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Author |
Houpt, K.A.; Parsons, M.S.; Hintz, H.F. |
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Title |
Learning ability of orphan foals, of normal foals and of their mothers |
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Journal Article |
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Year |
1982 |
Publication |
Journal of animal science |
Abbreviated Journal |
J. Anim Sci. |
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Volume |
55 |
Issue |
5 |
Pages |
1027-1032 |
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Keywords |
Age Factors; Animals; Body Weight; Dominance-Subordination; Female; Horses/*physiology; *Learning; *Maternal Deprivation; Mothers/*psychology |
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Abstract |
The maze learning ability of six pony foals that had been weaned at birth was compared to that of six foals reared normally. The foals' learning ability was also compared to their mothers' learning ability at the same task; the correct turn in a single choice point maze. The maze learning test was conducted when the foals were 6 to 8 mo old and after the mothered foals had been weaned. There was no significant difference between the ability of orphaned (weaned at birth) and mothered foals in their ability to learn to turn left (6 +/- .7 and 5.1 +/- .1 trials, respectively) or to learn the reversal, to turn right (6.7 +/- .6 and 6.2 +/- .6 trials, respectively). The orphan foals spent significantly more time in the maze in their first exposure to it than the mothered foals (184 +/- 42 vs 55 +/- 15 s. Mann Whitney U = 7, P less than .05). The mothers of the foals (n = 11) learned to turn left as rapidly as the foals (5.9 +/- .7 trials), but they were slower to learn to turn right (9.8 +/- 1.4 vs 6.4 +/- .4 trials, Mann Whitney U = 33, P less than .05), indicating that the younger horses learned more rapidly. There was no correlation between the trials to criteria of the mare and those of her foal, but there was a significant negative correlation between rank in trials to criteria and age (r = -65, P less than .05) when data from the mare and foal trials were combined. The dominance hierarchy of the mares was determined using a paired feeding test in which two horses competed for one bucket of feed. Although there was no correlation between rank in the hierarchy and maze learning ability, there was a correlation between body weight and rank in the hierarchy (r = .7, P less than .05). This may indicate either that heavier horses are likely to be dominant or that horses high in dominance gain more weight. Maternal deprivation did not appear to seriously retard learning of a simple maze by foals, although the orphans moved more slowly initially. The lack of maternal influence on learning is also reflected in the lack of correlation between the mare's learning ability and that of her foal. Young horses appear to learn more rapidly than older horses. |
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0021-8812 |
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PMID:7174546 |
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refbase @ user @ |
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58 |
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Author |
Nicol, C.J. |
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Title |
Development, direction, and damage limitation: social learning in domestic fowl |
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Journal Article |
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Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
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Volume |
32 |
Issue |
1 |
Pages |
72-81 |
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Keywords |
Adaptation, Psychological; Age Factors; Animals; Behavior, Animal; *Chickens; *Feeding Behavior; *Food Preferences; *Imitative Behavior; Imprinting (Psychology); *Learning; Maternal Behavior; Reinforcement (Psychology); *Social Environment; *Social Facilitation |
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Abstract |
This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered. |
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Department of Clinical Veterinary Science, University of Bristol, Langford, Bristol, England. c.j.nicol@bristol.ac.uk |
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1543-4494 |
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PMID:15161142 |
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refbase @ user @ |
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75 |
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Beckers, T.; Miller, R.R.; De Houwer, J.; Urushihara, K. |
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Title |
Reasoning rats: forward blocking in Pavlovian animal conditioning is sensitive to constraints of causal inference |
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Journal Article |
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Year |
2006 |
Publication |
Journal of experimental psychology. General |
Abbreviated Journal |
J Exp Psychol Gen |
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Volume |
135 |
Issue |
1 |
Pages |
92-102 |
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Keywords |
Animals; *Association Learning; *Cognition; *Conditioning, Classical; Cues; Fear; Female; Inhibition (Psychology); Male; Motivation; *Problem Solving; Rats; Rats, Sprague-Dawley |
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Forward blocking is one of the best-documented phenomena in Pavlovian animal conditioning. According to contemporary associative learning theories, forward blocking arises directly from the hardwired basic learning rules that govern the acquisition or expression of associations. Contrary to this view, here the authors demonstrate that blocking in rats is flexible and sensitive to constraints of causal inference, such as violation of additivity and ceiling considerations. This suggests that complex cognitive processes akin to causal inferential reasoning are involved in a well-established Pavlovian animal conditioning phenomenon commonly attributed to the operation of basic associative processes. |
