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Author |
Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
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Title |
How do apes ape? |
Type |
Journal Article |
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Year |
2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
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Volume |
32 |
Issue |
1 |
Pages  |
36-52 |
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Keywords |
Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
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Abstract |
In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives. |
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Address |
Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk |
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1543-4494 |
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Notes |
PMID:15161139 |
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no |
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Call Number |
refbase @ user @ |
Serial |
734 |
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Author |
Krzeminska, W. |
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Title |
[The child learns about the world] |
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Journal Article |
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Year |
1979 |
Publication |
Pielegniarka i polozna |
Abbreviated Journal |
Pieleg Polozna |
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Issue |
7 |
Pages |
24-25 |
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Keywords |
Child; *Child Development; Child, Preschool; Humans; *Learning |
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Polish |
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Original Title |
Dziecko poznaje swiat |
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0048-4148 |
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Notes |
PMID:260249 |
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no |
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Call Number |
refbase @ user @ |
Serial |
43 |
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Author |
Fragaszy, D.; Visalberghi, E. |
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Title |
Socially biased learning in monkeys |
Type |
Journal Article |
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Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume |
32 |
Issue |
1 |
Pages |
24-35 |
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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 |
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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. |
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Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu |
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1543-4494 |
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Notes |
PMID:15161138 |
Approved |
no |
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Call Number |
refbase @ user @ |
Serial |
828 |
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Author |
Fripp, D.; Owen, C.; Quintana-Rizzo, E.; Shapiro, A.; Buckstaff, K.; Jankowski, K.; Wells, R.; Tyack, P. |
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Title |
Bottlenose dolphin (Tursiops truncatus) calves appear to model their signature whistles on the signature whistles of community members |
Type |
Journal Article |
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Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
1 |
Pages |
17-26 |
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Keywords |
Acoustic Stimulation; Animals; Dolphins/*psychology; Female; *Imitative Behavior; Individuality; *Learning; *Social Environment; *Vocalization, Animal |
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Abstract |
Bottlenose dolphins are unusual among non-human mammals in their ability to learn new sounds. This study investigates the importance of vocal learning in the development of dolphin signature whistles and the influence of social interactions on that process. We used focal animal behavioral follows to observe six calves in Sarasota Bay, Fla., recording their social associations during their first summer, and their signature whistles during their second. The signature whistles of five calves were determined. Using dynamic time warping (DTW) of frequency contours, the calves' signature whistles were compared to the signature whistles of several sets of dolphins: their own associates, the other calves' associates, Tampa Bay dolphins, and captive dolphins. Whistles were considered similar if their DTW similarity score was greater than those of 95% of the whistle comparisons. Association was defined primarily in terms of time within 50 m of the mother/calf pair. On average, there were six dolphins with signature whistles similar to the signature whistles of each of the calves. These were significantly more likely to be Sarasota Bay resident dolphins than non-Sarasota dolphins, and (though not significantly) more likely to be dolphins that were within 50 m of the mother and calf less than 5% of the time. These results suggest that calves may model their signature whistles on the signature whistles of members of their community, possibly community members with whom they associate only rarely. |
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Address |
Biology Department, Woods Hole Oceanographic Institution, Woods Hole, Massachusetts, USA. deborah.fripp@verizon.net |
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ISSN |
1435-9448 |
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Notes |
PMID:15221637 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2520 |
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Author |
Zentall, T.R. |
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Title |
Action imitation in birds |
Type |
Journal Article |
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Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume |
32 |
Issue |
1 |
Pages |
15-23 |
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Keywords |
Adaptation, Psychological; Animals; *Birds; *Imitative Behavior; Imprinting (Psychology); *Learning; Motivation; Psychological Theory; *Social Environment; *Social Facilitation; Vocalization, Animal |
