On the role of the demonstrator for the solution of a problem in the house mouse

Valsecchi, Paola; Mainardi, Michele; Mainardi, Danilo; Bosellini, Ilaria

doi:10.1080/08927014.1989.9525524

Cited by 9 publications

(15 citation statements)

References 6 publications

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“…The results of the present study extend an earlier finding that in M. musculus domesticus the acquisition of the ability to solve a composite task is facilitated by social context (Mainardi et al 1986, 1985; Valsecchi et al 1989, 1993). The presence of adult female demonstrators and non‐demonstrators in proximity of the problem apparatus increases the rate of success in juveniles.…”

Section: Discussionsupporting

confidence: 88%

“…Further investigations focused on the role of the demonstrator (Valsecchi et al. 1989, 1993) and the results led the authors to conclude that the problem‐solving ability was mediated by social learning.…”

Section: Introductionmentioning

confidence: 99%

“…Further investigations focused on the role of the demonstrator (Valsecchi et al 1989(Valsecchi et al , 1993 and the results led the authors to conclude that the problemsolving ability was mediated by social learning. However, the design of these experiments did not allow the authors to determine whether the observer learned something about the apparatus (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Behavioral Analysis of Social Effects on the Problem‐Solving Ability in the House Mouse

et al. 2002

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The effects of the social context on the problem‐solving ability in the house mouse was evaluated by means of a puzzle box containing food, which could be opened by rotating a revolving door. The aim of the study was to clarify which mechanisms of social learning promote the acquisition of this complex motor skill. Young mice were exposed to the puzzle box in the presence of (i) demonstrators opening of the puzzle box; (ii) adults unable to open the puzzle box; and (iii) adults confined in one part of the cage and not manipulating the puzzle box. Results of the detailed analysis of the sequence of behaviors showed that (i) young mice successful in opening the puzzle box did not copy the sequence of actions performed by demonstrators; and (ii) the presence of adult conspecifics in proximity of the problem apparatus increased the rate of success of young mice. Results suggest that trial‐and‐error learning, social exposure and stimulus enhancement all play a role in the acquisition of the opening ability.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Behavioral Analysis of Social Effects on the Problem‐Solving Ability in the House Mouse

et al. 2002

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“…The data presented here indicate an effect of the presence of a companion on the behavioural choices of marmoset monkeys in an unfamiliar environment. In particular, the data appear to be in agreement with the «many eyes» hypothesis, which suggests a link between sociality and antipredator behaviour (Caine & Marra, 1988;Pulliam, 1974 In previous researches Valsecchi et al (1989Valsecchi et al ( , 1993 showed that observer mice improved their ability to solve a food-finding problem to a differing extent according to the quality of social context. In contrast, control mice were not capable of individual learning without demonstration.…”

supporting

confidence: 82%

Oral communications

Vitale

Santamaria

1994

Bolletino di zoologia

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“…A further experiment (VALSECCHI et al 1989) showed that the presence of an adult opening the apparatus is the more effective factor in the acquisition of the skill by naive mice. The presence of an adult interacting with the apparatus, but unable to solve the problem, also affects the subsequent performance of the subjects.…”

Section: Please Scroll Down For Articlementioning

confidence: 97%

Further analysis of a case of social learning in the house mouse (Mus domesticus)

Valsecchi

Bosellini

Mainardi

et al. 1993

Ethology Ecology & Evolution

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Groups of experimentally naive Swiss mice, 20 days old, were exposed to a varying quality of socially transmitted information needed to solve a food-finding problem. The problem consisted of opening a rotating door of an apparatus. Mice that lived with a demonstrator opening the apparatus and mice that lived with an adult manipulating but not opening the apparatus were the most efficient animals in solving the problem. In addition other groups of mice had different nonsocial experiences with the problem. The data indicate that these animals did not improve their ability in performing the task compared with control animals. In essence the present results suggest that mice were capable of learning aspects of the opening techinque by social learning rather than by trial and error.

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On the role of the demonstrator for the solution of a problem in the house mouse

Cited by 9 publications

References 6 publications

Behavioral Analysis of Social Effects on the Problem‐Solving Ability in the House Mouse

Behavioral Analysis of Social Effects on the Problem‐Solving Ability in the House Mouse

Oral communications

Further analysis of a case of social learning in the house mouse (Mus domesticus)

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