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Primate Study (Actual) > Cognition > Flashcards

Cognition Flashcards

1
Q

knowwledge acquistion forms

A 
teaching
imitation
emulation
local/social stimulation
trial and error
insight learning
stimulus enhancement
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2
Q

what is imitation

A

copying method to achieve result

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3
Q

what is emulation

A

copying result, butn ot the method

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4
Q

wolfgang kohler; what he do

A

1912 experiments on insight learning and the mentality of apes
- did experiments with boxes and primates in max planc institiute

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5
Q

what are individual/asocial forms of learning

A

conditioning/trial and error
insight
stimulus enhancement

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6
Q

stimulus enhancement

A

exposure to problem solving situations

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7
Q

types of social learning

A

teaching
imitation
emulation
social stimulation

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8
Q

what is intelligence

A

flexibility in novel situations; whereby knowledge if gained through the mechanism of learning

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9
Q

mechanism and function of knowledge acquisition

A

mechanism; learning

function; adaptability and selection

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10
Q

morgans canon, occcams razor & the principle of parsimony

A

mogans canon- refers to animal behaviour (simple explanations/less complicated should be used to explain animal behaviour)

inspired by… occams razor; (by French Philosopir William of Occam); refers to ‘simplest explanations should precede complicated ones’

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11
Q

why is occams razor called occams razor

A

Razor; ‘to slice away the complex jargon and leave a simple explanation’

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12
Q

theory of mind + black box

A

other minds are black boxes and we cant know what happens in them;

theory of mind is TRYING to place ourselves in the sate of mind of others (individual percieves mental persepctive of another RATHER THAN JUST responding to their behaviour)

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13
Q

how to measure intelligence?

A
  1. neocortex ratio (robin dunbar)
  2. ecological intellience
  3. social intelligence
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14
Q

morgans canon: example of orangutans in munster zoo

A

they join 2 sticks wiht a tube sans social learning

explanation 1; trial and error (more simple)
explanation 2: insight

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15
Q

insight learning; example of chimps

A

Kohlers study:

chimps stack boxes to gain banana on top of the ciellin (problem solving)

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16
Q

capuchin trap-tube test

A

task: get a peanut in a tube with s stick

challenge= tube is a trap where only one side can be poked without losing the peanut

result= capuchin only uses stick on correct side

shows= perceptual strategy but not cause-effect awareness (as when experimenter turns tube upside down monkey continues to use same approach)

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17
Q

sweet potato washing in japanese macaqus + learning theories

A

explanation one: imitaiton

explanation two; social stimulation

(as one female did it and then it spread and only old males dont each them)

potatoes washed to get rid of sand and salt water

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18
Q

neocortex ratio

A

weight/columbe of the neocortex to the rest of the brain (by robin dunbar)

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19
Q

ecological intelligence

A

ability to mental map fruit patches of frugiviours primates

this equires a good memory

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20
Q

why is ecological intelligence a poor indicator of intelligence

A

as not all fruit eating primates have a large neocortex ratio

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21
Q

impotance of extractive foraging

A

matters more than ecological intellligence as entails problem solving + using methods to gain HIDDEN resources
e.g. fishing or nut cracking

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22
Q

social intellience correlation

A

tight correlation between neocortex ratio and group size

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23
Q

‘social brain’ hypothesis

A

(byrne - dunbar)

mental abilitilieties were gained in social fields and then transferred to technological/tool use as matieral culture was built on experetise that it was beneficial in complex social fields

hence social origins of intelligence evolved in interaction

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24
Q

machevliean intelligence was suggested by…

A

nichollo machieavelli 1469

byrne-whitten expanded it in studies

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25
Q

machevliean intelligence

A

‘it is not neccesary to possess virtious qualities; you just need to appear to have them’

deception as a measure of intteligence

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26
Q

value of deception

A

while sociality has benefits; consepcitifs are sitll competitiors.
Hence being aable to MAINPULATE your social partner is important for social competence and individual fitness.

