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Author (up) Brosnan, S.F.; de Waal, F.B.M.
Title Socially learned preferences for differentially rewarded tokens in the brown capuchin monkey (Cebus apella) Type Journal Article
Year 2004 Publication Journal of comparative psychology (Washington, D.C. : 1983) Abbreviated Journal J Comp Psychol
Volume 118 Issue 2 Pages 133-139
Keywords Animals; Behavior, Animal; Cebus; *Choice Behavior; Female; *Learning; Male; *Reward; *Social Behavior
Abstract Social learning is assumed to underlie traditions, yet evidence indicating social learning in capuchin monkeys (Cebus apella), which exhibit traditions, is sparse. The authors tested capuchins for their ability to learn the value of novel tokens using a previously familiar token-exchange economy. Capuchins change their preferences in favor of a token worth a high-value food reward after watching a conspecific model exchange 2 differentially rewarded tokens, yet they fail to develop a similar preference after watching tokens paired with foods in the absence of a conspecific model. They also fail to learn that the value of familiar tokens has changed. Information about token value is available in all situations, but capuchins seem to pay more attention in a social situation involving novel tokens.
Address Living Links Center, Yerkes National Primate Research Center, and Graduate Division of Biological and Biomedical Sciences, Emory University, Atlanta, GA 30329, USA. sbrosna@emory.edu
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Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0735-7036 ISBN Medium
Area Expedition Conference
Notes PMID:15250800 Approved no
Call Number refbase @ user @ Serial 173
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Author (up) Broucek, J., Uhrincat, M., KiÅ¡ac, P., Hanus, A..
Title Hair Whorl Position as a Predictor of Learning Ability and Locomotor Behavior in Cattle? Type Journal Article
Year 2004 Publication ACTA VETERINARIA BRUNENSIS Abbreviated Journal ACTA VET. BRNO
Volume 73 Issue 4 Pages 455-459
Keywords Cattle, hair whorl, reversal learning, open-field
Abstract The aim of our work was to investigate the hypothesis that the speed of solving the maze tests and

locomotor behavior of heifers in open-field tests are affected by the height location of facial whorl.

Fifty-eight Holstein heifers were used. Maze learning was observed at the age of 15 weeks, and an

open-field test was applied at two ages, 16 weeks and 18 months. Whorl placement was recorded by

one person as each heifer entered the scale. The hair whorl position was determined on the basis of

two patterns: A) hair whorl high, middle and low and B) hair whorl high and low. Heifers with a

high hair whorl were the fastest (77.8 ± 84.3 s) and heifers with a middle hair whorl the slowest (87.3

± 100.3 s) in the A pattern during the maze tests. In the B whorl pattern, heifers with a high hair whorl

ran across the maze in 84.5 ± 95.2 s and heifers with a low hair whorl in 84.1 ± 97.9 s. The number

of crossed squares in a 5-minute open-field test in the A pattern was the non-significantly highest in

heifers with a high hair whorl (43.4) at the age of 16 weeks. In the B whorl pattern, heifers with a

high hair whorl were also more mobile, but neither differences in individual minutes nor in the whole

5 minutes were significant. Heifers with a high hair whorl displayed the strongest locomotory

behavior (37.6 squares) and heifers with a low hair whorl (30.8) were the slowest in the A pattern at

the age of 18 months. The differences were not significant. In the B whorl pattern, heifers with a

high hair whorl crossed more squares, but the difference was not significant in comparison with

heifers with a low hair whorl. We found that the time of traversing the maze and the locomotor

activity in open-field test may not be influenced in the dairy cattle by the height facial whorl position
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Notes Approved no
Call Number Equine Behaviour @ team @ Serial 4321
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Author (up) Broucek, J.; Ksac, P.; Uhrincat, M.
Title The effect of sire line on learning and locomotor behaviour of heifers Type Journal Article
Year 2003 Publication Czech Journal of Animal Science Abbreviated Journal Czech J. Anim. Sci
Volume 48 Issue Pages 387-394
Keywords heifers; sire; maze; open-field test; repeatability; learning; locomotor behaviour relationship
Abstract ABSTRACT: &#57426;e aim of this study was to test the effect of sire line on maze learning ability and locomotor behaviour

