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Punzo, F.; Ludwig, L. |
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Contact with maternal parent and siblings affects hunting behavior, learning, and central nervous system development in spiderlings of Hogna carolinensis (Araeneae: Lycosidae) |
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Journal Article |
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2002 |
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Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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5 |
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2 |
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63-70 |
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Animals; Central Nervous System/*growth & development; Female; *Learning; Male; *Predatory Behavior; Social Isolation; *Spiders |
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The purpose of this study was to determine the effects of early experience (rearing conditions) on the central nervous system (CNS) and behavior of spiderlings of Hogna carolinensis (Lycosidae). We were interested in whether or not spiderlings that were allowed to remain in contact with their maternal parent and siblings (enriched condition, EC) would exhibit differences in CNS development or subsequent behavior when compared with those reared in isolation (improverished condition, IC). Spiderlings emerged from their egg sacs and climbed onto the dorsal surface of their mother's abdomen where they remained until their yolk supply was depleted (5 days). They dispersed on day 6 after emergence. We compared the ability of 16-day-old EC and IC spiderlings to capture prey in a linear runway and to learn a complex maze (spatial learning). We also compared certain aspects of CNS development (brain weight, total number of brain cells, volume of central body and protocerebral neuropil) in EC and IC spiderlings. Results indicated that EC subjects are more efficient at capturing moving prey (crickets) and exhibited improved performance (significantly fewer blind alley errors) in the maze. The volume of the protocerebral neuropil in 6-day-old EC animals increased 30% over a 5-day period after emergence as compared to IC animals of the same age. The volume of the central body of EC animals increased 34.8% over the same time period. On day 6 after emergence, the weight of the protocerebrum was significantly greater in EC versus IC subjects. There were no significant effects of rearing condition (EC vs IC) or age (1- and 6-day-old spiderlings) on the total number of nerve cells in the protocerebrum, suggesting that the difference in protocerebral weight was due primarily to differences in supporting glial tissues and neuropil matrix. In conclusion, the data suggest that early contact with the maternal parent and siblings is of vital importance to CNS development in lycosid spiderlings and can influence the capacity for spatial learning as well as the ability to capture prey. |
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Box 5F-Dept. of Biology, University of Tampa, 401 W. Kennedy Blvd., Tampa, FL 33606, USA. fpunzo@ut.edu |
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PMID:12150037 |
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Equine Behaviour @ team @ |
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2607 |
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Call, J.; Carpenter, M.; Tomasello, M. |
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Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens) |
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2005 |
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Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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8 |
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3 |
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151-163 |
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Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; Random Allocation; *Social Environment; Species Specificity |
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There is currently much debate about the nature of social learning in chimpanzees. The main question is whether they can copy others' actions, as opposed to reproducing the environmental effects of these actions using their own preexisting behavioral strategies. In the current study, chimpanzees (Pan troglodytes) and human children (Homo sapiens) were shown different demonstrations of how to open a tube-in both cases by a conspecific. In different experimental conditions, demonstrations consisted of (1) action only (the actions necessary to open the tube without actually opening it); (2) end state only (the open tube, without showing any actions); (3) both of these components (in a full demonstration); or (4) neither of these components (in a baseline condition). In the first three conditions subjects saw one of two different ways that the tube could open (break in middle; caps off ends). Subjects' behavior in each condition was assessed for how often they opened the tube, how often they opened it in the same location as the demonstrator, and how often they copied the demonstrator's actions or style of opening the tube. Whereas chimpanzees reproduced mainly the environmental results of the demonstrations (emulation), human children often reproduced the demonstrator's actions (imitation). Because the procedure used was similar in many ways to the procedure that Meltzoff (Dev Psych 31:1, 1995) used to study the understanding of others' unfulfilled intentions, the implications of these findings with regard to chimpanzees' understanding of others' intentions are also discussed. |
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Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de |
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PMID:15490290 |
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Equine Behaviour @ team @ |
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2504 |
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Hothersall, B.; Gale, E.; Harris, P.; Nicol, C. |
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Cue use by foals (Equus caballus) in a discrimination learning task |
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2010 |
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Animal Cognition |
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Anim. Cogn. |
