Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.00.03
Shiho Endo, N. Kawaguchi, Yusuke Shimizu, A. Imagawa, Tomohiro Suzuki, Harumasa Ashikari, Yoshihito Wakai, T. Murayama
Walruses seem to use various acoustic signals in social context. So, the auditory faculty is seems to be important for walruses. Can walruses understand another animals' vocal information using auditory sense? This study tested whether a male walrus could discriminate human vocal words and perform different actions corresponding to each one under various conditions. The subject, a male walrus (Odobenus rosmarus) named Pou, was set on the ground, and the experimenter spoke one of the ten words to the subject under the following conditions; (1) The experimenter stood close to the subject and spoke each vocal stimulus wearing a black cloak and goggles so that the experimenter's eye and body movements would not influence the subject's behavior, (2) A wooden board was placed between the experimenter and the subject so that the subject could not see the experimenter, (3) A wooden board was placed between the experimenter and the subject so that the subject could not to see the experimenter, and the experimenter uttered each vocal stimulus through an audio speaker. Under each condition, when the subject performed the correct action corresponding to the vocal stimulus, he was rewarded with a piece of fish. As a result, the subject responded correctly to almost all the human vocal stimuli in every condition, including when the speaker was not visible. This means that he was indeed responding to the vocal words and not the experimenter's cues. This study demonstrated that walruses can hear and identify human vocal words using their auditory sense and can form correspondence between vocal words and their meanings.
{"title":"Preliminary Study of Discrimination of Human Vocal Commands in Walrus (Odobenus rosmarus divergens)","authors":"Shiho Endo, N. Kawaguchi, Yusuke Shimizu, A. Imagawa, Tomohiro Suzuki, Harumasa Ashikari, Yoshihito Wakai, T. Murayama","doi":"10.46867/ijcp.2020.33.00.03","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.00.03","url":null,"abstract":"Walruses seem to use various acoustic signals in social context. So, the auditory faculty is seems to be important for walruses. Can walruses understand another animals' vocal information using auditory sense? This study tested whether a male walrus could discriminate human vocal words and perform different actions corresponding to each one under various conditions. The subject, a male walrus (Odobenus rosmarus) named Pou, was set on the ground, and the experimenter spoke one of the ten words to the subject under the following conditions; (1) The experimenter stood close to the subject and spoke each vocal stimulus wearing a black cloak and goggles so that the experimenter's eye and body movements would not influence the subject's behavior, (2) A wooden board was placed between the experimenter and the subject so that the subject could not see the experimenter, (3) A wooden board was placed between the experimenter and the subject so that the subject could not to see the experimenter, and the experimenter uttered each vocal stimulus through an audio speaker. Under each condition, when the subject performed the correct action corresponding to the vocal stimulus, he was rewarded with a piece of fish. As a result, the subject responded correctly to almost all the human vocal stimuli in every condition, including when the speaker was not visible. This means that he was indeed responding to the vocal words and not the experimenter's cues. This study demonstrated that walruses can hear and identify human vocal words using their auditory sense and can form correspondence between vocal words and their meanings.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70621971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.00.02
KiriLi N. Stauch, H. Wells, C. Abramson
Previous research looking at expectancy in animals has used various experimental designs focusing on appetitive and avoidance behaviors. In this study, honey bees (Apis mellifera) were tested ina series of three proboscis extension response (PER) experiments to determine to what degree honey bees’ form a cognitive-representation of an unconditioned stimulus (US). Tthe first experiment, bees were presented with either a 2 sec. sucrose US or 2 sec. honey US appetitive reward and the proboscis-extension duration was measured under each scenario. The PER duration was longer for the honey US even though each US was presented for just 2 sec. Honey bees in the second experiment were tested during extinction trials on a conditioned stimulus (CS) of cinnamon or lavender that was paired with either the sucrose US or honey US in the acquisition trials. The proportion of bees showing the PER response to the CS was recorded for each extinction trial for each US scenario, as was the duration of the proboscis extension for each bee. Neither measure differed between the honey US and sucrose US scenarios, In experiment three, bees were presented with a cinnamon or lavender CS paired with either honey US or sucrose US in a set of acquisition trials, but here the US was not given until after the proboscis was retracted. The PER duration after the CS, and again subsequent after the US, were recorded. While the PER duration after the US was longer for honey, the PER duration after the CS did not differ between honey US and sucrose US.
