Elisabetta Visalberghi

Specific Social Influences On the Acceptance of Novel Foods In 2–5-Year-Old Children

Social influences have been shown to be very important to overcome food neophobia in young children. However, there is no experimental evidence about whether social influences on food acceptance are specific, that is if models eating the same food as the child are more effective in promoting food acceptance than models eating a different food. We assessed childrens behavior towards novel foods when an adult model (a) was not eating (Presence condition), (b) was eating a food of a Different color (Different color condition), and (c) was eating a food of the Same color (Same color condition). We tested 27 children (ages 2- to 5-years-old) recruited from The Pennsylvania State University day-care facilities. Results show that children accepted and ate their novel food more in the Same color condition than in the Different color and in the Presence conditions. Therefore, in young children food acceptance is promoted by specific social influences. These data indicate that children are more likely to eat new food if others are eating the same type of food than when others are merely present or eating another kind of food.

Lack of comprehension of cause−effect relations in tool-using capuchin monkeys (Cebus apella)

Four tufted capuchin monkeys (Cebus apella), successful in a tool task in which they used a stick to push a reward out of a tube, were tested in a similar task, with a tube with a hole and a small trap. Depending on where the stick was inserted, the reward was pushed either out of the tube or into the trap. With the trap-tube task, we assessed whether the monkeys understood the cause-effect relation between their behavior and the outcome. In Experiment 1, each subject underwent 14 10-trial blocks with the trap tube. Three subjects performed at chance level. The 4th subjects (Rb) performance improved, reaching 95% success in the last 6 blocks. In Experiment 2, Rb received additional tests to investigate its successful strategy further. Rb solved the trap-tube task by means of a distance-based, associative rule. The performances of the 4 subjects indicate that they did not take into account the effects of their actions on the reward.

The Evolution of Self-Control

Significance Although scientists have identified surprising cognitive flexibility in animals and potentially unique features of human psychology, we know less about the selective forces that favor cognitive evolution, or the proximate biological mechanisms underlying this process. We tested 36 species in two problem-solving tasks measuring self-control and evaluated the leading hypotheses regarding how and why cognition evolves. Across species, differences in absolute (not relative) brain volume best predicted performance on these tasks. Within primates, dietary breadth also predicted cognitive performance, whereas social group size did not. These results suggest that increases in absolute brain size provided the biological foundation for evolutionary increases in self-control, and implicate species differences in feeding ecology as a potential selective pressure favoring these skills. Cognition presents evolutionary research with one of its greatest challenges. Cognitive evolution has been explained at the proximate level by shifts in absolute and relative brain volume and at the ultimate level by differences in social and dietary complexity. However, no study has integrated the experimental and phylogenetic approach at the scale required to rigorously test these explanations. Instead, previous research has largely relied on various measures of brain size as proxies for cognitive abilities. We experimentally evaluated these major evolutionary explanations by quantitatively comparing the cognitive performance of 567 individuals representing 36 species on two problem-solving tasks measuring self-control. Phylogenetic analysis revealed that absolute brain volume best predicted performance across species and accounted for considerably more variance than brain volume controlling for body mass. This result corroborates recent advances in evolutionary neurobiology and illustrates the cognitive consequences of cortical reorganization through increases in brain volume. Within primates, dietary breadth but not social group size was a strong predictor of species differences in self-control. Our results implicate robust evolutionary relationships between dietary breadth, absolute brain volume, and self-control. These findings provide a significant first step toward quantifying the primate cognitive phenome and explaining the process of cognitive evolution.

Tool use in capuchin monkeys: Distinguishing between performing and understanding

A horizontal plexiglas tube containing a food-reward was presented to four naive tufted capuchins and suitable sticks were provided to push the reward out. Three monkeys out of four spontaneously used the tools and showed very different styles of solving the task. In more complex conditions, in which the sticks needed to be combined or actively modified in order to become effective, the monkeys were always successful; however, their performance was loaded with errors which did not disappear throughout the trials. Evidence of a difference between success in solving the problem and its understanding was found. This suggests that although capuchins can discover new means through active experimentation, they do not mentally represent the characteristics necessary for a tool to be effective, nor do they modify the tool appropriately beforehand. At this level, a major difference with chimpanzees emerges.

