Socioecology of wild bearded capuchin monkeys (Sapajus libidinosus): an analysis of social relationships among female primates that use tools in feeding

Verderane, Michele P.; Izar, Patrícia; Visalberghi, Elisabetta; Fragaszy, Dorothy M.

doi:10.1163/1568539x-00003076

Cited by 58 publications

(129 citation statements)

References 70 publications

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“…Members of this group of monkeys routinely crack nuts using stone hammers at many anvils scattered across their home range (49)(50)(51). In this study, one observer continuously recorded the focal young monkey's behavior.…”

Section: Temporal Dynamics Of Social Influence As a Window On Sustainmentioning

confidence: 99%

Synchronized practice helps bearded capuchin monkeys learn to extend attention while learning a tradition

Fragaszy

Eshchar

Visalberghi

et al. 2017

Proc. Natl. Acad. Sci. U.S.A.

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Culture extends biology in that the setting of development shapes the traditions that individuals learn, and over time, traditions evolve as occasional variations are learned by others. In humans, interactions with others impact the development of cognitive processes, such as sustained attention, that shape how individuals learn as well as what they learn. Thus, learning itself is impacted by culture. Here, we explore how social partners might shape the development of psychological processes impacting learning a tradition. We studied bearded capuchin monkeys learning a traditional tool-using skill, cracking nuts using stone hammers. Young monkeys practice components of cracking nuts with stones for years before achieving proficiency. We examined the time course of young monkeys' activity with nuts before, during, and following others' cracking nuts. Results demonstrate that the onset of others' cracking nuts immediately prompts young monkeys to start handling and percussing nuts, and they continue these activities while others are cracking. When others stop cracking nuts, young monkeys sustain the uncommon actions of percussing and striking nuts for shorter periods than the more common actions of handling nuts. We conclude that nut-cracking by adults can promote the development of sustained attention for the critical but less common actions that young monkeys must practice to learn this traditional skill. This work suggests that in nonhuman species, as in humans, socially specified settings of development impact learning processes as well as learning outcomes. Nonhumans, like humans, may be culturally variable learners.T raditions are behaviors shared among members of a group that are reliably learned by new individuals, in part, with social support (1). The concept of tradition highlights behavioral consistency over time and across individuals. Here, we emphasize the origin of traditions in learning. Learned behavior is one manifestation of developmental plasticity, and generation of novel behavior is another. Novel behavioral variants may be learned by others, thus modifying existing traditions or leading to new ones (2). In this way, developmental plasticity enables heritable modification of behavior through learning, with the result that culture may extend biology (3, 4). Traditions appear to be widespread in the animal kingdom (5-7), leading theorists to propose that cultural evolution, rather than being restricted to recent human history, has general evolutionary significance (8, 9). Apes (6, 10) and monkeys provide several examples of traditions. Among monkeys, for example, vervet monkeys learn their mothers' food-processing techniques (11) and white-faced capuchin monkeys learn odd social games, such as poking a finger in another monkey's eye, that become established intermittently in groups (2, 12).Given the essential role of learning in traditions, cognitive processes associated with learning that show developmental plasticity themselves, should be incorporated into our understanding of how culture can...

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Section: Temporal Dynamics Of Social Influence As a Window On Sustainmentioning

confidence: 99%

Synchronized practice helps bearded capuchin monkeys learn to extend attention while learning a tradition

Fragaszy

Eshchar

Visalberghi

et al. 2017

Proc. Natl. Acad. Sci. U.S.A.

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“…Typically, an anvil site accommodates one individual at a time, though, in Spagnoletti's study, in 25% of episodes there was more than one individual cracking at the same anvil [54]. In general, while one individual is cracking a nut other individuals with nuts 'wait' nearby for their turn to use the anvil and the stone; in these cases, dominant individuals may try to displace lower ranking individuals from the anvil, who in turn may carry nuts to other anvil sites, including anvil sites out of view [25,55]. Capuchins do not transport loads of nuts as chimpanzees do ( figure 2c,d).…”

Section: Behaviourmentioning

confidence: 99%

“…However, given the competitive nature of access to nuts and anvils in capuchins [55], this must be done carefully, since capuchins' decisions about whether and what object to transport, and where to take it, are influenced by the immediate social context as well as by the properties of potential tools and anvils.…”

Section: (B) Differencesmentioning

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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“…Macacos-prego (gênero Sapajus) alimentam-se preferencialmente de recursos agregados espacialmente no habitat, o que permite monopolização e, portanto, gera competição direta (com potencial agonismo) ( Izar, 2004;Suscke, 2014;Verderane, Izar, Visalberghi, & Fragaszy, 2013). Complementam sua dieta com recursos uniformemente distribuídos no habitat, pelos quais competem indiretamente.…”

