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Author |
Hirata, S. |
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Title |
A note on the responses of chimpanzees (Pan troglodytes) to live self-images on television monitors |
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Journal Article |
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Year |
2007 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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75 |
Issue |
1 |
Pages |
85-90 |
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Animals; *Discrimination Learning; Female; Male; Pan troglodytes/*psychology; *Self Concept; Self Psychology; Social Behavior; Television |
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Abstract |
The majority of studies on self-recognition in animals have been conducted using a mirror as the test device; little is known, however, about the responses of non-human primates toward their own images in media other than mirrors. This study provides preliminary data on the reactions of 10 chimpanzees to live self-images projected on two television monitors, each connected to a different video camera. Chimpanzees could see live images of their own faces, which were approximately life-sized, on one monitor. On the other monitor, they could see live images of their whole body, which were approximately one-fifth life-size, viewed diagonally from behind. In addition, several objects were introduced into the test situation. Out of 10 chimpanzees tested, 2 individuals performed self-exploratory behaviors while watching their own images on the monitors. One of these two chimpanzees successively picked up two of the provided objects in front of a monitor, and watched the images of these objects on the monitor. The results indicate that these chimpanzees were able to immediately recognize live images of themselves or objects on the monitors, even though several features of these images differed from those of their previous experience with mirrors. |
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Great Ape Research Institute, Hayashibara Biochemical Laboratories Inc., Okayama, Japan. hirata@gari.be.to |
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0376-6357 |
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PMID:17324534 |
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Equine Behaviour @ team @ |
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4145 |
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Author |
Range, F.; Bugnyar, T.; Schlogl, C.; Kotrschal, K. |
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Title |
Individual and sex differences in learning abilities of ravens |
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Journal Article |
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Year |
2006 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
73 |
Issue |
1 |
Pages |
100-106 |
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Keywords |
Animals; Behavior, Animal/*physiology; *Crows; Discrimination Learning/*physiology; Exploratory Behavior/physiology; Female; *Individuality; Male; Sex Factors; Spatial Behavior |
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Abstract |
Behavioral and physiological characteristics of individuals within the same species have been found to be stable across time and contexts. In this study, we investigated individual differences in learning abilities and object and social manipulation to test for consistency within individuals across different tasks. Individual ravens (Corvus corax) were tested in simple color and position discrimination tasks to establish their learning abilities. We found that males were significantly better in the acquisition of the first discrimination task and the object manipulation task, but not in any of the other tasks. Furthermore, faster learners engaged less often in manipulations of conspecifics and exploration of objects to get access to food. No relationship between object and social manipulation and reversal training were found. Our results suggest that individual differences in regard to the acquisition of new tasks may be related to personalities or at least object manipulation in ravens. |
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Konrad Lorenz Research Station, A-4645 Gruenau 11, Austria. friederike.range@univie.ac.at |
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0376-6357 |
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PMID:16675158 |
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Equine Behaviour @ team @ |
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4146 |
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Boughner, R.L.; Papini, M.R. |
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Title |
Appetitive latent inhibition in rats: preexposure performance does not predict conditioned performance |
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Journal Article |
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Year |
2006 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
72 |
Issue |
1 |
Pages |
42-51 |
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Keywords |
Animals; *Appetitive Behavior; Association Learning; *Conditioning, Classical; *Habituation, Psychophysiologic; Individuality; *Inhibition (Psychology); Male; Motivation; Rats; Rats, Wistar; *Reaction Time |
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Nonreinforced preexposure to a conditioned stimulus impairs subsequent conditioning with that stimulus. The goal of these studies was to assess the extent to which acquisition performance could be predicted from preexposure performance using a correlational approach. For both preexposure and autoshaping, four measures of performance were computed, including overall average lever pressing, lever pressing in the initial session, percentage change in lever pressing, and slopes. These measures were correlated in a large sample of rats trained in an autoshaping situation. None of the three measures of autoshaping performance was consistently predicted by any of the three measures of preexposure performance. These results are consistent with the view that latent inhibition is not reducible to long-term habituation. |
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Department of Psychology, Texas Christian University, TX 76129, United States |
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0376-6357 |
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PMID:16406375 |
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no |
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Equine Behaviour @ team @ |
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4147 |
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Author |
Zentall, T.R. |
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Title |
Timing, memory for intervals, and memory for untimed stimuli: the role of instructional ambiguity |
