Is the asymmetry in young infants’ categorization of humans versus nonhuman animals based on head,body, or global gestalt information?

Quinn and Eimas (1998) reported an asymmetry in the exclusivity of the category representations that young infants form for humans and nonhuman animals: category representations for nonhuman animal species were found to exclude humans, whereas a category representation for humans was found to include nonhuman animal species (i.e., cats, horses). The present experiment utilized the familiarization/novelty-preference procedure with 3- and 4-month-olds to determine the perceptual cues (i.e., whole stimulus, head alone, body alone) that provided the basis for this asymmetry. The data revealed the asymmetry to be observable only with the whole animal stimuli and not when infants were provided with information from just the head or the body of the exemplars. The results indicate that the incorporation of nonhuman animal species into a category representation for humans is based on holistic information.     

What Policy Should Be Adopted to Curtail the Negative Global Health Impacts Associated with the Consumption of Farmed Animal Products?

The negative global health impacts (GHIs) associated with the consumption of farmed animal products are wide-ranging and morally significant. This paper considers four options that policy-makers might adopt to curtail the negative GHIs associated with the consumption of farmed animal products. These options are: 1. to introduce a ban on the consumption of farmed animal products; 2. to increase the costs of farmed animal products; 3. to educate people about the negative GHIs associated with the consumption of farmed animal products; and 4. to introduce a qualified ban on the consumption of farmed animal products. I argue that the fourth option is the most effective and, provided that policy-makers think that the negative GHIs associated with the consumption of farmed animal products are sufficiently great and that a total ban would be unfair, it is the political strategy that must be preferred over the available alternatives.     

Ethical decision making about animal experiments

Laboratory animals, being vulnerable subjects, need the protection provided by adequate ethical review. This review falls primarily to Institutional Animal Care and Use Committees. A review committee's first duty is to identify which procedures ethically are unacceptable irrespective of any knowledge that might be derived. Examples are provided. These projects should be disapproved. Then, "on balance" judgments are assessed that weigh the animal harms against the potential benefits to humans. Several countries (but not the United States) use a classification system for ranking the degree of animal pain and distress. This type of assessment is essential for careful ethical analysis. Another way to enhance ethical discussion is to strive for a more balanced perspective of different viewpoints among members of decision making committees. Inclusion of representatives of animal welfare organizations and a greater proportion of nonanimal researchers would likely achieve this objective.     

Mom told me scary things about this animal: Parents installing fear beliefs in their children via the verbal information pathway

This study investigated whether fear beliefs can be installed in children after parents had received negatively tinted information about a novel stimulus. Parents of children aged 8-13 years (N = 88) were presented with negative, positive, or ambiguous information about an unknown animal and then given a number of open-ended vignettes describing confrontations with the animal with the instruction to tell their children what would happen in these situations. Results indicated that children's fear beliefs were influenced by the information that was provided to the parent. That is, parents who had received negative information provided more threatening narratives about the animal and hence installed higher levels of fear beliefs in their children than parents who had received positive information. In the case of ambiguous information, the transmission of fear was dependent on parents' trait anxiety levels. More precisely, high trait anxious parents told more negative stories about the unknown animal, which produced higher fear levels in children.     

Rat lab for fun and profit

Many applied behavior analysts have little or no personal exposure to the basic animal experimentation that provided the foundation for applied behavior analysis. However, personal experience in the animal laboratory provides many benefits to students of applied behavior analysis. Animal laboratory experience provides convincing, vivid illustrations of basic principles of learning and facilitates generalization and application of the basic principles. The laboratory experience also teaches interpersonal skills that may be important in future employment in applied fields. The animal laboratory can also provide public relations opportunities, especially with university-sponsored events such as the Rat Olympics. These points, as well as concerns about the resources needed for an animal laboratory and compliance with federal animal-use guidelines, are addressed. It is concluded that the animal laboratory offers many educational profits to students while making learning fun for a reasonable outlay of effort and resources.     

An inexpensive microcomputer-based image digitizer

An inexpensive (under $600) microcomputer-controlled image analysis system that uses commercially available components is described. Both programming and construction details are provided, as well as a discussion of the utility of the apparatus in studies of animal behavior. The system has been used to record position preferences and activity in animal groupings of various size. Simply by changing the distance between the target and the camera, animals and/or arenas of differing size can be monitored.     

