The study of tool use as the way for general estimation of cognitive abilities in animals

Investigation of tool use is an effective way to determine cognitive abilities of animals. This approach raises hypotheses, which delineate limits of animal's competence in understanding of objects properties and interrelations and the influence of individual and social experience on their behaviour. On the basis of brief review of different models of manipulation with objects and tools manufacturing (detaching, subtracting and reshaping) by various animals (from elephants to ants) in natural conditions the experimental data concerning tool usage was considered. Tool behaviour of anumals could be observed rarely and its distribution among different taxons is rather odd. Recent studies have revealed that some species (for instance, bonobos and tamarins) which didn't manipulate tools in wild life appears to be an advanced tool users and even manufacturers in laboratory. Experimental studies of animals tool use include investigation of their ability to use objects physical properties, to categorize objects involved in tool activity by its functional properties, to take forces affecting objects into account, as well as their capacity of planning their actions. The crucial question is whether animals can abstract general principles of relations between objects regardless of the exact circumstances, or they develop specific associations between concerete things and situations. Effectiveness of laboratory methods is estimated in the review basing on comparative studies of tool behaviour, such as "support problem", "stick problem", "tube- and tube-trap problem", and "reserve tube problem". Levels of social learning, the role of imprinting, and species-specific predisposition to formation of specific domains are discussed. Experimental investigation of tool use allows estimation of the individuals' intelligence in populations. A hypothesis suggesting that strong predisposition to formation of specific associations can serve as a driving force and at the same time as obstacle to animals' activity is discussed. In several "technically gifted" species (such as woodpecker finches, New Caledonian crows, and chimpanzees) tool use seems to be guided by a rapid process of trial and error learning. Individuals that are predisposed to learn specific connections do this too quickly and thus become enslaved by stereotypic solutions of raising problems.     

Individual and social learning processes involved in the acquisition and generalization of tool use in macaques

Macaques can efficiently use several tools, but their capacity to discriminate the relevant physical features of a tool and the social factors contributing to their acquisition are still poorly explored. In a series of studies, we investigated macaques' ability to generalize the use of a stick as a tool to new objects having different physical features (study 1), or to new contexts, requiring them to adapt the previously learned motor strategy (study 2). We then assessed whether the observation of a skilled model might facilitate tool-use learning by naive observer monkeys (study 3). Results of study 1 and study 2 showed that monkeys trained to use a tool generalize this ability to tools of different shape and length, and learn to adapt their motor strategy to a new task. Study 3 demonstrated that observing a skilled model increases the observers' manipulations of a stick, thus facilitating the individual discovery of the relevant properties of this object as a tool. These findings support the view that in macaques, the motor system can be modified through tool use and that it has a limited capacity to adjust the learnt motor skills to a new context. Social factors, although important to facilitate the interaction with tools, are not crucial for tool-use learning.     

Tree cricket baffles are manufactured tools

Tree crickets use sound to attract mates and make acoustic baffles to increase their sound production efficiency. It has been recently discovered that these insects use a flexible yet inherited behavioural programme to make acoustically optimal baffles. Whether these baffles qualify as tools, however, remains controversial. Here, baffle‐using and baffle‐making behaviours are analysed using the most current and authoritative definition of tool use. The current definition of tool use does not require the tool to be detached from the substrate and includes attached but manipulable external objects. Given this schema, tree cricket baffles, which are attached but manipulated prior to use, must be considered tools. The mode of manufacture for a baffle is “Subtract,” and the mode of use is “Drape”.     

Tusks and tools – Experiments in carving mammoth ivory

In the past, the author replicated several Stone Age art objects, preferentially those made from mammoth tusk, using authentic tools and techniques. This contribution describes the results of his research work and the experiences he collected during the experiments, not only in relation to the material and its properties but also concerning the use of flint tools and their technical aspects. In addition, the author gives a brief overview about his subsequent considerations regarding early artisans, their skills and their social position.     

