Social learning and facilitation of operant key-pecking by domestic hens

2002 ◽  
Vol 2002 ◽  
pp. 68-68
Author(s):  
C.M. Sherwin ◽  
C.M. Heyes ◽  
C.J. Nicol

It has been suggested that feather pecking becomes widespread in groups of birds because it is socially learnt. However, a bird pecking the feathers of another seldom gains obvious extrinsic reinforcement for this behaviour (the feather is not always eaten, or material pecked from the plumage). Two aspects of social learning that have received little attention are whether reinforcement of the bird performing the behaviour (the demonstrator) is required for the watching bird (the observer) to learn, and in addition, whether single or multiple exposures to the behaviour are required. In two experiments we used a model behaviour - operant key pecking - to examine the effects of reinforcement of demonstrators (experiment 1) and the effectiveness of repeated demonstrations (experiment 2) on social learning by domestic hens.

2001 ◽  
Vol 2001 ◽  
pp. OC2-OC2
Author(s):  
C.M. Sherwin ◽  
C.M. Heyes ◽  
C. Leeb ◽  
C.J. Nicol

Social learning is said to occur when social interaction facilitates the acquisition of a novel pattern of behaviour. It usually takes the form of an experienced animal (the demonstrator) performing a behaviour such that a naive animal (the observer) subsequently expresses the same novel behaviour, earlier or more completely than it would have done using individual learning. Social learning is involved in the transmission of a great variety of behaviours, e.g. tool-use, food preferences, and has also been implicated in maladaptive behaviours such as stereotypies in voles. In studies of social learning, the observers usually see the demonstrators receive a reward for performing the required behaviour. But, the role of the reward has rarely been investigated and results have been equivocal. Understanding the role of demonstrator reward on social learning is necessary to assess the cognitive abilities of individuals of different species, and aids understanding of the transmission of maladaptive behaviours.


2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber

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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