Thorndike's Puzzle Boxes And The Origins Of The Experimental Analysis Of Behavior

The year of Thorndike's dissertation on animal intelligence, 1898, may mark the beginning of the field that eventually became known as the experimental analysis of behavior. The dissertation began a major shift in thinking about animal and human learning, provided important methodological innovations, and carried the seeds of later research and theory, particularly by B. F. Skinner. Although Thorndike was an associationist in 1898, the dissertation began the systematic search for fundamental behavioral processes, and laid the foundation for an empirical science of behavior.     

Place navigation in mammals: a configuration-based model

Recent water maze experiments suggest that rats performing place navigation primarily use the geometric information provided by a set of landmarks, and neglect the featural information provided by the identities of the landmarks. Here, I develop a model that explains how an animal may perform place navigation by relying only on geometric information. The core of the model is the representation of places as panoramas defined by circular bar-codes embodying the relative bearings and apparent sizes of the landmarks, irrespective of their identities. There are two stages in the model. During the first stage, the animal freely explores its environment in order to acquire spatial information at the local level. During the second stage, the animal uses the information previously memorized to perform place navigation towards the goal it intends to reach. The possible role of two brain areas in place navigation is discussed within this framework. Beyond their primary role in landmark-based representations of places, hippocampal place cells may be involved in computing the current distances to the landmarks. Beyond their primary role in landmark-based representations of headings, post-subicular head-direction cells may be involved in computing the “compass bearings” of the landmarks. Received: 17 January 1998 / Accepted after revision: 19 April 1998     

Animal Welfare and Animal Rights: an Examination of some Ethical Problems

The spectacle of the relentless use and abuse of animals in various human enterprises led some human beings to formulate animal welfare policies and to offer philosophical arguments on the basis of which the humane treatment of animals could be defended rationally. According to the animal welfare concept, animals should be provided some comfort and freedom of movement in the period prior to the moment when they are killed. This concept emphasizes the physiological, psychological, and natural aspects of animal life with the focus on freedom. Ironically, however it is not concerned with the rights of animals; nor is it interested in their remaining alive. So, animals are least benefitted by such provisions, which is the major concern for those who defend animal rights. It seems dubious to demand comfort for a being in life, but not security for its actual life, since rights and freedom are essential for the maintenance of a normal life. This paper aims to (a) critically analyze the animal welfare system, which prioritizes only freedom; (b) to demonstrate how animal welfare is incomplete without animal rights and how they are closely related to each other; and (c) to bridge the gap between animal welfare and animal rights. The underlying principle of animal welfare concept is restricted by its anthropocentric framework with the result that the ethical element is missing. Mere ‘freedom’ is not sufficient for constituting an ideal animal welfare domain. In order to achieve real animal well-being, it is necessary to consider both the rights as well as the welfare of animals.     

Making Better Sense of Animal Disenhancement: A Reply to Henschke

In "Making Sense of Animal Disenhancement" Adam Henschke provides a framework for fully understanding and evaluating animal disenhancement. His conclusion is that animal disenhancement is neither morally nor pragmatically justified. In this paper I argue that Henschke misapplies his own framework for understanding disenhancement, resulting in a stronger conclusion than is justified. In diagnosing his misstep, I argue that the resources he has provided us, combined with my refinements, result in two new avenues for inquiry: an application of concepts from political theory to disenhancement, and an inquiry in to the mode of valuation that underlies industrial animal agriculture and disenhancement proposals.     

A historical perspective on recent studies of social learning about foods by Norway rats

Early naturalists explained field observations of social influences on animal learning in terms of spoken language, deliberate tuition of one animal by another, or intentional imitation. During the first half of the present century, experimental psychologists analyzed instances of social learning by animals in laboratory tasks as special cases of operant or classical conditioning. Neither of these traditional approaches provided much insight into the complex processes that often support animal social learning. By combining ethological focus on social learning as it occurs in natural habitat with analytical techniques developed in the psychological laboratory, contemporary researchers have made considerable progress in describing the many ways in which social interactions influence behavioural development in animals. The author's investigations of social influences on food selection by Norway rats provide one example of such an ethopsychological approach to the study of animal social learning.     