Section: Objetivosunclassified

“…A espécie S. libidinosus também se alimenta de frutos encapsulados que requerem o uso de ferramentas para acessar seu endocarpo (Fragaszy, Izar, Visalberghi, Ottoni, & De Oliveira, 2004;Ottoni & Izar, 2008). Essas ferramentas, pedras usadas para bater no fruto contra outras pedras ou troncos, precisam ter características de dureza, tamanho e peso que permitam serem usadas como tal (Visalberghi et al, 2007) e são encontradas em locais determinados, tendo uma distribuição agregada (Visalberghi et al, 2007) de modo que o uso dessas ferramentas também geram disputa direta (Verderane et al, 2013 Bitetti (2003), levando à sugestão de que sua função é indicar a disponibilidade do emissor para aproximação de outros indivíduos (Di Bitetti, 2003). Em contexto de forrageamento (tanto busca por alimento quanto alimentação em fontes dispersas e agregadas), são emitidas vocalizações do tipo "chihui", sendo consideradas vocalizações de alimento menos específicas ).…”

Section: Objetivosunclassified

Vocalizações de alimentação de macacos-prego (Sapajus libidinosus): Investigação sobre fatores causais e função

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Experimental, pelo vínculo necessário para a realização desse trabalho. À FAPESP, por conceder a bolsa de mestrado e o auxílio que me ajudou a ir para o campo.À minha orientadora professora Dra. Patrícia Izar, por me apoiar e estimular minhas ideias que deram origem a esse mestrado, por sempre estar disposta a discutir e me orientar de forma a me ajudar a crescer nesse início de jornada que é a carreira acadêmica. À Dra. Dorothy Fragasy por ceder os equipamentos para a gravação, ao Prof. Dr. José Siqueira pela ajuda na análise estatística e ao laboratório de bioacústica da Prof. Dra. PatríciaMonticelli por todo o suporte para análise acústica. Ao Prof. Dr. Rogério Grassetto por sempre estar disposto a me explicar e tirar minhas dúvidas sobre análise de som e à Natalia Albuquerque por me ajudar a mexer no programa que não era nada familiar para mim. À Monique Bastos, pela disposição em conversar e tirar minhas dúvidas sobre vocalizações.Não poderia deixar de agradecer Mario di Bitetti e Brandon Wheeler pela disposição em ouvir e dar opinião sobre as vocalizações que gravei.À toda a família M da Boa Vista, por sempre me receber de uma maneira muito acolhedora e permitir que o trabalho fosse feito em sua propriedade. Agradeço especialmente à Maria, pelas deliciosas comidas e conversas, ao Marcio e ao Marcos, pela grande ajuda no campo com a coleta de dados e por me ensinarem a reconhecer os macacos e conversarem sobre comportamentos -comportamentos que só quem acompanha os animais todos os dias saberia falar sobre -ao Cláudio e ao Arizó, pela companhia no campo e conversas que deixaram o trabalho de campo mais leve.A todos os colegas de laboratório, pelas discussões acadêmicas que me ajudaram a desenvolver meu trabalho. Mais especificamente gostaria de agradecer o Andrés, a Marcela, a Adriana e a Alice, por estarem comigo desde o início, me fazendo companhia e tornando o meu dia-a-dia mais leve (e mais cafeinado), ao casal italiano, Lucas e Noemi, ao casal espanhol, Irene e Marcelo, a Rachel. Mari Fogaça e a francesa-brasileira Marie, pelas companhias e momentos de diversão, que são necessários para manter uma vida pessoal saudável, à Mari Fogaça e ao Lucas, de novo, por me apresentarem o Carlos Botelho, iniciando minha experiência de campo. Agradeço a Olívia Mendonça e ao Dilmar Oliveira, pelas sugestões na minha qualificação e à Michele, que se dispôs a fazer parte da banca e sempre esteve presente nas reuniões e nas minhas apresentações, ajudando, junto com outros colegas, a construir meu trabalho.Agradeço aos meus familiares que sempre apoiaram as minhas decisões, e acompanharam de perto desde o início da faculdade até hoje, possibilitando que eu traçasse todo esse caminho até eu chegar aqui.A todos meus amigos que de alguma forma me deram suporte. Mais especificamente a minha "roomie", a Tuts, que me acompanhou desde a faculdade e aguentou minhas crises, minhas ansiedades, meus medos, sempre me ouvindo e me ajudando. Por fim agradeço a Karen pela companhia, pelo apoio, pela paciência e pelo carinho. A competiç...

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Socioecology of wild bearded capuchin monkeys (Sapajus libidinosus): an analysis of social relationships among female primates that use tools in feeding

Cited by 58 publications

References 70 publications

Synchronized practice helps bearded capuchin monkeys learn to extend attention while learning a tradition

Synchronized practice helps bearded capuchin monkeys learn to extend attention while learning a tradition

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

Vocalizações de alimentação de macacos-prego (Sapajus libidinosus): Investigação sobre fatores causais e função

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