Social stimuli influencing feeding behaviour of Burmese fowl: video analysis

McQuoid, Laurel M.; Galef, Bennett G.

doi:10.1006/anbe.1993.1157

Cited by 88 publications

(47 citation statements)

References 13 publications

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“…In addition, the development of a testing procedure for looking at how animals perceive and discriminate video stimuli per se would be of considerable value given the growing interest in such stimuli for studying animal behavior (e.g. Adret, 1997;McQuoid and Galef, 1993;Patterson-Kane et al, 1997;Shimizu, 1998).…”

Section: Methodsmentioning

confidence: 99%

Successive two-item same-different discrimination and concept learning by pigeons

Cook

Kelly

Katz

2003

Behavioural Processes

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Four pigeons were trained in a successive same/different procedure involving the alternation of two stimuli per trial. Using a go/no-go procedure, two different or two identical color photographs were alternated, with a brief, dark, inter-stimulus interval, on a computer screen for 20 s. Pigeons learned to discriminate between same (S+) and different (D−) sequences with moderate to large contrasts between successive pictures. Analyses of pecking behavior within single trials revealed this discrimination emerged at the earliest possible point in the sequence (i.e. by the presentation of the second item). Pigeons transferred to novel color and gray-scale pictures, and showed savings in tests with novel video stimuli. These results suggest that same/different discrimination and concept formation can be acquired with successively presented pairs of stimuli by pigeons. When combined with results using simultaneous same/different presentations, these findings further support a qualitative similarity among birds and primates in their capacity to judge certain types of stimulus relations.

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Section: Methodsmentioning

confidence: 99%

Successive two-item same-different discrimination and concept learning by pigeons

Cook

Kelly

Katz

2003

Behavioural Processes

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“…Definitions of different social learning mechanisms relevant to such issues, have been 65 formulated on the basis of extensive studies across the animal kingdom (Fisher and Hinde,66 1949; Galef, 1992;McQuoid and Galef, 1993;Heyes, 1994;Visalberghi and Fragaszy, 2002; 67 Zentall, 2003;Whiten et al, 2009b;Galef, 2012). Distinctions between different forms or 68 ‗mechanisms' of social learning are ultimately based on distinctions between the precise 69 means by which one individual ‗copies' aspects of another individual's behavior (Whiten et 70 al., 2009b).…”

Section: Introduction 25mentioning

confidence: 99%

The impact of imitative versus emulative learning mechanisms on artifactual variation: implications for the evolution of material culture

Schillinger

Mesoudi

Lycett

2015

Evolution and Human Behavior

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1Cultural evolutionary approaches highlight that different social learning processes may be 2 involved in the maintenance of cultural traditions. Inevitably, for traditions to be maintained, 3 they must be transmitted with reasonably fidelity. It has been proposed that ‗imitation' (i.e., 4 the direct copying of actions of others displayed in tasks such as toolmaking) generates 5 relatively low rates of copying error. As such, imitation has often been ascribed an important 6 role in the maintenance of traditions and in the ‗ratcheting' of technological complexity over 7 time. Conversely, ‗emulation' (i.e., the copying of a result but not the behaviors that have led 8 to that result), is allegedly associated with the production of relatively higher rates of copying 9 error. However, to what extent these different social learning mechanisms generate distinct 10 patterns of variation during the manufacture of material traditions remains largely unexplored 11 empirically. Here, a controlled experiment was implemented using 60 participants who copied 12 the shape of 3D ‗target handaxe form' from a standardized foam block. In an ‗imitation 13 condition', 30 participants were shown manufacturing techniques employed in the production 14 of the target form and the target form itself. Conversely, in an ‗emulation condition', 30 15 participants were shown only the (target) form. Copying error rates were statistically different, 16 being significantly lower in the ‗imitation' condition compared to the ‗emulation' condition. 17Moreover, participants in the imitation condition matched the demonstrated behaviors with 18 significantly higher copying fidelity than the alternative condition. These results illustrate that 19 imitation may be imperative for the long-term perpetuation of visibly distinct archaeological 20 traditions, especially in the case of lithic (reductive) traditions, where copying error rates can 21 be expected to be relatively high. These findings, therefore, provide evidence that imitation 22 may be required to explain the prolonged continuity of broad shape fidelity such as that seen 23 in traditions of ‗handaxe' manufacture during the Pleistocene. 24

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“…It is not clear, therefore, whether video images depict "real" moving objects for birds. Patterson-Kane et al (1997) suggested that, for domestic hens, video images are not adequate substitutes for real hens (see also D'Eath & Dawkins, 1996;Evans, Macedonia, & Marler, 1993;McQuoid & Galef, 1993). It is weil known that the avian visual system is very different from that of humans.…”

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confidence: 99%

Recognition of moving video images of conspecifics by pigeons: Effects of individuals, static and dynamic motion cues, and movement

Jitsumori

Natori

Okuyama

1999

Animal Learning & Behavior

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Two groups of pigeons were trained with a go/no-go proeedure to diseriminate video Images of eonspecifies based on the individuals or else on their aetions. Both groups showed rapid aequisition, and the diserimination transferred to new seenes in Experiment 1 and to static seenes in Experiment 2, In Experiment 3, experimentally naive pigeons were trained to diseriminate video Images of particular birds showing different aetions. Transfer to novel seenes, including a new bird and a new motion, revealed the dominanee of motion as a eue to diseriminate video Images, In Experiment 4, the pigeons trained to diseriminate video seenes of 2 pigeons showing a variety of activities sueeessfully reeognized these stimuli regardless of whether the video was played forward or baekward, and transferred the diserimination to still seenes. The findings suggest that pigeons' diserimination ofvideo images is primarily based on information that is invariant aeross statie and dynamic eonditions.Individual recognition is of great ecological relevance to animals. It is important for animals to respond differentially and appropriately to their social partners and to other individuals. There is little or no doubt that the ability to recognize individuals is based on perceptual and cognitive factors and on species-typical social interactive behaviors. Still or moving pictures of conspecifics have been used to study cognition and social behaviors in apes

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Social stimuli influencing feeding behaviour of Burmese fowl: video analysis

Cited by 88 publications

References 13 publications

Successive two-item same-different discrimination and concept learning by pigeons

Successive two-item same-different discrimination and concept learning by pigeons

The impact of imitative versus emulative learning mechanisms on artifactual variation: implications for the evolution of material culture

Recognition of moving video images of conspecifics by pigeons: Effects of individuals, static and dynamic motion cues, and movement

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