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Author Abramson, J.Z.; Hernández-Lloreda, V.; Call, J.; Colmenares, F. url  doi
openurl 
  Title Experimental evidence for action imitation in killer whales (Orcinus orca) Type Journal Article
  Year 2013 Publication Abbreviated Journal Animal Cognition  
  Volume 16 Issue 1 Pages 11-22  
  Keywords Social learning; Imitation; ‘Do-as-other-does’ test; Animal culture; Killer whales  
  Abstract Comparative experimental studies of imitative learning have focused mainly on primates and birds. However, cetaceans are promising candidates to display imitative learning as they have evolved in socioecological settings that have selected for large brains, complex sociality, and coordinated predatory tactics. Here we tested imitative learning in killer whales, Orcinus orca. We used a ‘do-as-other-does’ paradigm in which 3 subjects witnessed a conspecific demonstrator’s performance that included 15 familiar and 4 novel behaviours. The three subjects (1) learned the copy command signal ‘Do that’ very quickly, that is, 20 trials on average; (2) copied 100 % of the demonstrator’s familiar and novel actions; (3) achieved full matches in the first attempt for 8–13 familiar behaviours (out of 15) and for the 2 novel behaviours (out of 2) in one subject; and (4) took no longer than 8 trials to accurately copy any familiar behaviour, and no longer than 16 trials to copy any novel behaviour. This study provides experimental evidence for body imitation, including production imitation, in killer whales that is comparable to that observed in dolphins tested under similar conditions. These findings suggest that imitative learning may underpin some of the group-specific traditions reported in killer whales in the field.  
  Address  
  Corporate Author Thesis  
  Publisher Springer-Verlag 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 Approved no  
  Call Number Equine Behaviour @ team @ Serial 5695  
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Author Acuna, B.D.; Sanes, J.N.; Donoghue, J.P. doi  openurl
  Title Cognitive mechanisms of transitive inference Type Journal Article
  Year 2002 Publication Experimental brain research. Experimentelle Hirnforschung. Experimentation cerebrale Abbreviated Journal Exp Brain Res  
  Volume 146 Issue 1 Pages 1-10  
  Keywords Adolescent; Adult; Attention/*physiology; Cognition/*physiology; Female; Humans; Learning/physiology; Linear Models; Male; Photic Stimulation; Psychomotor Performance/physiology; Reaction Time/physiology  
  Abstract We examined how the brain organizes interrelated facts during learning and how the facts are subsequently manipulated in a transitive inference (TI) paradigm (e.g., if A<B and B<C, then A<C). This task determined features such as learned facts and behavioral goals, but the learned facts could be organized in any of several ways. For example, if one learns a list by operating on paired items, the pairs may be stored individually as separate facts and reaction time (RT) should decrease with learning. Alternatively, the pairs may be stored as a single, unified list, which may yield a different RT pattern. We characterized RT patterns that occurred as participants learned, by trial and error, the predetermined order of 11 shapes. The task goal was to choose the shape occurring closer to the end of the list, and feedback about correctness was provided during this phase. RT increased even as its variance decreased during learning, suggesting that the learnt knowledge became progressively unified into a single representation, requiring more time to manipulate as participants acquired relational knowledge. After learning, non-adjacent (NA) list items were presented to examine how participants reasoned in a TI task. The task goal also required choosing from each presented pair the item occurring closer to the list end, but without feedback. Participants could solve the TI problems by applying formal logic to the previously learnt pairs of adjacent items; alternatively, they could manipulate a single, unified representation of the list. Shorter RT occurred for NA pairs having more intervening items, supporting the hypothesis that humans employ unified mental representations during TI. The response pattern does not support mental logic solutions of applying inference rules sequentially, which would predict longer RT with more intervening items. We conclude that the brain organizes information in such a way that reflects the relations among the items, even if the facts were learned in an arbitrary order, and that this representation is subsequently used to make inferences.  
  Address Department of Neuroscience, Box 1953, Brown Medical School, Providence, RI 02912, 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 0014-4819 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:12192572 Approved no  
  Call Number refbase @ user @ Serial 602  
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Author Adler, L.L.; Adler, H.E. url  doi
openurl 
  Title Ontogeny of observational learning in the dog (Canis familiaris) Type Journal Article
  Year 1977 Publication Developmental Psychobiology Abbreviated Journal Dev Psychobiol  
  Volume 10 Issue 3 Pages 267-271  
  Keywords Animals; Dogs/*physiology; Female; Learning/*physiology; Male; Vision, Ocular/physiology  