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27
Q

daniel dennet 1983 + orders of mental representation

A

zero-order= conditioning (biological)

first order= conscious desire

third order= mind reading/theory of mind

and so on…
(higher orders of mental represeation and multi-lateral thinkining)

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28
Q

mentalistic ways of differenetiating knowledge (boosters)

A 
understanding
reading minds
booster
cognitivist
rich explanation
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29
Q

non mentalistic ways of differentating knowledg (scoffesr)

A 
conditioning
reading behaviour
learning  explanation
scoffer
behaviourist
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30
Q

false belief test

A

understanding individuals can conflict with reality;

puppets and children test

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31
Q

mirror test

A

gordon gallup jr;
understanding whether animals have self-awareness/recognition

to know others= you must know yourself

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32
Q

animals that pass the mirror test/fail

A

pass= chimps, capuchins, magpies, gibbons, gorrillas, bottlenose dolphins

fail= baboons

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33
Q

where is social intelligence also found and what does it imply

A

in dolphims, crows and parrots

implies parallel evolution

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34
Q

transfer hypothesis

A

mental abilities developed in the social field and where then transferred to technogolical tool use as it wevolvd socially

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35
Q

uses of social tools

A
  1. to exploit others/things (muscle power; protect group)

2. tactical deception and social intelligence (the more deception the highter the neocortex)

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36
Q

lob der lüge

A

volker sommer; how deception drives inteliigence in its social origins

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37
Q

the protected threat

A

in hamadryas baboons; using deception to exploit others by orders of mental represetantion (i.e. hiding behind a rock from a dominant male due to knowledge that the normal activity (sex, eating) would be shut down

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38
Q

what are some ways to cope with cheatres?

A
  • putting little intiial investment + demanding rapid payback (like in grooming)
  • mental book keeping and currency
  • moralistic aggression and punihsing cheaters
  • counter deception
  • selecting/preferring HONEST bu t COSTLY signals
  • self deception to suppress traitorous signals
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39
Q

robert trivers 2011 and deception

A

self deception as a tactic; being able to lie to yourself makes you a better lie as it hides signs of lying (sweating, anxiety, etc)

‘fooling yourself to fool others’

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40
Q

example of an honest signal

A

deer vocalizations

but cheating still ocurrs (chimps PUFF hair to make themselves look better)

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41
Q

einfühlungsvermögen

A

empathy to sympathy= using theory of mind to undersatnd the feelings of others

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42
Q

empathy

A

undersatnding anothers emotions

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43
Q

sympathy

A

sharing feelings with another

transcends species boundaries; no prior experince is needed to support feeleings of other

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44
Q

three ways primate cognittion can be investigated

A
  1. probing mechanisms (object manipulation/tasks)
  2. spatial memory/tool usage
  3. social undersatnding and relations
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45
Q

value of play in learning

A
  • learning with NO imitation
  • experimetanation/exploraiton
  • social stimulation/facillitation allows for self-adjugment
46
Q

value of social facitliation

A
  • increaes interest in an activity

- determines the norms of behaviour and HOW the immitation occurs

47
Q

primate example: imitation

A

japanese sweet potato washing

marmosets copy each others behaviour to open food

48
Q

how are tool traditioned maintained

A

maintained by local and social traditions through ehvaioural transmission and social tolerance

49
Q

how does tool use work

A

manipulating the natural environment to achieve a desired goal

50
Q

how ecological intelligence works: examples

A

detecting venemous snakes
rememering and findign resources
knowing when fruits are flowing
requires spatial memory

51
Q

stone and anvil

A

brazil bearded capuchins

chmps

52
Q

theory; who invented tool use

A

immature or adult females= as more technological caability required

53
Q

what is behaviour parsing + who came up with it

A

richard byrne 2003; when complex tasks are broken down into mechanistic elements and copied without understand the cause-effect relationship

54
Q

DeWaal 1990 relational model

A

social intelligence needs conflict resolution; large brains need mental epreseantations

hence reconcillation works as its a strong mutual interests for maintain the relationship between two individiaul

55
Q

tactical deception theory

A

byrne,whitten 1998:
‘acts from the normal reperotoir of the agent are displayed in such a way that noather individual is likely to misintrepet what the action signififies to the advantage of teh agent’ (machievlian intellience)

56
Q

examples of tactical deception

A
  • false alarm calls to divert attention

- concealed or manipulate facial expressions/gazing

57
Q

chimps vs rhesus monkeys in theory of mind

A

rhesus monkeys; can cooperate to gain food but not switch their roles in the task without learning the task as well

58
Q

examples of empathy in primates

A
  • yawning

- female capuchins show less anxiety when looking at self in mirror as opposed to act straners

59
Q

evolutionary trends leading to cognition

A
  1. delayed maturation (longer getation/juvenile)= longer brain development
  2. complex brain and neocortex ratio
  3. sociality= as croup size increases more cooperation and competition occurs
60
Q

capuchin monkeys; can they ape?

A

nope! they failed to learn neccsary actions to get food with the tool just by watching others (experiment)

61
Q

apes; do they ape?