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Department of Psychology, Binghamton University, State University of New York, NY, USA. tom.beckers@psy.kuleuven.be |
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0096-3445 |
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PMID:16478318 |
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no |
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Call Number |
refbase @ user @ |
Serial |
155 |
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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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Notes |
PMID:15824938 |
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no |
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Call Number |
refbase @ user @ |
Serial |
167 |
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Author |
Brosnan, S.F.; de Waal, F.B.M. |
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Title |
A concept of value during experimental exchange in brown capuchin monkeys, Cebus apella |
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Journal Article |
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Year |
2004 |
Publication |
Folia primatologica; international journal of primatology |
Abbreviated Journal |
Folia Primatol (Basel) |
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Volume |
75 |
Issue |
5 |
Pages |
317-330 |
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Keywords |
Animals; Cebus/*psychology; *Choice Behavior; Female; Food Preferences; *Learning; Male; Sex Factors; Statistics, Nonparametric; *Token Economy; Video Recording |
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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. |
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Living Links Center, Emory University, Yerkes National Primate Research Center, 954 N. Gatewood Drive, Atlanta, GA 30329, USA. sbrosna@emory.edu |
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0015-5713 |
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PMID:15486443 |
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no |
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Call Number |
refbase @ user @ |
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170 |
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Author |
Brosnan, S.F.; de Waal, F.B.M. |
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Title |
Socially learned preferences for differentially rewarded tokens in the brown capuchin monkey (Cebus apella) |
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Journal Article |
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Year |
2004 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
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Volume |
118 |
Issue |
2 |
Pages |
133-139 |
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Keywords |
Animals; Behavior, Animal; Cebus; *Choice Behavior; Female; *Learning; Male; *Reward; *Social Behavior |
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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. |
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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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0735-7036 |
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PMID:15250800 |
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no |
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Call Number |
refbase @ user @ |
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173 |
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Author |
Parr, L.A.; Winslow, J.T.; Hopkins, W.D.; de Waal, F.B. |
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Title |
Recognizing facial cues: individual discrimination by chimpanzees (Pan troglodytes) and rhesus monkeys (Macaca mulatta) |
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Journal Article |
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Year |
2000 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
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Volume |
114 |
Issue |
1 |
Pages |
47-60 |
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Keywords |
Animals; *Discrimination Learning; *Facial Expression; Female; Macaca mulatta/*psychology; Male; Mental Recall; Pan troglodytes/*psychology; Perceptual Masking; *Social Perception; Species Specificity |
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Abstract |
Faces are one of the most salient classes of stimuli involved in social communication. Three experiments compared face-recognition abilities in chimpanzees (Pan troglodytes) and rhesus monkeys (Macaca mulatta). In the face-matching task, the chimpanzees matched identical photographs of conspecifics' faces on Trial 1, and the rhesus monkeys did the same after 4 generalization trials. In the individual-recognition task, the chimpanzees matched 2 different photographs of the same individual after 2 trials, and the rhesus monkeys generalized in fewer than 6 trials. The feature-masking task showed that the eyes were the most important cue for individual recognition. Thus, chimpanzees and rhesus monkeys are able to use facial cues to discriminate unfamiliar conspecifics. Although the rhesus monkeys required many trials to learn the tasks, this is not evidence that faces are not as important social stimuli for them as for the chimpanzees. |
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Department of Psychology, Emory University. parr@rmy.emory.edu |
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0735-7036 |
