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Call, J., & Tomasello, M. (1995). Use of social information in the problem solving of orangutans (<em>Pongo pygmaeus</em>) and human children (<em>Homo sapiens</em>). J. Comp. Psychol., 109(3), 308–320.
Abstract: Fourteen juvenile and adult orangutans and 24 3- and 4-yr-old children participated in 4 studies on imitative learning in a problem-solving situation. In all studies a simple to operate apparatus was used, but its internal mechanism was hidden from subjects to prevent individual learning. In the 1st study, orangutans observed a human demonstrator perform 1 of 4 actions on the apparatus and obtain a reward; they subsequently showed no signs of imitative learning. Similar results were obtained in a 2nd study in which orangutan demonstrators were used. Similar results were also obtained in a 3rd study in which a human encouraged imitation from an orangutan that had previously been taught to mimic arbitrary human actions. In a 4th study, human 3- and 4-yr-old children learned the task by means of imitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
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Chalmeau, R., & Gallo, A. (1995). Cooperation in primates: Critical analysis of behavioural criteria. Behav. Process., 35(1-3), 101–111.
Abstract: Concerning hunting in chimpanzees, cooperation has generally been attributed to the behaviour of two or more individuals acting together to achieve a common goal (Boesch and Boesch, 1989). The common goal is often considered as the concrete result of a common action by two or several individuals. Although this result could be used as a criterion for cooperation, it could also be an outcome due to chance. We suggest that the goal, viewed as a concrete benefit shared by the partners, is not a requisite of cooperation but rather a possible consequence of a common action largely submitted to social constraints. Individuals engaged in a cooperative task in order to solve a problem have to exchange information to adjust to each other's behaviour. However, evidence of communication between partners during simultaneous cooperation is rare. An experiment in which two chimpanzees each had to simultaneously pull a handle to get a fruit was performed. We analysed not only the concrete result of the partners' activity but also what the individuals took into account before pulling a handle. We tried to specify what the chimpanzees learned by means of a series of logical propositions which we were able to confront the experimental results.
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Cheney, D. L., Seyfarth, R. M., & Silk, J. B. (1995). The responses of female baboons (Papio cynocephalus ursinus) to anomalous social interactions: evidence for causal reasoning? J Comp Psychol, 109(2), 134–141.
Abstract: Baboons' (Papio cynocephalus ursinus) understanding of cause-effect relations in the context of social interactions was examined through use of a playback experiment. Under natural conditions, dominant female baboons often grunt to more subordinate mothers when interacting with their infants. Mothers occasionally respond to these grunts by uttering submissive fear barks. Subjects were played causally inconsistent call sequences in which a lower ranking female apparently grunted to a higher ranking female, and the higher ranking female apparently responded with fear barks. As a control, subjects heard a sequence made causally consistent by the inclusion of grunts from a 3rd female that was dominant to both of the others. Subjects responded significantly more strongly to the causally inconsistent sequences, suggesting that they recognized the factors that cause 1 individual to give submissive vocalizations to another.
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Clayton, H. M. (1995). Comparison of the stride kinematics of the collected, medium, and extended walks in horses. Am J Vet Res, 56(7), 849–852.
Abstract: Six horses, highly trained for dressage competition, were used to study the stride kinematics of the walk, and to compare the kinematics of the collected, medium, and extended walks. Horses were filmed in a sagittal plane at a rate of 150 frames/s; temporal, linear, and angular data were extracted from the films. Results of ANOVA and Duncan's multiple range test indicated that the speed of the collected walk (1.37 m/s) was significantly (P < 0.01) slower than that of the medium (1.73 m/s) and extended (1.82 m/s) walks, values for which were not significantly different from each other. The increase in speed was associated with a significant increase in stride length, from 157 cm in the collected walk to 193 cm in the extended walk. This was a result of an increase in the over-tracking distance, whereas there was no significant difference in the distance between lateral placements of the limbs. Stride duration decreased (P < 0.01) from the collected walk (1,159 ms) to the extended walk (1,064 ms). Angles of the metacarpal and metatarsal segments, measured on the palmar/ plantar aspect, were higher at impact and lower at lift off in the collected than in the extended walk (P < 0.01). This indicated greater range of angular motion of this segment during the stance phase in the extended walk. Only 1 of the 6 horses had a regular 4-beat rhythm of the footfalls, with equal time elapsing between the lateral and diagonal footfalls.
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Clutton-Brock, J. (1995). Origins of the dog: domestication and early history. In J. A. Serpell (Ed.), The Domestic Dog: Its Evolution, Behaviour and Interactions with People. Cambridge: Cambridge University Press.
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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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Clutton-Brock, T. H., & Parker, G. A. (1995). Sexual coercion in animal societies. Anim. Behav., 49(5), 1345–1365.
Abstract: In a wide range of animal species, males coerce females to mate with them, either by physically forcing them to mate, by harassing them until they mate or by punishing persistent refusal to mate. The first section of this paper argues that the possibility of forced copulation can generate arms races between males and females that may have substantial costs to both sexes. In the second section, it is suggested that sexual harassment commonly represents a `war of attrition' between the sexes; existing game theory models that may apply to sexual conflict over mating decisions are reviewed. The third section develops a simple prospective model for the evolution of intimidation by punishment in situations where males can raise the probability that females will accept their advances in future by punishing them for refusal to mate. Where the benefits of sexual coercion to males are high, all three male strategies may develop to a point where they have substantial costs to females. In the final section, evidence that female behaviour is adapted to minimizing these costs is reviewed.
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Connor, R. C. (1995). Altruism among non-relatives: alternatives to the 'Prisoner's Dilemma'. Trends Ecol Evol, 10(2), 84–86.
Abstract: Triver's model of reciprocal altruism, and its descendants based on the Prisoner's Dilemma model, have dominated thinking about cooperation and altruism between non-relatives. However, there are three alternative models of altruism directed to non-relatives. These models, which are not based on the Prisoner's Dilemma, may explain a variety of phenomena, from allogrooming among impala to helping by non-relatives in cooperatively breeding birds and mammals.
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Coussi-Korbel, S., & Fragaszy, D. M. (1995). On the relation between social dynamics and social learning. Anim. Behav., 50(6), 1441–1453.
Abstract: Experimental studies on social learning in animals have commonly centred on the psychological processes responsible for learning, and neglected social processes as potential influences on both the likelihood of social learning and the type of information that can be acquired socially. A model relating social learning to social dynamics among members of a group is presented. Three key hypotheses of the model are (1) behavioural coordination in time and/or space supports the process of social learning; (2) different kinds of coordination differentially support acquisition of different kinds of information; and (3) the various forms of behavioural coordination will be differentially affected by social dynamics. Several predictions relating inter-individual and group differences in social dynamics to social learning that follow from these hypotheses are presented.
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Custance DM, Whiten A, & Bard KA. (1995). Can young chimpanzees imitate arbitrary actions? Hayes and Hayes (1952) revisited. Behavior, 132, 839.
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