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Author |
Whiten, A. |
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Title |
Imitation of the sequential structure of actions by chimpanzees |
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Year |
1998 |
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J Comp Psychol |
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11 |
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Call Number |
Equine Behaviour @ team @ Whiten1998 |
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6291 |
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Author |
Byrne, R.W.; Whiten, A. |
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Title |
Tactical deception in primates: the 1990 database |
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Book Whole |
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Year |
1990 |
Publication |
Primate Reports |
Abbreviated Journal |
Primate Rep. |
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Volume |
27 |
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1-101 |
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German Primate Center |
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no |
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Call Number |
Equine Behaviour @ team @ |
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6172 |
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Author |
Whiten, A.; Custance, D.M.; Gomez, J.C.; Teixidor, P.; Bard, K.A. |
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Title |
Imitative learning of artificial fruit processing in children (Homo sapiens) and chimpanzees (Pan troglodytes) |
Type |
Journal Article |
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Year |
1996 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
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Volume |
110 |
Issue |
1 |
Pages |
3-14 |
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Keywords |
Animals; Child, Preschool; Discrimination Learning; Female; Food Preferences/*psychology; *Fruit; Humans; *Imitative Behavior; Male; Mental Recall; Pan troglodytes/*psychology; Social Environment |
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Abstract |
Observational learning in chimpanzees and young children was investigated using an artificial fruit designed as an analog of natural foraging problems faced by primates. Each of 3 principal components could be removed in 2 alternative ways, demonstration of only one of which was watched by each subject. This permitted subsequent imitation by subjects to be distinguished from stimulus enhancement. Children aged 2-4 years evidenced imitation for 2 components, but also achieved demonstrated outcomes through their own techniques. Chimpanzees relied even more on their own techniques, but they did imitate elements of 1 component of the task. To our knowledge, this is the first experimental evidence of chimpanzee imitation in a functional task designed to simulate foraging behavior hypothesized to be transmitted culturally in the wild. |
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Scottish Primate Research Group, University of St. Andrews, Fife, Scotland. aw2@st-andrews.ac.uk |
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0735-7036 |
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PMID:8851548 |
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no |
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Call Number |
refbase @ user @ |
Serial |
744 |
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Author |
Horner, V.; Whiten, A. |
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Title |
Learning from others' mistakes limits on understanding a trap-tube task by young chimpanzees (Pan troglodytes) and children (Homo sapiens) |
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Journal Article |
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Year |
2007 |
Publication |
Journal of comparative psychology |
Abbreviated Journal |
J Comp Psychol |
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Volume |
121 |
Issue |
1 |
Pages |
12-21 |
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A trap-tube task was used to determine whether chimpanzees (Pan troglodytes) and children (Homo sapiens) who observed a model's errors and successes could master the task in fewer trials than those who saw only successes. Two- to 7-year-old chimpanzees and 3- to 4-year-old children did not benefit from observing errors and found the task difficult. Two of the 6 chimpanzees developed a successful anticipatory strategy but showed no evidence of representing the core causal relations involved in trapping. Three- to 4-year-old children showed a similar limitation and tended to copy the actions of the demonstrator, irrespective of their causal relevance. Five- to 6-year-old children were able to master the task but did not appear to be influenced by social learning or benefit from observing errors. |
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Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, Fife, Scotland, UK. vhorner@rmy.emory.edu |
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Washington, D.C. : 1983 |
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0735-7036 |
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PMID:17324071 |
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yes |
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Call Number |
refbase @ user @ |
Serial |
728 |
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Author |
Whiten, A.; McGrew, W.C. |
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Title |
Is this the first portrayal of tool use by a chimp? |
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Year |
2001 |
Publication |
Nature |
Abbreviated Journal |
Nature |
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Volume |
409 |
Issue |
6816 |
Pages |
12 |
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Keywords |
Animals; *Behavior, Animal; Pan troglodytes/*physiology; Philately |
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0028-0836 |
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Notes |
PMID:11343083 |
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no |
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Call Number |
refbase @ user @ |
Serial |
739 |
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Author |
Custance, D.; Whiten, A.; Fredman, T. |
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Title |
Social learning of an artificial fruit task in capuchin monkeys (Cebus apella). |
Type |
Journal Article |
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Year |
1999 |
Publication |
Journal of Comparative Psychology |
Abbreviated Journal |
J. Comp. Psychol. |
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Volume |
113 |
Issue |
1 |
Pages |
13-23 |
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Abstract |