  Abstract A split-litter technique was used to test observational learning in 4 litters of Miniature Dachshund puppies, 21, 28, 38, and 60 days old at the beginning of the experiment. In one side of a duplicate cage, one puppy of a litter, the demonstrator, learned to pull in a food cart on a runner by means of a ribbon, while another puppy, the observer, watched from an adjacent compartment, separated by a wire screen. Observational learning was demonstrated by the saving in time for the 1st trial when the observer was given the same problem to solve. Maturation, particularly the development of visual function and motor coordination, set a lower age limit for the emergence of observational learning.  
  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 0012-1630 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:863122 Approved no  
  Call Number Equine Behaviour @ team @ Serial 5186  
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Author Agrillo, C.; Dadda, M.; Bisazza, A. doi  openurl
  Title Quantity discrimination in female mosquitofish Type Journal Article
  Year 2007 Publication Animal cognition Abbreviated Journal Anim. Cogn.  
  Volume 10 Issue 1 Pages 63-70  
  Keywords Animals; Cognition; *Cyprinodontiformes; *Discrimination Learning; Female; Male; Mathematics; *Pattern Recognition, Visual  
  Abstract The ability in animals to count and represent different numbers of objects has received a great deal of attention in the past few decades. Cumulative evidence from comparative studies on number discriminations report obvious analogies among human babies, non-human primates and birds and are consistent with the hypothesis of two distinct and widespread mechanisms, one for counting small numbers (<4) precisely, and one for quantifying large numbers approximately. We investigated the ability to discriminate among different numerosities, in a distantly related species, the mosquitofish, by using the spontaneous choice of a gravid female to join large groups of females as protection from a sexually harassing male. In one experiment, we found that females were able to discriminate between two shoals with a 1:2 numerosity ratio (2 vs. 4, 4 vs. 8 and 8 vs. 16 fish) but failed to discriminate a 2:3 ratio (8 vs. 12 fish). In the second experiment, we studied the ability to discriminate between shoals that differed by one element; females were able to select the larger shoal when the paired numbers were 2 vs. 3 or 3 vs. 4 but not 4 vs. 5 or 5 vs. 6. Our study indicates that numerical abilities in fish are comparable with those of other non-verbal creatures studied; results are in agreement with the hypothesis of the existence of two distinct systems for quantity discrimination in vertebrates.  
  Address Department of General Psychology, University of Padova, via Venezia 8, 35131, Padova, Italy. christian.agrillo@unipd.it  
  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:16868736 Approved no  
  Call Number refbase @ user @ Serial 339  
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Author Ahrendt, L.P.; Christensen, J.W.; Ladewig, J. url  doi
openurl 
  Title The ability of horses to learn an instrumental task through social observation Type Abstract
  Year 2012 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 139 Issue 1 Pages 105-113  
  Keywords Horse; Social learning; Social interaction; Instrumental task; Investigative behaviour; Aggression  
  Abstract The ability of horses to learn through social observation may ease the implementation of new management systems, because the use of automatic feeders etc. by naive horses could be facilitated by observation of experienced horses. However, previous studies found no documentation for observational learning abilities in horses. This study aimed to investigate the ability of horses to learn an instrumental task from a familiar conspecific when social interaction was allowed during the demonstration. Two similar experiments were performed. In the first experiment, Observer horses (n=11) participated in ten successive demonstrations, where a trained Demonstrator opened an operant device by pushing a sliding lid aside with the muzzle in order to obtain a food reward. Immediately after the demonstrations the Observer horses were given the opportunity to operate the device alone. Control horses (n=11) were aware that the device contained food but were presented to the operant device without demonstration of the task. The learning criterion was at least two openings. Accomplishment of and latency to accomplish the learning criterion, and investigative behaviour towards the operant device were recorded. Five Observers and one Control, out of the eleven horses in each treatment group, accomplished the learning criterion. Even though this presents a high odds ratio (OR) in favour of the Observer treatment (OR=7.6), there was no significant difference between the treatment groups (P=0.15). Analysis of investigative behaviour showed, however, that the demonstrations increased the motivation of the Observer horses to investigate the device. Subsequently, a similar experiment was performed in a practical setting with 44 test horses (mixed age, gender and breed). We used the same operant device and the same number and type of demonstrations, although the horses were held on a loose rope to minimise aggression. In this second experiment, six of 23 Observer horses and five of 21 Control horses learned the instrumental task, representing no influence of the demonstration. Thus, this study did not demonstrate an ability of horses to learn an instrumental task through observation.  