From the "Modern Synthesis" to cybernetics: Ivan Ivanovich Schmalhausen (1884-1963) and his research program for a synthesis of evolutionary and developmental biology

Ivan I. Schmalhausen was one of the central figures in the Russian development of the "Modern Synthesis" in evolutionary biology. He is widely cited internationally even today. Schmalhausen developed the main principles of his theory facing the danger of death in the totalitarian Soviet Union. His great services to evolutionary and theoretical biology are indisputable. However, the received view of Schmalhausen's contributions to evolutionary biology makes an unbiased reading of his texts difficult. Here we show that taking all of his works into consideration (including those only available in Russian) paints a much more dynamic and exciting picture of what he tried to achieve. Schmalhausen pioneered the integration of a developmental perspective into evolutionary thinking. A main tool for achieving this was his approach to living objects as complex multi-level self-regulating systems. Schmalhausen put enormous effort into bringing this idea into fruition during the final stages of his career by combining evolutionary theory with cybernetics. His results and ideas remain thought-provoking, and his texts are of more than just historical interest.     

Art and Agency: A Reassessment

In his book, Art and agency , Alfred Gell presents a theory of art based neither on aesthetics nor on visual communication. Art is defined by the distinctive function it performs in advancing social relationships through 'the abduction of agency'. Art objects are indexes of the artist's or model's agency. This article examines Gell's use of agency, particularly in relation to the ritual art that is central to his argument. Focusing on Gell's employment of Peirce's term 'index' (out of his triad of index, icon, and symbol), I note that Peirce's approach deflects attention from signification towards the link between art works and the things to which they refer. I consider what Peirce meant by abduction, and conclude that while Gell makes a good case for the agency of art objects he does not explain the distinctive ways in which art objects extend their maker's or user's agency. Gell lacked the time to make detailed revisions before publication and I acknowledge that, given more time, he might have revised some parts of the book.     

Grounding word learning in space

Humans and objects, and thus social interactions about objects, exist within space. Words direct listeners' attention to specific regions of space. Thus, a strong correspondence exists between where one looks, one's bodily orientation, and what one sees. This leads to further correspondence with what one remembers. Here, we present data suggesting that children use associations between space and objects and space and words to link words and objects--space binds labels to their referents. We tested this claim in four experiments, showing that the spatial consistency of where objects are presented affects children's word learning. Next, we demonstrate that a process model that grounds word learning in the known neural dynamics of spatial attention, spatial memory, and associative learning can capture the suite of results reported here. This model also predicts that space is special, a prediction supported in a fifth experiment that shows children do not use color as a cue to bind words and objects. In a final experiment, we ask whether spatial consistency affects word learning in naturalistic word learning contexts. Children of parents who spontaneously keep objects in a consistent spatial location during naming interactions learn words more effectively. Together, the model and data show that space is a powerful tool that can effectively ground word learning in social contexts.     

Fishing with a Bait or Lure: A Brief Review of the Cognitive Issues

Bait fishing is a behaviour described in only 12 species of birds, seven of which belong to the family Ardeidae (herons), the remaining five are scattered among four other bird families. This behaviour is defined as having the following characteristics: (1) Objects placed by the bait fisher on the water are buoyant and within a radius at which the fisher can strike at prey. (2) The objects attract or distract the fisher’s prey, with the effect that the fisher enhances its chances of prey capture. A review of the literature indicates that bait items are both selected from and placed within the environment to achieve enhanced prey capture success. It is concluded that bait fishing is a real and distinctive behaviour. The evolutionary route to bait fishing has most likely been through an association between particular floating objects and the occurrence of fish prey. The repositioning of these floating objects and the collection of objects of similar character would have then been sufficient to achieve the bait fishing behaviour now seen. Bait fishing falls within a commonly used definition of tool use. However, it is argued that, as with tool use and tool making in general, this does not necessarily imply special cognitive ability. The rare occurrence of bait fishing both within and across species as could be an indication of cognitive constraint; but this remains undemonstrated. Alternatively, this rarity could be explained if fishing is rarely more profitable than alternative foraging tactics.     

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.     

