Specialized use of two fingers in free-ranging aye-ayes (Daubentonia madagascariensis)

The aye-aye (Daubentonia madagascariensis) possesses a highly specialized hand with two fingers, the third and the fourth, being used in a way unparalleled by any other primate. We observed the use of the third and the fourth fingers in various activities in four free-ranging aye-ayes. We found that the thin third finger was used exclusively or preferably for tapping, inserting into the mouth (probably for cleaning the teeth) and probing for nectar, kernels and insects in bamboo, twigs and live wood. In contrast, the robust fourth finger was used preferably when eating jackfruit (Artocarpus heterophyllus). When probing for invertebrates in soft plant tissues and in dead wood, both fingers were used in high proportions. To extract the contents from coconuts, the two fingers were apparently used for different tasks. From this small (686 observations), but unique, study of free-ranging aye-ayes, we conclude that the third finger appears to be specialized for use in tasks requiring high mobility, sensitivity and precision, whereas the fourth finger appears to be specialized for tasks requiring strength, scooping action and deep access.     

Feeding damage left in bamboos,probably by aye-ayes (Daubentonia madagascariensis)

I describe distinctive feeding signs in living tree-bamboo (Ochlandra capitata) in two rain forest areas of Madagascar, for which aye-ayes (Daubentonia madagascariensis) are almost certainly responsible. Aye-ayes are present in both sites.     

Tool use as adaptation

Tool use is a vital component of the human behavioural repertoire. The benefits of tool use have often been assumed to be self-evident: by extending control over our environment, we have increased energetic returns and buffered ourselves from potentially harmful influences. In recent decades, however, the study of tool use in both humans and non-human animals has expanded the way we think about the role of tools in the natural world. This Theme Issue is aimed at bringing together this developing body of knowledge, gathered across multiple species and from multiple research perspectives, to chart the wider evolutionary context of this phylogenetically rare behaviour.     

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.     

The aye-ayes, Daubentonia madagascariensis, at the Paris Zoological Garden: maintenance and preliminary behavioural observations

The history of the aye-aye in captivity outside Madagascar is briefly reviewed. Maintenance conditions of the 3 animals currently housed at the Paris Zoo are described. In addition to providing information on the diet and feeding behaviour of the animals, details of enclosure size, humidity level, temperature, cage furniture and light cycle are provided. Preliminary behavioural observations on mother-infant relationships, grooming, nest building and play are also included.     

Tool use by aquatic animals

Tool-use research has focused primarily on land-based animals, with less consideration given to aquatic animals and the environmental challenges and conditions they face. Here, we review aquatic tool use and examine the contributing ecological, physiological, cognitive and social factors. Tool use among aquatic animals is rare but taxonomically diverse, occurring in fish, cephalopods, mammals, crabs, urchins and possibly gastropods. While additional research is required, the scarcity of tool use can likely be attributable to the characteristics of aquatic habitats, which are generally not conducive to tool use. Nonetheless, studying tool use by aquatic animals provides insights into the conditions that promote and inhibit tool-use behaviour across biomes. Like land-based tool users, aquatic animals tend to find tools on the substrate and use tools during foraging. However, unlike on land, tool users in water often use other animals (and their products) and water itself as a tool. Among sea otters and dolphins, the two aquatic tool users studied in greatest detail, some individuals specialize in tool use, which is vertically socially transmitted possibly because of their long dependency periods. In all, the contrasts between aquatic- and land-based tool users enlighten our understanding of the adaptive value of tool-use behaviour.     

Social intelligence, human intelligence and niche construction

This paper is about the evolution of hominin intelligence. I agree with defenders of the social intelligence hypothesis in thinking that externalist models of hominin intelligence are not plausible: such models cannot explain the unique cognition and cooperation explosion in our lineage, for changes in the external environment (e.g. increasing environmental unpredictability) affect many lineages. Both the social intelligence hypothesis and the social intelligence-ecological complexity hybrid I outline here are niche construction models. Hominin evolution is hominin response to selective environments that earlier hominins have made. In contrast to social intelligence models, I argue that hominins have both created and responded to a unique foraging mode; a mode that is both social in itself and which has further effects on hominin social environments. In contrast to some social intelligence models, on this view, hominin encounters with their ecological environments continue to have profound selective effects. However, though the ecological environment selects, it does not select on its own. Accidents and their consequences, differential success and failure, result from the combination of the ecological environment an agent faces and the social features that enhance some opportunities and suppress others and that exacerbate some dangers and lessen others. Individuals do not face the ecological filters on their environment alone, but with others, and with the technology, information and misinformation that their social world provides.     

