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Author |
Poti, P. |
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Title |
Chimpanzees' constructional praxis (Pan paniscus, P. troglodytes) |
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Journal Article |
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Year |
2005 |
Publication |
Primates |
Abbreviated Journal |
Primates |
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Volume |
46 |
Issue |
2 |
Pages |
103-113 |
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Keywords  |
Animals; *Cognition; *Discrimination Learning; Female; Male; Pan troglodytes/*physiology; Psychomotor Performance/*physiology; Spatial Behavior/*physiology; Species Specificity |
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Abstract |
This study investigated chimpanzees' spontaneous spatial constructions with objects and especially their ability to repeat inter-object spatial relations, which is basic to understanding spatial relations at a higher level than perception or recognition. Subjects were six chimpanzees-four chimpanzees and two bonobos-aged 6-21 years, all raised in a human environment from an early age. Only minor species differences, but considerable individual differences were found. The effect of different object samples was assessed through a comparison with a previous study. A common overall chimpanzee pattern was also found. Chimpanzees repeated different types of inter-object spatial relations such as insertion (I), or vertical (V), or next-to (H) relations. However chimpanzees repeated I or V relations with more advanced procedures than when repeating H relations. Moreover, chimpanzees never repeated combined HV relations. Compared with children, chimpanzees showed a specific difficulty in repeating H relations. Repeating H relations is crucial for representing and understanding multiple reciprocal spatial relations between detached elements and for coordinating independent positions in space. Therefore, the chimpanzees' difficulty indicates a fundamental difference in constructive space in comparison to humans. The findings are discussed in relation to issues of spatial cognition and tool use. |
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Istituto di Scienze e Tecnologie della Cognizione, CNR, via U. Aldrovandi 16b, 00197, Rome, Italy. p.poti@istc.cnr.it |
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0032-8332 |
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PMID:15378424 |
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Equine Behaviour @ team @ |
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2811 |
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Author |
Clement, T.S.; Zentall, T.R. |
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Title |
Choice based on exclusion in pigeons |
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Journal Article |
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Year |
2003 |
Publication |
Psychonomic bulletin & review |
Abbreviated Journal |
Psychon Bull Rev |
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Volume |
10 |
Issue |
4 |
Pages |
959-964 |
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Keywords |
Animals; Appetitive Behavior; *Association Learning; *Choice Behavior; *Color Perception; Columbidae; *Discrimination Learning; Memory, Short-Term; *Problem Solving; Psychomotor Performance; Reaction Time; Transfer (Psychology) |
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Abstract |
When humans acquire a conditional discrimination and are given a novel-sample-comparison choice, they often reject a comparison known to be associated with a different sample and choose the alternative comparison by default (or by exclusion). In Experiment 1, we found that if, following matching training, we replaced both of the samples, acquisition took five times longer than if we replaced only one of the samples. Apparently, the opportunity to reject one of the comparisons facilitated the association of the other sample with the remaining comparison. In Experiment 2, we first trained pigeons to treat two samples differently (to associate Sample A with Comparison 1 and Sample B with Comparison 2) and then trained them to associate one of those samples with a new comparison (e.g., Sample A with Comparison 3) and to associate a novel sample (Sample C) with a different, new comparison (Comparison 4). When Sample B then replaced Sample C, the pigeons showed a significant tendency to choose Comparison 4 over Comparison 3. Thus, when given the opportunity, pigeons will choose by exclusion. |
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University of Kentucky, Lexington, Kentucky, USA |
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1069-9384 |
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PMID:15000545 |
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refbase @ user @ |
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233 |
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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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no |
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Call Number |
Equine Behaviour @ team @ |
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2523 |
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Author |
Gomez, J.-C. |
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Title |
Species comparative studies and cognitive development |
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Journal Article |
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Year |
2005 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
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Volume |
9 |
Issue |
3 |
Pages |
118-125 |
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Keywords |
Animals; Attention/physiology; Brain/*growth & development; Child, Preschool; Cognition/*physiology; Concept Formation/physiology; Dogs; Evolution; Fixation, Ocular; Gorilla gorilla; Humans; Infant; Learning/*physiology; Macaca mulatta; Mental Recall/physiology; Personal Construct Theory; Psychomotor Performance/physiology; Species Specificity |
