Jackie Chappell

Selection of tool diameter by New Caledonian crows Corvus moneduloides

One important element of complex and flexible tool use, particularly where tool manufacture is involved, is the ability to select or manufacture appropriate tools anticipating the needs of any given task—an ability that has been rarely tested in non-primates. We examine aspects of this ability in New Caledonian crows—a species known to be extraordinary tool users and manufacturers. In a 2002 study, Chappell and Kacelnik showed that these crows were able to select a tool of the appropriate length for a task among a set of different lengths, and in 2002, Weir, Chappell and Kacelnik showed that New Caledonian crows were able to shape unfamiliar materials to create a usable tool for a specific task. Here we examine their handling of tool diameter. In experiment 1, we show that when facing three loose sticks that were usable as tools, they preferred the thinnest one. When the three sticks were presented so that one was loose and the other two in a bundle, they only disassembled the bundle when their preferred tool was tied. In experiment 2, we show that they manufacture, and modify during use, a tool of a suitable diameter from a tree branch, according to the diameter of the hole through which the tool will have to be inserted. These results add to the developing picture of New Caledonian crows as sophisticated tool users and manufacturers, having an advanced level of folk physics.

Making tools isn’t child’s play

Tool making evidences intelligent, flexible thinking. In Experiment 1, we confirmed that 4- to 7-year-olds chose a hook tool to retrieve a bucket from a tube. In Experiment 2, 3- to 5-year-olds consistently failed to innovate a simple hook tool. Eight-year-olds performed at mature levels. In contrast, making a tool following demonstration was easy for even the youngest children. In Experiment 3, childrens performance did not improve given the opportunity to manipulate the objects in a warm-up phase. Childrens tool innovation lags substantially behind their ability to learn how to make tools by observing others.

Extreme binocular vision and a straight bill facilitate tool use in New Caledonian crows.

Humans are expert tool users, who manipulate objects with dextrous hands and precise visual control. Surprisingly, morphological predispositions, or adaptations, for tool use have rarely been examined in non-human animals. New Caledonian crows Corvus moneduloides use their bills to craft complex tools from sticks, leaves and other materials, before inserting them into deadwood or vegetation to extract prey. Here we show that tool use in these birds is facilitated by an unusual visual-field topography and bill shape. Their visual field has substantially greater binocular overlap than that of any other bird species investigated to date, including six non-tool-using corvids. Furthermore, their unusually straight bill enables a stable grip on tools, and raises the tool tip into their visual fields binocular sector. These features enable a degree of tool control that would be impossible in other corvids, despite their comparable cognitive abilities. To our knowledge, this is the first evidence for tool-use-related morphological features outside the hominin lineage.

Vision, touch and object manipulation in Senegal parrots Poicephalus senegalus

Parrots are exceptional among birds for their high levels of exploratory behaviour and manipulatory abilities. It has been argued that foraging method is the prime determinant of a birds visual field configuration. However, here we argue that the topography of visual fields in parrots is related to their playful dexterity, unique anatomy and particularly the tactile information that is gained through their bill tip organ during object manipulation. We measured the visual fields of Senegal parrots Poicephalus senegalus using the ophthalmoscopic reflex technique and also report some preliminary observations on the bill tip organ in this species. We found that the visual fields of Senegal parrots are unlike those described hitherto in any other bird species, with both a relatively broad frontal binocular field and a near comprehensive field of view around the head. The behavioural implications are discussed and we consider how extractive foraging and object exploration, mediated in part by tactile cues from the bill, has led to the absence of visual coverage of the region below the bill in favour of more comprehensive visual coverage above the head.

The puzzling difficulty of tool innovation: Why can't children piece their knowledge together?

Tool innovation-designing and making novel tools to solve tasks-is extremely difficult for young children. To discover why this might be, we highlighted different aspects of tool making to children aged 4 to 6 years (N=110). Older children successfully innovated the means to make a hook after seeing the pre-made target tool only if they had a chance to manipulate the materials during a warm-up. Older children who had not manipulated the materials and all younger children performed at floor. We conclude that childrens difficulty is likely to be due to the ill-structured nature of tool innovation problems, in which components of a solution must be retrieved and coordinated. Older children struggled to bring to mind components of the solution but could coordinate them, whereas younger children could not coordinate components even when explicitly provided.

The development of tool manufacture in humans: what helps young children make innovative tools?