Tool use in captive hamadryas baboons

A subadult male of a captive harem of hamadryas baboons learned, by instrumental trial-and-error learning, to use a tool to supply food for the harem. The behavior did not spread through the harem by imitation. The subadult male's rank in the harem's dominance hierarchy did not change as a result of his tool use.     

Tool use by captive pigtailed macaques

A group of pigtailed macaques was given the opportunity to use a rod to reach otherwise unavailable food. Initial solution by one group member resulted from trial and error but subsequent solutions by others were accelerated by three types of observation learning: social facilitation, stimulus enhancement, and imitative copying. The greater capacity of macaques for observation learning may explain the greater incidence of tool behavior and subcultural phenomena among macaques than among other cercopithecines.     

Tool use by a temperate wrasse,California sheephead Semicossyphus pulcher

Multiple individuals of a temperate reef fish species (California sheephead Semicossyphus pulcher) were observed using an anvil to crush hard‐bodied invertebrate prey. Potential implications for this behaviour extend from individuals, which may experience reduced likelihood of injury and increased reproduction, to communities, which could see changes in prey abundance and size‐distribution, with particularly important consequences for communities regulated by top‐down processes. Until relatively recently, the use of simple tools by fishes was overlooked compared with observations of tool use by primates and birds; however, observations of tool use, and interesting foraging behaviours in general, by aquatic organisms should increase with improved underwater monitoring technology.     

Tool use and tool making in wild chimpanzees

Reported incidences of tool use and tool making for three wild chimpanzee populations increase from Mahale (12 and 3 types of use and making, respectively), Gombe (16 and 3) to Ta? (19 and 6). Sticks are commonly used and prepared at all three sites. However, Ta? chimpanzees seem to perform more modifications on the material before using it. They are also the only chimpanzees seen to pound objects with tools and to combine two different tool uses to get access to one food item. Tool making is the rule for abundant material (grass, twigs), but appears to be rarer for scarce, hard material (clubs, stones). Factors involved in the acquisition and the benefit of tool use are discussed along with factors affecting the frequency and complexity of tool making in chimpanzees.     

Tool use, communicative gesture and cerebral asymmetries in the modern human brain

Determining the brain adaptations that underlie complex tool-use skills is an important component in understanding the physiological bases of human material culture. It is argued here that the ways in which humans skilfully use tools and other manipulable artefacts is possible owing to adaptations that integrate sensory-motor and cognitive processes. Data from brain-injured patients and functional neuroimaging studies suggest that the left cerebral hemisphere, particularly the left parietal cortex, of modern humans is specialized for this purpose. This brain area integrates dynamically representations that are computed in a distributed network of regions, several of which are also left-lateralized. Depending on the nature of the task, these may include conceptual knowledge about objects and their functions, the actor's goals and intentions, and interpretations of task demands. The result is the formation of a praxis representation that is appropriate for the prevailing task context. Recent evidence is presented that this network is organized similarly in the right- and left-handed individuals, and participates in the representation of both familiar tool-use skills and communicative gestures. This shared brain mechanism may reflect common origins of the human specializations for complex tool use and language.     

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.     

Tool use by the graphic tuskfish Choerodon graphicus

We describe how the graphic tuskfish Choerodon graphicus in New Caledonia uses rocks and coral heads as anvils to break open bivalves to obtain food. Video revealed that C. graphicus can make as many as 28 strikes on two anvils over 6 min in a single event. This example of tool use in fishes extends the behaviour taxonomically and geographically and supports the hypothesis that tool use may be widespread in wrasses, particularly those in the Choerodon genus.     

Learning, working memory, and intelligence revisited

Based on early findings showing low correlations between intelligence test scores and learning on laboratory tasks, psychologists typically have dismissed the role of learning in intelligence and emphasized the role of working memory instead. In 2006, however, B.A. Williams developed a verbal learning task inspired by three-term reinforcement contingencies and reported unexpectedly high correlations between this task and Raven's Advanced Progressive Matrices (RAPM) scores [Williams, B.A., Pearlberg, S.L., 2006. Learning of three-term contingencies correlates with Raven scores, but not with measures of cognitive processing. Intelligence 34, 177-191]. The present study replicated this finding: Performance on the three-term learning task explained almost 25% of the variance in RAPM scores. Adding complex verbal working memory span, measured using the operation span task, did not improve prediction. Notably, this was not due to a lack of correlation between complex working memory span and RAPM scores. Rather, it occurred because most of the variance captured by the complex working memory span was already accounted for by the three-term learning task. Taken together with the findings of Williams and Pearlberg, the present results make a strong case for the role of learning in performance on intelligence tests.