ANBI 148 PRIMATE BEHAVIORAL ECOLOGY (Upper level)
Instructor: Jim Moore
University of California at San Diego
Anthropology Department
9500 Gilman Ave
La Jolla, CA 92093-0101
USA
E-mail: jjmoore@weber.ucsd.edu
BACKGROUND
This is the syllabus for my upper-division primate class. The course is
usually juniors and seniors, generally starts out at about 30-35 and falls to
about 15-18 not long after I hand out the syllabus. It is intended for people
who are pretty seriously considering careers/grad school in primate and/or
animal behavior related fields. Most of the students are majors in either
biological anthropology (Anthro dept) or ecology, behavior & evolution (Bio
dept). I try for a lot of discussion. There are too many readings, I'm
slowly having to admit; the idea of having people read different articles
and then pool knowledge is hard to implement. I will probably change
that aspect greatly the next time.
Pre-requisites are the lower-division AN42, "Primates in Nature" and
statistics, preferably biostat, is *highly* recommended. The course is in
theory taught every other year (AN42 is every year). The zoo referred to is
the San Diego Zoo.
THE LABS ARE:
1) video on behavioral research methods:
"Research methods for studying animal behavior in a zoo setting"
produced by the Minnesota & Washington Park Zoos.
2) go to zoo and try to answer question, are primates more vision-
oriented?, by recording colorful vs plain, head vs body and
doing chi-square test (minimal instructions, and the wide variety
of findings is the basis for discussion of how one defines terms,
avoids bias, etc).
3) comparison of focal continuous, focal instantaneous, and 1/0 sampling
in 2-person team comparison of grooming rates between howlers
and macaques (we pool data and discuss how one decides about
adequacy of sample sizes as well as more on methodological issues;
also address adaptive interpretations of the differences seen).
4) cranial capacity and ecology in primates--in the lab students measure
capacities of about 20+ monkey skulls (that Shirley Strum and I
have found in the course of various fieldwork) using mustard
seeds; we discuss variation in measurements (cf. SJ Gould's
"Mismeasure of Man") and then do a variety of statistical tests
on the pooled data (each student team measures each of about
5 skulls 3-4 times and then pools the data).
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COURSE SYLLABUS
Spring 1995
ANBI 148 Primate Behavioral Ecology
Instructor: Jim Moore Office: H&SS 2064
(534-5572; email: jjmoore@ucsd.edu)
Lectures: TTh 10:00 -- 11:20 in H&SS 1346
Labs: H&SS 2089, W & Th afternoons (exact times TBA)
Office hours: W @ 9:00, F @ 10:00 I may hold them at the Grove,
in which case there'll be a note on my door--so NB if I
don't answer my phone during office hours, it's probably
because I'm there. Please don't hesitate to schedule
additional/alternative times; email's the best way to
reach me.
OVERVIEW: This course is a followup to AN42. In it, we will (1) go into
greater theoretical and empirical depth than was possible in AN42;
and (2) get some experience with the methods used to study
primate socioecology. My starting assumption is that you are
thoroughly familiar with the major elements of primate behavior,
taxonomy and evolution, and are interested in really working to
flesh this understanding out.
Labs: There will be a couple of required labs, lasting 2 hours each (the
lab room will be available outside of scheduled hours to finish up on
stuff, but I don't yet know when--stay tuned for announcements).
The class will be split into 2 lab sections, and scheduled, at the
first class.
Zoo Project: There will be a required zoo research project. The
purpose of this will be to get some experience designing and
implementing behavioral research on primates and analyzing the
results. I encourage you to work in teams of 2-4. You will have
to choose your own topic and design the research, within a
general constraint of focussing on assessment of "personality" in
one or more species; I'll explain in class. Grading will cover all
aspects of the project, including an oral presentation and paper
(ca. 10-15 pp). You will need to get a pass to the zoo: a one-
quarter student research pass is $6; alternatively, you might
want to purchase a student membership (<$20) or regular
membership (ca$40), the only difference being that with the
regular you get a subscription to ZooNooz and some other
benefits; both give you unlimited entry for a year. You should plan
on spending an average of at least 3 hours/week at the zoo.
