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Suda, C.; Call, J. |
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Title |
Piagetian conservation of discrete quantities in bonobos (Pan paniscus), chimpanzees (Pan troglodytes), and orangutans (Pongo pygmaeus) |
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Journal Article |
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2005 |
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Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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8 |
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4 |
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220-235 |
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Animals; *Behavior, Animal; Female; Hominidae/*psychology; Male; Pan paniscus; Pan troglodytes; Pongo pygmaeus; *Problem Solving |
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This study investigated whether physical discreteness helps apes to understand the concept of Piagetian conservation (i.e. the invariance of quantities). Subjects were four bonobos, three chimpanzees, and five orangutans. Apes were tested on their ability to conserve discrete/continuous quantities in an over-conservation procedure in which two unequal quantities of edible rewards underwent various transformations in front of subjects. Subjects were examined to determine whether they could track the larger quantity of reward after the transformation. Comparison between the two types of conservation revealed that tests with bonobos supported the discreteness hypothesis. Bonobos, but neither chimpanzees nor orangutans, performed significantly better with discrete quantities than with continuous ones. The results suggest that at least bonobos could benefit from the discreteness of stimuli in their acquisition of conservation skills. |
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Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. suda@eva.mpg.de |
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1435-9448 |
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PMID:15692813 |
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Equine Behaviour @ team @ |
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2494 |
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Call, J. |
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Title |
Inferences by exclusion in the great apes: the effect of age and species |
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Journal Article |
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Year |
2006 |
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Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
9 |
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4 |
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393-403 |
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Age Factors; Animals; Association Learning; *Cognition; *Concept Formation; *Discrimination Learning; Female; Gorilla gorilla; Hominidae/classification/*psychology; Male; Pan paniscus; Pan troglodytes; Pongo pygmaeus; *Problem Solving; Species Specificity |
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This study investigated the ability of chimpanzees, gorillas, orangutans, and bonobos to make inferences by exclusion using the procedure pioneered by Premack and Premack (Cognition 50:347-362, 1994) with chimpanzees. Thirty apes were presented with two different food items (banana vs. grape) on a platform and covered with identical containers. One of the items was removed from the container and placed between the two containers so that subjects could see it. After discarding this item, subjects could select between the two containers. In Experiment 1, apes preferentially selected the container that held the item that the experimenter had not discarded, especially if subjects saw the experimenter remove the item from the container (but without seeing the container empty). Experiment 3 in which the food was removed from one of the containers behind a barrier confirmed these results. In contrast, subjects performed at chance levels when a stimulus (colored plastic chip: Exp. 1; food item: Exp. 2 and Exp. 3) designated the item that had been removed. These results indicated that apes made inferences, not just learned to use a discriminative cue to avoid the empty container. Apes perceived and treated the item discarded by the experimenter as if it were the very one that had been hidden under the container. Results suggested a positive relationship between age and inferential ability independent of memory ability but no species differences. |
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Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de |
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PMID:16924458 |
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Equine Behaviour @ team @ |
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2444 |
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Paukner, A.; Anderson, J.R.; Fujita, K. |
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Redundant food searches by capuchin monkeys (Cebus apella): a failure of metacognition? |
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Journal Article |
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2006 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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9 |
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2 |
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110-117 |
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Animals; *Appetitive Behavior; Cebus; *Concept Formation; Female; Male; Pattern Recognition, Visual; *Problem Solving; *Visual Perception |
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This study investigated capuchin monkeys' understanding of their own visual search behavior as a means to gather information. Five monkeys were presented with three tubes that could be visually searched to determine the location of a bait. The bait's visibility was experimentally manipulated, and the monkeys' spontaneous visual searches before tube selection were analyzed. In Experiment 1, three monkeys selected the baited tube significantly above chance; however, the monkeys also searched transparent tubes. In Experiment 2, a bent tube in which food was never visible was introduced. When the bent tube was baited, the monkeys failed to deduce the bait location and responded randomly. They also continued to look into the bent tube despite not gaining any pertinent information from it. The capuchin monkeys' behavior contrasts with the efficient employment of visual search behavior reported in humans, apes and macaques. This difference is consistent with species-related variations in metacognitive abilities, although other explanations are also possible. |