Acquisition and development of monkey tool-use: behavioral and kinematic analyses

Four Japanese macaques were trained in the use of a T-shaped rake. Use the tool and development of the level of the skill of tool-use took place in three distinct stages. During stage 1, two of the monkeys seemed to use insight for initial solution, while fortuitous experiences led the other two monkeys to the solution. All the monkeys used the tool in a stereotyped manner and could retrieve food only when the tool was placed close to the food. At stage 2 the monkeys became able to manipulate the tool in various ways and became able to retrieve the food regardless of its position. By stage 3 they had developed the level of skill required for efficient retrieval. Further experiments revealed that the monkeys attempted to use unfamiliar objects which were similar to the original tool in shape, but not spherical or ring-shaped objects, to rake in the food.     

“That land of flowers,swamps and alligators”: S. B. Buckley’s 1843 trip up the St. Johns River,Florida

In 1843 S. B. Buckley (1809–1884) traveled up the St. Johns River, Florida in search of plants, shells, and possibly other natural history objects. Buckley encountered many difficulties in interior Florida and his trip did not live up to his original expectations. It was unfortunate that the took years to distribute his plant specimens, since few botanists or naturalists had preceded him into that poorly explored region.     

L’analyse des unités techno-fonctionnelles appliquée à l’étude du macro-outillage néolithique

Ground stone tools are lithic tools made on coarse blanks that are not included in the chipped or polished stone studies. During the study of a ground stone tools collection coming from the Campaniform site of Beg ar Loued (Molène island, Finistère, France), the techno-functional unit (TFU) analysis as been adapted to these objects. A TFU is a part of a tool that is technologically independent, having his own part in this tool's overall functioning. The application of this method to ground stone tools needed some adaptations to their characteristics. The aim is to obtain a high level technological analysis for these tools, succeeding to express functional hypothesis. Two concrete examples from Beg ar Loued's collection illustrate the TFU analysis method's application to ground stone tools. This method has the advantage to organize the progress of each piece's analysis. The TFU analysis helps to understand the multifunctional tools by considering each function as a full tool. This allows us to talk about function's hierarchisation and their adaptation to blanks. We also obtain some informations about blank's selection. These many and varied results make the TFU analysis essential for ground stone tool's technological and functional analysis.     

Insightful problem solving in an Asian elephant

The "aha" moment or the sudden arrival of the solution to a problem is a common human experience. Spontaneous problem solving without evident trial and error behavior in humans and other animals has been referred to as insight. Surprisingly, elephants, thought to be highly intelligent, have failed to exhibit insightful problem solving in previous cognitive studies. We tested whether three Asian elephants (Elephas maximus) would use sticks or other objects to obtain food items placed out-of-reach and overhead. Without prior trial and error behavior, a 7-year-old male Asian elephant showed spontaneous problem solving by moving a large plastic cube, on which he then stood, to acquire the food. In further testing he showed behavioral flexibility, using this technique to reach other items and retrieving the cube from various locations to use as a tool to acquire food. In the cube's absence, he generalized this tool utilization technique to other objects and, when given smaller objects, stacked them in an attempt to reach the food. The elephant's overall behavior was consistent with the definition of insightful problem solving. Previous failures to demonstrate this ability in elephants may have resulted not from a lack of cognitive ability but from the presentation of tasks requiring trunk-held sticks as potential tools, thereby interfering with the trunk's use as a sensory organ to locate the targeted food.     

How tufted capuchin monkeys (Cebus apella spp) and common chimpanzees (Pan troglodytes) align objects to surfaces: insights into spatial reasoning and implications for tool use

This report addresses phylogenetic variation in a spatial skill that underlies tool use: aligning objects to a feature of a surface. Fragaszy and Cummins-Sebree's [Behavioral and Cognitive Neuroscience Reviews 4:282-306, 2005] model of relational spatial reasoning and Skill Development and Perception-Action theories guided the design of the study. We examined how capuchins and chimpanzees place stick objects of varying shapes into matching grooves on a flat surface. Although most individuals aligned the long axis of the object with the matching groove more often than expected by chance, all typically did so with poor precision. Some individuals managed to align a second feature, and only one (a capuchin monkey) achieved above-chance success at aligning three features with matching grooves. Our findings suggest that capuchins and chimpanzees do not reliably align objects along even one axis, and that neither species can reliably or easily master object placement tasks that require managing two or more spatial relations concurrently. Moreover, they did not systematically vary their behavior in a manner that would aid discovery of the affordances of the stick-surface combination beyond sliding the stick along the surface (which may have provided haptic information about the location of the groove). These limitations have profound consequences for the forms of tool use we can expect these individuals to master.     

