Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-121). Also available for download via the World Wide Web; free to University of Oregon users.

Animals forage in complex environments in which they must constantly make decisions about which resources to approach and which to avoid. Many factors can influence these foraging decisions including perception and cognition. Predators that locate prey by eavesdropping on prey mating calls face a challenging foraging task because they must be able to identify which species-specific prey signals indicate palatable prey. My thesis investigates such foraging decisions in eavesdropping bats. The Neotropical fringe-lipped bat, Trachops cirrhosus, locates its frog and katydid prey by eavesdropping on the prey's calls. One of the prey of T. cirrhosus in Panamá is the túngara frog, Physalaemus pustulosus, that can make simple calls consisting of a "whine" alone, or complex calls which are a whine followed by 1-7 "chucks". In my first chapter I examine what components of frog calls bats use to identify and localize them. I assess how bats respond to the two components of the complex calls of P. pustulosus, and report that, unlike female frogs, bats respond to the chuck component alone but preferentially approach the whine. Next, I examine how response to prey cues is affected by prey availability by assessing the response of T. cirrhosus to geographically and seasonally variable prey. I find population and seasonal differences in response to some prey cues but not to other cues. Trachops cirrhosus can also learn novel prey cues from exposure to a conspecific tutor (social learning). My third chapter examines the conditions that influence when bats socially learn novel prey cues. I discover that bats are more likely to use social information to learn novel prey cues when the cue they are currently using to find food is unreliable. In my fourth and final chapter I address how eavesdropping can contribute to the evolution and diversification of bats by investigating the potential of eavesdropping on katydid calls for niche partitioning in two closely related bat species, the European greater and lesser mouse-eared bats, Myotis myotis and Myotis blythii oxygnathus. Together these studies highlight the role of cognition in foraging decisions and consider the consequences of eavesdropping for niche partitioning. / text

This study examined the effects of source expertise and social learning in mainstream food television on viewers’ attitudes, confidence, and behavioural intentions related to food. Following a 2X2 between-subjects design, participants (240) were exposed to two videos, each from a different food television program. Preceding each video, participants were asked to complete a questionnaire measuring the three dependent variables. Using ANOVA, results of this study indicated that exposure to positive social reinforcement can positively affect consumer attitude toward food, while exposure to low source expertise can positively increase consumer confidence in cooking abilities. Social learning and source expertise interacted in their effect on attitude and confidence, while an interaction between gender of the viewer and social learning had an effect on attitude, confidence, and intention. Marketers may use this knowledge when selecting an appropriate medium to advertise food products, and television producers may consider these findings when aiming to increase interest in particular television programs. Other practical implications and contributions are further discussed.

This study contributes to filling a gap identified in the current Malaysian national waste policy, the National Strategic Plan for Solid Waste Management (NSPSWM 2005). It also contributes to the sparse knowledge of NGOs’ involvement in Malaysia in promoting recycling and general environmental awareness with the Malaysian public particularly in an urban context. Although the NSPSWM alludes to NGOs as actors that can assist in improving the public’s awareness of and participation in sustainable waste management (SWM), there is sparse knowledge on how this is facilitated. This study was also motivated to investigate to what extent social learning elements were being embodied in the initiatives of two NGOs that were studied, as it is posited that facilitations for social learning create pathways for change. Although there are various studies on the functions of NGOs, there is little research conducted on how environmental NGOs play a part in SWM in Malaysia. The research approach applied in this thesis was mixed-methods, and the rationale was to apply both qualitative and quantitative methods that would be useful and would combine complementary strengths to help answer the research questions. A qualitative two-case-study approach was used to predict similar or contrasting results based on the theoretical framework considered relevant. The unit of analysis of each case study was a programme that promoted recycling as a sustainable waste management strategy, to the general public in the study area of Selangor, Malaysia. The first case study’s target audience was urban school students; while the second case study’s focus was urban school students, charity homes for the handicapped and hypermarkets. Both NGOs are considered two of the earliest NGOs in the study area to be involved in promoting SWM with the public. The quantitative aspects included findings from a questionnaire survey of 411 students. The population sampled was obtained based on a stratified sampling procedure. The urban student population’s response was collected to gain insights into students’ perception of NGOs’ involvement in SWM, and into what factors significantly influence the students’ recycling participation in schools. Both descriptive and inferential analyses were conducted. The findings from this approach complemented the qualitative findings obtained from the two case studies. In addition, interviews were conducted with some students to complement the survey evidence. Where relevant, secondary evidence from the press, reports and Web pages were used to support the primary evidence. The qualitative evidence was synthesized and the aggregated findings were then triangulated with the quantitative evidence for corroboration purposes. These evaluations revealed that the processes involved in the programmes to promote recycling supported social learning and positive outcomes. Almost half of the students sampled were aware and welcomed NGOs’ involvement in SWM, both in schools and in their community. They reported that they learned more about SWM and the environment from participating in their school’s SWM programmes (although these programmes may not necessarily have been facilitated by the particular environmental NGO identified in the case studies). The students also generally perceived that the government should support NGOs’ involvement in SWM and that SWM programmes in schools coordinated by NGOs were beneficial to their learning about SWM. Various factors were also found to have influenced their participation in sustainable waste behavior. The findings could be used to inform the relevant policy makers’ decisions about NGOs’ contributions towards SWM. In addition, the findings from the students’ survey could help inform other NGOs or other organisations, such as universities or corporate bodies that are interested in implementing SWM programmes with schools and who may be eager to extend their corporate social responsibilities using approaches similar to those highlighted in this thesis.

Integrated Watershed Management Planning (IWMP) is a new planning model being implemented through the Manitoban Conservation District program since the mid-2000s. This research examined six watershed plans, including two plans completed outside the IWMP structure. A social learning framework was used to examine process attributes and learning outcomes for participants involved in the planning process. Semi-structured interviews and focus groups with stakeholders provided the data. The research found that there are numerous aspects of the current planning approaches that supported participant learning. Learning outcomes included a better technical understanding of watershed issues, as well as a shared problem definition and the ability to communicate common objectives to distinct stakeholder groups, including how this knowledge can support better policy and regulation. Recommendations to improve the IWMP model for enhanced social learning include building greater demographic diversity through financial assistance for participants, and finding ways to create new forums for local input.

Bibliography: leaves 270-288 / xix, 288 leaves : ill ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1984

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 110-128).

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 86-95). Also available on the Internet.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1988.