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Journal Article |
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Year |
2005 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
70 |
Issue |
3 |
Pages |
209-222 |
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Keywords |
Animals; *Attention; Columbidae; *Discrimination Learning; *Memory, Short-Term; Practice (Psychology); Reinforcement Schedule; *Retention (Psychology); *Time Perception |
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Theories of animal timing have had to account for findings that the memory for the duration of a timed interval appears to be dramatically shorted within a short time of its termination. This finding has led to the subjective shortening hypothesis and it has been proposed to account for the poor memory that animals appear to have for the initial portion of a timed interval when a gap is inserted in the to-be-timed signal. It has also been proposed to account for the poor memory for a relatively long interval that has been discriminated from a shorter interval. I suggest here a simpler account in which ambiguity between the gap or retention interval and the intertrial interval results in resetting the clock, rather than forgetting the interval. The ambiguity hypothesis, together with a signal salience mechanism that determines how quickly the clock is reset at the start of the intertrial interval can account for the results of the reported timing experiments that have used the peak procedure. Furthermore, instructional ambiguity rather than memory loss may account for the results of many animal memory experiments that do not involve memory for time. |
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Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. zentall@uky.edu |
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0376-6357 |
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PMID:16095851 |
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no |
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refbase @ user @ |
Serial |
222 |
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Author |
Shettleworth, S.J. |
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Title |
Taking the best for learning |
Type |
Journal Article |
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Year |
2005 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
69 |
Issue |
2 |
Pages |
147-9; author reply 159-63 |
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Keywords |
*Algorithms; Animals; *Behavior, Animal; Decision Making; Evolution; *Learning; *Models, Theoretical |
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Abstract |
Examples of how animals learn when multiple, sometimes redundant, cues are present provide further examples not considered by Hutchinson and Gigerenzer that seem to fit the principle of taking the best. “The best” may the most valid cue in the present circumstances; evolution may also produce species-specific biases to use the most functionally relevant cues. |
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Department of Psychology, University of Toronto, Toronto, Ont., Canada M5S 3G3. shettle@psych.utoronto.ca |
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0376-6357 |
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PMID:15845301 |
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refbase @ user @ |
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361 |
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Author |
Friedrich, A.M.; Clement, T.S.; Zentall, T.R. |
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Title |
Functional equivalence in pigeons involving a four-member class |
Type |
Journal Article |
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Year |
2004 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
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Volume |
67 |
Issue |
3 |
Pages |
395-403 |
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Keywords |
Animals; *Association Learning; *Behavior, Animal; *Cognition; Columbidae; *Concept Formation |
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Abstract |
Research suggests that animals are capable of forming functional equivalence relations or stimulus classes of the kind usually demonstrated by humans (e.g., the class defined by an object and the word for that object). In pigeons, such functional equivalences are typically established using many-to-one matching-to-sample in which two samples are associated with one comparison stimulus and two different samples are associated with the other. Evidence for the establishment of functional equivalences between samples associated with the same comparison comes from transfer tests. In Experiment 1, we found that pigeons can form a single class consisting of four members (many-to-one matching) when the alternative class has only one member (one-to-one matching). In Experiment 2, we ruled out the possibility that the pigeons acquired the hybrid one-to-one/many-to-one task by developing a single-code/default coding strategy as earlier research suggested that it might. Thus, pigeons can develop a functional class consisting of as many as four members, with the alternative class consisting of a single member. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA |
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0376-6357 |
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PMID:15518989 |
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no |
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refbase @ user @ |
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228 |
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Author |
Brosnan, S.F.; de Waal, F.B.M. |
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Title |
Responses to a simple barter task in chimpanzees, Pan troglodytes |
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Journal Article |
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Year |
2005 |
Publication |
Primates |
Abbreviated Journal |
Primates |
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Volume |
46 |
Issue |
3 |
Pages |
173-182 |
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Keywords |
Analysis of Variance; Animals; Choice Behavior/*physiology; Conditioning (Psychology)/physiology; Learning/*physiology; Pan troglodytes/*physiology; Reward; Sex Factors; *Social Behavior; *Token Economy |
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Abstract |