Goffin's cockatoos discriminate objects based on weight alone

Paying attention to weight is important when deciding upon an object''s efficacy or value in various contexts (e.g. tool use, foraging). Proprioceptive discrimination learning, with objects that differ only in weight, has so far been investigated almost exclusively in primate species. Here, we show that while Goffin''s cockatoos learn faster when additional colour cues are used, they can also quickly learn to discriminate between objects on the basis of their weight alone. Ultimately, the birds learned to discriminate between visually identical objects on the basis of weight much faster than primates, although methodological differences between tasks should be considered.     

Weeds of Kentucky and Adjacent States. A field guide. By Patricia Dalton Haragan The University Press of Kentucky, Lexington, KY 40506-0336

In 1843 S. B. Buckley (1809–1884) traveled up the St. Johns River, Florida in search of plants, shells, and possibly other natural history objects. Buckley encountered many difficulties in interior Florida and his trip did not live up to his original expectations. It was unfortunate that the took years to distribute his plant specimens, since few botanists or naturalists had preceded him into that poorly explored region.     

Observation learning of tool use by captive Guinea baboons (Papio papio)

A subadult male from a captive group of Guinea baboons learned, by trial-and-error, to use a tool to rake in food. He then used the tool 104 times over 26 days, thereby providing the group with most of its food. No other group member used the tool during this period. The tool user was removed, and the remainder of the group was given access to the display. None imitated his tool use. It took longer for another finally to learn to use the tool than it had for the initial solution. However, compared with the period before initial solution, group members manipulated the tool more frequently and touched the food pan with the tool nearly twice as many times after the tool user's separation. This type of tool use appears to be too complex for baboons to imitate directly. However, as a result of observing successful tool use, they attend more to the problem and manipulate the tool more frequently and more accurately. This increase in frequency and accuracy may, in turn, accelerate acquisition of the response by observers through instrumental trial-and-error learning.     

Capuchin monkey tool use and Léon Croizat's ideas on the evolution of human behavior.

This note reviews Léon Croizat's ideas about the evolution of human behavior, based on his evaluation of the tool use capabilities of a capuchin monkey. Croizat theorized mainly on his orthogenetic view to explain such behavior. Interesting enough is the timeframe (1962) and context of his statement and the monkey's model used for such explanation. In this direction, some comments are provided considering the current knowledge of capuchin tool using and its potential implications for modeling hominid evolution.     

A primer to scaffolded DNA origami

Molecular self-assembly with scaffolded DNA origami enables building custom-shaped nanometer-scale objects with molecular weights in the megadalton regime. Here we provide a practical guide for design and assembly of scaffolded DNA origami objects. We also introduce a computational tool for predicting the structure of DNA origami objects and provide information on the conditions under which DNA origami objects can be expected to maintain their structure.     

Discovering and learning tool-use for fishing honey by captive chimpanzees

Wild chimpanzees commonly use sticks to fish for termites, ants or honey. This ability seems to be socially transmitted to juveniles by their mothers across generations. In a natural environment, the limited visibility of this behavior with regards to the extent of stick's insertion and about the success or failure in fishing hinders the study of the underlying learning processes. This study explores the discovery and learning of tool use for fishing honey in an artificial hive by a group of four captive chimpanzees. The discovery of tool use was accidental and coactive. The speed with which the group of experimentally naive chimpanzees discovered and learned tool use suggests that wild chimpanzees of different populations independently discovered the fishing behavior. The alpha male and his ally learned before the subordinates. Here, trial-and-error learning was, as in monkeys, the main process allowing the acquisition of the tool-use technique. However, the observation of conspecifics allowed the orientation of the experimentation by the selection of clues. As suggested by Tomaselloet al. (1987). it is the understanding of the function of the tool,i.e. the cause-effect relations between the action of the demonstrator, the type of tool and the task to accomplish which confer to chimpanzees and advantage over monkeys.