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Department of Psychology, University of Stirling, Stirling, FK9 4LA, UK. ap14@stir.ac.uk |
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PMID:16184375 |
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Admin @ knut @ |
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15 |
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Horner, V.; Whiten, A. |
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Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) |
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Journal Article |
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2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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8 |
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3 |
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164-181 |
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Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity |
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This study explored whether the tendency of chimpanzees and children to use emulation or imitation to solve a tool-using task was a response to the availability of causal information. Young wild-born chimpanzees from an African sanctuary and 3- to 4-year-old children observed a human demonstrator use a tool to retrieve a reward from a puzzle-box. The demonstration involved both causally relevant and irrelevant actions, and the box was presented in each of two conditions: opaque and clear. In the opaque condition, causal information about the effect of the tool inside the box was not available, and hence it was impossible to differentiate between the relevant and irrelevant parts of the demonstration. However, in the clear condition causal information was available, and subjects could potentially determine which actions were necessary. When chimpanzees were presented with the opaque box, they reproduced both the relevant and irrelevant actions, thus imitating the overall structure of the task. When the box was presented in the clear condition they instead ignored the irrelevant actions in favour of a more efficient, emulative technique. These results suggest that emulation is the favoured strategy of chimpanzees when sufficient causal information is available. However, if such information is not available, chimpanzees are prone to employ a more comprehensive copy of an observed action. In contrast to the chimpanzees, children employed imitation to solve the task in both conditions, at the expense of efficiency. We suggest that the difference in performance of chimpanzees and children may be due to a greater susceptibility of children to cultural conventions, perhaps combined with a differential focus on the results, actions and goals of the demonstrator. |
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Centre for Social Learning and Cognitive Evolution, School of Psychology, University of St Andrews, St Andrews, KY16 9JU, UK. vkh1@st-andrews.ac.uk |
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PMID:15549502 |
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refbase @ user @ |
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732 |
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Lonsdorf, E.V. |
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What is the role of mothers in the acquisition of termite-fishing behaviors in wild chimpanzees (Pan troglodytes schweinfurthii)? |
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Journal Article |
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2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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9 |
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1 |
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36-46 |
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Animals; Animals, Wild; *Behavior, Animal; Cooking and Eating Utensils; Feeding Behavior/*psychology; Female; *Imitative Behavior; Learning; Mothers/*psychology; Motor Skills; Pan troglodytes/*psychology; Problem Solving |
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This paper explores the role of maternal influences on the acquisition of a tool-using task in wild chimpanzees (Pan troglodytes schweinfurthii) in order to build on and complement previous work done in captivity. Young chimpanzees show a long period of offspring dependency on mothers and it is during this period that offspring learn several important skills, especially how to and on what to forage. At Gombe National Park, one skill that is acquired during dependency is termite-fishing, a complex behavior that involves inserting a tool made from the surrounding vegetation into a termite mound and extracting the termites that attack and cling to the tool. All chimpanzees observed at Gombe have acquired the termite-fishing skill by the age of 5.5 years. Since the mother is the primary source of information throughout this time period, I investigated the influence of mothers' individual termite-fishing characteristics on their offsprings' speed of acquisition and proficiency at the skill once acquired. Mother's time spent alone or with maternal family members, which is highly correlated to time spent termite-fishing, was positively correlated to offspring's acquisition of critical elements of the skill. I also investigated the specific types of social interactions that occur between mothers and offspring at the termite mound and found that mothers are highly tolerant to offspring, even when the behavior of the offspring may disrupt the termite-fishing attempt. However, no active facilitation by mothers of offsprings' attempts were observed. |
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Department of Ecology, Evolution and Behavior, University of Minnesota, St. Paul, MN 55108, USA. elonsdorf@lpzoo.org |
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1435-9448 |
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PMID:16195914 |
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Equine Behaviour @ team @ |
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2480 |
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Lea, S.E.G.; Goto, K.; Osthaus, B.; Ryan, C.M.E. |
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The logic of the stimulus |
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Journal Article |
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2006 |
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Animal Cognition |