  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 0168-1591 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ S0168-1591(12)00087-1 Serial 5773  
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Author Ahrendt, L.P.; Labouriau, R.; Malmkvist, J.; Nicol, C.J.; Christensen, J.W. url  doi
openurl 
  Title Development of a standard test to assess negative reinforcement learning in horses Type Journal Article
  Year 2015 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 169 Issue Pages 38-42  
  Keywords Algometry; Horse behaviour; Learning performance; Operant conditioning; Pressure-release; Horse training  
  Abstract Most horses are trained by negative reinforcement. Currently, however, no standardised test for evaluating horses' negative reinforcement learning ability is available. The aim of this study was to develop an objective test to investigate negative reinforcement learning in horses. Twenty-four Icelandic horses (3 years old) were included in this study. The horses were tested in a pressure-release task on three separate days with 10, 7 and 5 trials on each side, respectively. Each trial consisted of pressure being applied on the hindquarter with an algometer. The force of the pressure was increased until the horse moved laterally away from the point of pressure. There was a significant decrease in required force over trials on the first test day (P<0.001), but not the second and third day. The intercepts on days 2 and 3 differed significantly from day 1 (P<0.001), but not each other. Significantly stronger force was required on the right side compared to the left (P<0.001), but there was no difference between first and second side tested (P=0.56). Individual performance was evaluated by median-force and the change in force over trials on the first test day. These two measures may explain different characteristics of negative reinforcement learning. In conclusion, this study presents a novel, standardised test for evaluating negative reinforcement learning ability in horses.  
  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 0168-1591 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 6650  
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Author Akins, C.K.; Klein, E.D.; Zentall, T.R. openurl 
  Title Imitative learning in Japanese quail (Coturnix japonica) using the bidirectional control procedure Type Journal Article
  Year 2002 Publication Animal learning & behavior Abbreviated Journal Anim Learn Behav  
  Volume 30 Issue 3 Pages 275-281  
  Keywords Animals; Attention; Behavior, Animal; Coturnix; *Discrimination Learning; *Imitative Behavior; Male; Smell  
  Abstract In the bidirectional control procedure, observers are exposed to a conspecific demonstrator responding to a manipulandum in one of two directions (e.g., left vs. right). This procedure controls for socially mediated effects (the mere presence of a conspecific) and stimulus enhancement (attention drawn to a manipulandum by its movement), and it has the added advantage of being symmetrical (the two different responses are similar in topography). Imitative learning is demonstrated when the observers make the response in the direction that they observed it being made. Recently, however, it has been suggested that when such evidence is found with a predominantly olfactory animal, such as the rat, it may result artifactually from odor cues left on one side of the manipulandum by the demonstrator. In the present experiment, we found that Japanese quail, for which odor cues are not likely to play a role, also showed significant correspondence between the direction in which the demonstrator and the observer push a screen to gain access to reward. Furthermore, control quail that observed the screen move, when the movement of the screen was not produced by the demonstrator, did not show similar correspondence between the direction of screen movement observed and that performed by the observer. Thus, with the appropriate control, the bidirectional procedure appears to be useful for studying imitation in avian species.  
  Address University of Kentucky, Lexington, Kentucky 40506-0044, 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 0090-4996 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:12391793 Approved no  
  Call Number refbase @ user @ Serial 239  
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Author Albright, J.D.; Mohammed, H.O.; Heleski, C.R.; Wickens, C.L.; Houpt, K.A. url  doi
openurl 
  Title Crib-biting in US horses: Breed predispositions and owner perceptions of aetiology Type Journal Article
  Year 2009 Publication Equine Veterinary Journal Abbreviated Journal  
  Volume 41 Issue 5 Pages 455-458  
  Keywords HORSE; BEHAVIOUR; CRIB-BITING; BREED PREVALENCE; LEARNING  
  Abstract Reasons for performing study: Crib-biting is an equine stereotypy that may result in diseases such as colic. Certain breeds and management factors have been associated.