Social learning in 11 human-raised capuchin monkeys (Cebus apella) was investigated using an artificial fruit that was designed as an analogue of natural foraging problems faced by primates. Each subject observed a human model open each of 3 principal components on the fruit in 1 of 2 alternative ways (“morphs”). The capuchin monkeys reproduced, to differing extents, the alternative techniques used for opening 1 component of the task (poking vs. pulling while twisting out a pair of smooth plastic bolts) but not the other 2. From the subjects' actions on the bolt latch, independent coders could recognize which morph they had witnessed, and they observed a degree of matching to the demonstrator's act consistent with simple imitation or object movement reenactment (A learns from watching B how an object, or parts of an object, move). Thus, these capuchins were capable of more complex social learning than has been recently ascribed to monkeys. (PsycINFO Database Record (c) 2016 APA, all rights reserved) |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
6563 |
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Author |
Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
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Title |
How do apes ape? |
Type |
Journal Article |
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Year |
2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
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Volume |
32 |
Issue |
1 |
Pages |
36-52 |
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Keywords |
Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
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Abstract |
In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives. |
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Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk |
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1543-4494 |
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Notes |
PMID:15161139 |
Approved |
no |
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Call Number |
refbase @ user @ |
Serial |
734 |
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Author |
Whiten, A. |
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Title |
The second inheritance system of chimpanzees and humans |
Type |
Journal Article |
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Year |
2005 |
Publication |
Nature |
Abbreviated Journal |
Nature |
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Volume |
437 |
Issue |
7055 |
Pages |
52-55 |
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Keywords |
Animals; Animals, Wild/physiology/psychology; Behavior, Animal/*physiology; *Culture; Female; Humans; Imitative Behavior; Learning/*physiology; Pan troglodytes/*physiology/psychology; *Social Behavior; Technology |
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Abstract |
Half a century of dedicated field research has brought us from ignorance of our closest relatives to the discovery that chimpanzee communities resemble human cultures in possessing suites of local traditions that uniquely identify them. The collaborative effort required to establish this picture parallels the one set up to sequence the chimpanzee genome, and has revealed a complex social inheritance system that complements the genetic picture we are now developing. |
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Centre for Social Learning and Cognitive Evolution, and Scottish Primate Research Group, School of Psychology, University of St Andrews, St Andrews, Fife KY16 9JP, UK. a.whiten@st-and.ac.uk |
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1476-4687 |
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Notes |
PMID:16136127 |
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no |
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refbase @ user @ |
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730 |
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Author |
Whiten, A.; Boesch, C. |
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Title |
The cultures of chimpanzees |
Type |
Journal Article |
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Year |
2001 |
Publication |
Scientific American |
Abbreviated Journal |
Sci Am |
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Volume |
284 |
Issue |
1 |
Pages |
60-67 |
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Animals; *Behavior, Animal; Culture; Feeding Behavior; Grooming; Hominidae; Humans; Pan troglodytes/*physiology |
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University of St. Andrews |
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0036-8733 |
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PMID:11132425 |
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no |
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Call Number |
refbase @ user @ |
Serial |
740 |
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Author |
Caldwell, C.A.; Whiten, A. |
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Title |
Testing for social learning and imitation in common marmosets, Callithrix jacchus, using an artificial fruit |
Type |
Journal Article |
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Year |
2004 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
7 |
Issue |
2 |
Pages |
77-85 |
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Keywords |
Animals; *Association Learning; Callithrix/*psychology; Discrimination Learning; *Feeding Behavior; Female; Food Preferences; Fruit; *Imitative Behavior; Male; *Social Behavior; Social Environment |
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Abstract |
We tested for social learning and imitation in common marmosets using an artificial foraging task and trained conspecific demonstrators. We trained a demonstrator marmoset to open an artificial fruit, providing a full demonstration of the task to be learned. Another marmoset provided a partial demonstration, controlling for stimulus enhancement effects, by eating food from the outside of the apparatus. We thus compared three observer groups, each consisting of four animals: those that received the full demonstration, those that received the partial demonstration, and a control group that saw no demonstration prior to testing. Although none of the observer marmosets succeeded in opening the artificial fruit during the test periods, there were clear effects of demonstration type. Those that saw the full demonstration manipulated the apparatus more overall, whereas those from the control group manipulated it the least of the three groups. Those from the full-demonstration group also contacted the particular parts of the artificial fruit that they had seen touched (localised stimulus enhancement) to a greater extent than the other two groups. There was also an interaction between the number of hand and mouth touches made to the artificial fruit for the full- and partial-demonstration groups. Whether or not these data represent evidence for imitation is discussed. We also propose that the clear differences between the groups suggest that social learning mechanisms provide real benefits to these animals in terms of developing novel food-processing skills analogous to the one presented here. |
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Centre for Social Learning and Cognitive Evolution and Scottish Primate Research Group, University of St Andrews, KY16 9JU, St Andrews, Fife, Scotland. C.A.Caldwell@exeter.ac.uk |
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1435-9448 |
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PMID:15069606 |
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no |
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Call Number |
refbase @ user @ |
Serial |
735 |
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