Equine and Animal Cognition Reference Database -- Query Results

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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
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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
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:16568276			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2472
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Author	Call, J.; Carpenter, M.; Tomasello, M.
Title	Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens)			Type	Journal Article
Year	2005	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
Volume	8	Issue	3	Pages	151-163
Keywords	Animals; Child Behavior; Child, Preschool; Concept Formation; Female; Humans; Imitative Behavior; Learning; Male; Pan troglodytes; Problem Solving; Psychomotor Performance; Random Allocation; *Social Environment; Species Specificity
Abstract	There is currently much debate about the nature of social learning in chimpanzees. The main question is whether they can copy others' actions, as opposed to reproducing the environmental effects of these actions using their own preexisting behavioral strategies. In the current study, chimpanzees (Pan troglodytes) and human children (Homo sapiens) were shown different demonstrations of how to open a tube-in both cases by a conspecific. In different experimental conditions, demonstrations consisted of (1) action only (the actions necessary to open the tube without actually opening it); (2) end state only (the open tube, without showing any actions); (3) both of these components (in a full demonstration); or (4) neither of these components (in a baseline condition). In the first three conditions subjects saw one of two different ways that the tube could open (break in middle; caps off ends). Subjects' behavior in each condition was assessed for how often they opened the tube, how often they opened it in the same location as the demonstrator, and how often they copied the demonstrator's actions or style of opening the tube. Whereas chimpanzees reproduced mainly the environmental results of the demonstrations (emulation), human children often reproduced the demonstrator's actions (imitation). Because the procedure used was similar in many ways to the procedure that Meltzoff (Dev Psych 31:1, 1995) used to study the understanding of others' unfulfilled intentions, the implications of these findings with regard to chimpanzees' understanding of others' intentions are also discussed.
Address	Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de
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:15490290			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2504
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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	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
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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	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	Matsuzawa, T.
Title	The Ai project: historical and ecological contexts			Type	Journal Article
Year	2003	Publication	Animal Cognition	Abbreviated Journal	Anim. Cogn.
Volume	6	Issue	4	Pages	199-211
Keywords	Adaptation, Psychological; Animals; Behavior, Animal; Cognition; Culture; Discrimination Learning; Ecology; Female; History, 20th Century; Imitative Behavior; Learning; Male; Pan troglodytes/*psychology; Research/history
Abstract	This paper aims to review a long-term research project exploring the chimpanzee mind within historical and ecological contexts. The Ai project began in 1978 and was directly inspired by preceding ape-language studies conducted in Western countries. However, in contrast with the latter, it has focused on the perceptual and cognitive capabilities of chimpanzees rather than communicative skills between humans and chimpanzees. In the original setting, a single chimpanzee faced a computer-controlled apparatus and performed various kinds of matching-to-sample discrimination tasks. Questions regarding the chimpanzee mind can be traced back to Wolfgang Koehler's work in the early part of the 20th century. Yet, Japan has its unique natural and cultural background: it is home to an indigenous primate species, the Japanese snow monkey. This fact has contributed to the emergence of two previous projects in the wild led by the late Kinji Imanishi and his students. First, the Koshima monkey project began in 1948 and became famous for its discovery of the cultural propagation of sweet-potato washing behavior. Second, pioneering work in Africa, starting in 1958, aimed to study great apes in their natural habitat. Thanks to the influence of these intellectual ancestors, the present author also undertook the field study of chimpanzees in the wild, focusing on tool manufacture and use. This work has demonstrated the importance of social and ecological perspectives even for the study of the mind. Combining experimental approaches with a field setting, the Ai project continues to explore cognition and behavior in chimpanzees, while its focus has shifted from the study of a single subject toward that of the community as a whole.
Address	Section of Language and Intelligence, Primate Research Institute, Kyoto University, Japan. matsuzaw@pri.kyoto-u.ac.jp
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:14566577			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2552
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Author	Church, R.M.
Title	Quantitative models of animal learning and cognition			Type	Journal Article
Year	1997	Publication	Journal of Experimental Psychology. Animal Behavior Processes	Abbreviated Journal	J Exp Psychol Anim Behav Process
Volume	23	Issue	4	Pages	379-389
Keywords	Animals; Behavior, Animal; Cognition; Computer Simulation; Learning; Models, Psychological; *Models, Theoretical
Abstract	This article reviews the prerequisites for quantitative models of animal learning and cognition, describes the types of models, provides a rationale for the development of such quantitative models, describes criteria for their evaluation, and makes recommendations for the next generation of quantitative models. A modular approach to the development of models is described in which a procedure is considered as a generator of stimuli and a model is considered as a generator of responses. The goal is to develop models that, in combination with many different procedures, produce sequences of times of occurrence of events (stimuli and responses) that are indistinguishable from those produced by the animal under many experimental procedures and data analysis techniques.
Address	Department of Psychology, Brown University, Providence, Rhode Island 02912, USA. russell_church@brown.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:9335132			Approved	no
Call Number	Equine Behaviour @ team @			Serial	2778
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Author	Dawson, B.V.; Foss, B.M.
Title	Observational learning in budgerigars			Type	Journal Article
Year	1965	Publication	Animal Behaviour	Abbreviated Journal	Anim. Behav.
Volume	13	Issue	4	Pages	470-474
Keywords	Animals; Attention; Behavior, Animal; Birds; *Learning
Abstract
Address
Corporate Author				Thesis
Publisher		Place of Publication		Editor
Language		Summary Language		Original Title
Series Editor		Series Title		Abbreviated Series Title
Series Volume		Series Issue		Edition
ISSN		ISBN		Medium
Area		Expedition		Conference
Notes				Approved	no
Call Number	Equine Behaviour @ team @			Serial	2991
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Author	Harlow, H.F.
Title	Learning and satiation of response in intrinsically motivated complex puzzle performance by monkeys			Type	Journal Article
Year	1950	Publication	Journal of Comparative and Physiological Psychology	Abbreviated Journal	J Comp Physiol Psychol
Volume	43	Issue	4	Pages	289-294
Keywords	Animals; Haplorhini; Learning; Motivation; Psychology; Satiation; Learning; Motivation; Psychology
Abstract	Two rhesus monkeys, given 60 two-hour sessions with a six-device mechanical puzzle showed clear evidence of learning, the curve showing ratio of incorrect to correct responses appearing quite comparable to similar curves obtained during externally rewarded situations. When, on the thirteenth day of tests, the subjects were presented with the puzzle 100 times at 6-minute intervals, the number of devices manipulated decreased regularly throughout the day, although there was no significant change in the number of times the problem assembly was attacked.
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	0021-9940	ISBN		Medium
Area		Expedition		Conference
Notes	PMID:15436888			Approved	no
Call Number	Equine Behaviour @ team @			Serial	6550
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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