Sense of Acceptance: Key Factor of Social Learning

For animals that travel in groups, the directional choices of conspecifics are potentially a rich source of information for spatial learning. In this study, we investigate how the opportunity to follow a locally experienced demonstrator affects route learning by pigeons over repeated homing flights. This test of social influences on navigation takes advantage of the individually distinctive routes that pigeons establish when trained alone. We found that pigeons learn routes just as effectively while flying with a partner as control pigeons do while flying alone. However, rather than learning the exact route of the demonstrator, the paired routes shifted over repeated flights, which suggests that the birds with less local experience also took an active role in the navigational task. The efficiency of the original routes was a key factor in how far they shifted, with less efficient routes undergoing the greatest changes. In this context, inefficient routes are unlikely to be maintained through repeated rounds of social transmission, and instead more efficient routes are achieved because of the interaction between social learning and information pooling.

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Verbal Attention Getting as a Key Factor in Social Learning Between Dog (Canis familiaris) and Human.

Journal of Comparative Psychology ◽

10.1037/0735-7036.118.4.375 ◽

2004 ◽

Vol 118 (4) ◽

pp. 375-383 ◽

Cited By ~ 64

Author(s):

Péter Pongrácz ◽

Ádám Miklósi ◽

Katalin Timár-Geng ◽

Vilmos Csányi

Keyword(s):

Social Learning ◽

Canis Familiaris ◽

Key Factor

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Neurophysiological Mechanisms of Mother–Young Bonding in Buffalo and Other Farm Animals

Animals ◽

10.3390/ani11071968 ◽

2021 ◽

Vol 11 (7) ◽

pp. 1968

Author(s):

Agustín Orihuela ◽

Daniel Mota-Rojas ◽

Ana Strappini ◽

Francesco Serrapica ◽

Ada Braghieri ◽

...

Keyword(s):

Social Learning ◽

Current Knowledge ◽

Postpartum Care ◽

Farm Animals ◽

Sensitive Period ◽

Learning Mechanism ◽

Key Factor ◽

Neurophysiological Mechanisms ◽

Cow Calf ◽

Communal Rearing

In buffaloes and other mammalian farm species, the mother provides food and protection to the young, but she is also the main source of behavioral and social learning for the offspring. It is important that mother and young establish a bond based on a learning mechanism defined as “imprinting” early after parturition during the sensitive period, on which the welfare and survival of the offspring will depend. This review aims to summarize and discuss current knowledge regarding the imprinting process, the neurobiological pathways that are triggered during this sensitive period, and the development of the cow–calf bond. Touch, hearing, vision, and smell seem to be the predominant senses involved during imprinting in buffaloes and other mammalian farm species. In buffalo, bonding is very particular due to the expression of specific behaviors, such as allo-suckling and communal rearing. In general, imprinting and the subsequent bond may be affected by the lack of experience of the mothers or dystocic parturitions, which occur most frequently with male calves and in primiparous dams. The main problems in the development of this process include lack of seeking a protected and isolated place to give birth; moving from the birth-site after parturition; insufficient postpartum care; aversion or aggressiveness towards the newborn, or abandonment of the newborn. The process can develop differently according to the species. However, the correct development of the cow–calf relationship represents, regardless of the species, a key factor for their fitness.

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A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

Behavioral and Brain Sciences ◽

10.1017/s0140525x2000014x ◽

2020 ◽

Vol 43 ◽

Author(s):

Thibaud Gruber

Keyword(s):

Social Learning ◽

Cognitive Processes ◽

Learning Processes ◽

Cognitive Approach ◽

Technological Culture ◽

Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

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Attachment of oral bacteria to titanium surfaces: An SEM study

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100170074 ◽

1994 ◽

Vol 52 ◽

pp. 468-469

Author(s):

J. E. Laffoon ◽

R. L. Anderson ◽

J. C. Keller ◽

C. D. Wu-Yuan

Keyword(s):

Technical Problem ◽

Titanium Implant ◽

Oral Bacteria ◽

Bacterial Cells ◽

Thin Sections ◽

Surface Ultrastructure ◽

Sem Study ◽

Key Factor ◽

Titanium Surfaces

Titanium (Ti) dental implants have been used widely for many years. Long term implant failures are related, in part, to the development of peri-implantitis frequently associated with bacteria. Bacterial adherence and colonization have been considered a key factor in the pathogenesis of many biomaterial based infections. Without the initial attachment of oral bacteria to Ti-implant surfaces, subsequent polymicrobial accumulation and colonization leading to peri-implant disease cannot occur. The overall goal of this study is to examine the implant-oral bacterial interfaces and gain a greater understanding of their attachment characteristics and mechanisms. Since the detailed cell surface ultrastructure involved in attachment is only discernible at the electron microscopy level, the study is complicated by the technical problem of obtaining titanium implant and attached bacterial cells in the same ultra-thin sections. In this study, a technique was developed to facilitate the study of Ti implant-bacteria interface.Discs of polymerized Spurr’s resin (12 mm x 5 mm) were formed to a thickness of approximately 3 mm using an EM block holder (Fig. 1). Titanium was then deposited by vacuum deposition to a film thickness of 300Å (Fig. 2).

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Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00064 ◽

2020 ◽

Vol 51 (3) ◽

pp. 509-513

Author(s):

Ashley Bourque Meaux ◽

Julie A. Wolter ◽

Ginger G. Collins

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Literacy Development ◽

Morphological Awareness ◽

Language And Literacy ◽

Speech Language Pathologists ◽

School Based ◽

Literacy Success ◽

Key Factor ◽

Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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