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The comparative study of infant development and animal cognition brings to cognitive science the promise of insights into the nature and origins of cognitive skills. In this article, I review a recent wave of comparative studies conducted with similar methodologies and similar theoretical frameworks on how two core components of human cognition--object permanence and gaze following--develop in different species. These comparative findings call for an integration of current competing accounts of developmental change. They further suggest that evolution has produced developmental devices capable at the same time of preserving core adaptive components, and opening themselves up to further adaptive change, not only in interaction with the external environment, but also in interaction with other co-developing cognitive systems. |
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Scottish Primate Research Group, School of Psychology, University of St Andrews, St Andrews, Fife KY15 9JU, UK |
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1364-6613 |
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PMID:15737820 |
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no |
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Call Number |
Equine Behaviour @ team @ |
Serial |
2851 |
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Author |
Lagarde, J.; Kelso, J.A.S.; Peham, C.; Licka, T. |
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Title |
Coordination dynamics of the horse-rider system |
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Journal Article |
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Year |
2005 |
Publication |
Journal of Motor Behavior |
Abbreviated Journal |
J Mot Behav |
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37 |
Issue |
6 |
Pages |
418-424 |
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Keywords |
Animals; Biomechanics; *Horses; Humans; Professional Competence; Psychomotor Performance/*physiology; *Sports; Time Factors |
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The authors studied the interaction between rider and horse by measuring their ensemble motions in a trot sequence, comparing 1 expert and 1 novice rider. Whereas the novice's movements displayed transient departures from phase synchrony, the expert's motions were continuously phase-matched with those of the horse. The tight ensemble synchrony between the expert and the horse was accompanied by an increase in the temporal regularity of the oscillations of the trunk of the horse. Observed differences between expert and novice riders indicated that phase synchronization is by no means perfect but requires extended practice. Points of contact between horse and rider may haptically convey effective communication between them. |
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Center for Complex Systems and Brain Sciences, Florida Atlantic University, Boca Raton, FL 33431-771, USA. lagarde@ccs.fau.edu |
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0022-2895 |
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PMID:16280312 |
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no |
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Call Number |
Equine Behaviour @ team @ |
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4034 |
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Author |
Horner, V.; Whiten, A. |
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Title |
Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens) |
Type |
Journal Article |
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Year |
2005 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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Volume |
8 |
Issue |
3 |
Pages |
164-181 |
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Keywords |
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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1435-9448 |
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PMID:15549502 |
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refbase @ user @ |
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732 |
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Author |
Call, J.; Carpenter, M.; Tomasello, M. |
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Title |
Copying results and copying actions in the process of social learning: chimpanzees (Pan troglodytes) and human 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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Volume |
8 |
Issue |
3 |
Pages |
151-163 |
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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 |
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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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1435-9448 |
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PMID:15490290 |
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Equine Behaviour @ team @ |
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2504 |
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Author |
Heyes, C.M.; Dawson, G.R. |
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Title |
A demonstration of observational learning in rats using a bidirectional control |
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Journal Article |
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Year |
1990 |
Publication |
Quarterly Journal of Experimental Psychology Section B: Comparative and Physiological Psychology |
Abbreviated Journal |
Q J Exp Psychol B |
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42 |
Issue |
1 |
Pages |
59-71 |
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Keywords |
appetite; attention; imitation; problem solving; psychomotor performance; Appetitive Behavior; Attention; Imitative Behavior; Problem Solving; Psychomotor Performance |
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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. |
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University of Cambridge, U.K. |
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02724995 (Issn) |
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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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1766 |
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