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Author |
Cleveland, A.; Rocca, A.M.; Wendt, E.L.; Westergaard, G.C. |
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Title |
Transport of tools to food sites in tufted capuchin monkeys (Cebus apella) |
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Journal Article |
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Year |
2004 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
7 |
Issue |
3 |
Pages |
193-198 |
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Animals; *Association Learning; Cebus/*psychology; *Concept Formation; *Feeding Behavior; Female; Male; *Problem Solving |
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Abstract |
Tool use and transport represent cognitively important aspects of early hominid evolution, and nonhuman primates are often used as models to examine the cognitive, ecological, morphological and social correlates of these behaviors in order to gain insights into the behavior of our early human ancestors. In 2001, Jalles-Filho et al. found that free-ranging capuchin monkeys failed to transport tools (stones) to food sites (nuts), but transported the foods to the tool sites. This result cast doubt on the usefulness of Cebus to model early human tool-using behavior. In this study, we examined the performance of six captive tufted capuchin monkeys (Cebus apella) in a tool transport task. Subjects were provided with the opportunity to transport two different tools to fixed food reward sites when the food reward was visible from the tool site and when the food reward was not visible from the tool site. We found that the subjects quickly and readily transported probing tools to an apparatus baited with syrup, but rarely transported stones to a nut-cracking apparatus. We suggest that the performance of the capuchins here reflects an efficient foraging strategy, in terms of energy return, among wild Cebus monkeys. |
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Alpha Genesis, 95 Castle Hall Road, P.O. Box 557, Yemassee, SC 29945, USA |
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1435-9448 |
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PMID:15022055 |
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no |
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Equine Behaviour @ team @ |
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2539 |
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Author |
Evans, T.A.; Westergaard, G.C. |
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Title |
Discrimination of functionally appropriate and inappropriate throwing tools by captive tufted capuchins (Cebus apella) |
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Journal Article |
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Year |
2004 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
7 |
Issue |
4 |
Pages |
255-262 |
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Keywords |
Animals; Appetitive Behavior; Cebus/*psychology; Choice Behavior; *Concept Formation; *Discrimination Learning; Female; Male; *Problem Solving; *Psychomotor Performance; Recognition (Psychology) |
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Abstract |
A tool-throwing task was used to test whether capuchin monkeys understand the difference between functionally appropriate and functionally inappropriate tools. A group of monkeys was trained to obtain a sticky treat from a container outside their enclosure using a projectile attached to one end of an anchored line. Subsequently, these monkeys were given choice tests between functional and nonfunctional versions of tools used in training. A different feature of the tool was varied between alternatives in each choice test. The monkeys chose to use functional tools significantly more often than nonfunctional tools in early exposures to each choice test. A second experiment tested whether these subjects, as well as a second group of minimally trained participants, could distinguish between functional and nonfunctional tools that appeared different from those used in training. A new set of design features was varied between tools in these choice tests. All participants continued to choose functional tools significantly more often than nonfunctional tools, regardless of their tool-throwing experience or the novel appearance of the tools. These results suggest that capuchin monkeys, like chimpanzees studied in similar experiments, are sensitive to a variety of functionally relevant tool features. |
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Alpha Genesis Inc., 95 Castle Hall Road, P.O. Box 557, Yemassee, SC 29945, USA. teprimate@islc.net |
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1435-9448 |
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PMID:15138849 |
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Equine Behaviour @ team @ |
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2523 |
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Quesada, J; Kintsch, W.; Gomez, E. |
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Title |
Complex problem-solving: a field in search of a definition? |
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Journal Article |
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Year |
2005 |
Publication |
Theoretical Issues in Ergonomics Science |
Abbreviated Journal |
Theor Issues Ergon Sci |
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6 |
Issue |
1 |
Pages |
5-33 |
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Problem solving; Dynamic decision making; Micro-worlds; Expertise |
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Complex problem-solving (CPS) is as an area of cognitive science that has received a good amount of attention, but theories in the field have not progressed accordingly. The reasons could be the lack of good definitions and classifications of the tasks (taxonomies). Although complexity is a term used pervasively in psychology and is operationalized in different ways, there are no psychological theories of complexity. The definition of problem-solving has been changed in the past to reflect the varied interests of the researchers and has lost its initial concreteness. These two facts together make it difficult to define CPS or make clear if CPS should reuse the theory and methods of classical problem-solving or on the contrary should build a theoretical structure starting from scratch. A taxonomy is offered of tasks using both formal features and psychological features that are theory-independent that could help compare the CPS tasks used in the literature. The adequateness is also reviewed of the most extended definitions of CPS and conclude that they are in serious need of review, since they cover tasks that are not considered problem-solving by their own authors or are not complex, but ignore others that should clearly be included. |
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Taylor and Francis Ltd |
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no |
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refbase @ user @ |
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604 |
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Author |
Levin, L.E. |
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Title |
Passage order through different pathways in groups of schooling fish, and the diversified leadership hypothesis |