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PMID:10739311 |
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no |
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Call Number |
refbase @ user @ |
Serial |
191 |
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Author |
de Waal, F.B. |
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Title |
The end of nature versus nurture |
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Journal Article |
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Year |
1999 |
Publication |
Scientific American |
Abbreviated Journal |
Sci Am |
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Volume |
281 |
Issue |
6 |
Pages |
94-99 |
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Keywords |
Animals; *Behavior; Behavior, Animal; Ecology; *Environment; Ethology; Evolution; Female; *Genetics; Humans; Instinct; Learning; Male; Sex Characteristics; Twin Studies |
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Living Links Center, Yerkes Regional Primate Research Center, Atlanta, USA |
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0036-8733 |
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PMID:10614071 |
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no |
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refbase @ user @ |
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192 |
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Author |
Zentall, T.R. |
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Title |
A cognitive behaviorist approach to the study of animal behavior |
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Journal Article |
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Year |
2002 |
Publication |
The Journal of general psychology |
Abbreviated Journal |
J Gen Psychol |
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Volume |
129 |
Issue |
4 |
Pages |
328-363 |
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Keywords |
Animals; *Attention; *Behavior, Animal; *Cognition; Learning; *Memory; Social Behavior |
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Abstract |
Traditional psychological approaches to animal learning and behavior have involved either the atheoretical behaviorist approach proposed by B. F. Skinner (1938), in which input-output relations are described in response to environmental manipulations, or the theoretical behaviorist approach offered by C. L Hull (1943), in which associations mediated by several hypothetical constructs and intervening variables are formed between stimuli and responses. Recently, the application of a cognitive behaviorist approach to animal learning and behavior has been found to have considerable value as a research tool. This perspective has grown out of E. C. Tolman's cognitive approach to learning in which behavior is mediated by mechanisms that are not directly observable but can be inferred from the results of critical experiments. In the present article, the author presents several examples of the successful application of the cognitive behaviorist approach. In each case, the experiments have been designed to distinguish between more traditional mechanisms and those mediated by hypothesized internal representations. These examples were selected because the evidence suggests that some form of active cognitive organization is needed to account for the behavioral results. |
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Department of Psychology, University of Kentucky, Lexington 40506, USA. Zentall@uky.edu |
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0022-1309 |
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PMID:12494989 |
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no |
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refbase @ user @ |
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214 |
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Author |
Nguyen, N.H.; Klein, E.D.; Zentall, T.R. |
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Title |
Imitation of a two-action sequence by pigeons |
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Journal Article |
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Year |
2005 |
Publication |
Psychonomic bulletin & review |
Abbreviated Journal |
Psychon Bull Rev |
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Volume |
12 |
Issue |
3 |
Pages |
514-518 |
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Keywords |
Animals; Behavior, Animal; *Cognition; Columbidae; *Imitative Behavior; *Learning |
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Abstract |
Developmental psychologists have described imitation as a process that suggests perspective-taking abilities. However, imitative behavior has been found in animals, which are generally not considered capable of taking the perspective of another. Previous studies with birds have demonstrated the imitation of a single response (sometimes referred to as action-level imitation). In the present experiment, we examined the extent to which pigeons would imitate an unfamiliar sequence of two behaviors (sometimes referred to as program-level imitation). Our results indicate that, although there are individual differences, pigeons show a significant tendency to match a demonstrated sequence of behavior involving, first, a response to a treadle (pecking at it or stepping on it) and, second, pushing aside a screen that blocks access to food (a left-vs.-right push). |
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University of Kentucky, Lexington, Kentucky 40506, USA |
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1069-9384 |
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PMID:16235638 |
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no |
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refbase @ user @ |
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221 |
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