Aviad, A. D., & Houpt, J. B. (1994). The molecular weight of therapeutic hyaluronan (sodium hyaluronate): how significant is it? J Rheumatol, 21(2), 297–301.
Abstract: Various molecular weight hyaluronic acid (HA) preparations have been injected into joints for the treatment of human and equine osteoarthritis. A therapeutic advantage has been claimed for commercial products with a molecular weight in the range found in normal synovial fluid (SF), compared to lower molecular weight products. But a correlation between molecular weight and efficacy is not borne out by an analysis of the available literature on clinical results. SF viscosity, HA concentration, HA molecular weight and rate of synthesis in joint disease. It is proposed that the beneficial effect of injected HA in joint disease may be due to pharmacological rather than to physical properties.
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Judge, P. G., de Waal, F. B., Paul, K. S., & Gordon, T. P. (1994). Removal of a trauma-inflicting alpha matriline from a group of rhesus macaques to control severe wounding. Lab Anim Sci, 44(4), 344–350.
Abstract: Wounding in an 83-member group of rhesus macaques (Macaca mulatta) housed at the Yerkes Regional Primate Research Center Field Station became excessive to the point that intervention was deemed necessary. When observations indicated that three females from the group's alpha matriline were principally responsible for the wounding, the matriline (N = 7) was removed from the group. This study was conducted to document an atypical pattern of wounding in this group and to evaluate the effectiveness of removal as a procedure for controlling injuries. The aggression rates of 21 adult subjects and the wounds of all group members were recorded before and after the removal procedure and compared with those in a similar-sized group. Removing the alpha matriline did not alter aggression rates in the group or the rank order among the remaining matrilines. Aggression rates in the experimental group were also not significantly different from those in the comparison group before or after the removal. With the alpha matriline present, wounding levels in the group were significantly higher than those in the comparison group. After removal of the matriline, the frequency of wounds decreased significantly to levels similar to those of the comparison group. The pattern of excess wounding attributed to the extracted alpha females was idiosyncratic, involving removal of large patches of skin from the hindquarters of adult females or removal of the distal portion of the fingers, toes, or tail from juveniles.(ABSTRACT TRUNCATED AT 250 WORDS)
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Judge, P. G., & de Waal, F. B. (1994). Intergroup grooming relations between alpha females in a population of free-ranging rhesus macaques. Folia Primatol (Basel), 63(2), 63–70.
Abstract: Intergroup affiliation among female rhesus macaques, Macaca mulatta, was examined in the captive free-ranging colony of Morgan Island, S.C., USA. The provisioned colony has many social groups (35) and is maintained at a relatively high population density (21 animals/ha) with a relatively low adult male to female ratio (1:8.8). Focal and ad libitum samples were collected on 32 adults (3 males and 29 females) from two groups. Although infrequent, grooming was observed between adult females from different groups, and alpha females were the main participants in these interactions. Colony records indicated that none of the intergroup grooms was between females formerly from a common group. Relations between familiar neighboring groups may be maintained by a combination of both affiliative and aggressive behavior.
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Zentall, T. R., & Sherburne, L. M. (1994). Role of differential sample responding in the differential outcomes effect involving delayed matching by pigeons. J Exp Psychol Anim Behav Process, 20(4), 390–401.
Abstract: The role of differential sample responding in the differential outcomes effect was examined. In Experiment 1, we trained pigeons on a one-to-many matching task with differential sample responding required. Differential outcomes were associated with samples and comparisons, with comparisons only, or with neither samples nor comparisons. Slopes of delay functions for trials with pecked versus nonpecked samples suggested use of a single-code-default strategy in the nondifferential-outcomes group but not in the differential-outcomes groups. In Experiment 2, differential sample responding and differential outcomes were manipulated independently. Again, there were significant differences in the relative slopes of the delay functions. Results suggest that differential outcomes exert their effect independently of differential sample responding.
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Zentall, T. R., & Sherburne, L. M. (1994). Transfer of value from S+ to S- in a simultaneous discrimination. J Exp Psychol Anim Behav Process, 20(2), 176–183.
Abstract: Value transfer theory has been proposed to account for transitive inference effects (L. V. Fersen, C. D. L. Wynne, J. D. Delius, & J. E. R. Staddon, 1991), in which following training on 4 simultaneous discriminations (A+B-, B+C-, C+D-, D+E-) pigeons show a preference for B over D. According to this theory, some of the value of reinforcement acquired by each S+ transfers to the S-. In the transitive inference experiment, C (associated with both reward and nonreward) can transfer less value to D than A (associated only with reward) can transfer to B. Support for value transfer theory was demonstrated in 2 experiments in which an S- presented in the context of a stimulus to which responses were always reinforced (S+) was preferred over an S- presented in the context of a stimulus to which responses were sometimes reinforced (S +/-).
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Dugatkin, L. A., & Wilson, D. S. (1994). Choice experiments and cognition: a reply to Lamprecht & Hofer. Anim. Behav., 47(6), 1459–1461.
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FitzGibbon, C. D. (1994). The costs and benefits of predator inspection behaviour in Thomson's gazelles. Behav. Ecol. Sociobiol., 34(2), 139–148.
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McLeod, P. G., & Huntingford, F. A. (1994). Social rank and predator inspection in sticklebacks. Anim. Behav., 47(5), 1238–1240.
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Avital, E., & Jablonka, E. (1994). Social learning and the evolution of behaviour. Anim. Behav., 48(5), 1195–1199.
Abstract: Abstract. In animals capable of learning from a parent or other individual, socially acquired behaviour can be transmitted through several generations. When the inheritance of variations in such behaviour is independent of genotypic variations, natural selection can operate on an additional level. Direct evolution of behaviour becomes possible, and this may alter the estimates of costs and benefits of behaviour patterns for the individual who transmits them. It is suggested that the effects of maternally transmitted behaviour contribute to the evolution of maternal behavioural strategies, and to the evolution of behaviour associated with male-female conflict.
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Heyes, C. M. (1994). Social learning in animals: categories and mechanisms. Biol. Rev., 69(2), 207–231.
Abstract: There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS)
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