in open-field tests of heifers, consistency over the time of grid crossing and relationship between the time of traversing the maze and grid crossings in open-field tests, respectively. We analysed the results of ethological tests for 54 Holstein heifers that descended from 7 sires. Maze behaviour was observed at the age of 15 weeks, an open-field test was applied at two age periods, 16 weeks and 18 months. We found out highly significant differences in the time of traversing the maze between heifers of different sire origin (P < 0.01). &#57426;e number of grid crossings over the five minutes of the open-field test did not differ between the daughters of the age of 16 weeks and 18 months. Repeatability between the number of grid crossings at the age of 16 weeks and 18 months was proved by significant correlation (r = 0.2713*). On the contrary, significant relationships between the times of traversing the maze and locomotor behaviour in the open-field test (r =-0.3739*) were found only when the sequence of observations followed

after a week pause (age of 15 and 16 weeks).
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Notes Approved no
Call Number Equine Behaviour @ team @ Serial 4322
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Author (up) Brubaker, L.; Udell, M.A.R.
Title Cognition and learning in horses (Equus caballus): What we know and why we should ask more Type Journal Article
Year 2016 Publication Behavioural Processes Abbreviated Journal
Volume 126 Issue Pages 121-131
Keywords Horse behaviour; Horse welfare; Learning; Social cognition
Abstract Abstract Horses (Equus caballus) have a rich history in their relationship with humans. Across different cultures and eras they have been utilized for work, show, cultural rituals, consumption, therapy, and companionship and continue to serve in many of these roles today. As one of the most commonly trained domestic animals, understanding how horses learn and how their relationship with humans and other horses impacts their ability to learn has implications for horse welfare, training, husbandry and management. Given that unlike dogs and cats, domesticated horses have evolved from prey animals, the horse-human relationship poses interesting and unique scientific questions of theoretical value. There is still much to be learned about the cognition and behaviour of horses from a scientific perspective. This review explores current research within three related areas of horse cognition: human-horse interactions, social learning and independent learning in horses. Research on these topics is summarized and suggestions for future research are provided.
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Series Volume Series Issue Edition
ISSN 0376-6357 ISBN Medium
Area Expedition Conference
Notes Approved no
Call Number Equine Behaviour @ team @ Serial 6021
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Author (up) Bryson, J.; Leong, J.
Title Primate errors in transitive inference: a two-tier learning model Type Journal Article
Year 2007 Publication Animal Cognition Abbreviated Journal Anim. Cogn.
Volume 10 Issue 1 Pages 1-15
Keywords Transitive inference, choice or performance – Task learning – Hippocampal learning – Modelling
Abstract Abstract&nbsp;&nbsp;Transitive performance (TP) is a learning-based behaviour exhibited by a wide range of species, where if a subject has been taught to prefer A when presented with the pair AB but to prefer B when presented with the pair BC, then the subject will also prefer A when presented with the novel pair AC. Most explanations of TP assume that subjects recognize and learn an underlying sequence from observing the training pairs. However, data from squirrel monkeys (Saimiri sciureus) and young children contradict this, showing that when three different items (a triad) are drawn from the sequence, subjects`` performance degrades systematically (McGonigle and Chalmers, Nature 267:694-696, 1977; Chalmers and McGonigle, Journal of Experimental Child Psychology 37:355-377, 1984; Harris and McGonigle, The Quarterly Journal of Experimental Psychology 47B:319-348, 1994). We present here the two-tier model, the first learning model of TP which accounts for this systematic performance degradation. Our model assumes primate TP is based on a general-purpose task learning system rather than a special-purpose sequence-learning system. It supports the hypothesis of Heckers et&nbsp;al. (Hippocampus 14:153-162, 2004) that TP is an expression of two separate general learning elements: one for associating actions and contexts, another for prioritising associations when more than one context is present. The two-tier model also provides explanations for why phased training is important for helping subjects learn the initial training pairs and why some subjects fail to do so. It also supports the Harris and McGonigle (The Quarterly Journal of Experimental Psychology 47B:319-348, 1994) explanation of why, once the training pairs have been acquired, subjects perform transitive choice automatically on two-item diads, but not when exposed to triads from the same sequence.