Chimpanzees (Pan troglodytes) frequently participate in social exchange involving multiple goods and services of variable value, yet they have not been tested in a formalized situation to see whether they can barter using multiple tokens and rewards. We set up a simple barter economy with two tokens and two associated rewards and tested chimpanzees on their ability to obtain rewards by returning the matching token in situations in which their access to tokens was unlimited or limited. Chimpanzees easily learned to associate value with the tokens, as expected, and did barter, but followed a simple strategy of favoring the higher-value token, regardless of the reward proffered, instead of a more complex but more effective strategy of returning the token that matched the reward. This response is similar to that shown by capuchin monkeys in our previous study. We speculate that this response, while not ideal, may be sufficient to allow for stability of the social exchange system in these primates, and that the importance of social barter to both species may have led to this convergence of strategies. |
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Living Links, Yerkes National Primate Research Center, Atlanta, GA 30322, USA. sbrosna@emory.edu |
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0032-8332 |
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PMID:15824938 |
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refbase @ user @ |
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167 |
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Author |
Poti, P. |
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Title |
Chimpanzees' constructional praxis (Pan paniscus, P. troglodytes) |
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Journal Article |
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Year |
2005 |
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Primates |
Abbreviated Journal |
Primates |
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46 |
Issue |
2 |
Pages |
103-113 |
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Keywords |
Animals; *Cognition; *Discrimination Learning; Female; Male; Pan troglodytes/*physiology; Psychomotor Performance/*physiology; Spatial Behavior/*physiology; Species Specificity |
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This study investigated chimpanzees' spontaneous spatial constructions with objects and especially their ability to repeat inter-object spatial relations, which is basic to understanding spatial relations at a higher level than perception or recognition. Subjects were six chimpanzees-four chimpanzees and two bonobos-aged 6-21 years, all raised in a human environment from an early age. Only minor species differences, but considerable individual differences were found. The effect of different object samples was assessed through a comparison with a previous study. A common overall chimpanzee pattern was also found. Chimpanzees repeated different types of inter-object spatial relations such as insertion (I), or vertical (V), or next-to (H) relations. However chimpanzees repeated I or V relations with more advanced procedures than when repeating H relations. Moreover, chimpanzees never repeated combined HV relations. Compared with children, chimpanzees showed a specific difficulty in repeating H relations. Repeating H relations is crucial for representing and understanding multiple reciprocal spatial relations between detached elements and for coordinating independent positions in space. Therefore, the chimpanzees' difficulty indicates a fundamental difference in constructive space in comparison to humans. The findings are discussed in relation to issues of spatial cognition and tool use. |
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Istituto di Scienze e Tecnologie della Cognizione, CNR, via U. Aldrovandi 16b, 00197, Rome, Italy. p.poti@istc.cnr.it |
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0032-8332 |
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PMID:15378424 |
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Equine Behaviour @ team @ |
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2811 |
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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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10 |
Issue |
2 |
Pages |
267-271 |
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*Animal Communication; Animals; *Attention; Behavior, Animal/*physiology; *Cues; Female; Humans; *Learning; Male; Saimiri/*physiology |
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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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Equine Behaviour @ team @ |
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2424 |
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Author |
Petruso, E.J.; Fuchs, T.; Bingman, V.P. |
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Title |
Time-space learning in homing pigeons (Columba livia): orientation to an artificial light source |
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Journal Article |
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2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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10 |
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2 |
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181-188 |
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Animals; Circadian Rhythm; Columbidae/*physiology; Homing Behavior/physiology; Learning/*physiology; *Light; Orientation/*physiology; Space Perception/*physiology; Time Perception/*physiology |
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Time-space learning reflects an ability to represent in memory event-stimulus properties together with the place and time of the event; a capacity well developed in birds. Homing pigeons were trained in an indoor octagonal arena to locate one food goal in the morning and a different food goal in the late afternoon. The goals differed with respect to their angular/directional relationship to an artificial light source located outside the arena. Further, the angular difference in reward position approximated the displacement of the sun's azimuth that would occur during the same time period. The experimental birds quickly learned the task, demonstrating the apparent ease with which birds can adopt an artificial light source to discriminate among alternative spatial responses at different times of the day. However, a novel midday probe session following successful learning revealed that the light source was interpreted as a stable landmark and not as a surrogate sun that would support compass orientation. Probe sessions following a phase shift of the light-dark cycle revealed that the mechanism employed to make the temporal discrimination was prevailingly based on an endogenous circadian rhythm and not an interval timing mechanism. |
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Department of Psychology and J.P. Scott Center for Neuroscience, Mind and Behavior Bowling Green State University, Bowling Green, OH 43403, USA |
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1435-9448 |
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PMID:17160343 |
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Equine Behaviour @ team @ |
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2432 |
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