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Bonnie, K.E.; Earley, R.L. |
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Title |
Expanding the scope for social information use |
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2007 |
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Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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74 |
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2 |
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171-18 |
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behavioural cue; eavesdropping; public information; signalling; social information; social learning |
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Our understanding of how, why, and the circumstances under which animals use social information has been facilitated by three principal areas of research, social learning, public information use and social eavesdropping. With few exceptions, these related concepts have remained remarkably distinct within the literature, with little discussion or integration among them. Are these distinctions warranted? We tackle the issue by exploring similarities and differences between the concepts with respect to how animals gather and use social information, the type of information gathered, how information is packaged, and the relative payoffs to individuals involved. We contend that none of the currently dominant paradigms, social learning, public information use, or social eavesdropping, provide a unifying theme for studying social information use. Instead, we favour the central characteristic of the three concepts, social information use, as the overarching umbrella, and advocate a broader conceptual framework for understanding more comprehensively how animals behave with their social environments. Our intention is not to revolutionize the fields of social learning, public information use or social eavesdropping, but rather to stimulate discussion among researchers investigating the abilities of animals to extract information from the social environment. |
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Equine Behaviour @ team @ |
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4205 |
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Author |
Range, F.; Huber, L. |
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Title |
Attention in common marmosets: implications for social-learning experiments |
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2007 |
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Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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73 |
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6 |
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1033-1041 |
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attention; Callithrix jacchus; common marmoset; imitation; social learning |
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The question whether a certain species is or is not able to imitate has received much recent attention. However, the ability to copy a demonstrated action might depend not only on the imitative ability of the observer but also on its attention, a factor widely neglected in discussions and experiments. Since attention differs between species as well as between individuals, it is likely to influence the amount and type of information different species and/or observers may extract from a given demonstration. We studied attention in common marmosets, Callithrix jacchus. In a series of experimental sessions, individual marmosets watched different conspecific models that were searching, manipulating an object and feeding. The observers could see the demonstration through two observation holes, which allowed us to measure exactly how often and for how long they watched the model. Marmosets were more attentive towards conspecifics engaged in a problem-solving task than an exploring model. Individual variation in attention was large, ranging from less than 10% to over 49%. Attention also depended on the identity of the model with an increase in attention if it was of the opposite sex. Overall, attention of marmosets was short with a median duration of 6 s while the model manipulated an object. This study measured the real interest of the observer towards a model, which could be an important variable in social-learning experiments. |
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Equine Behaviour @ team @ |
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4208 |
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Shier, D.M.; Owings, D.H. |
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Effects of social learning on predator training and postrelease survival in juvenile black-tailed prairie dogs, Cynomys ludovicianus |
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2007 |
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Animal Behaviour. |
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Anim. Behav. |
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73 |
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4 |
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567-577 |
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antipredator behaviour; black-tailed prairie dog; Cynomys ludovicianus; postrelease survival; predator avoidance; social learning |
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We examined how social context and experience affected development of antipredator behaviour and subsequent postrelease survival in the black-tailed prairie dog. Captive-reared juveniles were initially exposed to four stimulus animals: a ferret, a rattlesnake, a hawk and a cottontail control (pretraining tests). Subjects were then trained with or without an adult female demonstrator. Training involved exposure to each stimulus animal two to three times over 5 weeks. After training, each juvenile was retested with each stimulus animal (post-training tests). During pretraining tests, juveniles responded differentially to the stimulus animals. They were least active with the snake, fled the most in tests with the hawk, and were less vigilant with the ferret than with the snake. Following training, juveniles trained with experienced adults were more wary with all three predators than juveniles trained without an experienced adult present. We then compared the antipredator behaviour of captive-reared juveniles trained with experienced adult females with that of wild-reared juveniles of the same age. For all behavioural measures except shelter use, wild-experienced animals differentiated more strongly among predator types than did captive-trained juveniles. One year after reintroduction, survivorship of juveniles trained with experienced adults was higher than that of juveniles trained without experienced adults, but did not differ from that of wild-reared juveniles. These findings provide the first evidence that social transmission of antipredator behaviour during training can enhance long-term survival following release and that as long as a social training regime is used, predator avoidance training can emulate experience acquired in the wild. |
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Equine Behaviour @ team @ |
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4212 |
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Hasenjager, M.J.; Dugatkin, L.A. |
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Social Network Analysis in Behavioral Ecology |
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Animal personalities; Animal social networks; Collective behavior; Cooperation; Dynamic networks; Emergent properties; Network theory; Social behavior; Social learning; Social structure |