{"title":"Do Honey Bees (Apis mellifera) Form Cognitive Representations of Unconditioned Stimuli?","authors":"KiriLi N. Stauch, H. Wells, C. Abramson","doi":"10.46867/ijcp.2020.33.00.02","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.00.02","url":null,"abstract":"Previous research looking at expectancy in animals has used various experimental designs focusing on appetitive and avoidance behaviors. In this study, honey bees (Apis mellifera) were tested ina series of three proboscis extension response (PER) experiments to determine to what degree honey bees’ form a cognitive-representation of an unconditioned stimulus (US). Tthe first experiment, bees were presented with either a 2 sec. sucrose US or 2 sec. honey US appetitive reward and the proboscis-extension duration was measured under each scenario. The PER duration was longer for the honey US even though each US was presented for just 2 sec. Honey bees in the second experiment were tested during extinction trials on a conditioned stimulus (CS) of cinnamon or lavender that was paired with either the sucrose US or honey US in the acquisition trials. The proportion of bees showing the PER response to the CS was recorded for each extinction trial for each US scenario, as was the duration of the proboscis extension for each bee. Neither measure differed between the honey US and sucrose US scenarios, In experiment three, bees were presented with a cinnamon or lavender CS paired with either honey US or sucrose US in a set of acquisition trials, but here the US was not given until after the proboscis was retracted. The PER duration after the CS, and again subsequent after the US, were recorded. While the PER duration after the US was longer for honey, the PER duration after the CS did not differ between honey US and sucrose US.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.13
R. Walker, H. Hill
Comparative psychology has a long history of investigating topics that promote comparisons across disciplines, constructs, and species. One critical component of comparative analyses is to select the best data collection technique. Unfortunately, these observational skills are not always taught to individuals who need them the most, animal care professionals. To demonstrate the applicability of appropriate data collection techniques to this applied discipline, we conducted a multi-day workshop that provided attendees training and practice with several data collection techniques that could be used to evaluate animal behavior in both spontaneous and enrichment-provided settings. The program included (1) a presentation on different data collection techniques and the types of questions each technique can address, (2) two 20-minute sessions of observation practice at two different facilities, (3) a final summary presentation of the data collected, and (4) pre- and post-surveys conducted immediately before and at the end of the workshop. Out of 177 survey respondents, almost a third reported using behavioral data collection to manage animal behavior prior to the workshop. More than 90% of the respondents had heard of behavioral ethograms and 68% of the respondents had used one previously. Many of the respondents reported familiarity with different observation techniques. Eighty-two individuals completed the majority of the survey with 81% expressing satisfaction with the initial workshop presentation. Respondents completing both surveys showed significant improvement in their knowledge of behavioral data collection techniques. Ultimately, the workshop introduced and clarified behavioral observation techniques and their applications in a variety of contexts. Respondents indicated that they could and would utilize knowledge gained from the workshop at their own facilities.
