scholarly journals Spread of arbitrary conventions among chimpanzees: a controlled experiment

2006 ◽  
Vol 274 (1608) ◽  
pp. 367-372 ◽  
Author(s):  
Kristin E Bonnie ◽  
Victoria Horner ◽  
Andrew Whiten ◽  
Frans B.M de Waal
Keyword(s):  
Material Culture ◽  
Pan Troglodytes ◽  
Tool Use ◽  
Ecological Validity ◽  
Experimental Studies ◽  
Functional Material ◽  
Learning Mechanisms ◽  
Logical Connection ◽  
Action Sequences ◽  
Group Member

Wild chimpanzees ( Pan troglodytes ) have a rich cultural repertoire—traditions common in some communities are not present in others. The majority of reports describe functional, material traditions, such as tool use. Arbitrary conventions have received far less attention. In the same way that observations of material culture in wild apes led to experiments to confirm social transmission and identify underlying learning mechanisms, experiments investigating how arbitrary habits or conventions arise and spread within a group are also required. The few relevant experimental studies reported thus far have relied on cross-species (i.e. human–ape) interaction offering limited ecological validity, and no study has successfully generated a tradition not involving tool use in an established group. We seeded one of two rewarded alternative endpoints to a complex sequence of behaviour in each of two chimpanzee groups. Each sequence spread in the group in which it was seeded, with many individuals unambiguously adopting the sequence demonstrated by a group member. In one group, the alternative sequence was discovered by a low ranking female, but was not learned by others. Since the action-sequences lacked meaning before the experiment and had no logical connection with reward, chimpanzees must have extracted both the form and benefits of these sequences through observation of others.

scholarly journals Exploring the role of individual learning in animal tool-use

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9877 ◽  
Author(s):  
Elisa Bandini ◽  
Claudio Tennie
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Animal Species ◽  
Experimental Studies ◽  
Individual Learning ◽  
The Other ◽  
Learning Approach ◽  
Learning Mechanisms ◽  
The Individual

The notion that tool-use is unique to humans has long been refuted by the growing number of observations of animals using tools across various contexts. Yet, the mechanisms behind the emergence and sustenance of these tool-use repertoires are still heavily debated. We argue that the current animal behaviour literature is biased towards a social learning approach, in which animal, and in particular primate, tool-use repertoires are thought to require social learning mechanisms (copying variants of social learning are most often invoked). However, concrete evidence for a widespread dependency on social learning is still lacking. On the other hand, a growing body of observational and experimental data demonstrates that various animal species are capable of acquiring the forms of their tool-use behaviours via individual learning, with (non-copying) social learning regulating the frequencies of the behavioural forms within (and, indirectly, between) groups. As a first outline of the extent of the role of individual learning in animal tool-use, a literature review of reports of the spontaneous acquisition of animal tool-use behaviours was carried out across observational and experimental studies. The results of this review suggest that perhaps due to the pervasive focus on social learning in the literature, accounts of the individual learning of tool-use forms by naïve animals may have been largely overlooked, and their importance under-examined.

scholarly journals Is primate tool use special? Chimpanzee and New Caledonian crow compared

2013 ◽  
Vol 368 (1630) ◽  
pp. 20120422 ◽  
Author(s):  
W. C. McGrew
Keyword(s):  
Material Culture ◽  
Pan Troglodytes ◽  
Tool Use ◽  
Field Research ◽  
Extractive Foraging ◽  
New Caledonian Crow ◽  
Elementary Technology ◽  
Caledonian Crow ◽  
Sustained Field ◽  
Corvus Moneduloides

The chimpanzee ( Pan troglodytes ) is well-known in both nature and captivity as an impressive maker and user of tools, but recently the New Caledonian crow ( Corvus moneduloides ) has been championed as being equivalent or superior to the ape in elementary technology. I systematically compare the two taxa, going beyond simple presence/absence scoring of tool-using and -making types, on four more precise aspects of material culture: (i) types of associative technology (tools used in combination); (ii) modes of tool making; (iii) modes of tool use; and (iv) functions of tool use. I emphasize tool use in nature, when performance is habitual or customary, rather than in anecdotal or idiosyncratic. On all four measures, the ape shows more variety than does the corvid, especially in modes and functions that go beyond extractive foraging. However, more sustained field research is required on the crows before this contrast is conclusive.

scholarly journals Watching television in a home environment: effect on children’s attention, comprehension and behavior

2019 ◽  
Author(s):  
Sarah E Rose ◽  
Alexandra Lamont ◽  
Nicholas Reyland
Keyword(s):  
Problem Solving ◽  
Ecological Validity ◽  
Experimental Studies ◽  
Tv Viewing ◽  
Facilitation Effect ◽  
Environment Effect ◽  
And Performance ◽  
And Behavior ◽  
Harmful Effects ◽  
Problem Solving Task

