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	Author	Fetterman, J.G.
	Title	Dimensions of stimulus complexity			Type	Journal Article
	Year	1996	Publication	Journal of Experimental Psychology. Animal Behavior Processes	Abbreviated Journal	J Exp Psychol Anim Behav Process
	Volume	22	Issue	1	Pages	3-18
	Keywords	Animals; Behavior, Animal; Cognition; Learning; Memory; Time Factors
	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.
	Address	Department of Psychology, Indiana University-Purdue University, Indianapolis 46202, 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	0097-7403	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:8568494			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2782
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	Author	Shettleworth, S.J.
	Title	Varieties of learning and memory in animals			Type	Journal Article
	Year	1993	Publication	Journal of experimental psychology. Animal behavior processes	Abbreviated Journal	J Exp Psychol Anim Behav Process
	Volume	19	Issue	1	Pages	5-14
	Keywords	Animals; Association Learning; Birds; Conditioning, Classical; Evolution; Imprinting (Psychology); Learning; Memory; Social Environment; Species Specificity; Taste
	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.
	Address	Department of Psychology, University of Toronto, Ontario, Canada
	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:8418217			Approved	no
	Call Number	refbase @ user @			Serial	380
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	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
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	Author	Zentall, T.R.
	Title	Action imitation in birds			Type	Journal Article
	Year	2004	Publication	Learning & behavior : a Psychonomic Society publication	Abbreviated Journal	Learn Behav
	Volume	32	Issue	1	Pages	15-23
	Keywords	Adaptation, Psychological; Animals; Birds; Imitative Behavior; Imprinting (Psychology); Learning; Motivation; Psychological Theory; Social Environment; *Social Facilitation; Vocalization, Animal
	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.
	Address	Department of Psychology, University of Kentucky, Lexington, Kentucky 40506, 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	1543-4494	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15161137			Approved	no
	Call Number	refbase @ user @			Serial	230
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	Author	Fripp, D.; Owen, C.; Quintana-Rizzo, E.; Shapiro, A.; Buckstaff, K.; Jankowski, K.; Wells, R.; Tyack, P.
	Title	*Bottlenose dolphin (Tursiops truncatus) calves appear to model their signature whistles on the signature whistles of community members*			Type	Journal Article
	Year	2005	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
	Volume	8	Issue	1	Pages	17-26
	Keywords	Acoustic Stimulation; Animals; Dolphins/psychology; Female; Imitative Behavior; Individuality; Learning; Social Environment; *Vocalization, Animal
	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.
	Address	Biology Department, Woods Hole Oceanographic Institution, Woods Hole, Massachusetts, USA. deborah.fripp@verizon.net
	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:15221637			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2520
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	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
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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
	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	1543-4494	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15161138			Approved	no
	Call Number	refbase @ user @			Serial	828
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	Author	Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S.
	Title	How do apes ape?			Type	Journal Article
	Year	2004	Publication	Learning & Behavior	Abbreviated Journal	Learn. Behav.
	Volume	32	Issue	1	Pages	36-52
	Keywords	Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/psychology; Imitative Behavior; Imprinting (Psychology); Learning; Psychological Theory; Social Environment; *Social Facilitation
	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.
	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
	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	1543-4494	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15161139			Approved	no
	Call Number	refbase @ user @			Serial	734
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	Author	Cooper, J.J.
	Title	Comparative learning theory and its application in the training of horses			Type	Journal Article
	Year	1998	Publication	Equine veterinary journal. Supplement	Abbreviated Journal	Equine Vet J Suppl
	Volume		Issue	27	Pages	39-43
	Keywords	Animals; Behavior, Animal; Conditioning (Psychology); Horses/psychology; *Learning; Reinforcement (Psychology)
	Abstract	Training can best be explained as a process that occurs through stimulus-response-reinforcement chains, whereby animals are conditioned to associate cues in their environment, with specific behavioural responses and their rewarding consequences. Research into learning in horses has concentrated on their powers of discrimination and on primary positive reinforcement schedules, where the correct response is paired with a desirable consequence such as food. In contrast, a number of other learning processes that are used in training have been widely studied in other species, but have received little scientific investigation in the horse. These include: negative reinforcement, where performance of the correct response is followed by removal of, or decrease in, intensity of a unpleasant stimulus; punishment, where an incorrect response is paired with an undesirable consequence, but without consistent prior warning; secondary conditioning, where a natural primary reinforcer such as food is closely associated with an arbitrary secondary reinforcer such as vocal praise; and variable or partial conditioning, where once the correct response has been learnt, reinforcement is presented according to an intermittent schedule to increase resistance to extinction outside of training.
	Address	Department of Zoology, University of Oxford, 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		ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:10485003			Approved	no
	Call Number	refbase @ user @			Serial	846
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	Author	Mills, D.S.
	Title	Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong			Type	Journal Article
	Year	1998	Publication	Equine veterinary journal. Supplement	Abbreviated Journal	Equine Vet J Suppl
	Volume		Issue	27	Pages	44-48
	Keywords	Animals; Behavior, Animal; Horses/psychology; *Learning; Reinforcement (Psychology)
	Abstract	Horses constantly modify their behaviour as a result of experience. This involves the creation of an association between events or stimuli. The influence of people on the modification and generation of certain behaviour patterns extends beyond the intentional training of the horse. The impact of any action depends on how it is perceived by the horse, rather than the motive of the handler. Negative and positive reinforcement increase the probability of specific behaviours recurring i.e. strengthen the association between events, whereas punishment reduces the probable recurrence of a behaviour without providing specific information about the desired alternative. In this paper the term 'punishers' is used to refer to the physical aids, such as a whip or crop, which may be used to bring about the process of punishment. However, if their application ceases when a specific behaviour occurs they may negatively reinforce that action. Intended 'punishers' may also be rewarding (e.g. for attention seeking behaviour). Therefore, contingency factors (which define the relationship between stimuli, such as the level of reinforcement), contiguity factors (which describe the proximity of events in space or time) and choice of reinforcing stimuli are critical in determining the rate of learning. The many problems associated with the application of punishment in practice lead to confusion by both horse and handler and, possibly, abuse of the former. Most behaviour problems relate to handling and management of the horse and can be avoided or treated with a proper analysis of the factors influencing the behaviour.
	Address	De Montfort University Lincoln, School of Agriculture and Horticulture, Caythorpe, Lincs., 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		ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:10485004			Approved	no
	Call Number	refbase @ user @			Serial	845
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