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	Author	Brosnan, S.F.; de Waal, F.B.M.
	Title	A concept of value during experimental exchange in brown capuchin monkeys, Cebus apella			Type	Journal Article
	Year	2004	Publication	Folia primatologica; international journal of primatology	Abbreviated Journal	Folia Primatol (Basel)
	Volume	75	Issue	5	Pages	317-330
	Keywords	Animals; Cebus/psychology; Choice Behavior; Female; Food Preferences; Learning; Male; Sex Factors; Statistics, Nonparametric; Token Economy; Video Recording
	Abstract	We evaluated the response of brown capuchin monkeys to two differentially valued tokens in an experimental exchange situation akin to a simple barter. Monkeys were given a series of three tests to evaluate their ability to associate tokens with food, then their responses were examined in a barter situation in which tokens were either limited or unlimited. Capuchins did not perform barter in the typical sense, returning the tokens which were associated with the reward. However, females, but not males, showed a different response, preferring the higher-value token. This may indicate that they learned to prefer one token over the other rather than to associate the tokens with their specific rewards. This sex difference parallels previous findings of greater reciprocity in female brown capuchins than in males.
	Address	Living Links Center, Emory University, Yerkes National Primate Research Center, 954 N. Gatewood Drive, Atlanta, GA 30329, USA. sbrosna@emory.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	0015-5713	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15486443			Approved	no
	Call Number	refbase @ user @			Serial	170
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	Author	Heird, J.C.; Lennon, A.M.; Bell, R.W.
	Title	Effects of early experience on the learning ability of yearling horses			Type	Journal Article
	Year	1981	Publication	Journal of Animal Science	Abbreviated Journal	J. Anim Sci.
	Volume	53	Issue	5	Pages	1204-1209
	Keywords	Animals; Conditioning (Psychology); Female; Handling (Psychology); Horses/physiology; *Learning
	Abstract	Twenty-four yearling Quarter Horse fillies were divided into three groups (I) very limited handling, (II) intermediate handling and (III) extensive handling. At about 14 months of age, each horse was preconditioned for 2 weeks and then run in a simple place-learning T-maze test in which it had to locate its feed. Thirty trials were run daily for 20 days, with the location of the feed changed each day. To retire from the maze, a horse had to meet the criterion: 11 correct responses in 12 tries, with the last eight being consecutive. Horses in Group II required the fewest trials to reach criterion. These horses also learned more and had the highest percentage of correct responses (P less than .05). Mean trainability tended to predict learning ability; however, trainability and trials to criterion were not significantly correlated. Mean emotionality scores indicated a tendency for horses in the intermediately handled group to be less emotional than those in Group I or III. Results indicated that horses with an intermediate amount of handling scored higher on an intermediate test of learning. All handled horses scored higher on learning tests than those not handled.
	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:7319966			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	3577
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	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
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	Author	Bloom, P.
	Title	Behavior. Can a dog learn a word?			Type	Journal Article
	Year	2004	Publication	Science (New York, N.Y.)	Abbreviated Journal	Science
	Volume	304	Issue	5677	Pages	1605-1606
	Keywords	Animals; Child; Child, Preschool; Dogs; Humans; Learning; Memory; Vocabulary
	Abstract
	Address	Department of Psychology, Yale University, Post Office Box 208205, New Haven, CT 06520-8205, USA. paul.bloom@yale.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	1095-9203	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15192205			Approved	no
	Call Number				Serial	28
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	Author	Subiaul, F.; Cantlon, J.F.; Holloway, R.L.; Terrace, H.S.
	Title	Cognitive imitation in rhesus macaques			Type	Journal Article
	Year	2004	Publication	Science (New York, N.Y.)	Abbreviated Journal	Science
	Volume	305	Issue	5682	Pages	407-410
	Keywords	Animals; Cognition; Imitative Behavior; Learning; Macaca mulatta/physiology/psychology; Male
	Abstract	Experiments on imitation typically evaluate a student's ability to copy some feature of an expert's motor behavior. Here, we describe a type of observational learning in which a student copies a cognitive rule rather than a specific motor action. Two rhesus macaques were trained to respond, in a prescribed order, to different sets of photographs that were displayed on a touch-sensitive monitor. Because the position of the photographs varied randomly from trial to trial, sequences could not be learned by motor imitation. Both monkeys learned new sequences more rapidly after observing an expert execute those sequences than when they had to learn new sequences entirely by trial and error.
	Address	Department of Anthropology, Columbia University, New York, NY 10027, USA. subiaul@aol.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	1095-9203	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:15256673			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2839
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	Author	Thornton, A.; McAuliffe, K.
	Title	Teaching in wild meerkats			Type	Journal Article
	Year	2006	Publication	Science (New York, N.Y.)	Abbreviated Journal	Science
	Volume	313	Issue	5784	Pages	227-229
	Keywords	Animals; Animals, Wild/psychology; Behavior, Animal; Herpestidae/psychology; Learning; Predatory Behavior; South Africa; *Teaching; Vocalization, Animal
	Abstract	Despite the obvious benefits of directed mechanisms that facilitate the efficient transfer of skills, there is little critical evidence for teaching in nonhuman animals. Using observational and experimental data, we show that wild meerkats (Suricata suricatta) teach pups prey-handling skills by providing them with opportunities to interact with live prey. In response to changing pup begging calls, helpers alter their prey-provisioning methods as pups grow older, thus accelerating learning without the use of complex cognition. The lack of evidence for teaching in species other than humans may reflect problems in producing unequivocal support for the occurrence of teaching, rather than the absence of teaching.
	Address	Department of Zoology, University of Cambridge, Downing Street, Cambridge CB2 3EJ, UK. jant2@cam.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	1095-9203	ISBN		Medium
	Area		Expedition		Conference
	Notes	PMID:16840701			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	2834
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	Author	Rubin, L.; Oppegard, C.; Hindz, H.F.
	Title	The effect of varying the temporal distribution of conditioning trials on equine learning behavior			Type	Journal Article
	Year	1980	Publication	Journal of Animal Science	Abbreviated Journal	J. Anim Sci.
	Volume	50	Issue	6	Pages	1184-1187
	Keywords	Animals; Conditioning (Psychology); Horses; Learning
	Abstract	Two experiments were conducted to study the effect of varying the temporal distrbution of conditioning sessions on equine learning behavior. In the first experiment, 15 ponies were trained to clear a small hurdle in response to a buzzer in order to avoid a mild electric shock. Three treatments were used. One group received 10 learning trials daily, seven times a week; one group was trained in the same fashion two times a week and one group was trained once a week. The animals conditioned only once a week achieved a high level of performance in significantly fewer sessions than the ones conditioned seven times a week, although elapsed time from start of training to completion was two to three times greater for the former group. The twice-a-week group learned at an intermediate rate. In the second experiment, the ponies were rearranged into three new groups. They were taught to move backward a specific distance in response to a visual cue in order to avoid an electric shock. Again, one group was trained seven times a week, one group was trained two times and one group was trained once a week. As in the first experiment, the animals trained once a week achieved the learning criteria in significantly fewer sessions than those trained seven times a week, but, as in trial 1, elapsed time from start to finish was greater for them. The two times-a-week group learned at a rate in-between the rates of the other two groups.
	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:7400060			Approved	no
	Call Number	Equine Behaviour @ team @			Serial	3558
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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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