{"title":"Workshop Effectiveness on Content Knowledge of Behavioral Observation Techniques in an Applied Animal Behavior Context","authors":"R. Walker, H. Hill","doi":"10.46867/ijcp.2020.33.05.13","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.13","url":null,"abstract":"Comparative psychology has a long history of investigating topics that promote comparisons across disciplines, constructs, and species. One critical component of comparative analyses is to select the best data collection technique. Unfortunately, these observational skills are not always taught to individuals who need them the most, animal care professionals. To demonstrate the applicability of appropriate data collection techniques to this applied discipline, we conducted a multi-day workshop that provided attendees training and practice with several data collection techniques that could be used to evaluate animal behavior in both spontaneous and enrichment-provided settings. The program included (1) a presentation on different data collection techniques and the types of questions each technique can address, (2) two 20-minute sessions of observation practice at two different facilities, (3) a final summary presentation of the data collected, and (4) pre- and post-surveys conducted immediately before and at the end of the workshop. Out of 177 survey respondents, almost a third reported using behavioral data collection to manage animal behavior prior to the workshop. More than 90% of the respondents had heard of behavioral ethograms and 68% of the respondents had used one previously. Many of the respondents reported familiarity with different observation techniques. Eighty-two individuals completed the majority of the survey with 81% expressing satisfaction with the initial workshop presentation. Respondents completing both surveys showed significant improvement in their knowledge of behavioral data collection techniques. Ultimately, the workshop introduced and clarified behavioral observation techniques and their applications in a variety of contexts. Respondents indicated that they could and would utilize knowledge gained from the workshop at their own facilities.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70623023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.01.02
Alexandra Horowitz
In the field of dog cognition research, many studies assume that their subjects have multimodal recognition of their owner: Experiments using the face or voice of the person have proliferated. An outstanding question is whether owned domestic dogs represent the people with whom they live via smell. Olfaction is a principle sensory modality for dogs, and there is evidence that it is integral to recognition of conspecifics. In the current study, we investigated whether owned dogs spontaneously (without training) distinguished their owner's odor from a stranger's odor. Using natural body odor captured on a t-shirt, we found that dogs habituated to a familiar odor and dishabituated to an unfamiliar odor. This finding begins to answer the question of how dogs recognize and represent humans, including their owners.
{"title":"Discrimination of Person Odor by Owned Domestic Dogs","authors":"Alexandra Horowitz","doi":"10.46867/ijcp.2020.33.01.02","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.01.02","url":null,"abstract":"In the field of dog cognition research, many studies assume that their subjects have multimodal recognition of their owner: Experiments using the face or voice of the person have proliferated. An outstanding question is whether owned domestic dogs represent the people with whom they live via smell. Olfaction is a principle sensory modality for dogs, and there is evidence that it is integral to recognition of conspecifics. In the current study, we investigated whether owned dogs spontaneously (without training) distinguished their owner's odor from a stranger's odor. Using natural body odor captured on a t-shirt, we found that dogs habituated to a familiar odor and dishabituated to an unfamiliar odor. This finding begins to answer the question of how dogs recognize and represent humans, including their owners.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.00.05
K. C. Bagley, Kelley A. Winship, Teri T. Bolton, P. Foerder
Social species can depend on each other for survival, helping in rearing of young, predator defense, and foraging. Personality dynamics between individuals may influence cooperative behaviors. Bottlenose dolphins (Tursiops truncatus) live in social communities and cooperate with other conspecifics to achieve goals both in the wild and in human care. We investigated the role that personality plays in the willingness of dolphins to work together. We tested five bottlenose dolphin pairs at the Roatan Institute for Marine Sciences, Honduras, with an apparatus previously used to experimentally test dolphin cooperation. Personality profiles of each dolphin were created using surveys completed by the caretakers, in particular noting two different categories of interactions: dolphin to dolphin and dolphin to world. We hypothesized that dyadic success in the cooperative task would differ based on specific personality traits of individuals. We also hypothesized that the most successful dyads would show similar types of conspecific sociality and different means of interacting with objects. Although none of the dolphin pairs cooperated to open the apparatus, individual personalities were analyzed in relation to the dolphins’ individual and mutual interactions with the apparatus as well as the pairs’ social behaviors. Playfulness, curiosity, and affiliation as well as agreeableness, and extraversion were positively related to affiliation with the apparatus and each other. These findings suggest that certain aspects of personality are indicative of affiliation or interaction by an individual dolphin. These results could guide future animal research on the relationship between personality, social interactions, and problem-solving.