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Journal Article |
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Year |
1996 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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37 |
Issue |
1 |
Pages |
1-8 |
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Keywords |
Animal sociality; Inter-individual variability; Aggregation-dispersion; Group problem solving |
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The diversified leadership hypothesis proposes that different individuals within a school of fish act as leaders in different circumstances. This `circumstantial leadership' results from inter-individual behavioral variability and a `cohesion-dispersion' tendency modulated by `failure-success' contingencies. The hypothesis predicts that when offered different pathways to escape the restriction of their swimming space, individuals within a group of fish will show 1. (a) consistent passage orders in each pathway, but2. (b) different passage orders in different pathways. Using an avoidance paddle and three different groups of fish (Aphyocharax erithrurus) the results confirmed prediction 1. (a) while prediction2. (b) was verified only in one group. |
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no |
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Equine Behaviour @ team @ room B 3.029 |
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2069 |
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Author |
Call, J.; Tomasello, M. |
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Title |
Use of social information in the problem solving of orangutans (<em>Pongo pygmaeus</em>) and human children (<em>Homo sapiens</em>) |
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Journal Article |
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Year |
1995 |
Publication |
Journal of Comparative Psychology |
Abbreviated Journal |
J. Comp. Psychol. |
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Volume |
109 |
Issue |
3 |
Pages |
308-320 |
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cross species imitative learning in problem solving, human 3–4 yr olds vs orangutans |
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Fourteen juvenile and adult orangutans and 24 3- and 4-yr-old children participated in 4 studies on imitative learning in a problem-solving situation. In all studies a simple to operate apparatus was used, but its internal mechanism was hidden from subjects to prevent individual learning. In the 1st study, orangutans observed a human demonstrator perform 1 of 4 actions on the apparatus and obtain a reward; they subsequently showed no signs of imitative learning. Similar results were obtained in a 2nd study in which orangutan demonstrators were used. Similar results were also obtained in a 3rd study in which a human encouraged imitation from an orangutan that had previously been taught to mimic arbitrary human actions. In a 4th study, human 3- and 4-yr-old children learned the task by means of imitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
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US: American Psychological Association |
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1939-2087 (Electronic); 0735-7036 (Print) |
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yes |
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Call Number |
Equine Behaviour @ team @ 1995-42883-001 |
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5448 |
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Author |
Benson-Amram, S.; Weldele, M.L.; Holekamp, K.E. |
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A comparison of innovative problem-solving abilities between wild and captive spotted hyaenas, Crocuta crocuta |
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Journal Article |
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2013 |
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Animal Behaviour |
Abbreviated Journal |
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85 |
Issue |
2 |
Pages |
349-356 |
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Crocuta crocuta; innovation; neophobia; problem solving; spotted hyaena |
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Innovative problem solving enables individuals to deal with novel social and ecological challenges. However, our understanding of the importance of innovation for animals in their natural habitat is limited because experimental investigations of innovation have historically focused on captive animals. To determine how captivity affects innovation, and whether captive studies of animal innovation suffer from low external validity, we need experimental investigations of innovation in both wild and captive populations of the same species in diverse taxa. Here we inquired whether wild and captive spotted hyaenas differ in their ability to solve the same novel technical problem, and in the diversity of exploratory behaviours they exhibit when first interacting with the problem. Our results suggest that wild and captive populations show important differences in their innovative problem-solving abilities. Captive hyaenas were significantly more successful at solving the novel problem, and significantly more diverse in their initial exploratory behaviour, than were wild hyaenas. We were able to rule out hypotheses suggesting that these differences result from excess energy or time available to captive animals. We conclude that captive hyaenas were more successful because captive individuals were less neophobic and more exploratory than their wild counterparts. These results have important implications for our interpretation of studies on innovative problem solving in captive animals and aid our attempts to gain a broader understanding of the importance of innovation for animals in their natural habitat. |
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0003-3472 |
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no |
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Equine Behaviour @ team @ |
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5657 |
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Author |
Birch, H.G. |
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The relation of previous experience to insightful problem-solving |
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Journal Article |
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1945 |
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Journal of Comparative Psychology |
Abbreviated Journal |
J Comp Psychol |
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38 |
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367-383 |
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Humans; *Problem Solving; *Psychology, Comparative; *PSYCHOLOGY/comparative |
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0021-9940 |
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PMID:21010765 |
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Equine Behaviour @ team @ |
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6554 |
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Author |
Griffin, A.S.; Guez, D. |
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Title |
