toggle visibility Search & Display Options

Select All    Deselect All
 |   | 
Details
   print
  Records Links
Author Spagnoletti, N.; Visalberghi, E.; Verderane, M.P.; Ottoni, E.; Izar, P.; Fragaszy, D. url  doi
openurl 
  Title Stone tool use in wild bearded capuchin monkeys, Cebus libidinosus. Is it a strategy to overcome food scarcity? Type Journal Article
  Year 2012 Publication Animal Behaviour Abbreviated Journal Anim. Behav.  
  Volume 83 Issue 5 Pages (down) 1285-1294  
  Keywords bearded capuchin; Cebus libidinosus; fallback food; necessity hypothesis; nut cracking; opportunity hypothesis; tool use  
  Abstract To determine whether tool use varied in relation to food availability in bearded capuchin monkeys, we recorded anvil and stone hammer use in two sympatric wild groups, one of which was provisioned daily, and assessed climatic variables and availability of fruits, invertebrates and palm nuts. Capuchins used tools to crack open encased fruits, mostly palm nuts, throughout the year. Significant differences between wet and dry seasons were found in rainfall, abundance of invertebrates and palm nuts, but not in fruit abundance. Catulè nuts were more abundant in the dry season. We tested the predictions of the necessity hypothesis (according to which tool use is maintained by sustenance needs during resource scarcity) and of the opportunity hypothesis (according to which tool use is maintained by repeated exposure to appropriate ecological conditions, such as preferred food resources necessitating the use of tools). Our findings support only the opportunity hypothesis. The rate of tool use was not affected by provisioning, and the monthly rate of tool use was not correlated with the availability of fruits and invertebrates. Conversely, all capuchins cracked food items other than palm nuts (e.g. cashew nuts) when available, and adult males cracked nuts more in the dry season when catulè nuts (the most common and exploited nut) are especially abundant. Hence, in our field site capuchins use tools opportunistically.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0003-3472 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5855  
Permanent link to this record
 

 
Author Chalmeau, R.; Visalberghi, E.; Gallo, A. url  doi
openurl 
  Title Capuchin monkeys,Cebus apellafail to understand a cooperative task Type Journal Article
  Year 1997 Publication Animal Behaviour. Abbreviated Journal Anim. Behav.  
  Volume 54 Issue 5 Pages (down) 1215-1225  
  Keywords  
  Abstract We investigated whether capuchin monkeys cooperate to solve a task and to what extent they take into account the behaviour of another individual when cooperating. Two groups of capuchin monkeys (N=5 and 6) were tested in a task whose solution required simultaneous pulling of two handles which were too far from one another to be pulled by one monkey. Before carrying out the cooperation study, individual monkeys were trained to pull one handle (training phase 1) and to pull two handles simultaneously (training phase 2) for a food reward. Nine subjects were successful in training phase 1, and five in training phase 2. In the cooperation study seven subjects were successful, that is, pulled one handle while a companion pulled the other. Further analyses revealed that capuchins did not increase their pulling actions when a partner was close to or at the other handle, that is, when cooperation might occur. These data suggest that capuchin monkeys acted together at the task and got the reward without understanding the role of the partner and without taking its behaviour into consideration. Social tolerance, as well as their tendency to explore and their manual dexterity, were the major factors accounting for the capuchins' success.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number refbase @ user @ Serial 571  
Permanent link to this record
 

 
Author Truppa, V.; Garofoli, D.; Castorina, G.; Piano Mortari, E.; Natale, F.; Visalberghi, E. doi  openurl
  Title Identity concept learning in matching-to-sample tasks by tufted capuchin monkeys (Cebus apella) Type Journal Article
  Year 2010 Publication Animal Cognition Abbreviated Journal Anim. Cogn.  
  Volume 13 Issue 6 Pages (down) 835-848-848  
  Keywords Biomedical and Life Sciences  
  Abstract The abstract concept of equivalence is considered one of the bases of higher-order cognition, and it has been the subject of considerable research in comparative cognition. This study examined the conditions under which tufted capuchin monkeys (Cebus apella) are able to acquire an identity concept. Six capuchin monkeys were trained to solve a visual matching-to-sample (MTS) task on the basis of perceptual identity. The acquisition of the identity rule was inferred from the subject’s ability to solve transfer tests with novel stimuli. We evaluated the ability of the capuchin monkeys to match the shape of novel stimuli after training with both several small stimulus sets (Experiment 1) and a large stimulus set (Experiment 2). Moreover, we examined the ability of capuchins to transfer the concept to novel visual dimensions, such as colour and size and to transfer to novel spatial arrangements of the stimuli (Experiment 2). We demonstrated that the ability of capuchins to match novel stimuli was improved by increasing the number of stimuli used during training (Experiments 1 and 2) and that after a widely applicable identity concept based on the stimulus shape was acquired, the capuchins were able to match stimuli according to an identity rule based on both the colour and size of the stimuli and when the spatial arrangement of the stimuli was varied (Experiment 2). This study is the first to demonstrate that the size of the training set affects the acquisition of an abstract identity concept in an MTS task in non-human primates.  
  Address  
  Corporate Author Thesis  
  Publisher Springer Berlin / Heidelberg Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 1435-9448 ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5274  
Permanent link to this record
 

