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White, D. J. (2004). Influences of social learning on mate-choice decisions. Learn. Behav., 32, 105–113.
Abstract: Evidence from both field and laboratory is consistent with the hypothesis that animals can acquire mate preferences by observing the mating behavior of others. It is difficult, however, to distinguish social learning about mates from a host of other social effects on mating that do not produce changes in preferences. Examples are drawn from laboratory studies on mate choice in female and male Japanese quail that illustrate ways in which social cues influence mating decisions. Quail of both sexes use social cues to modify their mate choices, but the sexes use the information to serve different purposes. Female quail gain preferences for males seen mating with other females, whereas males avoid females that they had observed mating with other males. This sex difference in social learning provides an example of how costs and benefits of sexual behavior can shape decision-making processes. Implications of the influence of social learning on sexual selection are briefly discussed.
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Millspaugh, J. J., Brundige, G. C., Gitzen, R. A., & Raedeke, K. J. (2004). Herd organization of cow elk in Custer State Park, South Dakota. Wildl Soc Bull, 32(2), 506–514.
Abstract: nderstanding herd organization is important when considering management alternatives designed to benefit or manipulate elk (Cervus elaphus) populations. We studied the seasonal and annual herd organization of cow elk in Custer State Park, South Dakota from 1993-1997 by examining seasonal subherd range size, spatial arrangement, overlap, and site fidelity. Based on social interaction analyses, we combined locations of radiocol-lared cow elk to delineate subherds. We computed 95% kernel home ranges with least-squares cross validation for each subherd by season and year. Subherd overlap and fidelity by season and year were computed using the Volume of Intersection Index (VI) statistic. We identified 5 relatively discrete, resident cow-calf subherds. We observed little overlap in utilization distributions of adjacent subherds. The mean VI score across all subherds and time points (n=140) was 0.06 (SE=0.009), indicating an average 6% overlap in subherd area utilization. Subherd overlap between pairs was 0.08 in fall (SE= 0.021), 0.06 in winter (SE=0.018), 0.06 in spring (SE=0.2), and 0.05 in summer (SE= 0.016). Range sizes were not different between any pairs of seasons or years (F13,52=0.7, P=0.75). Subherd fidelity ranged from 0.41 (SE=0.033) to 0.60 (SE=0.018) overall, indicating differential use within the subherd boundary across years. The ability to distinguish discrete cow-calf subherd units is consistent with other studies and may aid elk management in Custer State Park. However, use patterns within subherd boundaries were inconsistent across years and may reflect human disturbances (e.g., hunting and logging activities), differences in our sampling approach, or changes in matriarchal leadership. Further evaluation into factors affecting space-use patterns is necessary to predict changes in range use within the subherd boundary.
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Laland K.N. (2004). Social learning strategies. Learn. Behav., 32, 4–14.
Abstract: In most studies of social learning in animals, no attempt has been made to examine the nature of the strategy adopted by animals when they copy others. Researchers have expended considerable effort in exploring the psychological processes that underlie social learning and amassed extensive data banks recording purported social learning in the field, but the contexts under which animals copy others remain unexplored. Yet, theoretical models used to investigate the adaptive advantages of social learning lead to the conclusion that social learning cannot be indiscriminate and that individuals should adopt strategies that dictate the circumstances under which they copy others and from whom they learn. In this article, I discuss a number of possible strategies that are predicted by theoretical analyses, including copy when uncertain, copy the majority, and copy if better, and consider the empirical evidence in support of each, drawing from both the animal and human social learning literature. Reliance on social learning strategies may be organized hierarchically, their being employed by animals when unlearned and asocially learned strategies prove ineffective but before animals take recourse in innovation.
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Linklater, W. L., Cameron, E. Z., Minot, E. O., & Stafford, K. J. (2004). Feral horse demography and population growth in the Kaimanawa Ranges, New Zealand. Wildl. Res., 31(2), 119–128.
