toggle visibility Search & Display Options

Select All    Deselect All
 |   | 
Details
   print
  Record Links
Author (up) Horner, V.; Whiten, A. doi  openurl
  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  
  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 1435-9448 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15549502 Approved no  
  Call Number refbase @ user @ Serial 732  
Permanent link to this record
Select All    Deselect All
 |   | 
Details
   print