| Records |
| Author |
Horner, V.; Whiten, A. |
| Title |
Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) |
Type |
Journal Article |
| Year |
2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
8 |
Issue |
3 |
Pages |
164-181 |
| Keywords |
Animals; Child Behavior; Child, Preschool; *Concept Formation; Female; Humans; *Imitative Behavior; *Learning; Male; Pan troglodytes; *Problem Solving; Psychomotor Performance; *Social Environment; Species Specificity |
| Abstract |
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. |
| Address |
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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1435-9448 |
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| Notes |
PMID:15549502 |
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no |
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refbase @ user @ |
Serial |
732 |
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| Author |
Horowitz, A.C. |
| Title |
Do humans ape? Or do apes human? Imitation and intention in humans (Homo sapiens) and other animals |
Type |
Journal Article |
| Year |
2003 |
Publication |
Journal of comparative psychology |
Abbreviated Journal |
J Comp Psychol |
| Volume |
117 |
Issue |
3 |
Pages |
325-336 |
| Keywords |
Adolescent; Adult; Animals; *Appetitive Behavior; Attention; Child, Preschool; Concept Formation; Female; Humans; *Imitative Behavior; Male; Motivation; Pan troglodytes/*psychology; *Problem Solving; *Psychomotor Performance; Reaction Time; Species Specificity |
| Abstract |
A. Whiten, D. M. Custance, J.-C. Gomez, P. Teixidor, and K. A. Bard (1996) tested chimpanzees' (Pan troglodytes) and human children's (Homo sapiens) skills at imitation with a 2-action test on an “artificial fruit.” Chimpanzees imitated to a restricted degree; children were more thoroughly imitative. Such results prompted some to assert that the difference in imitation indicates a difference in the subjects' understanding of the intentions of the demonstrator (M. Tomasello, 1996). In this experiment, 37 adult human subjects were tested with the artificial fruit. Far from being perfect imitators, the adults were less imitative than the children. These results cast doubt on the inference from imitative performance to an ability to understand others' intentions. The results also demonstrate how any test of imitation requires a control group and attention to the level of behavioral analysis. |
| Address |
Department of Cognitive Science, University of California, San Diego, CA, USA. ahorowitz@crl.ucsd.edu |
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Washington, D.C. : 1983 |
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English |
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| ISSN |
0735-7036 |
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| Notes |
PMID:14498809 |
Approved |
yes |
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refbase @ user @ |
Serial |
736 |
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| Author |
Stoinski, T.S.; Whiten, A. |
| Title |
Social learning by orangutans (Pongo abelii and Pongo pygmaeus) in a simulated food-processing task |
Type |
Journal Article |
| Year |
2003 |
Publication |
Journal of comparative psychology (Washington, D.C. : 1983) |
Abbreviated Journal |
J Comp Psychol |
| Volume |
117 |
Issue |
3 |
Pages |
272-282 |
| Keywords |
*Animal Communication; Animals; *Feeding Behavior; Female; *Imitative Behavior; Male; Pongo pygmaeus/*psychology; Problem Solving; Psychomotor Performance; Social Environment; Species Specificity; *Transfer (Psychology) |
| Abstract |
Increasing evidence for behavioral differences between populations of primates has created a resurgence of interest in examining mechanisms of information transfer between individuals. The authors examined the social transmission of information in 15 captive orangutans (Pongo abelii and Pongo pygmaeus) using a simulated food-processing task. Experimental subjects were shown 1 of 2 methods for removing a suite of defenses on an “artificial fruit.” Control subjects were given no prior exposure before interacting with the fruit. Observing a model provided a functional advantage in the task, as significantly more experimental than control subjects opened the fruit. Within the experimental groups, the authors found a trend toward differences in the actual behaviors used to remove 1 of the defenses. Results support observations from the wild implying horizontal transfer of information in orangutans and show that a number of social learning processes are likely to be involved in the transfer of knowledge in this species. |
| Address |
Department of Primate Research, Zoo Atlanta, Atlanta, GA 30315, USA. tstoinski@zooatlanta.org |
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0735-7036 |
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| Notes |
PMID:14498803 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
737 |
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| Author |
Heyes, C.M.; Dawson, G.R. |
| Title |
A demonstration of observational learning in rats using a bidirectional control |
Type |
Journal Article |
| Year |
1990 |
Publication |
Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology |
Abbreviated Journal |
Q J Exp Psychol B |
| Volume |
42 |
Issue |
1 |
Pages |
59-71 |
| Keywords |
appetite; attention; imitation; problem solving; psychomotor performance; Appetitive Behavior; Attention; Imitative Behavior; Problem Solving; Psychomotor Performance |
| Abstract |
Hungry rats observed a conspecific demonstrator pushing a single manipulandum, a joystick, to the right or to the left for food reward and were then allowed access to the joystick from a different orientation. The effects of right-pushing vs left-pushing observation experience on (1) response acquisition, (2) reversal of a left-right discrimination, and (3) responding in extinction, were examined. Rats that had observed left-pushing made more left responses during acquisition than rats that had observed right-pushing, and rats that had observed demonstrators pushing in the direction that had previously been reinforced took longer to reach criterion reversal and made more responses in extinction than rats that had observed demonstrators pushing in the opposite direction to that previously reinforced. These results provide evidence that rats are capable of learning a response, or a response-reinforcer contingency, through conspecific observation. |
| Address |
University of Cambridge, U.K. |