A

yes! can learn from others and also figure things out themselves

62
Q

general patterns of cognition

A
  1. non-imitation (understandind cause-efect relationships)
  2. ecological selection pressures
  3. social memory
63
Q

why do fission fusion societies drive cognition

A

in spider monkeys and chimps; large groups need more ability to ‘understand what others cant see’ and mental mapping and collaobration

64
Q

what about social memory allows for primates to do what about relationships

A

make value judgements and social decisious regarding the relationships

65
Q

what do only great apes have

A
  1. concept of self

2. cognititive manipulative and cooperative tactics

66
Q

byrne-bates: what three componenets are required for social cognition

A
  1. concept of self
  2. awareness that others have self different from self
  3. ability to cooperatite and manipulate that
67
Q

what is cognition (revised) studied

A

studed as informationg processing as opposed to consciousness

68
Q

humprheys theory of intelligence

A

social brain idea; group living acted as a selective pressure for social sophisitication

69
Q

why are herd animals not trully social

A

inconstant membership and no recognition ability

70
Q

what do primates recognizie within a group

A

kin ship
rank
individuals with third party memberships

71
Q

playback experiment

A

having knowledge of another individuals ideneity

by seyfarth-cheney

experiment; play sounds of vervet monkeys in distresses

vervety monkeys; more response to infants or high dominant ranking

72
Q

what doe sinformation sharing in primates imply?

A

‘eaves droping’ to overherea changes in rank/food to determine stability

this implies they need memory to remember all the social relaionships

73
Q

in what primate does kinship influence rank

A

pig-tailed macaques! femaler resident monkeys have support against others

74
Q

two-tole tasks

A

undersatnd a role in a food reward experiment when BOTH players have to pull handles to get the food and one one player can see the handles and only one player can see the food

requires cooperation

75
Q

where is the two tole task ability present

A

cotton top tamarins
capuchins
chimps

76
Q

tomasello studied…

A

theory of mind
how animals learn
enculturared vs wild chimps

77
Q

accidental vs intentional action experiment

A

povinelli:

orange juice and the experiment

when spilt ‘accidentally’; chimp would still beg

when spilt ‘deliberately; chimp avoids person

shows= awareness of humans actions in relat to their intention

78
Q

quiet container experiment

A

tomasello;

chimps would take food from quiet container and not loud one to avoid being caught stealing when experiment turned away

79
Q

death and mourning

A

important part of memory and empathy;

elephants demonstrated it

80
Q

intellectual challenges of social living

A
  1. competition

2. unpreditcitaibility (predator, prey)

81
Q

single vs multi intelligence debate

A

expert view: do primates just adapt to their specific environment

nature view; can they be intelligence in any domain

82
Q

byrnes argument about great apes and cognition

A

they all shared a common ancestor with basic cognitive skilled related to feeding 10 mya

83
Q

what is a booster and a scoffer (and who coined the terms)

A

tomasello:

boosters= thing there is not difference between non human animal/human cognition (believe animals posses theory of mind)

scoffers= radical behaviourists who dont thinks its useful to talk of cognitive processes at all (think non-human animals just respond to behaviour of others)

84
Q

Gaze Following Experiment

A

Tomasello 1998:
follow a chimps looking behaviour; if it follows the gaze direction of another chimpanzee/human in the gidrection of food.

  1. cghimps follow gaze direction of a human to a specific location (target)= specifically seeking target of lookers perceptual activity
  2. ‘checking back’; when they find nothing they turn back and check the individuals face again (subject expects to find lookers perceptual activity at a target)= after a while this stops
85
Q

booster interpretation of gaze following experiment

A

chimps follow the gaze direction of othrs because they want to see what others are seeing

86
Q

scoffer interpretation of gaze following experiment

A

individual reslies on biological predispositions and individual learning (expert hypothesis; we are preidsposed to look at where another person looks)

87
Q

Hare 2000 study

A

studied subordinate + dominant chimps into a room on opposite sides= shows that food shown to suboradinate that the dominant cant see results in subordinate specifically going for that food.

