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Milo, R., Itzkovitz, S., Kashtan, N., Levitt, R., & Alon, U. (2004). Response to Comment on “Network Motifs: Simple Building Blocks of Complex Networks” and “Superfamilies of Evolved and Designed Networks”. Science, 305(5687), 1107d.
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Milo, R., Itzkovitz, S., Kashtan, N., Levitt, R., Shen-Orr, S., Ayzenshtat, I., et al. (2004). Superfamilies of Evolved and Designed Networks. Science, 303(5663), 1538–1542.
Abstract: Complex biological, technological, and sociological networks can be of very different sizes and connectivities, making it difficult to compare their structures. Here we present an approach to systematically study similarity in the local structure of networks, based on the significance profile (SP) of small subgraphs in the network compared to randomized networks. We find several superfamilies of previously unrelated networks with very similar SPs. One superfamily, including transcription networks of microorganisms, represents “rate-limited” information-processing networks strongly constrained by the response time of their components. A distinct superfamily includes protein signaling, developmental genetic networks, and neuronal wiring. Additional superfamilies include power grids, protein-structure networks and geometric networks, World Wide Web links and social networks, and word-adjacency networks from different languages.
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Artzy-Randrup, Y., Fleishman, S. J., Ben-Tal, N., & Stone, L. (2004). Comment on “Network Motifs: Simple Building Blocks of Complex Networks” and “Superfamilies of Evolved and Designed Networks”. Science, 305(5687), 1107c.
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Macfadden, B. J. (2005). Evolution. Fossil horses--evidence for evolution. Science, 307(5716), 1728–1730.
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Blaisdell, A. P., Sawa, K., Leising, K. J., & Waldmann, M. R. (2006). Causal reasoning in rats. Science, 311(5763), 1020–1022.
Abstract: Empirical research with nonhuman primates appears to support the view that causal reasoning is a key cognitive faculty that divides humans from animals. The claim is that animals approximate causal learning using associative processes. The present results cast doubt on that conclusion. Rats made causal inferences in a basic task that taps into core features of causal reasoning without requiring complex physical knowledge. They derived predictions of the outcomes of interventions after passive observational learning of different kinds of causal models. These competencies cannot be explained by current associative theories but are consistent with causal Bayes net theories.
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Kerr, R. A. (2006). PALEOCLIMATOLOGY. Atlantic mud shows how melting ice triggered an ancient chill. Science, 312(5782), 1860.
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Miller, G. (2006). Animal behavior. Signs of empathy seen in mice. Science, 312(5782), 1860–1861.
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Mulcahy, N. J., & Call, J. (2006). Apes save tools for future use. Science, 312(5776), 1038–1040.
Abstract: Planning for future needs, not just current ones, is one of the most formidable human cognitive achievements. Whether this skill is a uniquely human adaptation is a controversial issue. In a study we conducted, bonobos and orangutans selected, transported, and saved appropriate tools above baseline levels to use them 1 hour later (experiment 1). Experiment 2 extended these results to a 14-hour delay between collecting and using the tools. Experiment 3 showed that seeing the apparatus during tool selection was not necessary to succeed. These findings suggest that the precursor skills for planning for the future evolved in great apes before 14 million years ago, when all extant great ape species shared a common ancestor.
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Thornton, A., & McAuliffe, K. (2006). Teaching in wild meerkats. Science, 313(5784), 227–229.
Abstract: Despite the obvious benefits of directed mechanisms that facilitate the efficient transfer of skills, there is little critical evidence for teaching in nonhuman animals. Using observational and experimental data, we show that wild meerkats (Suricata suricatta) teach pups prey-handling skills by providing them with opportunities to interact with live prey. In response to changing pup begging calls, helpers alter their prey-provisioning methods as pups grow older, thus accelerating learning without the use of complex cognition. The lack of evidence for teaching in species other than humans may reflect problems in producing unequivocal support for the occurrence of teaching, rather than the absence of teaching.
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Pennisi, E. (2006). Animal cognition. Man's best friend(s) reveal the possible roots of social intelligence (Vol. 312).
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