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02724995 (Issn) |
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| Notes |
Cited By (since 1996): 49; Export Date: 17 May 2007; Source: Scopus; Language of Original Document: English; Correspondence Address: Heyes, C.M. |
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no |
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Serial |
1766 |
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| Author |
Powers, P.; Harrison, A. |
| Title |
Effects of the rider on the linear kinematics of jumping horses |
Type |
Journal Article |
| Year |
2002 |
Publication |
Sports Biomechanics / International Society of Biomechanics in Sports |
Abbreviated Journal |
Sports Biomech |
| Volume |
1 |
Issue |
2 |
Pages |
135-146 |
| Keywords |
Animals; Behavior, Animal/*physiology; Biomechanics; Communication; Exertion/*physiology; Gait/*physiology; Horses/*physiology; Humans; Locomotion/*physiology; Posture/*physiology; Task Performance and Analysis; Video Recording; Weight-Bearing/*physiology |
| Abstract |
This study examined the effects of the rider on the linear projectile kinematics of show-jumping horses. SVHS video recordings (50 Hz) of eight horses jumping a vertical fence 1 m high were used for the study. Horses jumped the fence under two conditions: loose (no rider or tack) and ridden. Recordings were digitised using Peak Motus. After digitising the sequences, each rider's digitised data were removed from the ridden horse data so that three conditions were examined: loose, ridden (including the rider's data) and riderless (rider's data removed). Repeated measures ANOVA revealed significant differences between ridden and loose conditions for CG height at take-off (p < 0.001), CG distance to the fence at take-off (p = 0.001), maximum CG during the suspension phase (p < 0.001), CG position over the centre of the fence (p < 0.001), CG height at landing (p < 0.001), and vertical velocity at take-off (p < 0.001). The results indicated that the rider's effect on jumping horses was primarily due to behavioural changes in the horses motion (resulting from the rider's instruction), rather than inertial effects (due to the positioning of the rider on the horse). These findings have implications for the coaching of riders and horses. |
| Address |
Department of PE and Sports Sciences, University of Limerick, Limerick, Ireland |
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English |
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| ISSN |
1476-3141 |
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| Notes |
PMID:14658371 |
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no |
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Serial |
1904 |
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| Author |
Visser, E.K.; van Reenen, C.G.; Schilder, M.B.H.; Barneveld, A.; Blokhuis, H.J. |
| Title |
Learning performances in young horses using two different learning tests |
Type |
Journal Article |
| Year |
2003 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
80 |
Issue |
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Pages |
311-326 |
| Keywords |
Horse; Personality; Learning performance; Consistency; Emotionality |
| Abstract |
To achieve optimal performance in equine sports as well as in leisure not only the physical abilities of the horse should be considered, but also the horse's personality. Besides temperamental aspects, like emotionality, or the horse's reactivity towards humans in handling situations, the learning ability of the horse is another relevant personality trait. To study whether differences in learning performance are consistent over time and whether individual learning performance differs between learning tests or is affected by emotionality, 39 young horses (Dutch Warmblood) were tested repeatedly in two learning tests. An aversive stimulus (AS) was used in one learning test (the avoidance learning test) and a reward was used in the other learning test (the reward learning test). During both learning tests behaviour as well as heart rate were measured. Each test was executed four times, twice when horses were 1 year of age, and twice when they were 2 years of age. Half of the horses received additional physical training from 6 months onwards. In both tests horses could be classified as either performers, i.e. completing the daily session, or as non-performers, i.e. returning to the home environment without having completed the daily session. There were some indications that emotionality might have caused non-performing behaviour, but these indications are not convincing enough to exclude other causes. Furthermore, there seem to be no simple relationships between measures of heart rate, behavioural responses putatively related to emotionality and learning performance. Horses revealed consistent individual learning performances within years in both tests, and in the avoidance learning test also between years. There was no significant correlation between learning performances in the avoidance learning test and the learning performances in the reward learning test. It is concluded that individual learning abilities are consistent over a short time interval for an avoidance learning test and a reward learning test and over a longer time for the avoidance learning test. Furthermore, results indicate that some horses perform better when they have to learn to avoid an aversive stimulus while others perform better when they are rewarded after a correct response. It is suggested that these differences may be relevant to design optimal individual training programmes and methods. |
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no |
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refbase @ user @ |
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2009 |
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| Author |
Dunbar, R.I.M.; McAdam, M.R.; O'connell, S. |
| Title |
Mental rehearsal in great apes (Pan troglodytes and Pongo pygmaeus) and children |
Type |
Journal Article |
| Year |
2005 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
69 |
Issue |
3 |
Pages |
323-330 |
| Keywords |
Algorithms; Animals; Child; Child, Preschool; Food; Frontal Lobe/anatomy & histology/physiology; Humans; *Imagination; Pan troglodytes; Pongo pygmaeus; Problem Solving/*physiology; Psychomotor Performance/physiology; Reward |
| Abstract |
