Animal Cognition 4 social learning

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  • Created by: freya_bc
  • Created on: 21-02-18 11:33
Wynne and Udell (2013)
behaviour resulting from social learning- must be a learned behaviour, acquired through social transmission, persist in absence of demonstrator
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Gallup et al., 2017
social facilitation- Increase in behavior due to presence of others performing that behaviour (e.g., humans yawning, budgerigars stretching, migration of sea turtle hatchlings, herd behaviour
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Lorenz
stimulus and local enhancement examples one ducks attention attracted to the hole because of the other duck
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Wrenn et al., (2013)
food preferences- mice ate connamon or cocoa flavoured food, placed in cage with another mouse, 24 hr later observer given choice of food, observer sniffs demonstrator, amount consumed correlated with number of sniffs, more sniffs of demo more ...
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...
food later- observer mice at more of cued food than novel
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Galef, 1992
social learning should follow similar pattern to disease- if social learning would have seen evidence of this- e.g. monkeys seeing other monkeys doing it and then doing it themselves
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Mineka and Cook (1988)
lab monkeys observed wild monkey reaction to real model and toy snake induced fear - avoidance behaviours pav, sleective to snakes- wouldnt condition to sya flowers not all time= flaw
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Heyes and Dawson (1990)
Rats observed a demonstrator pushing a joystick to left/right for a food reward Observers were then given access to joystick Results: Left observers made more left pushes than Right observers
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Atkins and Zentall (1996)
two action procedure- Trained Japanese quail to manipulate a treadle for a food reward Peck with beak or step with foot Observers made more responses with the same part of their body as used by the demonstrator
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Akins & Zentall, 1998)
quail more likely to copy behaviour if they observed the demonstrator get a reward
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Horner and Whiten (2005)
Chimpanzees and young human children shown demonstrations of how to open a puzzle box demo had unnecessary behaviours- just need to push stick into box not hit it When box was opaque, chimps and children imitate sequence When box was transparent...
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...
only children imitated- however chimps didnt perform unnecessary behaviours
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Caro and Hauser (1992)
Teacher must modify its behaviour in the presence of naïve observer There is a cost to the teacher (or no immediate benefit- benefit can be LT) The pupil acquires knowledge or learns a skill earlier or faster/more effic or otherwise no learn
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Thornton & McAuliffe (2006)
Helpers modify their behaviour in the presence of pups Helpers adjust killing or disabling prey depending on pup age Monitoring pups, nudging behaviour
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...
Helpers gained no direct benefit and incurred costs Monitoring time Prey might escape
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...
Experiment: 3 days training four dead scorpions four live, stingless scorpions an equivalent mass of hard-boiled egg (control) 6 tests: pup trained on live scorpions was the only successful handler, or had fastest handling time. All dead scorpion ..
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....
and control pips were pincered or pseudo-stung (only occurred once for live scorpion trained pups)
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Franks and Richardson (2006), Richardson et al. (2007)
tandem running in ants- show naive ants where food is teacher mod behaviour cost to them because 4x slower pupil learns skills route learned
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Gallup et al., 2017

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social facilitation- Increase in behavior due to presence of others performing that behaviour (e.g., humans yawning, budgerigars stretching, migration of sea turtle hatchlings, herd behaviour

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Lorenz

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Wrenn et al., (2013)

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