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Anim. Cogn. |
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9 |
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4 |
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247-256 |
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Animals; Behavior, Animal/*physiology; Cognition/*physiology; Columbidae; Comprehension/physiology; Dogs; Humans; *Logic; Pattern Recognition, Visual/physiology; Perception/*physiology; Problem Solving/*physiology; Species Specificity |
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This paper examines the contribution of stimulus processing to animal logics. In the classic functionalist S-O-R view of learning (and cognition), stimuli provide the raw material to which the organism applies its cognitive processes-its logic, which may be taxon-specific. Stimuli may contribute to the logic of the organism's response, and may do so in taxon-specific ways. Firstly, any non-trivial stimulus has an internal organization that may constrain or bias the way that the organism addresses it; since stimuli can only be defined relative to the organism's perceptual apparatus, and this apparatus is taxon-specific, such constraints or biases will often be taxon-specific. Secondly, the representation of a stimulus that the perceptual system builds, and the analysis it makes of this representation, may provide a model for the synthesis and analysis done at a more cognitive level. Such a model is plausible for evolutionary reasons: perceptual analysis was probably perfected before cognitive analysis in the evolutionary history of the vertebrates. Like stimulus-driven analysis, such perceptually modelled cognition may be taxon-specific because of the taxon-specificity of the perceptual apparatus. However, it may also be the case that different taxa are able to free themselves from the stimulus logic, and therefore apply a more abstract logic, to different extents. This thesis is defended with reference to two examples of cases where animals' cognitive logic seems to be isomorphic with perceptual logic, specifically in the case of pigeons' attention to global and local information in visual stimuli, and dogs' failure to comprehend means-end relationships in string-pulling tasks. |
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School of Psychology, Washington Singer Laboratories, University of Exeter, Exeter, EX4 4QG, United Kingdom. s.e.g.lea@exeter.ac.uk |
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PMID:16909234 |
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Equine Behaviour @ team @ |
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2450 |
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Hirata, S.; Celli, M.L. |
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Role of mothers in the acquisition of tool-use behaviours by captive infant chimpanzees |
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2003 |
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Animal Cognition |
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Anim. Cogn. |
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6 |
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235-244 |
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Animals; Cooking and Eating Utensils; Feeding Behavior; Female; Imitative Behavior/*physiology; Male; Mothers/*psychology; Motor Skills/*physiology; Pan troglodytes/*growth & development/*psychology; Problem Solving/*physiology |
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This article explores the maternal role in the acquisition of tool-use behaviours by infant chimpanzees ( Pan troglodytes). A honey-fishing task, simulating ant/termite fishing found in the wild, was introduced to three dyads of experienced mother and naive infant chimpanzees. Four fishing sites and eight sets of 20 objects to be used as tools, not all appropriate, were available. Two of the mothers constantly performed the task, using primarily two kinds of tools; the three infants observed them. The infants, regardless of the amount of time spent observing, successfully performed the task around the age of 20-22 months, which is earlier than has been recorded in the wild. Two of the infants used the same types of tools that the adults predominantly used, suggesting that tool selectivity is transmitted. The results also show that adults are tolerant of infants, even if unrelated; infants were sometimes permitted to lick the tools, or were given the tools, usually without honey, as well as permitted to observe the adult performances closely. |
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Primate Research Institute, Kyoto University, Inuyama, Kanrin, 484-8506 Aichi, Japan. hirata@gari.be.to |
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PMID:13680401 |
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Equine Behaviour @ team @ |
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2555 |
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Call, J.; Carpenter, M.; Tomasello, M. |
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Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens) |
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2005 |
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Animal Cognition |
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Anim. Cogn. |
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8 |
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3 |
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151-163 |
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Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; Random Allocation; *Social Environment; Species Specificity |
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There is currently much debate about the nature of social learning in chimpanzees. The main question is whether they can copy others' actions, as opposed to reproducing the environmental effects of these actions using their own preexisting behavioral strategies. In the current study, chimpanzees (Pan troglodytes) and human children (Homo sapiens) were shown different demonstrations of how to open a tube-in both cases by a conspecific. In different experimental conditions, demonstrations consisted of (1) action only (the actions necessary to open the tube without actually opening it); (2) end state only (the open tube, without showing any actions); (3) both of these components (in a full demonstration); or (4) neither of these components (in a baseline condition). In the first three conditions subjects saw one of two different ways that the tube could open (break in middle; caps off ends). Subjects' behavior in each condition was assessed for how often they opened the tube, how often they opened it in the same location as the demonstrator, and how often they copied the demonstrator's actions or style of opening the tube. Whereas chimpanzees reproduced mainly the environmental results of the demonstrations (emulation), human children often reproduced the demonstrator's actions (imitation). Because the procedure used was similar in many ways to the procedure that Meltzoff (Dev Psych 31:1, 1995) used to study the understanding of others' unfulfilled intentions, the implications of these findings with regard to chimpanzees' understanding of others' intentions are also discussed. |