The ability to rehearse possible future courses of action in the mind is an important feature of advanced social cognition in humans, and the “social brain” hypothesis implies that it might also be a feature of primate social cognition. We tested two chimpanzees, six orangutans and 63 children aged 3-7 years on a set of four puzzle boxes, half of which were presented with an opportunity to observe the box before being allowed to open it (“prior view”), the others being given without an opportunity to examine the boxes before handling them (“no prior view”). When learning effects are partialled out, puzzle boxes in the “prior view” condition were opened significantly faster than boxes given in the “no prior view” condition by the children, but not by either of the great apes. The three species differ significantly in the speed with which they opened boxes in the “no prior view” condition. The three species' performance on this task was a function of relative frontal lobe volume, suggesting that it may be possible to identify quantitative neuropsychological differences between species. |
| Address |
Evolutionary Psychology Research Group, School of Biological Sciences, University of Liverpool, Biosciences Building, Crown Street, Liverpool L69 7ZB, UK. rimd@liv.ac.uk |
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English |
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0376-6357 |
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| Notes |
PMID:15896530 |
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no |
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Serial |
2097 |
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Kendal, R.L.; Coe, R.L.; Laland, K.N. |
| Title |
Age differences in neophilia, exploration, and innovation in family groups of callitrichid monkeys |
Type |
Journal Article |
| Year |
2005 |
Publication |
American journal of primatology |
Abbreviated Journal |
Am. J. Primatol. |
| Volume |
66 |
Issue |
2 |
Pages |
167-188 |
| Keywords |
Age Factors; Analysis of Variance; Animals; *Animals, Zoo; Behavior, Animal/*physiology; Callitrichinae/*physiology; *Creativeness; Exploratory Behavior/*physiology; Observation; Social Behavior; Task Performance and Analysis |
| Abstract |
The prevailing assumption in the primate literature is that young or juvenile primates are more innovative than adult individuals. This innovative tendency among the young is frequently thought to be a consequence, or side effect, of their increased rates of exploration and play. Conversely, Reader and Laland's [International Journal of Primatology 22:787-806, 2001] review of the primate innovation literature noted a greater reported incidence of innovation in adults than nonadults, which they interpreted as (in part) a reflection of the greater experience and competence of older individuals. Within callitrichids there is contradictory evidence for age differences in response to novel objects, foods, and foraging tasks. By presenting novel extractive foraging tasks to family groups of callitrichid monkeys in zoos, we examined, in a large sample, whether there are positive or negative relationships of age with neophilia, exploration, and innovation, and whether play or experience most facilitates innovation. The results indicate that exploration and innovation (but not neophilia) are positively correlated with age, perhaps reflecting adults' greater manipulative competence. To the extent that there was evidence for play in younger individuals, it did not appear to contribute to innovation. The implications of these findings for the fields of innovation and conservation through reintroduction are considered. |
| Address |
Sub-Department of Animal Behavior, University of Cambridge, Cambridge, UK. RachelKendal2003@yahoo.co.uk |
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English |
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0275-2565 |
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| Notes |
PMID:15940712 |
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no |
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2148 |
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Collier-Baker, E.; Davis, J.M.; Nielsen, M.; Suddendorf, T. |
| Title |
Do chimpanzees (Pan troglodytes) understand single invisible displacement? |
Type |
Journal Article |
| Year |
2006 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
9 |
Issue |
1 |
Pages |
55-61 |
| Keywords |
Animals; Behavior, Animal; *Cognition; Male; Pan troglodytes/*psychology; *Space Perception; *Spatial Behavior; Task Performance and Analysis; *Visual Perception |
| Abstract |
Previous research suggests that chimpanzees understand single invisible displacement. However, this Piagetian task may be solvable through the use of simple search strategies rather than through mentally representing the past trajectory of an object. Four control conditions were thus administered to two chimpanzees in order to separate associative search strategies from performance based on mental representation. Strategies involving experimenter cue-use, search at the last or first box visited by the displacement device, and search at boxes adjacent to the displacement device were systematically controlled for. Chimpanzees showed no indications of utilizing these simple strategies, suggesting that their capacity to mentally represent single invisible displacements is comparable to that of 18-24-month-old children. |
| Address |
Early Cognitive Development Unit, School of Psychology, University of Queensland, Brisbane, Queensland 4072, Australia. e.collier-baker@psy.uq.edu.au |
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1435-9448 |
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PMID:16163481 |
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no |
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Equine Behaviour @ team @ |
Serial |
2482 |
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| Author |
Call, J.; Carpenter, M.; Tomasello, M. |
| Title |
Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human children (Homo sapiens) |
Type |
Journal Article |
| Year |
2005 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
| Volume |
8 |
Issue |
3 |
Pages |
151-163 |
| Keywords |
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 |
| Abstract |
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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1435-9448 |
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PMID:15490290 |
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Equine Behaviour @ team @ |
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2504 |
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