Social learning in a non-social reptile (
            <i>Geochelone carbonaria</i>
            )

Wilkinson, Anna; Kuenstner, Karin; Mueller, Julia; Huber, Ludwig

doi:10.1098/rsbl.2010.0092

Cited by 173 publications

(125 citation statements)

References 15 publications

Supporting

Mentioning

122

Contrasting

Unclassified

Order By: Relevance

“…A methodological improvement might be to train subjects more extensively before testing, to eliminate middle responses in Opaque trials, leaving only those responses in Transparent trials that actually stem from inhibitory failure. Non-primate experiments involving detours around transparent barriers have tended to focus not on impulsive disinhibition, but rather on "insight" or social learning [75,76] (for a recent discussion which bridges this gap, see [77]). Thus, while many species more readily perform detours around opaque than around transparent barriers [74,78,79], they may do so simply because of poor comprehension.…”

Section: Discussionmentioning

confidence: 99%

Recurrent perseveration correlates with abnormal repetitive locomotion in adult mink but is not reduced by environmental enrichment

Ahloy‐Dallaire

Meagher

Díez-León

et al. 2011

Behavioural Brain Research

View full text Add to dashboard Cite

a b s t r a c tWe analysed the relationship between abnormal repetitive behaviour (ARB), the presence/absence of environmental enrichment, and two types of behavioural disinhibition in farmed American mink, Neovison vison. The first type, recurrent perseveration, the inappropriate repetition of already completed responses, was assessed using three indices of excessive response repetition and patterning in a biascorrected serial two-choice guessing task. The second type, disinhibition of prepotent responses to reward cues, a form of impulsivity, was tested in a locomotive detour task adapted from primate reaching tasks: subjects were required to walk around, rather than directly into, a transparent barrier behind which food was visible. In older adult females, recurrent perseveration positively predicted pre-feeding abnormal repetitive locomotion (ARL) in Non-enriched housing. High-ARL subjects also performed repeated (same-choice) responses more rapidly than low-ARL animals, even when statistically controlling for alternated (different-choice) response latency. Mink performed much less ARL following transfer to Enriched housing, but there was no corresponding change in recurrent perseveration. Thus, elevated recurrent perseveration is not sufficient for frequent ARL; and while captive environments do determine ARL frequency, in mink, they do not necessarily do so by modifying levels of perseveration. Disinhibition of prepotent responses to reward cues, meanwhile, did not predict ARL. In a separate sample of differentially housed young adults, neither type of behavioural disinhibition predicted ARL, and again, whether or not housing was enriched did not affect behavioural disinhibition despite affecting ARL. Thus, the relationship between recurrent perseveration and ARB may only develop with age; longitudinal studies are now required for confirmation.

show abstract

Section: Discussionmentioning

confidence: 99%

Recurrent perseveration correlates with abnormal repetitive locomotion in adult mink but is not reduced by environmental enrichment

Ahloy‐Dallaire

Meagher

Díez-León

et al. 2011

Behavioural Brain Research

View full text Add to dashboard Cite

show abstract

“…It is conceivable that intention attribution is not involved in all cases of social facilitation or enhancement reported in the literature. For example, red-footed tortoises have been reported to show stimulus or local enhancement learning (Wilkinson, Kuenstner, Mueller, & Huber, 2010). Having a solitary lifestyle, they are not expected to be sensitive to the goal directedness of others' behaviors, which, in addition, would influence their social learning.…”

Section: Implications For Contemporary Debates About Social Learningmentioning

confidence: 99%

Even simple forms of social learning rely on intention attribution in marmoset monkeys (Callithrix jacchus).

Burkart¹,

Kupferberg

Glasauer

et al. 2012

Journal of Comparative Psychology

View full text Add to dashboard Cite

Intention attribution guides the cognitively most demanding forms of social learning, such as imitation, thereby scaffolding cumulative cultural evolution. However, it is not thought to be necessary for more basic forms of social learning. Here we present evidence that in marmoset monkeys (Callithrix jacchus) even most basic forms of social learning such as enhancement depend on intention attribution. Marmosets perceived the behavior of a conspecific and a conspecific-like robot, but not that of a moving black box, as goal directed. Their subsequent choice behavior was shaped by social facilitation and stimulus enhancement, that is, by very simple forms of social learning, but only when exposed to the conspecific and robot, which they previously had perceived as intentional agents. We discuss the implications of this finding for contemporary debates about social learning, including emulation learning and ghost control studies, the necessity of goal-directed copying for cumulative cultural evolution, and the limits of current classification systems of social learning for the evolution of social and asocial learning.

show abstract

“…Laland & Lewis [3], this volume), and, as we shall see, the fact that other animals are capable of social learning turns out to be very useful when we are asking about its evolutionary origins. Finally, while virtually everyone agrees that reading is a product of cultural evolution, it is widely assumed that social learning is mediated by computationally distinctive psychological processes that have evolved through gene-based selection to facilitate the non-genetic inheritance of information [18][19][20].…”

Section: Social Learningmentioning

confidence: 99%

Grist and mills: on the cultural origins of cultural learning

Heyes

2012

Phil. Trans. R. Soc. B

200

122

View full text Add to dashboard Cite

Cumulative cultural evolution is what 'makes us odd'; our capacity to learn facts and techniques from others, and to refine them over generations, plays a major role in making human minds and lives radically different from those of other animals. In this article, I discuss cognitive processes that are known collectively as 'cultural learning' because they enable cumulative cultural evolution. These cognitive processes include reading, social learning, imitation, teaching, social motivation and theory of mind. Taking the first of these three types of cultural learning as examples, I ask whether and to what extent these cognitive processes have been adapted genetically or culturally to enable cumulative cultural evolution. I find that recent empirical work in comparative psychology, developmental psychology and cognitive neuroscience provides surprisingly little evidence of genetic adaptation, and ample evidence of cultural adaptation. This raises the possibility that it is not only 'grist' but also 'mills' that are culturally inherited; through social interaction in the course of development, we not only acquire facts about the world and how to deal with it (grist), we also build the cognitive processes that make 'fact inheritance' possible (mills).

show abstract

Social learning in a non-social reptile ( Geochelone carbonaria )

Cited by 173 publications

References 15 publications

Recurrent perseveration correlates with abnormal repetitive locomotion in adult mink but is not reduced by environmental enrichment

Recurrent perseveration correlates with abnormal repetitive locomotion in adult mink but is not reduced by environmental enrichment

Even simple forms of social learning rely on intention attribution in marmoset monkeys (Callithrix jacchus).

Grist and mills: on the cultural origins of cultural learning

Contact Info

Product

Resources

About