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Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany. call@eva.mpg.de |
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PMID:15490290 |
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Equine Behaviour @ team @ |
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2504 |
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Tebbich, S.; Seed, A.M.; Emery, N.J.; Clayton, N.S. |
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Non-tool-using rooks, Corvus frugilegus, solve the trap-tube problem |
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2007 |
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Animal Cognition |
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Anim. Cogn. |
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10 |
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225-231 |
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Animals; Behavior, Animal/*physiology; Cognition/*physiology; Crows/*physiology; Female; Male; Problem Solving/*physiology |
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The trap-tube problem is used to assess whether an individual is able to foresee the outcome of its actions. To solve the task, an animal must use a tool to push a piece of food out of a tube, which has a trap along its length. An animal may learn to avoid the trap through a rule based on associative processes, e.g. using the distance of trap or food as a cue, or by understanding relations between cause and effect. This task has been used to test physical cognition in a number of tool-using species, but never a non-tool-user. We developed an experimental design that enabled us to test non-tool-using rooks, Corvus frugilegus. Our modification of the task removed the cognitive requirements of active tool use but still allowed us to test whether rooks can solve the trap-tube problem, and if so how. Additionally, we developed two new control tasks to determine whether rooks were able to transfer knowledge to similar, but novel problems, thus revealing more about the mechanisms involved in solving the task. We found that three out of seven rooks solved the modified trap-tube problem task, showing that the ability to solve the trap-tube problem is not restricted to tool-using animals. We found no evidence that the birds solved the task using an understanding of its causal properties, given that none of the birds passed the novel transfer tasks. |
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Department of Experimental Psychology, University of Cambridge, Cambridge, CB2 3EB, UK. st281@cam.ac.uk |
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Equine Behaviour @ team @ |
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2429 |
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Virányi, Z.; Topál, J.; Miklósi, Á.; Csányi, V. |
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A nonverbal test of knowledge attribution: a comparative study on dogs and children |
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2006 |
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Animal Cognition |
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Anim. Cogn. |
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9 |
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1 |
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13-26 |
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Animals; *Child Psychology; Child, Preschool; Cues; Dogs/*psychology; Female; Humans; Male; Nonverbal Communication; *Problem Solving; Species Specificity |
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The sensitivity of eleven pet dogs and eleven 2.5-year-old children to others' past perceptual access was tested for object-specificity in a playful, nonverbal task in which a human Helper's knowledge state regarding the whereabouts of a hidden toy and a stick (a tool necessary for getting the out-of-reach toy) was systematically manipulated. In the four experimental conditions the Helper either participated or was absent during hiding of the toy and the stick and therefore she knew the place(s) of (1) both the toy and the stick, (2) only the toy, (3) only the stick or (4) neither of them. The subjects observed the hiding processes, but they could not reach the objects, so they had to involve the Helper to retrieve the toy. The dogs were more inclined to signal the place of the toy in each condition and indicated the location of the stick only sporadically. However the children signalled both the location of the toy and that of the stick in those situations when the Helper had similar knowledge regarding the whereabouts of them (i.e. knew or ignored both of them), and in those conditions in which the Helper was ignorant of the whereabouts of only one object the children indicated the place of this object more often than that of the known one. At the same time however, both dogs and children signalled the place of the toy more frequently if the Helper had been absent during toy-hiding compared to those conditions when she had participated in the hiding. Although this behaviour appears to correspond with the Helper's knowledge state, even the subtle distinction made by the children can be interpreted without a casual understanding of knowledge-formation in others. |
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Department of Ethology, ELTE University Budapest, Pazmany P. setany 1/C H-1117, Hungary. zsofi.viranyi@freemail.hu |
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ISSN |
1435-9448 |
ISBN |
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Medium |
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Area |
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Expedition |
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Conference |
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Notes |
PMID:15895261 |
Approved |
no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2486 |
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Permanent link to this record |