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Abstract In recent years, behavioral ecologists have embraced social network analysis (SNA) in order to explore the structure of animal societies and the functional consequences of that structure. We provide a conceptual introduction to the field that focuses on historical developments, as well as on novel insights generated by recent work. First, we discuss major advances in the analysis of nonhuman societies, culminating in the use of SNA by behavioral ecologists. Next, we discuss how network-based approaches have enhanced our understanding of social structure and behavior over the past decade, focusing on: (1) information transmission, (2) collective behaviors, (3) animal personality, and (4) cooperation. These behaviors and phenomena possess several features—e.g., indirect effects, emergent properties—that network analysis is well equipped to handle. Finally, we highlight recent developments in SNA that are allowing behavioral ecologists to address increasingly sophisticated questions regarding the structure and function of animal sociality. |
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Academic Press |
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Advances in the Study of Behavior |
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Equine Behaviour @ team @ Hasenjager |
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5863 |
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Author |
Schwab, C.; Bugnyar, T.; Schloegl, C.; Kotrschal, K. |
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Title |
Enhanced social learning between siblings in common ravens, Corvus corax |
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Journal Article |
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2008 |
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Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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75 |
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2 |
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501-508 |
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affiliation; cognition; common raven; Corvus corax; siblings; social learning; social relations |
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It has been suggested that social dynamics affect social learning but empirical support for this idea is scarce. Here we show that affiliate relationships among kin indeed enhance the performance of common ravens, Corvus corax, in a social learning task. Via daily behavioural protocols we first monitored social dynamics in our group of captive young ravens. Siblings spent significantly more time in close proximity to each other than did nonsiblings. We subsequently tested birds on a stimulus enhancement task in model-observer dyads composed of both siblings and nonsiblings. During demonstration the observer could watch the model manipulating one particular object (target object) in an adjacent room. After removing the model, the observer was confronted with five different objects including the former target object. Observers from sibling dyads handled the target object for significantly longer periods of time as compared with the other four available objects, whereas observers from nonsibling dyads did not show a preference for the target object. Also, siblings matched the model's decision to cache or not to cache objects significantly more often than did nonsiblings. Hence, siblings were likely to attend to both, the behaviour of the model (caching or noncaching) and object-specific details. Our results support the hypothesis that affiliate relations between individuals affect the transmission of information and may lead to directed social learning even when spatial proximity has been experimentally controlled for. |
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0003-3472 |
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Equine Behaviour @ team @ |
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5300 |
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Author |
Lefebvre, L. |
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Ecological correlates of social learning: problems and solutions for the comparative method |
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1995 |
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Behavioural Processes |
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Behav. Process. |
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35 |
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1-3 |
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163-171 |
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Adaptive specialization; Social learning; Comparative method |
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Interspecific variation in learning and cognition is often accounted for by adaptive specialization, an ecological framework where variation between species in the environmental problems they face is thought to select for quantitatively and/or qualitatively different abilities. Adaptive specialization theory relies on the comparative method for testing its hypotheses and assumes a naturally selected basis for the predicted differences. This review examines social learning as a specialization to group-living and scramble feeding competition. It points out one important problem with current studies in the area, the lack of quantitative controls for confounding variables that may cause type 1 or 2 error in comparative tests. A linear regression technique is proposed to measure and remove interspecific differences on control tests for which there is no predicted adaptive specialization; as in other areas of comparative biology, the adaptive prediction is then made on the residual deviation from the regression of these confounding variables. Examples are given from research on opportunistic Columbids, the group-living feral pigeon Columbia livia, and the territorial Zenaida dove, Zenaida aurita. |
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refbase @ user @ |
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843 |
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Author |
Griffin, A.S. |
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Title |
Social learning in Indian mynahs, Acridotheres tristis: the role of distress calls |
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2008 |
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Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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75 |
Issue |
1 |
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79-89 |
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Acridotheres tristis; distress vocalizations; head saccades; Indian mynah; predator avoidance learning; social learning |
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Socially acquired predator avoidance is a phenomenon in which individuals acquire an avoidance response towards an initially neutral stimulus after they have experienced it together with the antipredator signals of social companions. Earlier research has established that alarm calls used for intraspecific communication are effective stimuli for triggering acquisition. However, animals produce a large range of other antipredator responses that might engage antipredator learning. Here, I examine the effects of conspecific distress calls, a signal that is produced by birds when restrained by a predator, and that appears to be directed towards predators, rather than conspecifics, on predator avoidance learning in Indian mynahs, Acridotheres tristis. Distress calls reflect high levels of alarm in the caller and should, therefore, mediate robust learning. Experiment 1 revealed that subjects performed higher rates of head movements in response to a previously unfamiliar avian mount after it had been presented simultaneously with playbacks of conspecific distress vocalizations. Experiment 2 revealed that increased rates of head saccades resembled the spontaneous response evoked by a novel stimulus more closely than it resembled the response evoked by a perched raptor, suggesting that distress calls inculcated a visual exploratory response, rather than an antipredator response. While it is usually thought that the level of acquisition in learners follows a simple relationship with the level of alarm shown by demonstrators, the present results suggest that this relationship may be more complex. Antipredator signals with different functions may have differential effects on learners. |
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0003-3472 |
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Equine Behaviour @ team @ |
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4696 |
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