{"title":"Behavioral and Personality Effects ona Cooperative Task for Bottlenose Dolphin (Tursiops truncatus) Dyads","authors":"K. C. Bagley, Kelley A. Winship, Teri T. Bolton, P. Foerder","doi":"10.46867/ijcp.2020.33.00.05","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.00.05","url":null,"abstract":"Social species can depend on each other for survival, helping in rearing of young, predator defense, and foraging. Personality dynamics between individuals may influence cooperative behaviors. Bottlenose dolphins (Tursiops truncatus) live in social communities and cooperate with other conspecifics to achieve goals both in the wild and in human care. We investigated the role that personality plays in the willingness of dolphins to work together. We tested five bottlenose dolphin pairs at the Roatan Institute for Marine Sciences, Honduras, with an apparatus previously used to experimentally test dolphin cooperation. Personality profiles of each dolphin were created using surveys completed by the caretakers, in particular noting two different categories of interactions: dolphin to dolphin and dolphin to world. We hypothesized that dyadic success in the cooperative task would differ based on specific personality traits of individuals. We also hypothesized that the most successful dyads would show similar types of conspecific sociality and different means of interacting with objects. Although none of the dolphin pairs cooperated to open the apparatus, individual personalities were analyzed in relation to the dolphins’ individual and mutual interactions with the apparatus as well as the pairs’ social behaviors. Playfulness, curiosity, and affiliation as well as agreeableness, and extraversion were positively related to affiliation with the apparatus and each other. These findings suggest that certain aspects of personality are indicative of affiliation or interaction by an individual dolphin. These results could guide future animal research on the relationship between personality, social interactions, and problem-solving.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.09
D. Washburn
Author(s): Washburn, David A. | Abstract: Students of comparative cognition must learn to read and evaluate scholarly writings such as journal articles and textbooks, and to think critically about information they hear from talks and lectures from experts in the field. They also must develop a healthy skepticism for popular-media portrayals of the mental and behavioral competencies of animals, whether those appear in serious formats such as documentaries and non-refereed popular science magazines or blogs, or even in media portrayals of animals that are intended purely for entertainment. Across a ten-year period, students in either a senior psychology course or a freshman honors seminar completed multiple assignments each semester called “Animal Minds in the Media” requiring identification and evaluation of popular media portrayals of the cognitive capabilities of animals, viewed through the lens of the comparative-psychology literature. The assignment was designed to motivate students to cultivate scientific skepticism and develop a “comparative psychologist’s way of seeing the world” by identifying implications or assumptions of popular-media treatment of animals and by bringing scientific literature to bear on the question of whether animals can actually think in the way implied by the commercial, comic, film, meme, or other media example.
{"title":"Animal Minds in the Media: Learning Outcomes for a Critical-Analysis Assignment for Students of Comparative Cognition","authors":"D. Washburn","doi":"10.46867/ijcp.2020.33.05.09","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.09","url":null,"abstract":"Author(s): Washburn, David A. | Abstract: Students of comparative cognition must learn to read and evaluate scholarly writings such as journal articles and textbooks, and to think critically about information they hear from talks and lectures from experts in the field. They also must develop a healthy skepticism for popular-media portrayals of the mental and behavioral competencies of animals, whether those appear in serious formats such as documentaries and non-refereed popular science magazines or blogs, or even in media portrayals of animals that are intended purely for entertainment. Across a ten-year period, students in either a senior psychology course or a freshman honors seminar completed multiple assignments each semester called “Animal Minds in the Media” requiring identification and evaluation of popular media portrayals of the cognitive capabilities of animals, viewed through the lens of the comparative-psychology literature. The assignment was designed to motivate students to cultivate scientific skepticism and develop a “comparative psychologist’s way of seeing the world” by identifying implications or assumptions of popular-media treatment of animals and by bringing scientific literature to bear on the question of whether animals can actually think in the way implied by the commercial, comic, film, meme, or other media example.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70623166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.10
Riley J Wincheski, Amanda Somers, C. Abramson
This paper describes how to use tardigrades to demonstrate habituation. This experiment is designed for students with any level of experience or training in conditioning live organisms. In this experiment, tardigrades are desensitized to repeated physical touch. Tardigrades are placed under a microscope and poked with a probe until the strength of their response decreases to the point where there is no reaction for 10 consecutive trials. Once the habituation criteria are reached, a new stimulus is presented as a dishabituation control to ensure the subject responds appropriately to the new stimuli. Dishabituation is essential to show that the original response is still present even when a different stimulus is used to evoke that response. This experiment is easy to perform, does not require a lot of time or tools, and the effects are easily observed. We have added discussion questions and future research ideas to aid instructors in the classroom.