READINGS (at Groundworks Bookstore):
Required:
Smuts, B. B., Cheney, D. L., Seyfarth, R. M., Struhsaker, T. T. &
Wrangham, R. W. (1987). Primate Societies. Chicago: University
of Chicago Press. This is probably the best single compendium
of information on primates, and forms the core of our
information. It is NOT written as a textbook; it is dense and you
will need to be willing to look up the references it mentions if
you are going to get the maximum out of it. Think of it as an
excellent travel guide to the literature on primates--you could
just read it & know lots about the field, but going there is much
more satisfying in the long run. [RSS]
de Waal, F. B. M. (1989). Peacemaking Among Primates. Cambridge:
Harvard University Press. Much primatology has focussed on
aggression, status, power and the like (e.g., de Waal's earlier
Chimpanzee Politics: Power and Sex Among Apes, which, btw, is
excellent). In this one, de Waal looks at the flip side: how
monkeys and apes avoid/regulate conflict; he also emphasizes
interspecific differences in behaviour which will be a theme for
the quarter. ["dW"]
Martin, P. & Bateson, P. (1986). Measuring Behaviour: and Introductory
Guide. Cambridge: Cambridge University Press. This is an
excellent guide to the methodological concepts underlying
behavioral research. Read it, keep it, use it. ['M&B']
Assigned articles:
There are a number of articles assigned in the second
half of the course. These are not on reserve; part of
the fun is locating them and noticing interesting
articles in the same volume & that sort of thing [NB:
if this isn't your idea of fun, don't even think about
grad school! <grin>]. Please do not check them out; I
suggest you photocopy the ones you read. If you
make a real effort to locate one and it is gone, see
me.
Recommended book:
Krebs, J. & Davies, N. (1981 [or later editions]). An Introduction
to Behavioral Ecology. Blackwell Scientific. This contains
useful background information and will be invaluable if you
feel uncertain about background concepts. It is available at
the library or (usually) the bookstore.
GRADING -- There will be a total of 200 points possible in the
course:
Midterm: 30
Labs 1-4: 70
(the labs vary in # pts)
Class participation
General 10
Assigned discussion 10
Zoo Project: 80
(60 on written report, 20 on oral
presentation, both due at time scheduled
for final exam. Attendance at the
scheduled time is required; no exceptions).
------------------------------------------------------
LECTURE, LAB & ASSIGNMENT SCHEDULE
[NB: You should read assignments BY the day indicated.]
The first half of the course will be a breakneck
survey of primatology; there is a LOT OF READING to do.
Week 1 PART ONE: The Primates & the Issues
Lab #1: Observing behavior on TV (in H&SS 2089,
scheduled times)
do Lab #2 (Color patterns) this week or next (at zoo, @
your convenience).
1) T 4/4 Introduction to the course and to primates.
Signup for USC forum 4/27
2) Th /6 Discussion of Lab #3
Primatology and behavioral ecology: basic problems
and concepts
S: 1, 40; review taxonomy (Appendix);
M&B: Summary & chaps 1, 2
Week 2
Lab #3: Observing primate behavior, in pairs @ zoo
3) T /11 Prosimians and paradigms
S: 2 & 3
4) Th /13 Discuss zoo project, start forming groups;
discuss labs to date.
Writeups of Lab #1 & #2 DUE
Monogamous New World Primates (NWP)
S: 4 & 5
Week 3
Lab #4: Morphology and the comparative method
(in H&SS 2089)
5) T /18 Discussion of results from Labs #1 & #2;
Lab #3 Part one data due
Howlers, spiders and socioecological comparisons
S: 6 & 7
6) Th /20 Zoo projects chosen and groups defined
Colobines and guenons: reproductive tactics
S: 8 & 9
Week 4
7) T /25 Writeup of Lab #3 DUE.
Multimale cercopithecines: distribution of genes
and beneficence
S: 11, 24
8) Th /27 Discussion of labs to date
-------------------
SoCal Primate Research Forum - 2-8pm, at USC
Craig Stanford (chimpanzee hunting &
early hominids)
Joe Manson (macaque female mate choice &
social organization)
Lynne Fairbanks (maternal investment in vervets)
Richard Wrangham (phylogeny/ecology in evolution
of hominoids)
Panel discussion of ethical issues
Buffet dinner
[NB: this was a forum I encouraged
students to attend; about 5 did]
------------------------
Asian apes: territoriality
S: 12, 13, 22
Week 5
9) T 5/2 Writeup of Lab #4 DUE.
African apes: intrasexual relationships
S: 14 & 15
--------------
PART DEUX: Current Problems in Primatology In the
second half of the course we will focus in greater depth on
specific issues; more emphasis on discussion. We'll move
slower & deeper. Readings will involve locating journal
articles at the library [I'll explain in class] in addition to the
textbook readings. Individuals will be assigned responsibility
for presenting summaries of these articles and leading
discussion. Suggestion: Identify several key questions either
explicit or implicit in each article, and hand these out to ad
hoc groups who will formulate responses they can then defend
to the class.