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Abstract |
Action imitation, once thought to be a behavior almost exclusively limited to humans and the great apes, surprisingly also has been found in a number of bird species. Because imitation has been viewed by some psychologists as a form of intelligent behavior, there has been interest in how it is distributed among animal species. Although the mechanisms responsible for action imitation are not clear, we are now at least beginning to understand the conditions under which it occurs. In this article, I try to identify and differentiate the various forms of socially influenced behavior (species-typical social reactions, social effects on motivation, social effects on perception, socially influenced learning, and action imitation) and explain why it is important to differentiate imitation from other forms of social influence. I also examine some of the variables that appear to be involved in the occurrence of imitation. Finally, I speculate about why a number of bird species, but few mammal species, appear to imitate. |
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Department of Psychology, University of Kentucky, Lexington, Kentucky 40506, USA. zentall@uky.edu |
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1543-4494 |
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Notes |
PMID:15161137 |
Approved |
no |
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Call Number |
refbase @ user @ |
Serial |
230 |
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Author |
Katz, M.; Lachlan, R.F. |
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Title |
Social learning of food types in zebra finches (Taenopygia guttata) is directed by demonstrator sex and feeding activity |
Type |
Journal Article |
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Year |
2003 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
6 |
Issue |
1 |
Pages |
11-16 |
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Keywords |
Animals; Color; Diet; *Feeding Behavior; Female; *Learning; Male; Sex Factors; *Social Behavior; *Songbirds |
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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. |
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Institute of Evolutionary and Ecological Science, University of Leiden, Kaiserstraat 63, 2311GP, Leiden, The Netherlands |
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1435-9448 |
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Notes |
PMID:12658531 |
Approved |
no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2585 |
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Author |
Shettleworth, S.J. |
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Title |
Varieties of learning and memory in animals |
Type |
Journal Article |
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Year |
1993 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
19 |
Issue |
1 |
Pages |
5-14 |
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Keywords |
Animals; Association Learning; Birds; Conditioning, Classical; Evolution; Imprinting (Psychology); *Learning; *Memory; Social Environment; Species Specificity; Taste |
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Abstract |
It is often assumed that there is more than one kind of learning--or more than one memory system--each of which is specialized for a different function. Yet, the criteria by which the varieties of learning and memory should be distinguished are seldom clear. Learning and memory phenomena can differ from one another across species or situations (and thus be specialized) in a number of different ways. What is needed is a consistent theoretical approach to the whole range of learning phenomena, and one is explored here. Parallels and contrasts in the study of sensory systems illustrate one way to integrate the study of general mechanisms with an appreciation of species-specific adaptations. |
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Department of Psychology, University of Toronto, Ontario, Canada |
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ISSN |
0097-7403 |
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Notes |
PMID:8418217 |
Approved |
no |
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Call Number |
refbase @ user @ |
Serial |
380 |
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Author |
Fetterman, J.G. |
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Title |
Dimensions of stimulus complexity |
Type |
Journal Article |
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Year |
1996 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
22 |
Issue |
1 |
Pages |
3-18 |
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Keywords |
Animals; *Behavior, Animal; Cognition; *Learning; Memory; Time Factors |
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Abstract |
Animal learning research has increasingly used complex stimuli that approximate natural objects, events, and locations, a trend that has accompanied a resurgence of interest in the role of cognitive factors in learning. Accounts of complex stimulus control have focused mainly on cognitive mechanisms and largely ignored the contribution of stimulus information to perception and memory for complex events. It is argued here that research on animal learning stands to benefit from a more detailed consideration of the stimulus and that James Gibson's stimulus-centered theory of perception serves as a useful framework for analyses of complex stimuli. Several issues in the field of animal learning and cognition are considered from the Gibsonian perspective on stimuli, including the fundamental problem of defining the effective stimulus. |
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Address |
Department of Psychology, Indiana University-Purdue University, Indianapolis 46202, USA |
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English |
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0097-7403 |
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Notes |
PMID:8568494 |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2782 |
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