Abstract: Although feral horses are a common management problem in numerous countries, detailed and long-term demographic studies are rare. We measured the age and sex structure, and pregnancy, birth and death rates in a population of 413 feral horses in New Zealand during 1994–98 and used them to construct a model simulating population growth. Survivorship increased with age (0–1 years old = 86.8%, 1–2 = 92.3%, 2–4 = 92.4%, ≥? 4 years old = females 94%, males 97% per annum). Birth sex ratio parity, a slight female bias in the adult sex ratio (92 males per 100 females) and higher adult male survivorship indicated lower average survivorship for young males than females that was not detectable in mortality statistics. Pregnancy and foaling rates for mares ≥? 2 years old averaged 79 and 49%, respectively. Foaling rates increased as mares matured (2–3-year-old mares = 1.9%, 3–4 = 20.0%, 4–5 = 42.1%, ≥? 5 = 61.5% per annum). Young mares had higher rates of foetal and neonatal mortality (95% of pregnancies failed and/or were lost as neonatal foals in 2–3-year-old mares, 70.6% in 3–4, 43.2% in 4–5, and 31% in mares ≥? 5 years old). Population growth was 9.6% per annum (9.5–9.8, 95% CI) without human-induced mortalities (i.e. r = 0.092). Our model, standardised aerial counts, and historical estimates of annual reproduction suggest that the historical sequence of counts since 1979 has overestimated growth by ~50% probably because of improvements in count effort and technique.</p>
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Zentall, T. R., Klein, E. D., & Singer, R. A. (2004). Evidence for detection of one duration sample and default responding to other duration samples by pigeons may result from an artifact of retention-test ambiguity. J Exp Psychol Anim Behav Process, 30(2), 129–134.
Abstract: S. C. Gaitan and J. T. Wixted (2000) proposed that when pigeons are trained on a conditional discrimination to associate 1 duration sample with 1 comparison and 2 other duration samples with a 2nd comparison, they detect only the single duration, and on trials involving either of the 2 other duration samples, they respond to the other comparison by default. In 2 experiments, the authors show instead that pigeons lend to treat the retention intervals (such as those used by Gaitan and Wixted) as intertrial intervals, and thus, they tend to treat all trials with a delay as 0-s sample trials. The authors tested this hypothesis by showing that divergent retention functions do not appear when the retention interval is discriminably different from the intertrial interval.
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Beran, M. J., Pate, J. L., Washburn, D. A., & Rumbaugh, D. M. (2004). Sequential responding and planning in chimpanzees (Pan troglodytes) and rhesus macaques (Macaca mulatta). J Exp Psychol Anim Behav Process, 30(3), 203–212.
Abstract: Chimpanzees (Pan troglodytes) and rhesus macaques (Macaca mulatta) selected either Arabic numerals or colored squares on a computer monitor in a learned sequence. On shift trials, the locations of 2 stimuli were interchanged at some point. More errors were made when this interchange occurred for the next 2 stimuli to be selected than when the interchange was for stimuli later in the sequence. On mask trials, all remaining stimuli were occluded after the 1st selection. Performance exceeded chance levels for only 1 selection after these masks were applied. There was no difference in performance for either stimulus type (numerals or colors). The data indicated that the animals planned only the next selection during these computerized tasks as opposed to planning the entire response sequence.
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Cerutti, D. T., & Staddon, J. E. R. (2004). Immediacy versus anticipated delay in the time-left experiment: a test of the cognitive hypothesis. J Exp Psychol Anim Behav Process, 30(1), 45–57.
Abstract: In the time-left experiment (J. Gibbon & R. M. Church, 1981), animals are said to compare an expectation of a fixed delay to food, for one choice, with a decreasing delay expectation for the other, mentally representing both upcoming time to food and the difference between current time and upcoming time (the cognitive hypothesis). The results of 2 experiments support a simpler view: that animals choose according to the immediacies of reinforcement for each response at a time signaled by available time markers (the temporal control hypothesis). It is not necessary to assume that animals can either represent or subtract representations of times to food to explain the results of the time-left experiment.