Tool Use in Cebus

This paper summarizes early anecdotal information and systematic studies of tool use in capuchin monkeys (Cebus spp.). Tool use in capuchins is neither context specific nor stereotyped. The success of capuchins in using tools and in exploiting a variety of food resources in the wild derives from several factors: their manipulative abilities, interest in external objects and a tendency to explore the environment. In using tools, capuchins are similar to apes and more proficient than other monkey species. A cognitive approach indicates, however, that (in contrast with chimpanzees) they never develop an understanding of the requirements of the tool tasks presented.

Performance in a tool-using task by common chimpanzees (Pan troglodytes), bonobos (Pan paniscus), an orangutan (Pongo pygmaeus), and capuchin monkeys (Cebus apella).

Performance by individual animals of three species of great apes (Pan troglodytes, Pan paniscus, and Pongo pygmaeus) and capuchin monkeys (Cebus apella) was assessed by presenting a food treat inside a clear tube. The subjects readily used a straight stick to obtain the food. When sticks were bundled together, the apes immediately unwrapped the bundle to obtain an individual stick, whereas capuchins attempted to insert the bundled sticks. When a misshapen stick was provided, apes, but not capuchins, showed an improvement in terms of modifying the misshapen stick before insertion. Our results indicate that all these species can solve these tasks. However, only the performance of apes is consistent with emerging comprehension of the causal relations required for the avoidance of errors in the more complex tasks.

Capuchin Monkeys Display Affiliation Toward Humans Who Imitate Them

Monkey See Human Do Imitation has been put forth as one mechanism through which cultural learning occurs. Paukner et al. (p. 880; see the Perspective by Call and Carpenter) now demonstrate that imitation may also contribute to prosocial behaviors. Capuchin monkeys behaved in a more affiliative manner—as assessed by direction of gaze, physical proximity, and token exchange—toward humans who imitated them as compared to humans who performed the same movements, but did not do so simultaneously. The chameleon effect also operates in monkeys. During social interactions, humans often unconsciously and unintentionally imitate the behaviors of others, which increases rapport, liking, and empathy between interaction partners. This effect is thought to be an evolutionary adaptation that facilitates group living and may be shared with other primate species. Here, we show that capuchin monkeys, a highly social primate species, prefer human imitators over non-imitators in a variety of ways: The monkeys look longer at imitators, spend more time in proximity to imitators, and choose to interact more frequently with imitators in a token exchange task. These results demonstrate that imitation can promote affiliation in nonhuman primates. Behavior matching that leads to prosocial behaviors toward others may have been one of the mechanisms at the basis of altruistic behavioral tendencies in capuchins and in other primates, including humans.

COMPREHENSION OF CAUSE-EFFECT RELATIONS IN A TOOL-USING TASK BY CHIMPANZEES (PAN TROGLODYTES)

Five chimpanzees (Pan troglodytes) were tested to assess their understanding of causality in a tool task. The task consisted of a transparent tube with a trap-hole drilled in its middle. A reward was randomly placed on either side of the hole. Depending on which side the chimpanzee inserted the stick into, the candy was either pushed out of the tube or into the trap. In Experiment 1, the success rate of 2 chimpanzees rose highly above chance, but that of the other subjects did not. Results show that the 2 successful chimpanzees selected the correct side for insertion beforehand. Experiment 2 ruled out the possibility that their success was due to a distance-based associative rule, and the results favor an alternative hypothesis that relates success to an understanding of the causal relation between the tool-using action and its outcome.

Tool use inCebus apella: A case study

The case of a captive Cebus apella,capable of utilizing detached objects as true hammering tools in cracking nuts open, is investigated. In the experimental task administered, the monkey was offered nuts of two different sizes, hazelnuts and walnuts, and a choice among three “hammers” of different percussional efficacy. Its performance was compared to that of one of its cagemates that did not use tools and to its own performance in the absence of tools. Results show that there was a consistent choice of the most efficient tool, that tool use greatly reduces the amount of time needed to crack a nut open (in comparison with either the action of the teeth or pounding the nut against a hard substrate), and that the efficacy of tool use is not conditioned by the relative hardness or size of the nut. In the light of these results, the role of tool use in the exploitation of food resouces is discussed.

Socially biased learning in monkeys.

We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids’ more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning.