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Mandal, M. K., Bulman-Fleming, M. B., & Tiwari, G. (Eds.). (2000). Side Bias: A Neuropsychological Perspective. Netherlands: Springer.
Abstract: The beginnings of the idea about a book on “side bias” began in the year
1994 during the senior editor"s research association with late Professor M.P.
Bryden and colleagues at the University of Waterloo, Canada. Over many
discussions with Professor Bryden, it was clear that the concept of “side bias”
encompasses all aspects of motor behaviour within the context of human
(and non-human animal) laterality. The tendency to favour one side or limb
over the other is important not only from the perspective of understanding
the functional asymmetries of the cerebral hemispheres, but also to an
understanding of a myriad of aspects of human behaviour, as the
contributions to this volume will attest.
By side bias, most people would think of bias in terms of hand
preference or performance. The phenomenon of side bias, however, is more
general and influences motor behaviour of all kinds, ranging from simple
hand movement to complex behaviours like facial expression and attention.
Therefore, the concept has been operationalized in terms of bias reflected in
the motor expression of paired (such as hands, feet, eyes, or ears) or
nonpaired organs (such as the face) as a function of preference, performance
or attentional/intentional factors. ....
More see: http://www.springerlink.com/content/gr1726/front-matter.pdf
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Yulk G. (1998). Leadership in organizations. Englewood Cliffs, NJ: Prentice-Hall.
Abstract: Yulk G. 1998. Leadership in organizations. Englewood Cliffs, NJ: Prentice-Hall
Leadership in Organizations focuses on effective leadership in organizations through both theory and practice. This book explains and critiques the major theories and studies that are most relevant and informative and reviews what we know about leadership effectiveness. This combination of theory and practice makes this text a useful resource for practicing managers who are looking for something more than superficial answers to difficult questions about leadership.
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Clutton-Brock, T. H., & Parker, G. A. (1995). Punishment in animal societies. Nature, 373(6511), 209–216.
Abstract: Although positive reciprocity (reciprocal altruism) has been a focus of interest in evolutionary biology, negative reciprocity (retaliatory infliction of fitness reduction) has been largely ignored. In social animals, retaliatory aggression is common, individuals often punish other group members that infringe their interests, and punishment can cause subordinates to desist from behaviour likely to reduce the fitness of dominant animals. Punishing strategies are used to establish and maintain dominance relationships, to discourage parasites and cheats, to discipline offspring or prospective sexual partners and to maintain cooperative behaviour.
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Camazine, S., Deneubourg, J. L., Franks, N. R., Sneyd, J., Theraula, G., & Bonabeau, E. (2003). Self-Organization in Biological Systems. Princeton: Princeton University Press.
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Schaller, G. B.:. (1976). The Serengeti Lion: A Study of Predator-Prey Relations (Wildlife Behavior and Ecology series). Chicago: University Of Chicago Press.
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Eckardt, G., & Windhofer, A. (2004). Untersuchung der Beanspruchung von Pferden während Isolation und beim Verladen. Master's thesis, , .
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Borgatti, S. P., Everett, M.G., Freeman, L.C. (2002). Ucinet for Windows: Software for Social Network Analysis.
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Stuber, G. D., Sparta, D. R., Stamatakis, A. M., van Leeuwen, W. A., Hardjoprajitno, J. E., Cho, S., et al. (2011). Excitatory transmission from the amygdala to nucleus accumbens facilitates reward seeking. Nature, advance online publication.
Abstract: The basolateral amygdala (BLA) has a crucial role in emotional learning irrespective of valence1, 2, 3, 4, 5, 21, 22, 23. The BLA projection to the nucleus accumbens (NAc) is thought to modulate cue-triggered motivated behaviours4, 6, 7, 24, 25, but our understanding of the interaction between these two brain regions has been limited by the inability to manipulate neural-circuit elements of this pathway selectively during behaviour. To circumvent this limitation, we used in vivo optogenetic stimulation or inhibition of glutamatergic fibres from the BLA to the NAc, coupled with intracranial pharmacology and ex vivo electrophysiology. Here we show that optical stimulation of the pathway from the BLA to the NAc in mice reinforces behavioural responding to earn additional optical stimulation of these synaptic inputs. Optical stimulation of these glutamatergic fibres required intra-NAc dopamine D1-type receptor signalling, but not D2-type receptor signalling. Brief optical inhibition of fibres from the BLA to the NAc reduced cue-evoked intake of sucrose, demonstrating an important role of this specific pathway in controlling naturally occurring reward-related behaviour. Moreover, although optical stimulation of glutamatergic fibres from the medial prefrontal cortex to the NAc also elicited reliable excitatory synaptic responses, optical self-stimulation behaviour was not observed by activation of this pathway. These data indicate that whereas the BLA is important for processing both positive and negative affect, the glutamatergic pathway from the BLA to the NAc, in conjunction with dopamine signalling in the NAc, promotes motivated behavioural responding. Thus, optogenetic manipulation of anatomically distinct synaptic inputs to the NAc reveals functionally distinct properties of these inputs in controlling reward-seeking behaviours.
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Ramsden, S., Richardson, F. M., Josse, G., Thomas, M. S. C., Ellis, C., Shakeshaft, C., et al. (2011). Verbal and non-verbal intelligence changes in the teenage brain. Nature, advance online publication.
Abstract: Intelligence quotient (IQ) is a standardized measure of human intellectual capacity that takes into account a wide range of cognitive skills1. IQ is generally considered to be stable across the lifespan, with scores at one time point used to predict educational achievement and employment prospects in later years1. Neuroimaging allows us to test whether unexpected longitudinal fluctuations in measured IQ are related to brain development. Here we show that verbal and non-verbal IQ can rise or fall in the teenage years, with these changes in performance validated by their close correlation with changes in local brain structure. A combination of structural and functional imaging showed that verbal IQ changed with grey matter in a region that was activated by speech, whereas non-verbal IQ changed with grey matter in a region that was activated by finger movements. By using longitudinal assessments of the same individuals, we obviated the many sources of variation in brain structure that confound cross-sectional studies. This allowed us to dissociate neural markers for the two types of IQ and to show that general verbal and non-verbal abilities are closely linked to the sensorimotor skills involved in learning. More generally, our results emphasize the possibility that an individual’s intellectual capacity relative to their peers can decrease or increase in the teenage years. This would be encouraging to those whose intellectual potential may improve, and would be a warning that early achievers may not maintain their potential.
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Greco, B. J., Brown, T. K., Andrews, J. R. M., Swaisgood, R. R., & Caine, N. G. (2013). Social learning in captive African elephants (Loxodonta africana africana). Animal Cognition, 16(3), 459–469.
Abstract: Social learning is a more efficient method of information acquisition and application than trial and error learning and is prevalent across a variety of animal taxa. Social learning is assumed to be important for elephants, but evidence in support of that claim is mostly anecdotal. Using a herd of six adult female African bush elephants (Loxodonta africana africana) at the San Diego Zoo’s Safari Park, we evaluated whether viewing a conspecific’s interactions facilitated learning of a novel task. The tasks used feeding apparatus that could be solved in one of two distinct ways. Contrary to our hypothesis, the method the demonstrating animal used did not predict the method used by the observer. However, we did find evidence of social learning: After watching the model, subjects spent a greater percentage of their time interacting with the apparatus than they did in unmodeled trials. These results suggest that the demonstrations of a model may increase the motivation of elephants to explore novel foraging tasks.
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