 
Author Addessi, E.; Visalberghi, E. doi  openurl
  Title Social facilitation of eating novel food in tufted capuchin monkeys (Cebus apella): input provided by group members and responses affected in the observer Type Journal Article
  Year 2001 Publication Animal Cognition Abbreviated Journal Anim. Cogn.  
  Volume 4 Issue 3 Pages (down) 297-303  
  Keywords  
  Abstract Learning about food palatability from watching what conspecifics eat might be one of the advantages of group living. A previous study investigated whether group members' presence or eating activity account for social facilitation of eating of foods never previously tasted. Capuchins encountered novel colored foods when (1) alone (Alone condition) or (2) with group members visible in the nearby cage (Group-present condition) or (3) with group members present and eating a familiar food that had not been colored (Group+food condition). Social facilitation of eating occurred when group members were eating, despite the difference in color between the familiar food eaten by them and the novel food presented to the experimental subject. To clarify what subjects learnt from group members when social facilitation occurred, we further analyze here the data from the previous study. The number of visual exposures to the colored novel food (as a group member) correlated with increased consumption of that novel food when encountered later (as experimental subject). In contrast, the number of times that an individual fed on the familiar food (as a group member) did not decrease its consumption of novel food (as experimental subject). Therefore, capuchins (1) habituated to the colors of the novel foods, and (2) did not take into account that seeing group members eating a food does not provide information about the palatability of a differently colored food. Since social facilitation of eating occurs when foods do not match in color, at least in capuchins, social facilitation of eating should not be considered as a way of learning about a safe diet, but rather as a way of overcoming neophobia.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 3382  
Permanent link to this record
 

 
Author Hare, B.; Addessi, E.; Call, J.; Tomasello, M.; Visalberghi, E. url  doi
openurl 
  Title Do capuchin monkeys, Cebus apella, know what conspecifics do and do not see? Type Journal Article
  Year 2003 Publication Animal Behaviour. Abbreviated Journal Anim. Behav.  
  Volume 65 Issue 1 Pages (down) 131-142  
  Keywords  
  Abstract Capuchin monkeys were tested in five experiments in which two individuals competed over food. When given a choice between retrieving a piece of food that was visible or hidden from the dominant, subordinate animals preferred to retrieve hidden food. This preference is consistent with the hypotheses that either (1) the subordinate knew what the dominant could and could not see or (2) the subordinate was monitoring the behaviour of the dominant and avoiding the piece of food that it approached. To test between these alternatives, we released subordinates with a slight head start forcing them to make their choice (between a piece of food hidden or visible to the dominant) before the dominant entered the area. Unlike chimpanzees, Pan troglodytes, subordinates that were given a head start did not preferentially approach hidden pieces of food first. Therefore, our experiments provide little support for the hypothesis that capuchin monkeys are sensitive to what another individual does or does not see. We compare our results with those obtained with chimpanzees in the same paradigm and discuss the evolution of primate social cognition. Copyright 2003 The Association for the Study of Animal Behaviour. Published by Elsevier Science Ltd. All rights reserved.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number refbase @ user @ Serial 586  
Permanent link to this record
 

 
Author Fragaszy, D.; Visalberghi, E. isbn  openurl
  Title Primates “primacy” reconsidered Type Book Chapter
  Year 1996 Publication Social learning in animals: the roots of culture Abbreviated Journal  
  Volume Issue Pages (down) 65-84  
  Keywords  
  Abstract  
  Address  
  Corporate Author Thesis  
  Publisher Academic Press, Inc. Place of Publication Editor Heyes, C. ; Galef, B.G.  
  Language Summary Language Original Title Social learning in animals: the roots of culture  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN 978-0122739651 Medium  
  Area Expedition Conference  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ home Serial 2175  
Permanent link to this record
 

 
Author Fragaszy, D.; Visalberghi, E. openurl 
  Title Socially biased learning in monkeys Type Journal Article
  Year 2004 Publication Learning & behavior : a Psychonomic Society publication Abbreviated Journal Learn Behav  
  Volume 32 Issue 1 Pages (down) 24-35  
  Keywords Adaptation, Psychological; Animal Communication; Animals; Behavior, Animal; *Feeding Behavior/psychology; Food Preferences/psychology; Haplorhini/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; *Social Environment; *Social Facilitation  
  Abstract We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning.  
  Address Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 1543-4494 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15161138 Approved no  
  Call Number refbase @ user @ Serial 828  
Permanent link to this record
Select All    Deselect All
 |   | 
Details
   print