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Patrizia Piotti Dóra Szabó Zsófia Bognár Anna Egerer Petrouchka Hulsbosch Rachel Sophia Carson Enikő Kubinyi 《Learning & behavior》2018,46(4):537-553
Several studies on age-related cognitive decline in dogs involve laboratory dogs and prolonged training. We developed two spatial tasks that required a single 1-h session. We tested 107 medium-large sized dogs: “young” (N=41, aged 2.5–6.5 years) and “old” (N=66, aged 8–14.5 years). Our results indicated that, in a discrimination learning task and in a reversal learning task, young dogs learned significantly faster than the old dogs, indicating that these two tasks could successfully be used to investigate differences in spatial learning between young and old dogs. We also provide two novel findings. First, in the reversal learning, the dogs trained based on the location of stimuli learned faster than the dogs trained based on stimulus characteristics. Most old dogs did not learn the task within our cut-off of 50 trials. Training based on an object’s location is therefore more appropriate for reversal learning tasks. Second, the contrast between the response to the positive and negative stimuli was narrower in old dogs, compared to young dogs, during the reversal learning task, as well as the cognitive bias test. This measure favors comparability between tasks and between studies. Following the cognitive bias test, we could not find any indication of differences in the positive and negative expectations between young and old dogs. Taken together, these findings do not support the hypothesis that old dogs have more negative expectations than young dogs and the use of the cognitive bias test in older dogs requires further investigation. 相似文献
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In their recent study, Udell, Dorey, and Wynne (in press)[COMP: Ref. is LBE0034. Will have to be updated to (2011) here and in LBE0038, once page nos. are available.] showed that
in a begging task, at least in some conditions, dogs as well as wolves preferentially approached a human partner who could
see them in contrast to one whose eyes were occluded, and Udell et al. concluded that this success was dependent on the subjects’
experiences with the specific occluder used. Here we argue, however, that since both partners expressed similar attentiveness
towards the subjects by calling their names, Udell and colleagues’ conclusion does not refer to the sensitivity of canines
to others’ attentiveness, but instead reflects the fact that the animals obeyed a familiar command better in a familiar context
than in an unfamiliar one. Moreover, in contrast to Udell et al.’s conclusion, we believe that their data demonstrate that
pet dogs can generalize the use of the visibility of human eyes to novel situations, showing a preference towards an attentive
partner even if the eyes of the other partner are occluded in a novel way (e.g., having a bucket on his or her head). Finally,
after presenting alternative interpretations of the results of the wolves tested by Udell and colleagues, we conclude that
there is no evidence that wolves are sensitive to the attentional states of humans. 相似文献
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Georg Lorenz Zsófia Boda Zerrin Salikutluk Malte Jansen 《British Journal of Sociology of Education》2020,41(5):643-669
AbstractEducational expectations are a key predictor of educational attainment. Throughout adolescence, friends increasingly function as ‘significant others’ and, thus, can affect the development of these expectations. Although scholars often interpret the clustering of students with similar expectations within friendship networks as the outcome of peer influence, a similarity of friends can also be a result of friendship selection processes and preselection due to ability tracking. We apply multilevel social network models to panel data of adolescents from Germany (1,992 ninth-grade students in 91 classes) to disentangle these mechanisms. Beyond selecting similar friends (homophily), we find that adolescents adapt their expectations towards the average expectations of their friends (social influence) but only in secondary-school tracks that support diverse educational paths. We conclude that peer socialization is important for the development of students’ educational expectations in contexts that are sufficiently heterogeneous to allow for the emergence of distinct peer milieus. 相似文献
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