|
|
Seyfarth, R. M., & Cheney, D. L. (2015). Social cognition. Animal Behaviour, 103, 191–202.
Abstract: The social intelligence hypothesis argues that competition and cooperation among individuals have shaped the evolution of cognition in animals. What do we mean by social cognition? Here we suggest that the building blocks of social cognition are a suite of skills, ordered roughly according to the cognitive demands they place upon individuals. These skills allow an animal to recognize others by various means; to recognize and remember other animals' relationships; and, perhaps, to attribute mental states to them. Some skills are elementary and virtually ubiquitous in the animal kingdom; others are more limited in their taxonomic distribution. We treat these skills as the targets of selection, and assume that more complex levels of social cognition evolve only when simpler methods are inadequate. As a result, more complex levels of social cognition indicate greater selective pressures in the past. The presence of each skill can be tested directly through field observations and experiments. In addition, the same methods that have been used to compare social cognition across species can also be used to measure individual differences within species and to test the hypothesis that individual differences in social cognition are linked to differences in reproductive success.
|
|
|
|
Lachapelle, S., & Healey, J. (2010). On Hans, Zou and the others: wonder animals and the question of animal intelligence in early twentieth-century France. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences, 41(1), 12–20.
Abstract: During the second half of the nineteenth century, the advent of widespread pet ownership was accompanied by claims of heightened animal abilities. Psychical researchers investigated many of these claims, including animal telepathy and ghostly apparitions. By the beginning of the twentieth century, news of horses and dogs with the ability to read and calculate fascinated the French public and scientists alike. Amidst questions about the justification of animal cruelty in laboratory experiments, wonder animals came to represent some extraordinary possibilities associated with their kind. Psychologists speculated on the feats of wonder animals. They considered the possibility that these animals shared consciousness and intelligence with humans, and that--if confirmed--their alleged amazing abilities could lead to a new understanding of cognition for all animals. This article focuses on the few years during which claims of wonder animals occupied a significant place in French psychology and psychical research. It argues that as explanations involving deception or unconscious cues gained increased acceptance, the interest in wonder animals soon led to a backlash in comparative psychology that had repercussions for all animals, particularly those used in experimentation, in that it contributed to the decline of research addressing cognitive abilities in non-human species.
|
|
|
|
Duncan, I. J. H. (1995). D.G.M. Wood-Gush Memorial Lecture: An applied ethologist looks at the question “Why?”. Appl. Anim. Behav. Sci., 44(2-4), 205–217.
Abstract: The question “Why does an animal behave as it does?” can be answered in terms of ontogeny, function, phylogeny and causation. The achievements of applied ethology relative to those four approaches are reviewed, gaps in our knowledge are identified and predictions for fruitful avenues of future research are made. Ontogenic studies have been useful in the past and it is suggested that studies of the effects of early experience on the sexual behaviour of animals used in artificial breeding schemes might pay dividends. It is proposed that functional studies should be approached cautiously. More information is required on the process of domestication in order to increase the chances of success in the trend to farm exotic species. Studies on causation are likely to continue to be the mainstay of applied ethological research. It is suggested that within this category, studies on states of suffering, motivation and cognition are urgently required to answer the most pressing questions on animal welfare.
|
|
|
|
Teicher, M. H., Tomoda, A., & Andersen, S. L. (2006). Neurobiological Consequences of Early Stress and Childhood Maltreatment: Are Results from Human and Animal Studies Comparable? Annals of the New York Academy of Sciences, 1071(1), 313–323.
Abstract: Abstract: Recent studies have reported an association between exposure to childhood abuse or neglect and alterations in brain structure or function. One limitation of these studies is that they are correlational and do not provide evidence of a cause–effect relationship. Preclinical studies on the effects of exposure to early life stress can demonstrate causality, and can enrich our understanding of the clinical research if we hypothesize that the consequences of early abuse are predominantly mediated through the induction of stress responses. Exposure to early abuse and early stress has each been associated with the emergence of epileptiform electroencephalogram (EEG) abnormalities, alterations in corpous callosum area, and reduced volume or synaptic density of the hippocampus.Further, there is evidence that different brain regions have unique periods when they are maximally sensitive to the effects of early stress. To date, preclinical studies have guided clinical investigations and will continue to provide important insight into studies on molecular mechanisms and gene–environment interactions.
|
|
|
|
Massen, J., Sterck, E., & de Vos, H. (2010). Close social associations in animals and humans: functions and mechanisms of friendship (Vol. 147).
Abstract: Both humans and group-living animals associate and behave affiliatively more with some individuals than others. Human friendship has long been acknowledged, and recently scientists studying animal behaviour have started using the term friendship for close social associates in animals. Yet, while biologists describe friends as social tools to enhance fitness, social scientists describe human friendship as unconditional. We investigate whether these different descriptions reflect true differences in human friendship and animal close social associations or are a by-product of different research approaches: namely social scientists focussing on proximate and biologists on ultimate explanations. We first stress the importance of similar measures to determine close social associations, thereafter examine their ultimate benefits and proximate motivations, and discuss the latest findings on the central-neural regulation of social bonds. We conclude that both human friendship and animal close social associations are ultimately beneficial. On the proximate level, motivations for friendship in humans and for close social associations in animals are not necessarily based on benefits and are often unconditional. Moreover, humans share with many animals a similar physiological basis of sociality. Therefore, biologists and social scientist describe the same phenomenon, and the use of the term friendship for animals seems justified.
|
|
|
|
de Waal, F. B. M. (2004). Peace lessons from an unlikely source. PLoS. Biol., 2(4), E101.
|
|
|
|
A. Wiggins, & K. Crowston. (2011). From Conservation to Crowdsourcing: A Typology of Citizen Science. In 2011 44th Hawaii International Conference on System Sciences (pp. 1–10). 2011 44th Hawaii International Conference on System Sciences.
Abstract: Citizen science is a form of research collaboration involving members of the public in scientific research projects to address real-world problems. Often organized as a virtual collaboration, these projects are a type of open movement, with collective goals addressed through open participation in research tasks. Existing typologies of citizen science projects focus primarily on the structure of participation, paying little attention to the organizational and macrostructural properties that are important to designing and managing effective projects and technologies. By examining a variety of project characteristics, we identified five types-Action, Conservation, Investigation, Virtual, and Education- that differ in primary project goals and the importance of physical environment to participation.
|
|
|
|
de Waal, F. B. M. (2003). Silent invasion: Imanishi's primatology and cultural bias in science. Anim. Cogn., 6(4), 293–299.
|
|
|
|
Arluke, A. (2004). The use of dogs in medical and veterinary training: understanding and approaching student uneasiness. J Appl Anim Welf Sci, 7(3), 197–204.
|
|
|
|
Watanabe, S., & Troje, N. F. (2006). Towards a “virtual pigeon”: a new technique for investigating avian social perception. Anim. Cogn., 9(4), 271–279.
Abstract: The purpose of the present study is to examine the applicability of a computer-generated, virtual animal to study animal cognition. Pigeons were trained to discriminate between movies of a real pigeon and a rat. Then, they were tested with movies of the computer-generated (CG) pigeon. Subjects showed generalization to the CG pigeon, however, they also responded to modified versions in which the CG pigeon was showing impossible movement, namely hopping and walking without its head bobbing. Hence, the pigeons did not attend to these particular details of the display. When they were trained to discriminate between the normal and the modified version of the CG pigeon, they were able to learn the discrimination. The results of an additional partial occlusion test suggest that the subjects used head movement as a cue for the usual vs. unusual CG pigeon discrimination.
|
|