Innovation and problem solving: A review of common mechanisms |
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Journal Article |
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2014 |
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Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
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109 |
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121-134 |
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Behavioural flexibility; Cognition; Innovation; Problem solving |
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Behavioural innovations have become central to our thinking about how animals adjust to changing environments. It is now well established that animals vary in their ability to innovate, but understanding why remains a challenge. This is because innovations are rare, so studying innovation requires alternative experimental assays that create opportunities for animals to express their ability to invent new behaviours, or use pre-existing ones in new contexts. Problem solving of extractive foraging tasks has been put forward as a suitable experimental assay. We review the rapidly expanding literature on problem solving of extractive foraging tasks in order to better understand to what extent the processes underpinning problem solving, and the factors influencing problem solving, are in line with those predicted, and found, to underpin and influence innovation in the wild. Our aim is to determine whether problem solving can be used as an experimental proxy of innovation. We find that in most respects, problem solving is determined by the same underpinning mechanisms, and is influenced by the same factors, as those predicted to underpin, and to influence, innovation. We conclude that problem solving is a valid experimental assay for studying innovation, propose a conceptual model of problem solving in which motor diversity plays a more central role than has been considered to date, and provide recommendations for future research using problem solving to investigate innovation. This article is part of a Special Issue entitled: Cognition in the wild. |
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0376-6357 |
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Equine Behaviour @ team @ |
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6556 |
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Author |
Epstein, R. |
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Title |
Animal cognition as the praxist views it |
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Journal Article |
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Year |
1985 |
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Neuroscience and Biobehavioral Reviews |
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Neurosci Biobehav Rev |
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9 |
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4 |
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623-630 |
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Animals; *Behavior, Animal; Behavioral Sciences/*trends; Behaviorism; *Cognition; Columbidae; History, 18th Century; History, 19th Century; Humans; Models, Psychological; Problem Solving; Psychological Theory; Psychology/history/trends |
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The distinction between psychology and praxics provides a clear answer to the question of animal cognition. As Griffin and others have noted, the kinds of behavioral phenomena that lead psychologists to speak of cognition in humans are also observed in nonhuman animals, and therefore those who are convinced of the legitimacy of psychology should not hesitate to speak of and to attempt to study animal cognition. The behavior of organisms is also a legitimate subject matter, and praxics, the study of behavior, has led to significant advances in our understanding of the kinds of behaviors that lead psychologists to speak of cognition. Praxics is a biological science; the attempt by students of behavior to appropriate psychology has been misguided. Generativity theory is an example of a formal theory of behavior that has proved useful both in the engineering of intelligent performances in nonhuman animals and in the prediction of intelligent performances in humans. |
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0149-7634 |
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PMID:3909017 |
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Equine Behaviour @ team @ |
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2809 |
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Meehan, C.L.; Mench, J.A. |
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The challenge of challenge: Can problem solving opportunities enhance animal welfare? |
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Journal Article |
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2007 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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102 |
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3-4 |
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246-261 |
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Cognition; Environmental enrichment; Challenge; Eustress; Problem solving; Intrinsic motivation |
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Cognitive mechanisms are an important part of the organization of the behavior systems of animals. In the wild, animals regularly face problems that they must overcome in order to survive and thrive. Solving such problems often requires animals to process, store, retrieve, and act upon information from the environment--in other words, to use their cognitive skills. For example, animals may have to use navigational, tool-making or cooperative social skills in order to procure their food. However, many enrichment programs for captive animals do not include the integration of these types of cognitive challenges. Thus, foraging enrichments typically are designed to facilitate the physical expression of feeding behaviors such as food-searching and food consumption, but not to facilitate complex problem solving behaviors related to food acquisition. Challenging animals by presenting them with problems is almost certainly a source of frustration and stress. However, we suggest here that this is an important, and even necessary, feature of an enrichment program, as long as animals also possess the skills and resources to effectively solve the problems with which they are presented. We discuss this with reference to theories about the emotional consequences of coping with challenge, the association between lack of challenge and the development of abnormal behavior, and the benefits of stress (arousal) in facilitating learning and memory of relevant skills. Much remains to be done to provide empirical support for these theories. However, they do point the way to a practical approach to improving animal welfare--to design enrichments to facilitate the cognitive mechanisms which underlie the performance of complex behaviors that cannot be performed due to the restrictions inherent to the captive environment. |
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Equine Behaviour @ team @ |
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2890 |
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