Correlational studies have suggested some harmful effects of television (TV) viewing in early childhood, especially for the viewing of fast-paced entertainment programs. However, this has not been consistently supported by experimental studies, many of which have lacked ecological validity. The current study explores the effects of pace of program on the attention, problem solving and comprehension of 41 3- and 4-year-olds using an ecologically valid experimental design. Children were visited twice at home; on each visit they were shown an episode of a popular animated entertainment program which differed in pace: one faster paced, one slower paced. Children’s behavior was coded for attention and arousal during viewing, attention, effort and performance after viewing during a problem-solving task, and comprehension of the program. The faster paced program was attended to more, but this had no impact on comprehension. Although 3-year-olds showed more attention and effort on the problem-solving task after watching the slower program, both 3- and 4-year-olds completed more problems successfully after watching the faster program. The results provide evidence to counter the ‘harm’ perceived in young children watching fast-paced entertainment programs as where differences were found it was the fast-paced program which appeared to have a cognitive facilitation effect.

scholarly journals Does Danger Level Affect Bystander Intervention in Real-Life Conflicts? Evidence From CCTV Footage

2021 ◽  
pp. 194855062110426
Author(s):  
Marie Rosenkrantz Lindegaard ◽  
Lasse Suonperä Liebst ◽  
Richard Philpot ◽  
Mark Levine ◽  
Wim Bernasco
Keyword(s):  
Ecological Validity ◽  
Experimental Studies ◽  
Real Life ◽  
Active Role ◽  
Bystander Intervention ◽  
Interpersonal Conflicts ◽  
Ethical Concerns ◽  
Public Surveillance ◽  
Helping Others

In real-life violence, bystanders can take an active role in de-escalating conflict and helping others. Recent meta-analytical evidence of experimental studies suggests that elevated danger levels in conflicts facilitate bystander intervention. However, this finding may lack ecological validity because ethical concerns prohibit exposing participants to potentially harmful situations. Using an ecologically valid method, based on an analysis of 80 interpersonal conflicts unobtrusively recorded by public surveillance cameras, the present study confirms that danger is positively associated with bystander intervention. In the presence of danger, bystanders were 19 times more likely to intervene than in the absence of danger. It extends this knowledge by discovering that incremental changes in the severity level of the danger (low, medium, and high), however, were not associated with bystander intervention. These findings confirm the importance of further investigating the role of danger for bystander intervention, in larger samples, and involving multiple types of real-life emergencies.

scholarly journals Experimental studies illuminate the cultural transmission of percussive technologies in Homo and Pan

2015 ◽  
Vol 370 (1682) ◽  
pp. 20140359 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Cultural Transmission ◽  
Experimental Studies ◽  
Field Studies ◽  
Learning Processes ◽  
Cognitive Context ◽  
The Social ◽  
Special Power ◽  
Social Learning Processes

The complexity of Stone Age tool-making is assumed to have relied upon cultural transmission, but direct evidence is lacking. This paper reviews evidence bearing on this question provided through five related empirical perspectives. Controlled experimental studies offer special power in identifying and dissecting social learning into its diverse component forms, such as imitation and emulation. The first approach focuses on experimental studies that have discriminated social learning processes in nut-cracking by chimpanzees. Second come experiments that have identified and dissected the processes of cultural transmission involved in a variety of other force-based forms of chimpanzee tool use. A third perspective is provided by field studies that have revealed a range of forms of forceful, targeted tool use by chimpanzees, that set percussion in its broader cognitive context. Fourth are experimental studies of the development of flint knapping to make functional sharp flakes by bonobos, implicating and defining the social learning and innovation involved. Finally, new and substantial experiments compare what different social learning processes, from observational learning to teaching, afford good quality human flake and biface manufacture. Together these complementary approaches begin to delineate the social learning processes necessary to percussive technologies within the Pan – Homo clade.

scholarly journals Sex Bias and Social Influences on Savanna Chimpanzee (Pan troglodytes verus) Nest Building Behavior

2020 ◽  
Vol 41 (6) ◽  
pp. 849-869 ◽  
Author(s):  
Fiona A. Stewart ◽  
Jill D. Pruetz
Keyword(s):  
Sex Differences ◽  
Pan Troglodytes ◽  
Tool Use ◽  
Great Apes ◽  
Nest Building ◽  
Pan Troglodytes Verus ◽  
Adult Males ◽  
Extractive Foraging ◽  
Individual Level ◽  
Adult Females

AbstractMany primates show sex differences in behavior, particularly social behavior, but also tool use for extractive foraging. All great apes learn to build a supportive structure for sleep. Whether sex differences exist in building, as in extractive foraging, is unknown, and little is known about how building skills develop and vary between individuals in the wild. We therefore aimed to describe the nesting behavior of savanna chimpanzees (Pan troglodytes verus) in Fongoli, Senegal to provide comparative data and to investigate possible sex or age differences in nest building behaviors and nest characteristics. We followed chimpanzee groups to their night nesting sites to record group (55 nights) and individual level data (17 individuals) on nest building initiation and duration (57 nests) during the dry season between October 2007 and March 2008. We returned the following morning to record nest and tree characteristics (71 nests built by 25 individuals). Fongoli chimpanzees nested later than reported for other great apes, but no sex differences in initiating building emerged. Observations were limited but suggest adult females and immature males to nest higher, in larger trees than adult males, and adult females to take longer to build than either adult or immature males. Smaller females and immature males may avoid predation or access thinner, malleable branches, by nesting higher than adult males. These differences suggest that sex differences described for chimpanzee tool use may extend to nest building, with females investing more time and effort in constructing a safe, warm structure for sleep than males do.

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