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PubMed1995

Learning socially to eat more of one food than of another.

Young observer rats (Rattus norvegicus) that interacted with a conspecific demonstrator fed a diet with more cinnamon than cocoa subsequently preferred cinnamon-flavored diet to cocoa-flavored diet, whereas observer rats that interacted with a demonstrator fed a diet with more cocoa than cinnamon preferred cocoa-flavored diet to cinnamon-flavored diet. The tendency to eat more of a food when it is a major constituent, rather than a minor one, of the diet of a conspecific may be particularly useful to weaning rats as they learn to compose a nutritionally balanced diet by eating appropriate relative amounts of several different foods.

Animals↗

PubMed1996

Social malleability in cowbirds: new measures reveal new evidence of plasticity in the eastern subspecies (Molothrus ater ater).

The social experiences of young Molothrus ater ater cowbirds were manipulated in a 2-year study. In the 1st year, males were housed with pairs of canaries. The males were tested in 3 social contexts. Also, vocal repertoires were recorded and played back to females. In contrast to a previous study of the M. a. artemisiae subspecies, the males did not vocalize to the canaries in courtship tests (T. M. Freeberg, A. P. King, & M. J. West, 1995) but showed incompetent courtship of female cowbirds. In their 2nd year, half of the males were housed with older males and female cowbirds, and half were housed with only females. Those exposed to older males courted much more successfully than did those deprived of such experience. All males developed new repertoires, and song potencies did not correlate across years. The data reveal intraspecific variation in the ontogeny of mate recognition but intraspecific dependence on social learning to acquire courtship skills.

Animals↗

PubMed1996

Effect of avian-human joint attention on allospecific vocal learning by grey parrots (Psittacus erithacus).

The authors studied whether grey parrots (Psittacus erithacus) would learn referential English vocalizations if training lacked full social interaction with humans. In previous studies, grey parrots learned human vocalizations most readily when training simultaneously demonstrated the meaning (full reference) and function (full contextual applicability) of the utterance and actively engaged the subject in learning (full interaction). Those studies, however, did not contrast effects of limited and full interaction or examine how interaction affects contextual applicability. Because an important factor in child language acquisition is joint attention-the social interaction between caretaker and human infant concerning objects and actions in their environment-the authors contrasted training in which joint attention was present or absent (i.e., full vs. limited interaction) and found that 2 parrots did not learn in the absence of joint attention but did learn English labels when full interaction was present.

Adult↗

PubMed1997

Effects of social interaction on the development of starling song and the perception of these effects by conspecifics.

To examine the effects of contact with a conspecific in the absence of species-typical song models, the authors raised starlings in male-male pairs in acoustic isolation. The songs of these birds differed significantly from those of either individual isolates or wild adults and resembled in some respects the songs of starlings tutored by live conspecifics. Operant conditioning techniques were used to demonstrate that these differences among songs were perceptually salient to conspecifics. The results indicated that (a) wild-caught adult starlings are capable of forming open-ended categories for isolate and wild song, (b) starlings perceive the songs of isolated pairs as more "isolatelike" than "wildlike," and (c) starlings can distinguish the songs of isolated pairs from those of individual isolates. Both experiments point to the importance of social factors in avian song development.

Animal Communication↗

PubMed1999

Factors influencing imitation of manipulatory actions in chimpanzees (Pan troglodytes).

The purpose of the study was to investigate what kind of factors determine the degree of difficulty for chimpanzees (Pan troglodytes) when they imitate actions. Five adult chimpanzees were instructed to perform 48 arbitrary manipulatory actions consisting of different bodily motor patterns and object directionality. Results showed that actions in which an object is directed toward another external location (another object and one's own body) were easier to perform than those that involved manipulating a single object alone. Actions involving unfamiliar motor patterns were more difficult to perform than those involving familiar motor patterns that were already present in the subject's repertoire. Error responses were characterized as perseverative repetition of previously instructed actions. These findings suggest that chimpanzees find the directionality of manipulated objects a more salient cue than details of the demonstrator's body movements performing the manipulation.

Animals↗

PubMed2000

Vocal learning in the Grey parrot (Psittacus erithacus): effects of species identity and number of trainers.

Grey parrots (Psittacus erithacus) learn referential English labels when they view and interact with 2 humans who model vocal labeling and who demonstrate referentiality and functionality of a label (I.M. Pepperberg, 1990a). To test if both trainers are necessary, the authors contrasted 2-trainer modeling with training by 1 human who presented targeted labels to a bird in concert with appropriate items, who asked questions, and who would reward attempts at the label with the item. The bird was also tutored by either 1 or 2 interactive humans in conjunction with a conspecific who already used referential labels. Referential labels were learned from multiple live tutors but not a single trainer. Presence of a conspecific enhanced learning compared with single-trainer sessions but did not affect acquisition in 2-human sessions. Specific aspects of paired tutoring seem critical for acquiring referential vocal labels.

Animals↗

PubMed2002

The rattling sound of rattlesnakes (Crotalus viridis) as a communicative resource for ground squirrels (Spermophilus beecheyi) and burrowing owls (Athene cunicularia).

