Nelson, X. J., & Fijn, N. (2013). The use of visual media as a tool for investigating animal behaviour. Animal Behaviour, 85(3), 525–536.
Abstract: In this essay we outline how video-related technology can be used as a tool for studying animal behaviour. We review particular aspects of novel, innovative animal behaviour uploaded by the general public via video-based media on the internet (using YouTube as a specific example). The behaviour of animals, particularly the play behaviour focused on here, is viewed by huge audiences. In this essay we focused on three different kinds of media clips: (1) interspecies play between dogs and a range of other species; (2) object play in horses; and (3) animal responses to stimuli presented on iPads, iPods and iPhones. We argue that the use of video is a good means of capturing uncommon or previously unknown behaviour, providing evidence that these behaviours occur. Furthermore, some of the behaviours featured on YouTube provide valuable insights for future directions in animal behaviour research. If we also take this opportunity to convey our knowledge to a public that seems to be fundamentally interested in animal behaviour, this is a good means of bridging the gap between knowledge among an academic few and the general public.
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Tomasello, M., Davis-Dasilva, M., Camak, L., & Bard, K. (1987). Observational learning of tool-use by young chimpanzees. Human Evolution, 2(2), 175–183.
Abstract: In the current study two groups of young chimpanzees (4–6 and 8–9 years old) were given a T-bar and a food item that could only be reached by using the T-bar. Experimental subjects were given the opportunity to observe an adult using the stick as a tool to obtain the food; control subjects were exposed to the adult but were given no demonstration. Subjects in the older group did not learn to use the tool. Subjects in the younger group who were exposed to the demonstrator learned to use the stick as a tool much more readily than those who were not. None of the subjects demonstrated an ability to imitatively copy the demonstrator's precise behavioral strategies. More than simple stimulus enhancement was involved, however, since both groups manipulated the T-bar, but only experimental subjects used it in its function as a tool. Our findings complement naturalistic observations in suggesting that chimpanzee tool-use is in some sense «culturally transmitted» — though perhaps not in the same sense as social-conventional behaviors for which precise copying of conspecifics is crucial.
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Silk, J., Cheney, D., & Seyfarth, R. (2013). A practical guide to the study of social relationships. Evol. Anthropol., 22(5), 213–225.
Abstract: Behavioral ecologists have devoted considerable effort to identifying the sources of variation in individual reproductive success. Much of this work has focused on the characteristics of individuals, such as their sex and rank. However, many animals live in stable social groups and the fitness of individuals depends at least in part on the outcome of their interactions with other group members. For example, in many primate species, high dominance rank enhances access to resources and reproductive success. The ability to acquire and maintain high rank often depends on the availability and effectiveness of coalitionary support. Allies may be cultivated and coalitions may be reinforced by affiliative interactions such as grooming, food sharing, and tolerance. These findings suggest that if we want to understand the selective pressures that shape the social behavior of primates, it will be profitable to broaden our focus from the characteristics of individuals to the properties of the relationships that they form with others. The goal of this paper is to discuss a set of methods that can be used to quantify the properties of social relationships.
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Pokorná, M., & Bartošová, J. (2012). Social learning in horses. In K. Krueger (Ed.), Proceedings of the 2. International Equine Science Meeting (Vol. in press). Wald: Xenophon Publishing.
