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Eisenmann V,. (1982). Le cheval: Passé, présent et avenir. Bull Inf Mus Nat Hist Naturelle, 30, 29–34.
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de Waal, F. B. M. (2005). A century of getting to know the chimpanzee. Nature, 437(7055), 56–59.
Abstract: A century of research on chimpanzees, both in their natural habitat and in captivity, has brought these apes socially, emotionally and mentally much closer to us. Parallels and homologues between chimpanzee and human behaviour range from tool-technology and cultural learning to power politics and intercommunity warfare. Few behavioural domains have remained untouched by this increased knowledge, which has dramatically challenged the way we view ourselves. The sequencing of the chimpanzee genome will no doubt bring more surprises and insights. Humans do occupy a special place among the primates, but this place increasingly has to be defined against a backdrop of substantial similarity.
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Ferrero, D. M., Moeller, L. M., Osakada, T., Horio, N., Li, Q., Roy, D. S., et al. (2013). A juvenile mouse pheromone inhibits sexual behaviour through the vomeronasal system. Nature, 502(7471), 368–371.
Abstract: Animals display a repertoire of different social behaviours. Appropriate behavioural responses depend on sensory input received during social interactions. In mice, social behaviour is driven by pheromones, chemical signals that encode information related to age, sex and physiological state1. However, although mice show different social behaviours towards adults, juveniles and neonates, sensory cues that enable specific recognition of juvenile mice are unknown. Here we describe a juvenile pheromone produced by young mice before puberty, termed exocrine-gland secreting peptide 22 (ESP22). ESP22 is secreted from the lacrimal gland and released into tears of 2- to 3-week-old mice. Upon detection, ESP22 activates high-affinity sensory neurons in the vomeronasal organ, and downstream limbic neurons in the medial amygdala. Recombinant ESP22, painted on mice, exerts a powerful inhibitory effect on adult male mating behaviour, which is abolished in knockout mice lacking TRPC2, a key signalling component of the vomeronasal organ2, 3. Furthermore, knockout of TRPC2 or loss of ESP22 production results in increased sexual behaviour of adult males towards juveniles, and sexual responses towards ESP22-deficient juveniles are suppressed by ESP22 painting. Thus, we describe a pheromone of sexually immature mice that controls an innate social behaviour, a response pathway through the accessory olfactory system and a new role for vomeronasal organ signalling in inhibiting sexual behaviour towards young. These findings provide a molecular framework for understanding how a sensory system can regulate behaviour.
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Fehr, E., & Gachter, S. (2002). Altruistic punishment in humans. Nature, 415(6868), 137–140.
Abstract: Human cooperation is an evolutionary puzzle. Unlike other creatures, people frequently cooperate with genetically unrelated strangers, often in large groups, with people they will never meet again, and when reputation gains are small or absent. These patterns of cooperation cannot be explained by the nepotistic motives associated with the evolutionary theory of kin selection and the selfish motives associated with signalling theory or the theory of reciprocal altruism. Here we show experimentally that the altruistic punishment of defectors is a key motive for the explanation of cooperation. Altruistic punishment means that individuals punish, although the punishment is costly for them and yields no material gain. We show that cooperation flourishes if altruistic punishment is possible, and breaks down if it is ruled out. The evidence indicates that negative emotions towards defectors are the proximate mechanism behind altruistic punishment. These results suggest that future study of the evolution of human cooperation should include a strong focus on explaining altruistic punishment.
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Weissing, F. J. (2011). Animal behaviour: Born leaders. Nature, 474(7351), 288–289.
Abstract: Social animals face a dilemma. To reap the benefits of group living, they have to stay together. However, individuals differ in their preferences as to where to go and what to do next. If all individuals follow their own preferences, group coherence is undermined, resulting in an outcome that is unfavourable for everyone. Neglecting one's own preferences and following a leader is one way to resolve this coordination problem. But what attributes make an individual a 'leader'? A modelling study by Johnstone and Manica1 illuminates this question.
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Fenton, B., & Ratcliffe, J. (2004). Animal behaviour: eavesdropping on bats. Nature, 429(6992), 612–613.
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Shettleworth, S. J. (2007). Animal behaviour: planning for breakfast. Nature, 445(7130), 825–826.
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Dyer, F. C. (2002). Animal behaviour: when it pays to waggle (Vol. 419).
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Behrens, T. E. J., Hunt, L. T., Woolrich, M. W., & Rushworth, M. F. S. (2008). Associative learning of social value. Nature, 456(7219), 245–249.
Abstract: Our decisions are guided by information learnt from our environment. This information may come via personal experiences of reward, but also from the behaviour of social partners1, 2. Social learning is widely held to be distinct from other forms of learning in its mechanism and neural implementation; it is often assumed to compete with simpler mechanisms, such as reward-based associative learning, to drive behaviour3. Recently, neural signals have been observed during social exchange reminiscent of signals seen in studies of associative learning4. Here we demonstrate that social information may be acquired using the same associative processes assumed to underlie reward-based learning. We find that key computational variables for learning in the social and reward domains are processed in a similar fashion, but in parallel neural processing streams. Two neighbouring divisions of the anterior cingulate cortex were central to learning about social and reward-based information, and for determining the extent to which each source of information guides behaviour. When making a decision, however, the information learnt using these parallel streams was combined within ventromedial prefrontal cortex. These findings suggest that human social valuation can be realized by means of the same associative processes previously established for learning other, simpler, features of the environment.
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McGonigle, B. (1985). Can apes learn to count? (Vol. 315).
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