Objectives: To determine: breed prevalence of crib-biting in US horses; the likelihood that one horse learns to crib-bite from another; and owner perceptions of causal factors.

Methods: An initial postal survey queried the number and breed of crib-biting horses and if a horse began after being exposed to a horse with this habit. In a follow-up survey, a volunteer subset of owners was asked the number of affected and nonaffected horses of each breed and the extent of conspecific contact. The likelihood of crib-biting given breed and extent of contact was quantified using odds ratio (OR) and significance of the association was assessed using the Chi-squared test.

Results: Overall prevalence was 4.4%. Thoroughbreds were the breed most affected (13.3%). Approximately half of owners believed environmental factors predominantly cause the condition (54.4%) and crib-biting is learned by observation (48.8%). However, only 1.0% of horses became affected after being exposed to a crib-biter. The majority (86%) of horses was turned out in the same pasture with other horses and extent of contact with conspecifics was not statistically related to risk.

Conclusion: This is the first study to report breed prevalence for crib-biting in US horses. Thoroughbreds were the breed more likely to be affected. More owners believed either environmental conditions were a predominant cause or a combination of genetic and environmental factors contributes to the behaviour. Only a small number of horses reportedly began to crib-bite after being exposed to an affected individual, but approximately half of owners considered it to be a learned behaviour; most owners did not isolate affected horses.

Potential relevance: Genetic predisposition, not just intensive management conditions and surroundings, may be a factor in the high crib-biting prevalence in some breeds, and warrants further investigation. Little evidence exists to suggest horses learn the behaviour from other horses, and isolation may cause unnecessary stress.
 
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  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5010  
Permanent link to this record
 

 
Author Allen, D.; Tanner, K. doi  openurl
  Title Putting the horse back in front of the cart: using visions and decisions about high-quality learning experiences to drive course design Type Journal Article
  Year 2007 Publication CBE Life Sciences Education Abbreviated Journal CBE Life Sci Educ  
  Volume 6 Issue 2 Pages 85-89  
  Keywords Curriculum/*standards; *Decision Making; *Learning; Models, Educational; Schools; Teaching/*methods/*standards  
  Abstract  
  Address Department of Biological Sciences, University of Delaware, Newark, DE 19716, USA. deallen@udel.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 1931-7913 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:17548870 Approved no  
  Call Number Equine Behaviour @ team @ Serial 3999  
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Author Alves, C.; Chichery, R.; Boal, J.G.; Dickel, L. doi  openurl
  Title Orientation in the cuttlefish Sepia officinalis: response versus place learning Type Journal Article
  Year 2007 Publication Animal Cognition Abbreviated Journal Anim. Cogn.  
  Volume 10 Issue 1 Pages 29-36  
  Keywords Animals; *Decapodiformes; Exploratory Behavior; *Maze Learning; Memory; *Space Perception  
  Abstract Several studies have demonstrated that mammals, birds and fish use comparable spatial learning strategies. Unfortunately, except in insects, few studies have investigated spatial learning mechanisms in invertebrates. Our study aimed to identify the strategies used by cuttlefish (Sepia officinalis) to solve a spatial task commonly used with vertebrates. A new spatial learning procedure using a T-maze was designed. In this maze, the cuttlefish learned how to enter a dark and sandy compartment. A preliminary test confirmed that individual cuttlefish showed an untrained side-turning preference (preference for turning right or left) in the T-maze. This preference could be reliably detected in a single probe trial. In the following two experiments, each individual was trained to enter the compartment opposite to its side-turning preference. In Experiment 1, distal visual cues were provided around the maze. In Experiment 2, the T-maze was surrounded by curtains and two proximal visual cues were provided above the apparatus. In both experiments, after acquisition, strategies used by cuttlefish to orient in the T-maze were tested by creating a conflict between the formerly rewarded algorithmic behaviour (turn, response learning) and the visual cues identifying the goal (place learning). Most cuttlefish relied on response learning in Experiment 1; the two strategies were used equally often in Experiment 2. In these experiments, the salience of cues provided during the experiment determined whether cuttlefish used response or place learning to solve this spatial task. Our study demonstrates for the first time the presence of multiple spatial strategies in cuttlefish that appear to closely parallel those described in vertebrates.  
  Address Laboratoire de Physiologie du Comportement des Cephalopodes, Universite de Caen, Esplanade de la Paix, 14032, Caen cedex, France  
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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:16794852 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2461  
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