Subiaul, F., Cantlon, J. F., Holloway, R. L., & Terrace, H. S. (2004). Cognitive imitation in rhesus macaques. Science, 305(5682), 407–410.
Abstract: Experiments on imitation typically evaluate a student's ability to copy some feature of an expert's motor behavior. Here, we describe a type of observational learning in which a student copies a cognitive rule rather than a specific motor action. Two rhesus macaques were trained to respond, in a prescribed order, to different sets of photographs that were displayed on a touch-sensitive monitor. Because the position of the photographs varied randomly from trial to trial, sequences could not be learned by motor imitation. Both monkeys learned new sequences more rapidly after observing an expert execute those sequences than when they had to learn new sequences entirely by trial and error.
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Hare, B., Brown, M., Williamson, C., & Tomasello, M. (2002). The domestication of social cognition in dogs. Science, 298(5598), 1634–1636.
Abstract: Dogs are more skillful than great apes at a number of tasks in which they must read human communicative signals indicating the location of hidden food. In this study, we found that wolves who were raised by humans do not show these same skills, whereas domestic dog puppies only a few weeks old, even those that have had little human contact, do show these skills. These findings suggest that during the process of domestication, dogs have been selected for a set of social-cognitive abilities that enable them to communicate with humans in unique ways.
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Real, L. A. (1991). Animal choice behavior and the evolution of cognitive architecture. Science, 253(5023), 980–986.
Abstract: Animals process sensory information according to specific computational rules and, subsequently, form representations of their environments that form the basis for decisions and choices. The specific computational rules used by organisms will often be evolutionarily adaptive by generating higher probabilities of survival, reproduction, and resource acquisition. Experiments with enclosed colonies of bumblebees constrained to foraging on artificial flowers suggest that the bumblebee's cognitive architecture is designed to efficiently exploit floral resources from spatially structured environments given limits on memory and the neuronal processing of information. A non-linear relationship between the biomechanics of nectar extraction and rates of net energetic gain by individual bees may account for sensitivities to both the arithmetic mean and variance in reward distributions in flowers. Heuristic rules that lead to efficient resource exploitation may also lead to subjective misperception of likelihoods. Subjective probability formation may then be viewed as a problem in pattern recognition subject to specific sampling schemes and memory constraints.
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Bergman, T. J., Beehner, J. C., Cheney, D. L., & Seyfarth, R. M. (2003). Hierarchical classification by rank and kinship in baboons. Science, 302(5648), 1234–1236.
Abstract: Humans routinely classify others according to both their individual attributes, such as social status or wealth, and membership in higher order groups, such as families or castes. They also recognize that people's individual attributes may be influenced and regulated by their group affiliations. It is not known whether such rule-governed, hierarchical classifications are specific to humans or might also occur in nonlinguistic species. Here we show that baboons recognize that a dominance hierarchy can be subdivided into family groups. In playback experiments, baboons respond more strongly to call sequences mimicking dominance rank reversals between families than within families, indicating that they classify others simultaneously according to both individual rank and kinship. The selective pressures imposed by complex societies may therefore have favored cognitive skills that constitute an evolutionary precursor to some components of human cognition.
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Brannon, E. M., & Terrace, H. S. (1998). Ordering of the numerosities 1 to 9 by monkeys. Science, 282(5389), 746–749.
Abstract: A fundamental question in cognitive science is whether animals can represent numerosity (a property of a stimulus that is defined by the number of discriminable elements it contains) and use numerical representations computationally. Here, it was shown that rhesus monkeys represent the numerosity of visual stimuli and detect their ordinal disparity. Two monkeys were first trained to respond to exemplars of the numerosities 1 to 4 in an ascending numerical order (1 --> 2 --> 3 --> 4). As a control for non-numerical cues, exemplars were varied with respect to size, shape, and color. The monkeys were later tested, without reward, on their ability to order stimulus pairs composed of the novel numerosities 5 to 9. Both monkeys responded in an ascending order to the novel numerosities. These results show that rhesus monkeys represent the numerosities 1 to 9 on an ordinal scale.
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Blaisdell, A. P., Sawa, K., Leising, K. J., & Waldmann, M. R. (2006). Causal reasoning in rats. Science, 311(5763), 1020–1022.
Abstract: Empirical research with nonhuman primates appears to support the view that causal reasoning is a key cognitive faculty that divides humans from animals. The claim is that animals approximate causal learning using associative processes. The present results cast doubt on that conclusion. Rats made causal inferences in a basic task that taps into core features of causal reasoning without requiring complex physical knowledge. They derived predictions of the outcomes of interventions after passive observational learning of different kinds of causal models. These competencies cannot be explained by current associative theories but are consistent with causal Bayes net theories.
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Bloom, P. (2004). Behavior. Can a dog learn a word? Science, 304(5677), 1605–1606.
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Weir, A. A. S., Chappell, J., & Kacelnik, A. (2002). Shaping of hooks in New Caledonian crows. Science, 297(5583), 981.
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Thornton, A., & McAuliffe, K. (2006). Teaching in wild meerkats. Science, 313(5784), 227–229.
Abstract: Despite the obvious benefits of directed mechanisms that facilitate the efficient transfer of skills, there is little critical evidence for teaching in nonhuman animals. Using observational and experimental data, we show that wild meerkats (Suricata suricatta) teach pups prey-handling skills by providing them with opportunities to interact with live prey. In response to changing pup begging calls, helpers alter their prey-provisioning methods as pups grow older, thus accelerating learning without the use of complex cognition. The lack of evidence for teaching in species other than humans may reflect problems in producing unequivocal support for the occurrence of teaching, rather than the absence of teaching.
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Clutton-Brock, T. H., Russell, A. F., Sharpe, L. L., Brotherton, P. N., McIlrath, G. M., White, S., et al. (2001). Effects of helpers on juvenile development and survival in meerkats. Science, 293(5539), 2446–2449.
Abstract: Although breeding success is known to increase with group size in several cooperative mammals, the mechanisms underlying these relationships are uncertain. We show that in wild groups of cooperative meerkats, Suricata suricatta, reductions in the ratio of helpers to pups depress the daily weight gain and growth of pups and the daily weight gain of helpers. Increases in the daily weight gain of pups are associated with heavier weights at independence and at 1 year of age, as well as with improved foraging success as juveniles and higher survival rates through the first year of life. These results suggest that the effects of helpers on the fitness of pups extend beyond weaning and that helpers may gain direct as well as indirect benefits by feeding pups.
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