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Call Number Admin @ knut @ Serial 4221
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Author (up) Bshary, R.; Wickler, W.; Fricke, H.
Title Fish cognition: a primate's eye view Type Journal Article
Year 2002 Publication Animal Cognition Abbreviated Journal Anim. Cogn.
Volume 5 Issue 1 Pages 1-13
Keywords Animals; Cognition/*physiology; Evolution; Fishes/*physiology; Intelligence; Learning; Primates/*physiology; Social Behavior
Abstract We provide selected examples from the fish literature of phenomena found in fish that are currently being examined in discussions of cognitive abilities and evolution of neocortex size in primates. In the context of social intelligence, we looked at living in individualized groups and corresponding social strategies, social learning and tradition, and co-operative hunting. Regarding environmental intelligence, we searched for examples concerning special foraging skills, tool use, cognitive maps, memory, anti-predator behaviour, and the manipulation of the environment. Most phenomena of interest for primatologists are found in fish as well. We therefore conclude that more detailed studies on decision rules and mechanisms are necessary to test for differences between the cognitive abilities of primates and other taxa. Cognitive research can benefit from future fish studies in three ways: first, as fish are highly variable in their ecology, they can be used to determine the specific ecological factors that select for the evolution of specific cognitive abilities. Second, for the same reason they can be used to investigate the link between cognitive abilities and the enlargement of specific brain areas. Third, decision rules used by fish could be used as 'null-hypotheses' for primatologists looking at how monkeys might make their decisions. Finally, we propose a variety of fish species that we think are most promising as study objects.
Address University of Cambridge, Department of Zoology, Downing Street, Cambridge CB2 3EJ, UK. rb286@cam.ac.uk
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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:11957395 Approved no
Call Number Equine Behaviour @ team @ Serial 2617
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Author (up) Burke, D.; Cieplucha, C.; Cass, J.; Russell, F.; Fry, G.
Title Win-shift and win-stay learning in the short-beaked echidna (Tachyglossus aculeatus) Type Journal Article
Year 2002 Publication Animal Cognition Abbreviated Journal Anim. Cogn.
Volume 5 Issue 2 Pages 79-84
Keywords Animals; Echidna/*psychology; Ecology; Female; *Learning; *Memory; *Predatory Behavior; Reinforcement (Psychology)
Abstract Numerous previous investigators have explained species differences in spatial memory performance in terms of differences in foraging ecology. In three experiments we attempted to extend these findings by examining the extent to which the spatial memory performance of echidnas (or “spiny anteaters”) can be understood in terms of the spatio-temporal distribution of their prey (ants and termites). This is a species and a foraging situation that have not been examined in this way before. Echidnas were better able to learn to avoid a previously rewarding location (to “win-shift”) than to learn to return to a previously rewarding location (to “win-stay”), at short retention intervals, but were unable to learn either of these strategies at retention intervals of 90 min. The short retention interval results support the ecological hypothesis, but the long retention interval results do not.
Address Department of Psychology, University of Wollongong, Wollongong, NSW 2522, Australia. darren_burke@uow.edu.au
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Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 1435-9448 ISBN Medium
Area Expedition Conference
Notes PMID:12150039 Approved no
Call Number Equine Behaviour @ team @ Serial 2605
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Author (up) Burla, J.-B.; Siegwart, J.; Nawroth, C.
Title Human Demonstration Does Not Facilitate the Performance of Horses (Equus caballus) in a Spatial Problem-Solving Task Type Journal Article
Year 2018 Publication Animal Abbreviated Journal Animal
Volume 8 Issue 6 Pages 96