{"title":"Tardigrades as a Teaching Model of Learning","authors":"Riley J Wincheski, Amanda Somers, C. Abramson","doi":"10.46867/ijcp.2020.33.05.10","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.10","url":null,"abstract":"This paper describes how to use tardigrades to demonstrate habituation. This experiment is designed for students with any level of experience or training in conditioning live organisms. In this experiment, tardigrades are desensitized to repeated physical touch. Tardigrades are placed under a microscope and poked with a probe until the strength of their response decreases to the point where there is no reaction for 10 consecutive trials. Once the habituation criteria are reached, a new stimulus is presented as a dishabituation control to ensure the subject responds appropriately to the new stimuli. Dishabituation is essential to show that the original response is still present even when a different stimulus is used to evoke that response. This experiment is easy to perform, does not require a lot of time or tools, and the effects are easily observed. We have added discussion questions and future research ideas to aid instructors in the classroom.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70623232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Response inhibition is a behavioural skill that is important for flexible behaviour and appropriate decision making. It requires the suppression of a prepotent, but inappropriate action, in order to achieve a more advantageous outcome. Response inhibition has been tested in many animal species using the cylinder task. This task requires the self-driven inhibition of an impulse to obtain a visible food reward via a detour, rather than a direct but blocked route. We have shown previously using the stop-signal task that sheep can successfully interrupt an already-started response, if a reward is going to be restricted. However, it is not known if sheep can show self-driven response inhibition in a task that provides a reward independent of performance. Here we tested two groups of sheep on the cylinder task (11 Lleyn sheep: aged 8 months; 8 Welsh mountain sheep aged ~8 years old). Sheep were trained using an opaque cylinder and all sheep successfully learned the task. When response inhibition was tested using the transparent cylinder, all sheep performed significantly better than chance, but the older sheep showed a reduced number of correct responses compared to the young sheep (72.5±5.0% and 86.4±4.3% respectively). The results show that sheep have a mechanism for self-regulating their actions in order to retrieve food faster.
{"title":"Response-Inhibition During Problem Solving in Sheep (Ovis Aries)","authors":"J. Morton","doi":"10.17863/CAM.36067","DOIUrl":"https://doi.org/10.17863/CAM.36067","url":null,"abstract":"Response inhibition is a behavioural skill that is important for flexible behaviour and appropriate decision making. It requires the suppression of a prepotent, but inappropriate action, in order to achieve a more advantageous outcome. Response inhibition has been tested in many animal species using the cylinder task. This task requires the self-driven inhibition of an impulse to obtain a visible food reward via a detour, rather than a direct but blocked route. We have shown previously using the stop-signal task that sheep can successfully interrupt an already-started response, if a reward is going to be restricted. However, it is not known if sheep can show self-driven response inhibition in a task that provides a reward independent of performance. Here we tested two groups of sheep on the cylinder task (11 Lleyn sheep: aged 8 months; 8 Welsh mountain sheep aged ~8 years old). Sheep were trained using an opaque cylinder and all sheep successfully learned the task. When response inhibition was tested using the transparent cylinder, all sheep performed significantly better than chance, but the older sheep showed a reduced number of correct responses compared to the young sheep (72.5±5.0% and 86.4±4.3% respectively). The results show that sheep have a mechanism for self-regulating their actions in order to retrieve food faster.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47919636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.46867/IJCP.2019.32.00.02
Crystal L. Egelkamp, S. L. Jacobson, Katherine A. Cronin, K. E. Wagner, S. R. Ross, Lydia M. Hopper
Using methods comparable to those used previously to test closely-related taxa (Pan troglodytes and Macaca mulatta), our aim was to better understand how gorillas (Gorilla gorilla gorilla) and Japanese macaques (M. fuscata) learn sequences. Using a disappearing-type simultaneous chain, we trained five gorillas and eight macaques on a two-item list of colored stimuli presented via touchscreens. There was no difference across species in the number of trials required to learn the two-item list. We added a third item to the list as each subject reached criterion. We then analyzed the subjects’ first 30 trials with the three-item list and found that the rate of successfully sequencing the list varied by subject but not by species. In their first 30 trials of the three-item list, subjects selected the second item correctly only at chance, suggesting they had only encoded the first symbol when learning the two-item list. One gorilla, tested on longer sequences, showed similar responses: when first presented with a newly-lengthened list, he only selected the penultimate item at chance levels. Thus, the primates’ errors with newly-lengthened lists is suggestive of the chaining theory of learning. These results highlight similarities in list learning of these two distantly-related primate species as well as the clear intra-species variation in learning.