Exploring the Factors That Influence Zoo Visitors’ Perceptions of the Well-Being of Gorillas: Implications for Zoo Exhibit Interpretation

Modern zoos face increasing pressures to maintain and demonstrate both the physical and psychological well-being of animals in their care. However, the informal judgments that zoo visitors make about animal well-being may be based on criteria that are inappropriate or misleading. In this research, two self-administered questionnaires were used to explore the indicators that zoo visitors use, consciously or unconsciously, to judge the well-being of gorillas in a naturalistic zoo exhibit. One questionnaire was completed by 105 adult visitors as they exited a gorilla exhibit; another questionnaire was completed by a separate sample of 166 adult visitors while they were observing the gorillas in the exhibit. The results demonstrate that visitors are willing to make judgments of animal welfare, are able to articulate the reasons underlying their judgments, use different indicators when judging health and happiness, and are influenced by environmental aspects of the exhibit. Visitors’ assessments of animal well-being were positively related to their emotional connections with the gorillas and their satisfaction with the visit. Suggestions are provided regarding interpretive information that zoos might provide to better inform visitors’ perceptions of animal well-being.     

Facing the Beast Apart Together: Fear in Boys and Girls after Processing Information about Novel Animals Individually or in a Duo

In this experimental study, we made an attempt to examine gender-related peer influences on childhood fear. Nine- to 12-year-old boys and girls were provided with ambiguous and positive information about novel animals and then asked to provide a subjective fear rating of the animals under two conditions: fear of one animal was assessed individually by the child on its own, whereas fear of the other animal was measured after a brief discussion on fear-related issues with a same-gender peer. Results indicated that children who completed the FBQ after a discussion with a same-gender peer displayed lower fear beliefs scores than children who completed the questionnaire fully on their own. This fear-suppression effect was mainly evident in boys after hearing ambiguous information about the novel animals. The implications of these findings are briefly discussed.     

Preschoolers' extension of familiar adjectives

In two experiments, we examined the role of labels in guiding preschoolers' extension of three types of familiar adjectives: emotional state adjectives, physiological state adjectives, and trait adjectives. On each trial, we labeled a target animal with one of the three different types of adjectives and asked whether these terms could apply to a subordinate-level match, a basic-level match, a superordinate-level match, or an inanimate object. In Experiment 1, participants extended trait adjectives, but not emotional or physiological adjectives, to members of the same basic-level category, regardless of whether an explicit basic-level label was provided for the target animal. Similarly, children in Experiment 2 also extended trait adjectives to the members of the same basic-level category, even when explicit superordinate- and subordinate-level labels were provided for the target animals. Together, these results demonstrate that children appreciate that emotional and physiological adjectives cannot be generalized to the same extent as can trait adjectives, and the results document the privileged status of basic-level categories in preschoolers' extension of trait adjectives.     

Attribution of beliefs by 13-month-old infants

In two experiments, we investigated whether 13-month-old infants expect agents to behave in a way that is consistent with information to which they have been exposed. Infants watched animations in which an animal was either provided information or prevented from gathering information about the actual location of an object. The animal then searched successfully or failed to retrieve the object. Infants' looking times suggest that they expected searches to be effective when--and only when--the agent had had access to the relevant information. This result supports the view that infants possess an incipient metarepresentational ability that permits them to attribute beliefs to agents. We discuss the viability of more conservative explanations and the relation between this early ability and later forms of theory of mind that appear only after children have become experienced verbal communicators.     

Rats' knowledge of incorrect responses in a matching-to-sample task

The idea that rats possess some knowledge about having been incorrect when having previously made an incorrect response is proposed. A matching-to-sample task with a second choice was used to assess the hypothesis. Only if the correct lever was chosen on the second choice was the animal rewarded. Further, the second choice was offered whether the animal was initially correct or incorrect in its first choice, preventing it from "knowing" if it had been correct in its initial decision. If rats possessed some knowledge whether they had been correct or not, then the number of correct second choice responses after an incorrect first one should have been greater than chance. The current experiment provided some evidence that the rats did "know" when its choices were incorrect.     

