Distribution of potential suitable hammers and transport of hammer tools and nuts by wild capuchin monkeys

Visalberghi, Elisabetta; Spagnoletti, Noemi; Silva, Eduardo D. Ramos da; Andrade, Fábio Ramos Dias de; Ottoni, Eduardo Β.; Izar, Patrícia; Fragaszy, Dorothy M.

doi:10.1007/s10329-008-0127-9

Cited by 122 publications

(66 citation statements)

References 23 publications

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“…For example, several studies reported the use of hammers and anvils in order to crack nuts in capuchin monkeys [55,56] and chimpanzees [57,58]. These activities may require complex behavioural patterns, such as the selection of an efficient hammer, its transportation to the location of the anvil, and the choice of the most appropriate motor pattern (trajectory, force, etc.).…”

Section: Conclusion and Evolutionary Remarksmentioning

confidence: 99%

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

Macellini

Maranesi

Bonini

et al. 2012

Phil. Trans. R. Soc. B

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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.

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Section: Conclusion and Evolutionary Remarksmentioning

confidence: 99%

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

Macellini

Maranesi

Bonini

et al. 2012

Phil. Trans. R. Soc. B

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“…Apesar das diversas demonstrações da capacidade desses primatas de usarem ferramentas, existe na literatura uma divergência sobre se tal habilidade seria fruto de uma aprendizagem associativa (Visalberghi & Limongelli, 1994;Visalberghi, Fragaszy & Savage-Rumbaugh, 1995) ou se seria fruto da "compreensão" da função da ferramenta (Westergaard & Fragaszy, 1987;Anderson & Henneman, 1994;Lavalle, 1999;Visalberghi et al, 2009). …”

Section: Generality Of Learning In Situations Involving Tool Use By Aunclassified

“…Considerando-se que o comportamento de usar ferramentas observado em primatas não-humanos provê informações fundamentais para a compreensão da evolução do uso de ferramentas em humanos (Visalberghi et al, 2009), principalmente no que tange as investigações sobre a compreensão que tais animais têm do uso que fazem de tais instrumentos (Visalberghi & Tomasello, 1998), torna necessário que se realizem maiores investigações sobre o tema em questão.…”

Section: Pega Delage and Of Galvãounclassified

Generalidade da Aprendizagem em Situações de Uso de Ferramentas por um Macaco-Prego, Cebus Apella

Delage

Galvão

2010

Psic.: Teor. e Pesq.

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RESUMO -Estudos sobre o uso de ferramentas em primatas do gênero Cebus divergem sobre se esta habilidade seria do tipo associativa ou "por compreensão". Estudos mostraram que o uso de ferramentas aprendido em um contexto pode se transferir para outros contextos, indicando que algo além da aprendizagem "estímulo-e-resposta" estaria envolvido. Neste estudo um macaco-prego foi exposto a duas situações problema, uma em que o animal precisava encaixar duas varetas para alcançar um pedaço de alimento e outra em que o animal precisava encaixar outro modelo de varetas para golpear um equipamento. Os resultados mostraram que a resolução do primeiro problema facilitou a resolução do segundo, indicando que em novas situações respostas anteriormente bem sucedidas se tornam mais prováveis.Palavras-chave: Cebus apella; compreensão; generalização; uso de ferramentas. Generality of Learning in Situations Involving Tool Use by a Capuchin MonkeyABSTRACT -Studies with respect to tool use by Cebidae diverge on the question whether this ability is of an associative type, or if an understanding of the function of tools is involved. Studies showed that abilities of tool use learned in one context may transfer to other contexts, indicating that more than "stimulus-response learning" is involved. In this study, a capuchin monkey was exposed to two problem-solving situations, one where two sticks needed to be fit to reach a piece of food and another where the animal needed to fit a different model of sticks to hit an equipment. The results showed that solving the first problem facilitated the solution of the second, indicating that responses which were successful in solving previous problems are more probable to occur in new situations.Keywords: Cebus apella; comprehension; generalization; tool use. (Anderson & Henneman, 1994;Bortolini & Bicca-Marques, 2007;Fragaszy, Visalberghi & Fedigan, 2004).Apesar das diversas demonstrações da capacidade desses primatas de usarem ferramentas, existe na literatura uma divergência sobre se tal habilidade seria fruto de uma aprendizagem associativa (Visalberghi & Limongelli, 1994;Visalberghi, Fragaszy & Savage-Rumbaugh, 1995) ou se seria fruto da "compreensão" da função da ferramenta (Westergaard & Fragaszy, 1987;Anderson & Henneman, 1994;Lavalle, 1999;Visalberghi et al., 2009).Os defensores da primeira posição argumentam que a capacidade de usar ferramentas observadas em macacos--prego seria resultante da alta capacidade manipulativa desses animais e de sua curiosidade aguçada, o que os levaria a fortuitamente contatarem situações em que uma determinada ferramenta se mostrasse útil, a partir de quando eles passariam a responder de maneira estereotipada na presença do estímulo "ferramenta".No outro extremo do debate estão autores, a exemplo dos supracitados, que afirmam que o fato de os animais transportarem ferramentas; escolherem a mais apropriada para uma situação e até mesmo modificá-las antes de usá-las são indícios de que a capacidade desses animais de usar ferramentas vai além da aprendizagem e...

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“…Overall, palm nuts are available all year whereas cashew nuts (Anacardium spp.) are available seasonally ( , respectively [47]). Despite the abundance of palm trees, palm nuts are never very abundant as palms produce them intermittently and in much smaller quantities than, for example, Coula trees.…”

mentioning

confidence: 99%

“…dry cashew nuts, caroba). Light hard stones (less than 0.1-0.2 kg) are present and abundant in all physiognomies [47]). …”

mentioning

confidence: 99%

Percussive tool use by Taï Western chimpanzees and Fazenda Boa Vista bearded capuchin monkeys: a comparison

Visalberghi

Sirianni

Fragaszy

et al. 2015

Phil. Trans. R. Soc. B

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Percussive tool use holds special interest for scientists concerned with human origins. We summarize the findings from two field sites, Taï and Fazenda Boa Vista, where percussive tool use by chimpanzees and bearded capuchins, respectively, has been extensively investigated. We describe the ecological settings in which nut-cracking occurs and focus on four aspects of nut-cracking that have important cognitive implications, namely selection of tools, tool transport, tool modification and modulation of actions to reach the goal of cracking the nut. We comment on similarities and differences in behaviour and consider whether the observed differences reflect ecological, morphological, social and/or cognitive factors. Both species are sensitive to physical properties of tools, adjust their selection of hammers conditionally to the resistance of the nuts and to transport distance, and modulate the energy of their strikes under some conditions. However, chimpanzees transport hammers more frequently and for longer distances, take into account a higher number of combinations of variables and occasionally intentionally modify tools. A parsimonious interpretation of our findings is that morphological, ecological and social factors account for the observed differences. Confirmation of plausible cognitive differences in nut-cracking requires data not yet available.

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Distribution of potential suitable hammers and transport of hammer tools and nuts by wild capuchin monkeys

Cited by 122 publications

References 23 publications

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

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

Generalidade da Aprendizagem em Situações de Uso de Ferramentas por um Macaco-Prego, Cebus Apella

Percussive tool use by Taï Western chimpanzees and Fazenda Boa Vista bearded capuchin monkeys: a comparison

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