10) Th /4 Evolution of sociality: why live in groups? MIDTERM
S: 23
A: Wrangham 1980 B: van Schaik 1983
Week 6
11) T /9 Evolution of sociality: Testing ideas
S: 19
A: van Schaik 1989; van Schaik et al. 1983;
Mitchell et al. 1991; Boesch 1991
B: Gore 1993; Isbell et al. 1991; Pulliam 1973;
Robbins et al. 1991; Strier 1989
12) Th /11 Relationships: what's it like in that group?
S: 25, 34
A: Kummer 1978; Bernstein et al. 1993; van Schaik
& de Visser1990
B: S: 26; Hauser & Harcourt 1992; Rowell et al. 1991
Week 7
13) T /16 Relationships: reproduction -- does dominance rank
influence RS?
S: 30[skim], 31, 32
A: Cowlishaw & Dunbar 1991
B: Barton & Simpson 1992 & other responses re C&D;
Fedigan 1983
14) Th /18 Relationships: communication
S: 36
A: Smuts & Watanabe 1990; de Waal 1989
B: Cheney & Seyfarth 1990 [chapter 4]
Week 8
15) T /23 Relationships: manipulation and intelligence
S: 37, 38
A: Cheney et al. 1986
B: de Waal 1992
16) Th /25 Relationships: Peacemaking
dW: chapters 1, 6
A: dW chapters 2, 3 B: dW chapters 4, 5
Week 9
17) T /30 Dispersal: once all that established, why ever leave it?
S: 21
A: Pusey 1987; Manson & Perry 1993
B: Moore & Ali 1984; Moore 1993
18) Th 6/1 Personality: does demography affect basic attitude?
A: Hausfater et al. 1987; Moore 1992a; Simpson & Datta 1990;
Ray & Sapolsky 1992
B: Shively et al. 1991; Clarke & Mason 1988;
de Waal & Luttrell 1989; McGuire et al. 1994
Week 10
19) T /6 Case study: chimpanzee social organization
A: Wrangham 1979; Rodman 1991; Wrangham et al. 1992
B: Kawanaka 1984; Moore 1992b; Collins & McGrew 1988
20) Th /8 Socioecology
A: Rowell 1979 B: Caldecott 1986; Moore1984
Wed. 6/14, 8-11am: "FINAL EXAM": 4th Congress, UCSD BioAnthro
Primate Society -- presentations of your project findings.
Each group will have a total of up to 10-15 minutes for
presentation and questions/discussion. Written project
reports DUE.
(Arrangements for coffee & pastry will be made, believe me...)
Misc Notes:
1) Your lab writeups should always include (1) an introduction describing
the general problem being investigated and explaining why it's worth
investigating ("because it was assigned and I want to pass" may be true,
but come up with a better one, just for my sake <grin>); (2) presentation
of what you did/found (for a couple, the questions are so boilerplate that
it won't make sense elaborating this into separate methods and results
sections; for others that would be the standard format); (3) some sort of
discussion/conclusion (again, for longer papers those would be separate
sections).
2) Your zoo project writeup should essentially follow the format of a
written journal article--i.e., it should include the above sections, and
should include appropriate references to published literature on the
topic/species you work on. In other words, it is a research paper. For
those of you who took AN 10 from me and still have your course packs,
read the section in that on research papers. For those who didn't,
if you have any question at all about research papers, come ask. If you
don't, and then blow it on something & as a result go from an A to a C,
well, can't say I didn't warn you!
3) There are few readings explicitly assigned from Martin & Bateson; it
should be your guide to developing your research projects. You should at
least skim through it early in the quarter so you know what's there, and
then refer to it as you work. I will grade lab projects on the assumption
you have had the material in that book.
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Bernstein, I. S., Judge, P. G. & Ruehlmann, T. E. (1993). Kinship,
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Boesch, C. (1991). The effects of leopard predation on grouping
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Caldecott, J. O. (1986). Mating patterns, societies and the
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Cheney, D. & Seyfarth, R. (1990). How Monkeys See the World.
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Cheney, D. L., Seyfarth, R. M. & Smuts, B. (1986). Social relationships
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Clarke, A. S. & Mason, W. A. (1988). Differences among three macaque
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Collins, D. A. & McGrew, W. C. (1988). Habitats of three groups of
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URL: http://www.primate.wisc.edu/pin/syllabi/moore.html
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