Keywords detour task; equids; social cognition; social learning; spatial cognition
Abstract Horses’ ability to adapt to new environments and to acquire new information plays an important role in handling and training. Social learning in particular would be very adaptive for horses as it enables them to flexibly adjust to new environments. In the context of horse handling, social learning from humans has been rarely investigated but could help to facilitate management practices. We assessed the impact of human demonstration on the spatial problem-solving abilities of horses during a detour task. In this task, a bucket with a food reward was placed behind a double-detour barrier and 16 horses were allocated to two test groups of 8 horses each. One group received a human demonstration of how to solve the spatial task while the other group received no demonstration. We found that horses did not solve the detour task more often or faster with human demonstration. However, both test groups improved rapidly over trials. Our results suggest that horses prefer to use individual rather than social information when solving a spatial problem-solving task
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Call Number Equine Behaviour @ team @ Serial 6392
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Author (up) Byrne, R.W.; Bates, L.A.
Title Why are animals cognitive? Type Journal Article
Year 2006 Publication Current Biology : CB Abbreviated Journal Curr Biol
Volume 16 Issue 12 Pages R445-8
Keywords Animals; Arachnida/physiology; *Association Learning; *Behavior, Animal; *Cognition; Cooperative Behavior; Falconiformes/physiology; Pan troglodytes/physiology; Parrots/physiology; Passeriformes/physiology
Abstract
Address Centre for Social Learning and Cognitive Evolution, and Scottish Primate Research Group, School of Psychology, University of St Andrews, Fife KY16 9JP, Scotland
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Language English Summary Language Original Title
Series Editor Series Title Abbreviated Series Title
Series Volume Series Issue Edition
ISSN 0960-9822 ISBN Medium
Area Expedition Conference
Notes PMID:16781995 Approved no
Call Number Equine Behaviour @ team @ Serial 4708
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Author (up) Caldwell, C.A.; Whiten, A.
Title Testing for social learning and imitation in common marmosets, Callithrix jacchus, using an artificial fruit Type Journal Article
Year 2004 Publication Animal cognition Abbreviated Journal Anim. Cogn.
Volume 7 Issue 2 Pages 77-85
Keywords Animals; *Association Learning; Callithrix/*psychology; Discrimination Learning; *Feeding Behavior; Female; Food Preferences; Fruit; *Imitative Behavior; Male; *Social Behavior; Social Environment
Abstract We tested for social learning and imitation in common marmosets using an artificial foraging task and trained conspecific demonstrators. We trained a demonstrator marmoset to open an artificial fruit, providing a full demonstration of the task to be learned. Another marmoset provided a partial demonstration, controlling for stimulus enhancement effects, by eating food from the outside of the apparatus. We thus compared three observer groups, each consisting of four animals: those that received the full demonstration, those that received the partial demonstration, and a control group that saw no demonstration prior to testing. Although none of the observer marmosets succeeded in opening the artificial fruit during the test periods, there were clear effects of demonstration type. Those that saw the full demonstration manipulated the apparatus more overall, whereas those from the control group manipulated it the least of the three groups. Those from the full-demonstration group also contacted the particular parts of the artificial fruit that they had seen touched (localised stimulus enhancement) to a greater extent than the other two groups. There was also an interaction between the number of hand and mouth touches made to the artificial fruit for the full- and partial-demonstration groups. Whether or not these data represent evidence for imitation is discussed. We also propose that the clear differences between the groups suggest that social learning mechanisms provide real benefits to these animals in terms of developing novel food-processing skills analogous to the one presented here.
Address Centre for Social Learning and Cognitive Evolution and Scottish Primate Research Group, University of St Andrews, KY16 9JU, St Andrews, Fife, Scotland. C.A.Caldwell@exeter.ac.uk
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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:15069606 Approved no
Call Number refbase @ user @ Serial 735
Permanent link to this record