Animal communication involves very dynamic processes that can generate new uses and functions for established communicative activities. In this article, the authors describe how an aposematic signal, the rattling sound of rattlesnakes (Crotalus viridis), has been exploited by 2 ecological associates of rattlesnakes: (a) California ground squirrels (Spermophilus beecheyi) use incidental acoustic cues in rattling sounds to assess the danger posed by the rattling snake, and (b) burrowing owls (Athene cunicularia) defend themselves against mammalian predators by mimicking the sound of rattling. The remarkable similarity between the burrowing owl's defensive hiss and the rattlesnake's rattling reflects both exaptation and adaptation. Such exploitation of the rattling sound has favored alternations in both the structure and the deployment of rattling by rattlesnakes.

Animal Communication↗

PubMed2003

Preference for copying unambiguous demonstrations in dogs (Canis familiaris).

In an earlier study (P. Pongracz et al., 2001), it was shown that human demonstration significantly enhances the detouring ability of dogs (Canis familiaris) around a V-shaped fence. The authors investigated the effect of the direction of the demonstrated detour and the dogs' detouring experience. They found that dogs' trial-and-error experience influences strongly the direction of the dogs' detours later, even if the demonstrator showed detours along the opposite side of the fence. However, dogs' preferences based on their own experiences were changed when the dogs observed demonstrations only on 1 side of the fence. Dogs with no trial-and-error experience followed the direction of 1-sided demonstrations. The change from dogs' own directions to the demonstrated directions seems not to be due to simple facilitative effects of social experience; the similarity with the demonstrated action depends on complex interactions between individual experience and socially provided information.

Animals↗

PubMed2005

Testing for localized stimulus enhancement and object movement reenactment in pig-tailed macaques (Macaca nemestrina) and young children (Homo sapiens).

Four puzzle boxes were used to investigate localized stimulus enhancement and object movement reenactment (OMR) in 13 pig-tailed macaques (Macaca nemestrina) and 30 human infants (Homo sapiens). Participants received contrasting demonstrations on each box. A circular lid was gripped by its rim or handle and swiveled to the left or right. A flap door was pushed or flipped. A sliding lid was pushed to the left or right. A pin bolt was demonstrated being pushed down, or the participants were left to solve the puzzle for themselves. Despite the fact that the monkeys watched the demonstrations about 60% of the time, only a weak OMR effect was found on the sliding lid. In contrast, the children watched significantly more, and there was clear evidence of socially mediated learning on all of the boxes.

Age Factors↗

PubMed2006

Social learning in pig-tailed macaques (Macaca nemestrina) and adult humans (Homo sapiens) on a two-action artificial fruit.

An artificial fruit (AF) was used to test for social learning in pig-tailed macaques (Macaca nemestrina) and adult humans (Homo sapiens). A monkey demonstrator opened the AF, showing alternative methods to 2 groups of cage mates. Video films of the monkey demonstrations were presented to adult humans. Compared with chimpanzees and children, the macaques watched the demonstrations significantly less and in a much more sporadic manner. They also produced only very weak and transitory evidence of social learning. In contrast, the adult humans performed as one might expect of optimum imitators, even producing evidence of components of a "ratchet effect."

Adult↗

PubMed1989

Cognitive training research on fluid intelligence in old age: what can older adults achieve by themselves?

Cognitive research on the plasticity of fluid intelligence has demonstrated that older adults benefit markedly from guided practice in cognitive skills and problem-solving strategies. We examined to what degree older adults are capable by themselves of achieving similar practice gains, focusing on the fluid ability of figural relations. A sample of 72 healthy older adults was assigned randomly to three conditions: control, tutor-guided training, self-guided training. Training time and training materials were held constant for the two training conditions. Posttraining performances were analyzed using a transfer of training paradigm in terms of three indicators: correct responses, accuracy, and level of item difficulty. The training programs were effective and produced a significant but narrow band of within-ability transfer. However, there was no difference between the two training groups. Older adults were shown to be capable of producing gains by themselves that were comparable to those obtained following tutor-guided training in the nature of test-relevant cognitive skills.

Aged↗

PubMed2003

Imitative response tendencies in patients with frontal brain lesions.

It is widely accepted that patients with frontal lesions have problems inhibiting automatic response tendencies. Whereas inhibition deficits of overlearned responses have been extensively investigated using interference tasks like the Stroop task (J. R. Stroop, 1935), it is controversial whether patients with frontal brain lesions also have problems inhibiting imitative responses. Using an interference paradigm, the present study investigated imitative response tendencies in patients with frontal lesions. In addition, it tested whether patients deficient in the inhibition of imitative responses correspondingly have problems inhibiting overlearned responses. It was found that the group with frontal lesions displayed significantly stronger imitative response tendencies than the group with nonfrontal lesions. Furthermore, it was shown that the inhibition of imitative responses is functionally unrelated to Stroop interference.

Adult↗

PubMed2006

Embodied temporal perception of emotion.

The role of embodiment in the perception of the duration of emotional stimuli was investigated with a temporal bisection task. Previous research has shown that individuals overestimate the duration of emotional, compared with neutral, faces (S. Droit-Volet, S. Brunot, & P. M. Niedenthal, 2004). The authors tested a role for embodiment in this effect. Participants estimated the duration of angry, happy, and neutral faces by comparing them to 2 durations learned during a training phase. Experimental participants held a pen in their mouths so as to inhibit imitation of the faces, whereas control participants could imitate freely. Results revealed that participants overestimated the duration of emotional faces relative to the neutral faces only when imitation was possible. Implications for the role of embodiment in emotional perception are discussed.

Analysis of Variance↗

PubMed1967