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Shettleworth, S.J.; Sutton, J.E. |
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Title |
Multiple systems for spatial learning: dead reckoning and beacon homing in rats |
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Journal Article |
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Year |
2005 |
Publication |
Journal of experimental psychology. Animal behavior processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
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Volume |
31 |
Issue |
2 |
Pages |
125-141 |
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Keywords |
Animals; Behavior, Animal; Cues; *Feeding Behavior; Habituation, Psychophysiologic; *Homing Behavior; *Learning; Male; Rats; Rats, Long-Evans; *Space Perception |
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Abstract |
Rats homed with food in a large lighted arena. Without visual cues, they used dead reckoning. When a beacon indicated the home, rats could also use the beacon. Homing did not differ in 2 groups of rats, 1 provided with the beacon and 1 without it; tests without the beacon gave no evidence that beacon learning overshadowed dead reckoning (Experiment 1). When the beacon was at the home for 1 group and in random locations for another, there was again no evidence of cue competition (Experiment 2). Dead reckoning experience did not block acquisition of beacon homing (Experiment 3). Beacon learning and dead reckoning do not compete for predictive value but acquire information in parallel and are used hierarchically. |
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Department of Psychology, University of Toronto, Toronto, ON M5S 3G3, Canada. shettle@psych.utoronto.ca |
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0097-7403 |
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PMID:15839771 |
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no |
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refbase @ user @ |
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364 |
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Author |
Shettleworth, S.J. |
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Title |
Varieties of learning and memory in animals |
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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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19 |
Issue |
1 |
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5-14 |
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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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0097-7403 |
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PMID:8418217 |
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Call Number |
refbase @ user @ |
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380 |
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Author |
Horner, V.; Whiten, A. |
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Title |
Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) |
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Journal Article |
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Year |
2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
3 |
Pages |
164-181 |
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Keywords |
Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity |
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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. |
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Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews, KY16 9JU, UK. vkh1@st-andrews.ac.uk |
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1435-9448 |
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PMID:15549502 |
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refbase @ user @ |
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732 |
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Author |
Mills, D.S. |
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Title |
Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong |
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Journal Article |
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Year |
1998 |
Publication |
Equine veterinary journal. Supplement |
Abbreviated Journal |
Equine Vet J Suppl |
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27 |
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44-48 |
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Animals; *Behavior, Animal; Horses/*psychology; *Learning; Reinforcement (Psychology) |
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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. |
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De Montfort University Lincoln, School of Agriculture and Horticulture, Caythorpe, Lincs., UK |
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PMID:10485004 |
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no |
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refbase @ user @ |
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845 |
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Anderson, J.R.; Kuwahata, H.; Fujita, K. |
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Title |
Gaze alternation during “pointing” by squirrel monkeys (Saimiri sciureus)? |
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Journal Article |
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Year |
2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
10 |
Issue |
2 |
Pages |
267-271 |
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Keywords |
*Animal Communication; Animals; *Attention; Behavior, Animal/*physiology; *Cues; Female; Humans; *Learning; Male; Saimiri/*physiology |
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Abstract |
Gaze alternation (GA) is considered a hallmark of pointing in human infants, a sign of intentionality underlying the gesture. GA has occasionally been observed in great apes, and reported only anecdotally in a few monkeys. Three squirrel monkeys that had previously learned to reach toward out-of-reach food in the presence of a human partner were videotaped while the latter visually attended to the food, a distractor object, or the ceiling. Frame-by-frame video analysis revealed that, especially when reaching toward the food, the monkeys rapidly and repeatedly switched between looking at the partner's face and the food. This type of GA suggests that the monkeys were communicating with the partner. However, the monkeys' behavior was not influenced by changes in the partner's focus of attention. |
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Department of Psychology, University of Stirling, Stirling, FK9 4LA, Scotland, UK. jra1@stir.ac.uk |
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1435-9448 |
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PMID:17242934 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2424 |
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Author |
Call, J.; Carpenter, M.; Tomasello, M. |
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Title |
Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens) |
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Journal Article |
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Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
3 |
Pages |
151-163 |
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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 |
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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. |
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Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de |
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1435-9448 |
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PMID:15490290 |
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no |
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Equine Behaviour @ team @ |
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2504 |
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Author |
Mercado, E. 3rd; Herman, L.M.; Pack, A.A. |
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Title |
Song copying by humpback whales: themes and variations |
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Journal Article |
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2005 |
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Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
2 |
Pages |
93-102 |
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Acoustics; Animals; *Imitative Behavior; *Learning; Male; Sound Spectrography; *Vocalization, Animal; Whales/*psychology |
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Abstract |
Male humpback whales (Megaptera novaeangliae) produce long, structured sequences of sound underwater, commonly called “songs.” Humpbacks progressively modify their songs over time in ways that suggest that individuals are copying song elements that they hear being used by other singers. Little is known about the factors that determine how whales learn from their auditory experiences. Song learning in birds is better understood and appears to be constrained by stable core attributes such as species-specific sound repertoires and song syntax. To clarify whether similar constraints exist for song learning by humpbacks, we analyzed changes over 14 years in the sounds used by humpback whales singing in Hawaiian waters. We found that although the properties of individual sounds within songs are quite variable over time, the overall distribution of certain acoustic features within the repertoire appears to be stable. In particular, our findings suggest that species-specific constraints on temporal features of song sounds determine song form, whereas spectral variability allows whales to flexibly adapt song elements. |
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Department of Psychology, University at Buffalo, SUNY, Park Hall, Buffalo, NY 14260, USA. emiii@buffalo.edu |
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1435-9448 |
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PMID:15490289 |
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Equine Behaviour @ team @ |
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2505 |
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Author |
Helton, W.S. |
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Title |
Animal expertise, conscious or not |
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Journal Article |
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Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
2 |
Pages |
67-74 |
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Animals; *Behavior, Animal; *Cognition; *Consciousness; *Learning; Motor Skills; *Practice (Psychology) |
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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. |
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Department of Psychology, Wilmington College, Wilmington, OH 45177, USA, deak_helton@yahoo.com |
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1435-9448 |
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PMID:15365876 |
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Equine Behaviour @ team @ |
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2511 |
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Author |
Matsuzawa, T. |
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Title |
The Ai project: historical and ecological contexts |
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Journal Article |
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Year |
2003 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
6 |
Issue |
4 |
Pages |
199-211 |
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Adaptation, Psychological; Animals; *Behavior, Animal; *Cognition; *Culture; Discrimination Learning; Ecology; Female; History, 20th Century; Imitative Behavior; *Learning; Male; Pan troglodytes/*psychology; Research/history |
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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. |
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Section of Language and Intelligence, Primate Research Institute, Kyoto University, Japan. matsuzaw@pri.kyoto-u.ac.jp |
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PMID:14566577 |
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Equine Behaviour @ team @ |
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2552 |
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Author |
Katz, M.; Lachlan, R.F. |
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Social learning of food types in zebra finches (Taenopygia guttata) is directed by demonstrator sex and feeding activity |
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Journal Article |
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2003 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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6 |
Issue |
1 |
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11-16 |
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Animals; Color; Diet; *Feeding Behavior; Female; *Learning; Male; Sex Factors; *Social Behavior; *Songbirds |
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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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PMID:12658531 |
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Equine Behaviour @ team @ |
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2585 |
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