Assessing the uniqueness of language: Animal grammatical abilities take center stage

Questions related to the uniqueness of language can only be addressed properly by referring to sound knowledge of the relevant cognitive abilities of nonhuman animals. A key question concerns the nature and extent of animal rule-learning abilities. I discuss two approaches used to assess these abilities. One is comparing the structures of animal vocalizations to linguistic ones, and another is addressing the grammatical rule- and pattern-learning abilities of animals through experiments using artificial grammars. Neither of these approaches has so far provided unambiguous evidence of advanced animal abilities. However, when we consider how animal vocalizations are analyzed, the types of stimuli and tasks that are used in artificial grammar learning experiments, the limited number of species examined, and the groups to which these belong, I argue that the currently available evidence is insufficient to arrive at firm conclusions concerning the limitations of animal grammatical abilities. As a consequence, the gap between human linguistic rule-learning abilities and those of nonhuman animals may be smaller and less clear than is currently assumed. This means that it is still an open question whether a difference in the rule-learning and rule abstraction abilities between animals and humans played the key role in the evolution of language.     

Copy if dissatisfied,innovate if not: contrasting egg-laying decision making in an insect

The use of conspecific cues as social information in decision making is widespread among animals; but, because this social information is indirect, it is error-prone. During resource acquisition, conspecific cues also indicate the presence of competitors; therefore, decision makers are expected to utilize direct information from resources and modify their responses to social information accordingly. Here, we show that, in a non-social insect, unattractive egg-laying resources alter the behavioural response to conspecific cues from avoidance to preference, leading to resource sharing. Females of the adzuki bean beetle Callosobruchus chinensis avoid laying eggs onto beans that already have conspecific eggs. However, when we provided females with bean-sized clean glass beads with and without conspecific eggs, the females preferred to add their eggs onto the beads with eggs. The glass beads, once coated with water extracts of adzuki beans, enabled the females to behave as if they were provided with the beans: the females preferred bean-odoured glass beads to clean glass beads and they avoided the substrates with eggs. When females are provided with unattractive egg-laying substrates only, joining behaviour (i.e. copying) might be advantageous, as it takes advantage of information about positive attributes of the substrate that the focal animal might have missed. Our results suggest that given only unsatisfactory options, the benefits of copying outweigh the costs of resource competition. Our study highlights the importance of integrating multiple information sources in animal decision making.     

Young children's use of range-of-reference information in word learning

An important source of information about a new word's meaning (and its associated lexical class) is its range of reference: the number of objects to which it is extended. Ninety toddlers (mean age = 37 months) participated in a study to determine whether young children can use this information in word learning. When a novel word was presented with unambiguous lexical class cues as either a proper name (i.e. 'His name is DAXY') or an adjective (i.e. 'He is very DAXY'), toddlers interpreted it appropriately, regardless of whether it was applied to one or both members of a pair of identical-looking stuffed animals. They restricted a proper name to the designated animal(s); but they generalized an adjective from the labeled animal(s) to a new animal bearing the same property. However, when the word was presented with no specific lexical class cues (i.e. 'DAXY'), toddlers made significantly different interpretations, depending on the number of referents. When the word was applied to one animal, they restricted it to that animal (consistent with a proper name interpretation); when the word was applied to two animals, they generalized it to a new animal with the property (consistent with an adjective or a restricted count noun interpretation). Range-of-reference information thus provided toddlers with a default cue to the meaning (and associated lexical class) of a novel word.     

Causal relations drive young children's induction, naming, and categorization

A number of recent models and experiments have suggested that evidence of early category-based induction is an artifact of perceptual cues provided by experimenters. We tested these accounts against the prediction that different relations (causal versus non-causal) determine the types of perceptual similarity by which children generalize. Young children were asked to label, to infer novel properties, and to project future appearances of a novel animal that varied in two opposite respects: (1) how much it looked like another animal whose name and properties were known, and (2) how much its parents looked like parents of another animal whose name and properties were known. When exemplar origins were known, children generalized to exemplars with similar origins rather than with similar appearances; when origins were unknown, children generalized to exemplars with similar appearances. Results indicate even young children possess the cognitive control to choose the similarities that best predict accurate generalizations.