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Thompson, R. N., Robertson, B. K., Napier, A., & Wekesa, K. S. (2004). Sex-specific Responses to Urinary Chemicals by the Mouse Vomeronasal Organ. Chem. Senses, 29(9), 749–754.
Abstract: Social behaviors of most mammals are affected by chemical signals, pheromones, exchanged between conspecifics. Previous experiments have shown that behavioral responses to the same pheromone differ depending on the sex and endocrine status of the respondent. Although the exact mechanism of this dimorphism is not known, one possible contributor may be due to sexually dimorphic receptors or due to differences in central processing within the brain. In order to investigate the differences in response between male and female mice to the same pheromonal stimulus two urinary compounds (2-heptanone and 2,5-dimethylpyrazine) were used to stimulate the production of Inositol (1,4,5)-trisphosphate (IP3) in microvillar membrane preparations of the vomeronasal organ as an indirect measurement of pheromonal stimulation. Incubation of such membranes from prepubertal mice with urine from the same sex or opposite sex, results in an increase in production of IP3. This stimulation is mimicked by GTP{gamma}S and blocked by GDP{beta}S. Furthermore we found that 2-heptanone present in both male and female urine was capable of stimulating increased production of IP3 in the female VNO but not the male VNO. Finally, 2,5-dimethylpyrazine present only in female urine was also only capable of stimulating increased production of IP3 in the female VNO.
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Pickens, C. L., & Holland, P. C. (2004). Conditioning and cognition. Neurosci Biobehav Rev, 28(7), 651–661.
Abstract: Animals' abilities to use internal representations of absent objects to guide adaptive behavior and acquire new information, and to represent multiple spatial, temporal, and object properties of complex events and event sequences, may underlie many aspects of human perception, memory, and symbolic thought. In this review, two classes of simple associative learning tasks that address these core cognitive capacities are discussed. The first set, including reinforcer revaluation and mediated learning procedures, address the power of Pavlovian conditioned stimuli to gain access, through learning, to representations of upcoming events. The second set of investigations concern the construction of complex stimulus representations, as illustrated in studies of contextual learning, the conjunction of explicit stimulus elements in configural learning procedures, and recent studies of episodic-like memory. The importance of identifying both cognitive process and brain system bases of performance in animal models is emphasized.
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Sarter, M. (2004). Animal cognition: defining the issues. Neurosci Biobehav Rev, 28(7), 645–650.
Abstract: The assessment of cognitive functions in rodents represents a critical experimental variable in many research fields, ranging from the basic cognitive neurosciences to psychopharmacology and neurotoxicology. The increasing use of animal behavioral tests as 'assays' for the assessment of effects on learning and memory has resulted in a considerable heterogeneity of data, particularly in the field of behavioral and psycho pharmacology. The limited predictive validity of changes in behavioral performance observed in standard animal tests of learning and memory indicates that a renewed effort to scrutinize the validity of these tests is warranted. In humans, levels of processing (effortful vs. automatic) and categories of information (procedural vs. episodic/declarative) are important variables of cognitive operations. The design of tasks that assess the recall of 'episodic' or 'declarative' information appears to represent a particular challenge for research using laboratory rodents. For example, the hypothesis that changes in inspection time for a previously encountered place or object are based on the recall of declarative/episodic information requires substantiation. In order to generalize findings on the effects of neuronal or pharmacological manipulations on learning and memory, obtained from one species and one task, to other species and other tasks, the mediating role of important sets of variables which influence learning and memory (e.g. attentional, affective) needs to be determined. Similar to the view that a neuronal manipulation (e.g. a lesion) represents a theory of the condition modeled (e.g. a degenerative disorder), an animal behavioral task represents a theory of the behavioral/cognitive process of interest. Therefore, the test of hypotheses regarding the validity of procedures used to assess cognitive functions in animals is an inherent part of the research process.
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