Cookies Policy
X

This site uses cookies. By continuing to browse the site you are agreeing to our use of cookies.

I accept this policy

Find out more here

The Following Response of Young Coots and Moorhens

No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
The full text of this article is not currently available.

Brill’s MyBook program is exclusively available on BrillOnline Books and Journals. Students and scholars affiliated with an institution that has purchased a Brill E-Book on the BrillOnline platform automatically have access to the MyBook option for the title(s) acquired by the Library. Brill MyBook is a print-on-demand paperback copy which is sold at a favorably uniform low price.

Access this article

+ Tax (if applicable)
Add to Favorites

image of Behaviour

(i) Experiments with young hand-raised Moorhens (Gallinula chloropus) and Coots (Fulica atra) were performed in order to survey the nature of the factors influencing the following response. (ii) Following can be evoked by many objects quite different from each other in size and shape, but having in common the property of being in motion. (iii) The establishment of the following response is not dependent on brooding, feeding or any other activity normally directed by the parent to its young, though these may play a role in nature. (iv) Birds could be trained to follow different models on successive runs. Further, birds trained on one model would generalise to others throughout practically the whole period in which they would follow at all. In this sense, the learning is not irreversible. (v) Moorhens were more likely to follow if tested from the first day after hatching than if several days were first allowed to elapse. Fleeing increases during the first few days of life, and this may be an important factor limiting the "sensitive period" for the establishment of the following response. (vi) The following response is maintained at a steady level under conditions of massed practice only if the object on which the birds are being tested is a familiar one. The significance of this is discussed. (vii) There is no evidence that "imprinting" is fundamentally different from other types of learning. It is suggested that learning occurs when the bird follows the moving obj ect.

Affiliations: 1: Ornithological Field Station, Madingley, Cambridge

10.1163/156853956X00318
/content/journals/10.1163/156853956x00318
dcterms_title,pub_keyword,dcterms_description,pub_author
6
3
Loading
Loading

Full text loading...

/content/journals/10.1163/156853956x00318
Loading

Data & Media loading...

http://brill.metastore.ingenta.com/content/journals/10.1163/156853956x00318
Loading

Article metrics loading...

/content/journals/10.1163/156853956x00318
1956-01-01
2016-09-27

Sign-in

Can't access your account?
  • Key

  • Full access
  • Open Access
  • Partial/No accessInformation