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Herrmann, E., Melis, A. P., & Tomasello, M. (2006). Apes' use of iconic cues in the object-choice task. Anim. Cogn., 9(2), 118–130.
Abstract: In previous studies great apes have shown little ability to locate hidden food using a physical marker placed by a human directly on the target location. In this study, we hypothesized that the perceptual similarity between an iconic cue and the hidden reward (baited container) would help apes to infer the location of the food. In the first two experiments, we found that if an iconic cue is given in addition to a spatial/indexical cue – e.g., picture or replica of a banana placed on the target location – apes (chimpanzees, bonobos, orangutans, gorillas) as a group performed above chance. However, we also found in two further experiments that when iconic cues were given on their own without spatial/indexical information (iconic cue held up by human with no diagnostic spatial/indexical information), the apes were back to chance performance. Our overall conclusion is that although iconic information helps apes in the process of searching hidden food, the poor performance found in the last two experiments is due to apes' lack of understanding of the informative (cooperative) communicative intention of the experimenter.
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Paukner, A., Anderson, J. R., & Fujita, K. (2006). Redundant food searches by capuchin monkeys (Cebus apella): a failure of metacognition? Anim. Cogn., 9(2), 110–117.
Abstract: This study investigated capuchin monkeys' understanding of their own visual search behavior as a means to gather information. Five monkeys were presented with three tubes that could be visually searched to determine the location of a bait. The bait's visibility was experimentally manipulated, and the monkeys' spontaneous visual searches before tube selection were analyzed. In Experiment 1, three monkeys selected the baited tube significantly above chance; however, the monkeys also searched transparent tubes. In Experiment 2, a bent tube in which food was never visible was introduced. When the bent tube was baited, the monkeys failed to deduce the bait location and responded randomly. They also continued to look into the bent tube despite not gaining any pertinent information from it. The capuchin monkeys' behavior contrasts with the efficient employment of visual search behavior reported in humans, apes and macaques. This difference is consistent with species-related variations in metacognitive abilities, although other explanations are also possible.
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Palmer, M. E., Calve, M. R., & Adamo, S. A. (2006). Response of female cuttlefish Sepia officinalis (Cephalopoda) to mirrors and conspecifics: evidence for signaling in female cuttlefish. Anim. Cogn., 9(2), 151–155.
Abstract: Cuttlefish have a large repertoire of body patterns that are used for camouflage and interspecific signaling. Intraspecific signaling by male cuttlefish has been well documented but studies on signaling by females are lacking. We found that females displayed a newly described body pattern termed Splotch toward their mirror image and female conspecifics, but not to males, prey or inanimate objects. Female cuttlefish may use the Splotch body pattern as an intraspecific signal, possibly to reduce agonistic interactions. The ability of females to produce a consistent body pattern in response to conspecifics and mirrors suggests that they can recognize same-sex conspecifics using visual cues, despite the lack of sexual dimorphism visible to human observers.
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Schmoldt, A., Benthe, H. F., & Haberland, G. (1975). Digitoxin metabolism by rat liver microsomes. Biochem Pharmacol, 24(17), 1639–1641.
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Jallon, J. M., Risler, Y., & Iwatsubo, M. (1975). Beef liver L-Glutamate dehydrogenase mechanism: presteady state study of the catalytic reduction of 2.oxoglutarate by NADPH. Biochem Biophys Res Commun, 67(4), 1527–1536.
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Rodier, F. (1976). [Spectral properties of porcine plasminogen: study of the acidic transition (author's transl)]. Eur J Biochem, 63(2), 553–562.