88
Q

Periphersal Feeding Hypothesis

A

Povinelli + Giambrone: stay that in the Hare experiment, suboordinates just want to forage near their barrier as opposed to the ‘open’ where the dominatn can easily see them

Hare response= place food closer to dominant but still away from sight

89
Q

Evil Eye Hypothesis

A

To Hare study: belief that subordinates dont eat food dominant has seen as its ‘contaminanted/taboo’

hare response= let dominant see food before hiding it and make suboridante aware of this

90
Q

Povinelli and Eddy 1996 Study

A

train chimp to extend hand to human experimenters to request food

–> chimps only ‘begged’ when experimenter could see them/was not blindfolded

91
Q

Valence Hypothesis (Povinelli/Eddy study)

A

chimps have a generatl notion of perceptual acces based on body orientation (face/eyes play no role)

92
Q

Kaminiski 2004

A

rebutted the valence hypothesis; chimps only had one communicator to choose from= demonstrates chimps are sensitive to where they are looking = sensitivity to face especially

kaiminsi argues= humans body orientation + face orientation are 2 separate things (body= disposition to give subject food, but face= human able to see begging gesture)

93
Q

what did the kaminsiki and hare find

A

sensitivity to face disposition in chimps

94
Q

do chimps really understand about seeing?

A
  • chimps follow gaze of conspecifics/humans past distctators and ‘check back’
  • chimps use appropriate gestures depending on visual access of recipeitent
  • chimps know when they have seen something and select different foods depending on whether competitor has visual access (differentiate between transparent/split barriers)
95
Q

Whiten 1994 argument on mind reading

A
  • argues that the ‘principle of parsimony/morgans canon’ suggests that the number of explanations required to support the scoffer explanations is more than the booster explanation

scoffer= many principles of learning to be invoked (evil eye hypothesis, valence hypothesis, learned conditional discrimination, etc)

booster= chimps understand seeting

96
Q

tit for tat

A

a strategy in the ‘prissoners’ dilmenna where u follow what the other person does
(cooperate on first move and then copy move of player)

used as an evolutionary stable strategy (ESS) im primates when decideing whether to be altruistic/selfish

  • –> increased by kinship/viscocity
  • -> need for predictaiblity and ritual to maintian mutual trust

– >payoffs must follow rank order (Both sides must see mutual cooperation as favourable)

97
Q

viscocity

A

tendence of individuals to continue living close to the place they were born

98
Q

Santos, Nissen and Ferrugia 2005 studied…

A

Rhesus monkeys and cognition in Cayo Santiago istlands: explored whether they could tell the difference between hearing + knowing

results= monkeys prefer taking food (grade) from SILENT conditions (silent container as opposed to noisy) only when silence is relevant to obtaineing food undetected

99
Q

strategic deception account + HQ food

A

monkeys withold food calls in presence of high quality food= to increase access to it themselves (Whiten= Byrne)

100
Q

rhesus monkeys in the wild and deception

A

withold vocal signals around high quality food to consume more themselves

101
Q

tactical deception+ HQ food

A

monkey flexible decides how to proceed when encountering food (whether cooperation/rank, etc)

102
Q

intentional deception

A

theory of mind (whiten-byrne); animals understand individuals have mental states (beliefs/knowledge/intentions) other than their own so intentially without food calls because recognize food call would attract others

103
Q

are chimps alone in tactical deception?

A

nope! rhesus monkeys also choose from that is hidden from gaze of human competitiors

104
Q

what do Santos et al study show

A
  1. rhesus monkeys can reason about unaobservable perceptive state (hearing) of others
  2. monkeys can put together information about what competitor can hear + can see and act on that
  3. monkeys recognize different between seeing/not seeing AND ALSO hearing/not hearing
105
Q

tomasello= how do animals learn

A
  1. social learnign
  2. stimulus enhancment
  3. emulation
106
Q

emulation learning

A

social learning where subjects attempt to reproduce observed end result without copying behavioural methods of demosntrater (tomasello)

107
Q

conventionalization

A

a communicatory signal created by two organisms who shape each others behaviour in repeated instances of social interaction

108
Q

Tomasello et al 1993 study

A

studiedd differences between ‘enculturated’ and ‘wild’ chimps to see if mother-reared chimps produce novel actions of language

result= enculturated chimps/human children imitate HUMAN novel actions whereas wild chimps dont= shows species variation not as strong but environmental one is

= ingroup vs outgroup learning

109
Q

three characteristics (tomasello) of human societies

A
  1. alll traditions practiced by all in a society for group membership (universality)
  2. methods of differen tpeople are similar (uniformity)
  3. shared cultural history of culture that resulted in this ratchet effect (history)
110
Q

Boesch 19993 study findings

A
  • –> Tai forest+
    1. leap clipping is a noise-making gesture to indicate target location of movile group
  1. for other gorp members= its used when RESTING

shows= behaviour varies among individuals

Primate Study (Actual) (32 decks)

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