editor		Series Title		Abbreviated Series Title
	Series Volume		Series Issue		Edition
	ISSN	0048-4148	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:260249			Approved	no
	Call Number	refbase @ user @			Serial	43
Permanent link to this record



	Author	Markman, E.M.; Abelev, M.
	Title	Word learning in dogs?			Type	Journal Article
	Year	2004	Publication	Trends in Cognitive Sciences	Abbreviated Journal	Trends. Cognit. Sci.
	Volume	8	Issue	11	Pages	479-81; discussion 481
	Keywords	Animals; Association Learning; Dogs; Learning; Verbal Learning; *Vocabulary
	Abstract	In a recent paper, Kaminski, Call and Fischer report pioneering research on word-learning in a dog. In this commentary we suggest ways of distinguishing referential word use from mere association. We question whether the dog is reasoning by exclusion and, if so, compare three explanations – learned heuristics, default assumptions, and pragmatic reasoning – as they apply to children and might apply to dogs. Kaminski et al.'s work clearly raises important questions about the origins and basis of word learning and social cognition.
	Address	Department of Psychology, Stanford University, Bldg 420, Stanford, CA 94305-2130, 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	1364-6613	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15491899			Approved	no
	Call Number	refbase @ user @			Serial	274
Permanent link to this record

Select All Deselect All

<< 1 2 3 4 5 >>

Details

CQL Search | Library Search | Show Record | Extract Citations

Help