{"title":"A Comparison of Sequential Learning Errors Made by Apes and Monkeys Reveals Individual but not Species Differences in Learning","authors":"Crystal L. Egelkamp, S. L. Jacobson, Katherine A. Cronin, K. E. Wagner, S. R. Ross, Lydia M. Hopper","doi":"10.46867/IJCP.2019.32.00.02","DOIUrl":"https://doi.org/10.46867/IJCP.2019.32.00.02","url":null,"abstract":"Using methods comparable to those used previously to test closely-related taxa (Pan troglodytes and Macaca mulatta), our aim was to better understand how gorillas (Gorilla gorilla gorilla) and Japanese macaques (M. fuscata) learn sequences. Using a disappearing-type simultaneous chain, we trained five gorillas and eight macaques on a two-item list of colored stimuli presented via touchscreens. There was no difference across species in the number of trials required to learn the two-item list. We added a third item to the list as each subject reached criterion. We then analyzed the subjects’ first 30 trials with the three-item list and found that the rate of successfully sequencing the list varied by subject but not by species. In their first 30 trials of the three-item list, subjects selected the second item correctly only at chance, suggesting they had only encoded the first symbol when learning the two-item list. One gorilla, tested on longer sequences, showed similar responses: when first presented with a newly-lengthened list, he only selected the penultimate item at chance levels. Thus, the primates’ errors with newly-lengthened lists is suggestive of the chaining theory of learning. These results highlight similarities in list learning of these two distantly-related primate species as well as the clear intra-species variation in learning.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70620948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.46867/ijcp.2019.32.00.03
Maryed Rojas Leguizamon, Nataly Yáñez, Felipe Cabrera
Rodents’ spatial memory is traditionally assessed in the radial arm-maze (RAM). An accurate response pattern in the RAM is described as the tendency to visit a new arm after each choice (i.e. win-shift strategy). When this response pattern is found, it is said that the animal remembers the places visited. In the present experiment, 12 hamsters were assessed in the RAM under two conditions: the depleting condition, in which feeders were not rebaited after each visit; and the replenishing condition, in which, feeders were rebaited. We registered the number of new arms visited (hits), the time spent in the central area of the maze, and the behaviors emitted in the central area before each arm choice. Results showed that, regardless of condition, animals were significantly more likely to visit new arms. However, more pre-choice behaviors and a longer center time were observed in the depleting condition than in the replenishing one. It is discussed that hamsters have a win-shift strategy for hoarding behavior even when they do not need to remember the places visited, though they exhibited more pre-choice behaviors when searching for food in the depleting condition.
{"title":"Spatial Memory in Hamsters (Mesocricetus auratus):Depleting/replenishing Environments and Pre-choiceBehaviors in the Radial Arm Maze","authors":"Maryed Rojas Leguizamon, Nataly Yáñez, Felipe Cabrera","doi":"10.46867/ijcp.2019.32.00.03","DOIUrl":"https://doi.org/10.46867/ijcp.2019.32.00.03","url":null,"abstract":"Rodents’ spatial memory is traditionally assessed in the radial arm-maze (RAM). An accurate response pattern in the RAM is described as the tendency to visit a new arm after each choice (i.e. win-shift strategy). When this response pattern is found, it is said that the animal remembers the places visited. In the present experiment, 12 hamsters were assessed in the RAM under two conditions: the depleting condition, in which feeders were not rebaited after each visit; and the replenishing condition, in which, feeders were rebaited. We registered the number of new arms visited (hits), the time spent in the central area of the maze, and the behaviors emitted in the central area before each arm choice. Results showed that, regardless of condition, animals were significantly more likely to visit new arms. However, more pre-choice behaviors and a longer center time were observed in the depleting condition than in the replenishing one. It is discussed that hamsters have a win-shift strategy for hoarding behavior even when they do not need to remember the places visited, though they exhibited more pre-choice behaviors when searching for food in the depleting condition.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70621070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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