Abstract: Social observational learning is one of learning abilities expected in domestic horses (Equus caballus) because of their ecological and evolutional history. However, a few studies on this type of learning in horses failed to provide clear evidence of observational learning and/or could not distinguished it from other types of learning. We tested interspecific observational learning abilities using the spatial task and a human demonstrator. We hypothesised that 1) horses with possibility of observing a human demonstrator will complete the task in shorter time than control horses without any demonstrator, and 2) horses observing a familiar demonstrator will carry out the task in shorter time than horses with an unfamiliar demonstrator due to established positive human-horse relationship. We randomly allocated 24 riding horses of mixed age and breed to three groups per 8 and started the task either with observing a familiar demonstrator, unfamiliar demonstrator or without demonstrator (control group). Each horse was released individually at the starting point in the experimental paddock and the latency to pass the task was recorded. A horse completed the task once it walked 25 m from the starting point to the squared area (4x4 m) fenced by a tape, went into it through the entrance on the opposite side and touched the bucket with food. Eight people served as demonstrators, each for one familiar and one unfamiliar horse. Horses from groups with a demonstrator, either familiar or unfamiliar, reached the food bucket significantly faster than control horses during the first trial (mean±SE: 29.1±3.13 s with familiar, 28.9±3.13 s unfamiliar and 41.5 ± 3.13 s without demonstrator, P<0.02, GLMM, PROC MIXED, SAS). Horses did not differ in time needed to reach the fence of the squared area, but in “solving time”, i.e. time from reaching the fence of the squared area and touching the bucket (14.6±2.34, 14.3±2.34 and 27.6±2.34 s in horses with familiar, unfamiliar or without demonstrator, P<0.001). Despite our presumption, the horses observing a familiar demonstrator finished the task in comparable time as horses with an unfamiliar demonstrator (P=0.85) which indicated little effect of long lasting positive relationship between a horse and a particular human. We found, however, large individual variability in performance of individual demonstrators. Further, horses did not differ in time needed to pass the same task without a demonstrator repeated either shortly or 7 days after the first test which supported that interspecific observational learning rather than social facilitation occurred. In conclusion, horses with a human demonstrator, regardless familiar or unfamiliar, were able to solve the task in shorter time compared to control horses but they did not differ in performing repeated task if they learned it by individual or social learning process. This indicates that interspecific observational learning does occur in horses. Supported by AWIN, EU FP7 project No. 266213.
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Wilson, R. T. (2003). Biodiversity of Domestic Livestock in the Republic of Yemen. Tropical Animal Health and Production, 35(1), 27–46.
Abstract: Abstract This paper describes the domestic livestock of the Republic of Yemen and aspires to complement earlier sources listing or partially describing `breeds'. It attempts to cover all species and provide indications of production parameters through a literature review and via field observations made by the author in 1999. Information is provided on livestock numbers and the economic importance of animal production. Most animals are kept in sedentary mixed crop-livestock production systems; transhumant systems have the next greatest number of stock; with nomadic systems being of least and declining importance. Yemen's livestock appear to comprise at least 11 breeds of sheep, 5 breeds of goat, 2 breeds of cattle, 4 breeds of camel, 2 breeds of donkey and 1 breed of horse. There are no data on breeds of poultry but domestic fowl (where clearly considerable diversity exists) and pigeons are kept. There is little formal information on the history and relationships of most breeds. Some appear to be of ancient local origin, whereas others show affinities with those of neighbouring and other countries. None of the identified types is considered endangered, so conservation would be premature. A more formal and detailed genetic characterization, to add to the largely morphological and traditional classification, may, however, reveal such a need.
Keywords: Abstract This paper describes the domestic livestock of the Republic of Yemen and aspires to complement earlier sources listing or partially describing `breeds'. It attempts to cover all species and provide indications of production parameters through a literature review and via field observations made by the author in 1999. Information is provided on livestock numbers and the economic importance of animal production. Most animals are kept in sedentary mixed crop-livestock production systems; transhumant systems have the next greatest number of stock; with nomadic systems being of least and declining importance. Yemen's livestock appear to comprise at least 11 breeds of sheep, 5 breeds of goat, 2 breeds of cattle, 4 breeds of camel, 2 breeds of donkey and 1 breed of horse. There are no data on breeds of poultry but domestic fowl (where clearly considerable diversity exists) and pigeons are kept. There is little formal information on the history and relationships of most breeds. Some appear to be of ancient local origin, whereas others show affinities with those of neighbouring and other countries. None of the identified types is considered endangered, so conservation would be premature. A more formal and detailed genetic characterization, to add to the largely morphological and traditional classification, may, however, reveal such a need.
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