Abstract: The acidic transition of porcine plasminogen, prepared by affinity chromatography, was studied by non-destructive methods. These methods are based on the analysis of the behaviour of the tryptophyls under various conditions. The perturbation of the absorption and emission spectra by pH or temperature and the dynamic quenching of the intrinsic fluorescence are used to obtain information on structural changes which affect the environment of these residues. It is shown that by decreasing pH the fluorescence emission spectra are shifted toward the long wavelengths, with a broadening of the fluorescence band. The same effect can be obtained at constant pH by heating the protein solution. In order to analyze these phenomena, it is assumed that the fluorescence intensities at 355 nm and 328 nm reflect the proportion of the tryptophans which are exposed to the solvent, and buried, respectively. The plot of the ratio of the fluorescence intensities at these wavelengths versus pH or temperature leads to a titration curve showing an unmasking of tryptophans. The proportion of exposed tryptophans is measured by the dynamic fluorescence quenching technique and the data analyzed according to Lehrer. The plot of the fraction of exposed tryptophyls versus pH also shows the unmasking of these chromophores. Thermal perturbation of a solution of plaminogen at neutral pH induces a difference absorption spectrum whose amplitudes at the maxima are proportional to the number of exposed aromatic residues. The comparison with a solution of fully denatured plasminogen in 6 M guanidium chloride, where all the tryptophyls are exposed, shows that the percentage of exposure is equal to 59%. This number is significantly higher than the percentage found by the fluorescence quenching technique (20%), indicating that some tryptophyls are located in crevices, exposed to the solvent but not to the iodide. At acidic pH the absorption difference spectra induced by thermal perturbation are not classical, since they show an inversion and a new band between 300 nm and 305 nm. This band is mentioned in the literature as a minor band of tryptophan which appears when this chromophore is located in an asymmetric environment. On plotting the maximum amplitude of these spectra obtained at acidic pH versus temperature, we obtain a curve indicating that two types of antagonistic interactions are involved in the perturbation of the chromophores spectra. The spectrophotometric titration of plasminogen gives classical absorption difference spectra. By plotting the maximum amplitude at 292 nm versus pH, we obtain a titration curve with an apparent pK of 2.9 units. This pK is acidic which respect to the pK value of a normal carboxyl. This low value can be due to a positively charged group in the neighbourhood of a carboxyl, which interacts with one or more chromophores. When the carboxyl becomes protonated, this positively charged group is free and available to perturb the environment of some chromophores...
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Zentall, T. R. (2001). The case for a cognitive approach to animal learning and behavior. Behav Processes, 54(1-3), 65–78.
Abstract: The dangers of hypothesizing about unobservable cognitive mechanisms are well known to behavior analysts. I propose, however, that carefully fashioned cognitive theories that make predictions that are inconsistent with current behavioral theories can provide useful research tools for the understanding of behavior. Furthermore, even if the results of such research may be accommodated by modifying existing behavioral theories, our understanding of behavior is often advanced by the empirical findings because it is unlikely that the research would have been conducted in the absence of such cognitive hypothesizing. Two examples of the development of emergent relations are described: The first deals with the nature of a pigeon's 'representation' of two stimuli both of which are associated with correct responding to a third in a many-to-one matching task (stimulus equivalence or common representations). The second has to do with transitive inference, the emergent relation between two stimuli mediated by their relation to a common stimulus in a simultaneous discrimination.
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Bloom, P. (2004). Behavior. Can a dog learn a word? Science, 304(5677), 1605–1606.
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NICOLA J. ROONEY & JOHN W. S. BRADSHAW. (2005). Social cognition in the domestic dog: behaviour of spectators towards participants in interspecific games. Anim. Behav., 72(2), 343–352.
Abstract: previous termSocial cognition,next term in particular the derivation of previous termsocialnext term information from observation of interactions between members of a previous termsocialnext term group, has been widely investigated in primates, but it has received little attention in other previous termsocialnext term mammals, although it has been anecdotally reported in the previous termdomestic dog,next term Canis familiaris. We recorded the behaviour of previous termdogsnext term (“spectators”) that had observed controlled interactions between a human and a previous termdognext term (the “demonstrator”) competing for an object, and that were subsequently allowed to interact freely with both participants. When the competitions were playful, as indicated by signals performed by the human, the spectator was more likely to approach the winner first and/or more rapidly, suggesting that winners of games are perceived as desirable previous termsocialnext term partners. When the human did not perform play signals, changing the previous termsocialnext term context from play to contest over a resource, spectators were slower to approach either of the participants, suggesting that participants in contests were less desirable as previous termsocialnext term partners than participants in games. If the previous termdognext term was prevented from seeing the game, it still reacted differently to the winner and the loser, but its behaviour was not the same as after games that it had seen. We conclude that spectator previous termdogsnext term gain information from the players' subsequent behaviour as well as from direct observation of the game.
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Houpt, K. A. (2006). Why horse behaviour is important to the equine clinician. Equine Vet J, 38(5), 386–387.
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