We know that even young children are proficient tool users, but until recently, little was known about how they make tools. Here, we will explore the concepts underlying tool making, and the kinds of information and putative cognitive abilities required for children to manufacture novel tools. We will review the evidence for novel tool manufacture from the comparative literature and present a growing body of data from children suggesting that innovation of the solution to a problem by making a tool is a much more challenging task than previously thought. Childrens difficulty with these kinds of tasks does not seem to be explained by perseveration with unmodified tools, difficulty with switching to alternative strategies, task pragmatics or issues with permission. Rather, making novel tools (without having seen an example of the required tool within the context of the task) appears to be hard, because it is an example of an ‘ill-structured problem’. In this type of ill-structured problem, the starting conditions and end goal are known, but the transformations and/or actions required to get from one to the other are not specified. We will discuss the implications of these findings for understanding the development of problem-solving in humans and other animals.

Individual differences in children's innovative problem-solving are not predicted by divergent thinking or executive functions

Recent studies of childrens tool innovation have revealed that there is variation in childrens success in middle-childhood. In two individual differences studies, we sought to identify personal characteristics that might predict success on an innovation task. In Study 1, we found that although measures of divergent thinking were related to each other they did not predict innovation success. In Study 2, we measured executive functioning including: inhibition, working memory, attentional flexibility and ill-structured problem-solving. None of these measures predicted innovation, but, innovation was predicted by childrens performance on a receptive vocabulary scale that may function as a proxy for general intelligence. We did not find evidence that childrens innovation was predicted by specific personal characteristics.

Development of planning in 4- to 10-year-old children: reducing inhibitory demands does not improve performance

Currently, there are relatively few tasks suitable for testing planned problem solving in children. We presented 4- to 10-year-old children (N=172) with two planning tasks (sequential planning and advance planning) using the paddle-box apparatus, which was originally designed to investigate the planning skills of nonhuman apes. First, we were interested in the development of childrens performance in the two tasks and whether the strategies children used to succeed differed among age groups. Performance improved significantly across age groups in both tasks. Strategies for success in the advance planning task differed among age groups, with 4- and 5-year-olds performing more excess actions, and a greater proportion of irrelevant excess actions, than older children. Findings are discussed in relation to the development of performance in tower tasks, which are a commonly used test of planning ability in humans. Second, based on previous findings with apes, we predicted that introducing measures to reduce the inhibitory demands of the advance planning task would improve childrens performance. Therefore, in this study we introduced two methodological alterations that have been shown to improve childrens performance in other tasks with inhibitory demands: (a) imposing a short delay before a child is allowed to act and (b) replacing reward items with symbolic tokens. Surprisingly, neither of these measures improved the performance of children in any of the age groups, suggesting that, contrary to our prediction, inhibitory control might not be a key performance-limiting factor in the advance planning paddle-box task.

What cognitive strategies do orangutans (Pongo pygmaeus) use to solve a trial-unique puzzle-tube task incorporating multiple obstacles?

Apparently sophisticated behaviour during problem-solving is often the product of simple underlying mechanisms, such as associative learning or the use of procedural rules. These and other more parsimonious explanations need to be eliminated before higher-level cognitive processes such as causal reasoning or planning can be inferred. We presented three Bornean orangutans with 64 trial-unique configurations of a puzzle-tube to investigate whether they were able to consider multiple obstacles in two alternative paths, and subsequently choose the correct direction in which to move a reward in order to retrieve it. We were particularly interested in how subjects attempted to solve the task, namely which behavioural strategies they could have been using, as this is how we may begin to elucidate the cognitive mechanisms underpinning their choices. To explore this, we simulated performance outcomes across the 64 trials for various procedural rules and rule combinations that subjects may have been using based on the configuration of different obstacles. Two of the three subjects solved the task, suggesting that they were able to consider at least some of the obstacles in the puzzle-tube before executing action to retrieve the reward. This is impressive compared with the past performances of great apes on similar, arguably less complex tasks. Successful subjects may have been using a heuristic rule combination based on what they deemed to be the most relevant cue (the configuration of the puzzle-tube ends), which may be a cognitively economical strategy.

Biological and artificial cognition: what can we learn about mechanisms by modelling physical cognition problems using artificial intelligence planning techniques?

Do we fully understand the structure of the problems we present to our subjects in experiments on animal cognition, and the information required to solve them? While we currently have a good understanding of the behavioural and neurobiological mechanisms underlying associative learning processes, we understand much less about the mechanisms underlying more complex forms of cognition in animals. In this study, we present a proposal for a new way of thinking about animal cognition experiments. We describe a process in which a physical cognition task domain can be decomposed into its component parts, and models constructed to represent both the causal events of the domain and the information available to the agent. We then implement a simple set of models, using the planning language MAPL within the MAPSIM simulation environment, and applying it to a puzzle tube task previously presented to orangutans. We discuss the results of the models and compare them with the results from the experiments with orangutans, describing the advantages of this approach, and the ways in which it could be extended.