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13 |
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1 |
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63-74 |
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Abstract Discrimination learning studies suggest that horses learn more easily using spatial than visible object-specific (OS) cues. However, spatial cues have generally confounded intra-array, distal and/or egocentric spatial information. It is also unclear whether conflicting cues compete for association or are redundantly encoded, and furthermore, the influence of prior experiences or training has not been quantified so far. We examined the effect of cue modality on unweaned foals’ performance in a discrimination learning task. After a pilot study confirmed that horses could perform the required OS cue discrimination, nine foals learnt to find food in one of three covered buckets, in any of four positions within a test arena. In Stage 1 the rewarded bucket was signified both by OS cues (pattern) and by relative spatial cues (position). On reaching criterion, cues were separated and foals had to ignore the inappropriate cue (Stage 2). Foals assigned to follow spatial cues (n = 5) completed Stage 2 faster than foals for whom OS cues remained consistent (n = 4). Spatial group foals all reached criterion without delay; no foal in the OS group reached criterion within the testing period. OS group foals initially persisted in responding to the previously correct position, adopting spatially-based strategies when this proved unsuccessful. The findings show for the first time that, even in the absence of distal spatial information, intra-array spatial cues were more salient than OS cues for foals in a food-finding task and learning appeared rather inflexible. |
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Equine Behaviour @ team @ |
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5082 |
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Call, J.; Agnetta, B.; Tomasello, M. |
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Cues that chimpanzees do and do not use to find hidden objects |
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2000 |
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Animal Cognition |
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Anim. Cogn. |
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3 |
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1 |
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23-34 |
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Chimpanzees follow conspecific and human gaze direction reliably in some situations, but very few chimpanzees reliably use gaze direction or other communicative signals to locate hidden food in the object-choice task. Three studies aimed at exploring factors that affect chimpanzee performance in this task are reported. In the first study, vocalizations and other noises facilitated the performance of some chimpanzees (only a minority). In the second study, various behavioral cues were given in which a human experimenter either touched, approached, or actually lifted and looked under the container where the food was hidden. Each of these cues led to enhanced performance for only a very few individuals. In the third study – a replication with some methodological improvements of a previous experiment – chimpanzees were confronted with two experimenters giving conflicting cues about the location of the hidden food, with one of them (the knower) having witnessed the hiding process and the other (the guesser) not. In the crucial test in which a third experimenter did the hiding, no chimpanzee found the food at above chance levels. Overall, in all three studies, by far the best performers were two individuals who had been raised in infancy by humans. It thus seems that while chimpanzees are very good at “behavior reading” of various sorts, including gaze following, they do not understand the communicative intentions (informative intentions) behind the looking and gesturing of others – with the possible exception of enculturated chimpanzees, who still do not understand the differential significance of looking and gesturing done by people who have different knowledge about states of affairs in the world. |
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Equine Behaviour @ team @ |
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3176 |
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B. Agnetta,; B. Hare,; M. Tomasello, |
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Cues to food location that domestic dogs (Canis familiaris) of different ages do and do not use |
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2000 |
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Animal Cognition |
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Anim. Cogn. |
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3 |
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2 |
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107-112 |
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Dogs – Arctic wolves – Social cognition – Gaze following – Communication |
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Autoren
B. Agnetta, B. Hare, M. Tomasello
Zusammenfassung
The results of three experiments are reported. In the main study, a human experimenter presented domestic dogs (Canis familiaris) with a variety of social cues intended to indicate the location of hidden food. The novel findings of this study were: (1) dogs were able to use successfully several totally novel cues in which they watched a human place a marker in front of the target location; (2) dogs were unable to use the marker by itself with no behavioral cues (suggesting that some form of human behavior directed to the target location was a necessary part of the cue); and (3) there were no significant developments in dogs' skills in these tasks across the age range 4 months to 4 years (arguing against the necessity of extensive learning experiences with humans). In a follow-up study, dogs did not follow human gaze into “empty space” outside of the simulated foraging context. Finally, in a small pilot study, two arctic wolves (Canis lupus) were unable to use human cues to locate hidden food. These results suggest the possibility that domestic dogs have evolved an adaptive specialization for using human-produced directional cues in a goal-directed (especially foraging) context. Exactly how they understand these cues is still an open question.
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Key words Dogs – Arctic wolves – Social cognition – Gaze following – Communication |
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refbase @ user @ |
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598 |
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Biro, D.; Inoue-Nakamura, N.; Tonooka, R.; Yamakoshi, G.; Sousa, C.; Matsuzawa, T. |
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Cultural innovation and transmission of tool use in wild chimpanzees: evidence from field experiments |
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2003 |
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Animal Cognition |
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Anim. Cogn. |
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6 |
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4 |
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213-223 |
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Animals; Cooking and Eating Utensils; *Culture; *Diffusion of Innovation; *Feeding Behavior/psychology; Female; Functional Laterality; *Imitative Behavior; Male; Motor Skills; Pan troglodytes/*psychology; *Social Environment |
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Chimpanzees (Pan troglodytes) are the most proficient and versatile users of tools in the wild. How such skills become integrated into the behavioural repertoire of wild chimpanzee communities is investigated here by drawing together evidence from three complementary approaches in a group of oil-palm nut- ( Elaeis guineensis) cracking chimpanzees at Bossou, Guinea. First, extensive surveys of communities adjacent to Bossou have shown that population-specific details of tool use, such as the selection of species of nuts as targets for cracking, cannot be explained purely on the basis of ecological differences. Second, a 16-year longitudinal record tracing the development of nut-cracking in individual chimpanzees has highlighted the importance of a critical period for learning (3-5 years of age), while the similar learning contexts experienced by siblings have been found to result in near-perfect (13 out of 14 dyads) inter-sibling correspondence in laterality. Third, novel data from field experiments involving the introduction of unfamiliar species of nuts to the Bossou group illuminates key aspects of both cultural innovation and transmission. We show that responses of individuals toward the novel items differ markedly with age, with juveniles being the most likely to explore. Furthermore, subjects are highly specific in their selection of conspecifics as models for observation, attending to the nut-cracking activities of individuals in the same age group or older, but not younger than themselves. Together with the phenomenon of inter-community migration, these results demonstrate a mechanism for the emergence of culture in wild chimpanzees. |
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Primate Research Institute, Kyoto University, Japan. dora.biro@zoology.oxford.ac.uk |
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Springer-Verlag |
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PMID:12898285 |
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Equine Behaviour @ team @ |
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2560 |
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Cole, P.D.; Adamo, S.A. |
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Cuttlefish (Sepia officinalis: Cephalopoda) hunting behavior and associative learning |
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2005 |
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Animal Cognition |
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Anim. Cogn. |
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8 |
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1 |
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27-30 |
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Animals; *Appetitive Behavior; *Association Learning; *Conditioning, Classical; Female; Male; *Mollusca; Photic Stimulation; *Predatory Behavior |
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Because most learning studies in cephalopods have been performed on octopods, it remains unclear whether such abilities are specific to octopus, or whether they correlate with having a larger and more centrally organized brain. To investigate associative learning in a different cephalopod, six sexually mature cuttlefish (Sepia officinalis) participated in a counterbalanced, within-subjects, appetitive, classical conditioning procedure. Two plastic spheres (conditioned stimuli, CSs), differing in brightness, were presented sequentially. Presentation of the CS+ was followed 5 s later by a live feeder fish (unconditioned stimulus, US). Cuttlefish began to attack the CS+ with the same type of food-acquisition seizures used to capture the feeder fish. After seven blocks of training (42 presentations of each CS) the difference in seizure probability between CS+ and CS- trials more than doubled; and was found to be significantly higher in late versus early blocks. These results indicate that cuttlefish exhibit autoshaping under some conditions. The possible ecological significance of this type of learning is briefly discussed. |
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Department of Psychology, Dalhousie University Halifax, Nova Scotia, Canada |
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1435-9448 |
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PMID:15592760 |
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Equine Behaviour @ team @ |
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2500 |
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Heberlein, M.T.E.; Manser, M.B.; Turner, D.C. |
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Deceptive-like behaviour in dogs (Canis familiaris) |
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2017 |
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Animal Cognition |
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Anim. Cogn. |
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20 |
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3 |
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511-520 |
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Deception, the use of false signals to modify the behaviour of the receiver, occurs in low frequencies even in stable signalling systems. For example, it can be advantageous for subordinate individuals to deceive in competitive situations. We investigated in a three-way choice task whether dogs are able to mislead a human competitor, i.e. if they are capable of tactical deception. During training, dogs experienced the role of their owner, as always being cooperative, and two unfamiliar humans, one acting ‘cooperatively’ by giving food and the other being ‘competitive’ and keeping the food for themselves. During the test, the dog had the options to lead one of these partners to one of the three potential food locations: one contained a favoured food item, the other a non-preferred food item and the third remained empty. After having led one of the partners, the dog always had the possibility of leading its cooperative owner to one of the food locations. Therefore, a dog would have a direct benefit from misleading the competitive partner since it would then get another chance to receive the preferred food from the owner. On the first test day, the dogs led the cooperative partner to the preferred food box more often than expected by chance and more often than the competitive partner. On the second day, they even led the competitive partner less often to the preferred food than expected by chance and more often to the empty box than the cooperative partner. These results show that dogs distinguished between the cooperative and the competitive partner, and indicate the flexibility of dogs to adjust their behaviour and that they are able to use tactical deception. |
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Equine Behaviour @ team @ Heberlein2017 |
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6136 |
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Vallortigara, G.; Regolin, L.; Rigoni, M.; Zanforlin, M. |
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Delayed search for a concealed imprinted object in the domestic chick |
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1998 |
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Animal Cognition |
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Anim. Cogn. |
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Five-day-old chicks were accustomed to follow an imprinted object (a small red ball with which they had been reared) that was moving slowly in a large arena, until it disappeared behind an opaque screen. In experiments, each chick was initially confined in a transparent cage, from where it could see and track the ball while it moved towards, and then beyond, one of two screens. The screens could be either identical or differ in colour and pattern. Either immediately after the disappearance of the ball, or with a certain delay, the chick was released and allowed to search for its imprinted object behind either screen. The results showed that chicks took into account the directional cue provided by the ball movement and its concealment, up to a delay period of about 180 s, independently of the perceptual characteristics of the two screens. If an opaque partition was positioned in front of the transparent cage immediately after the ball had disappeared, so that, throughout the delay, neither the goal-object nor the two screens were visible, chicks were still capable of remembering and choosing the correct screen, though over a much shorter period of about 60 s. The results suggest that, at least in this precocial bird species, very young chicks can maintain some form of representation of the location where a social partner was last seen, and are also capable of continuously updating this representation so as to take into account successive displacements of the goal-object. |
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Equine Behaviour @ team @ |
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3347 |
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Hauber, M.E.; Sherman, P.W. |
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Designing and interpreting experimental tests of self-referent phenotype matching |
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2003 |
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Animal Cognition |
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Anim. Cogn. |
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6 |
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1 |
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69-71 |
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Animals; Birds; Body Constitution; Color; Humans; Pedigree; *Perception; Phenotype; *Recognition (Psychology); Research Design; *Self Psychology |
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Department of Neurobiology and Behavior, Cornell University, Ithaca, NY 14853-2702, USA |
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Equine Behaviour @ team @ |
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2580 |
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