Do rhesus monkeys (Macaca mulatta) attribute knowledge and ignorance to others?

The ability of 4 rhesus monkeys (Macaca mulatta) to understand the causal connection between seeing and knowing was investigated. The subjects were tested to determine if they could discriminate between information provided by experimenters who randomly alternated between roles of guesser and knower. In a series of tests, the knower either hid food under 1 of 3 cups or watched as someone else hid the food. The guesser waited outside the room or covered her or his head until the food was hidden. The subjects watched this procedure occur but could not see which cup the food was hidden under. The knower pointed to the correct cup while the guesser pointed to an incorrect one. None of the macaques provided any evidence that they realized the different states of knowledge possessed by the guesser and knower. The results are consistent with the hypothesis that rhesus macaques are incapable of making inferences about the mental states of others.     

How much memory does oculomotor search have?

Research has demonstrated that oculomotor visual search is guided by memory for which items or locations within a display have already been inspected. In the study reported here, we used a gaze-contingent search paradigm to examine properties of this memory. Data revealed a memory buffer for search history of three to four items. This buffer was effected in part by a space-based trace attached to a location independently of whether the object that had been seen at that position remained visible, and was subject to interference from other stimuli seen in the course of a trial.     

Human sensitivity to reinforcement in operant choice: How much do consequences matter?

The results of many human operant conditioning experiments appear to show that humans are less sensitive than nonhumans to operant consequences, suggesting species discontinuities in basic behavioral processes. A reanalysis of 31l data sets from 25 studies employing variable-interval schedules of reinforcement designed to assess sensitivity to reinforcement corroborates the claim that human behavioral allocation among alternatives often deviates from predictions based on rates of experimentally programmed consequences. Close inspection of the studies in question, however, suggests that methodological issues contribute heavily to the differences noted so far between humans and nonhumans and that an explanation based upon species discontinuities is not tenable.     

Switching behaviour as a function of number of options: How much is too much for consumer choice decisions?

The number of alternatives for consumers in almost all purchase situations is increasing at an extremely rapid pace. Although more choices may have many benefits to the consumers, recent studies on choice overload have found that choosing from large alternatives may lead to negative consequences. Majority of the choice overload research has compared only two groups of small versus large assortment size. In extant literature, there is no clarity as to what are small and large assortment sizes. Assortment size used as small in one study has been used as large in some other studies. Small assortment size varied from 2 to 60 choices and large assortment size from 3 to 300 choices in past studies, and the presence of choice overload has been reported at completely different levels of assortment sizes. This study has used an array of six choice sets from 6 to 36 options as compared to just two groups of small versus large assortment. Switching likelihood of consumers was used to capture the choice overload effect in this study. The probability of consumers switching their earlier choice was plotted as a function of number of options using binary logistic regression. Results showed that probability of switching was almost a linearly increasing function of assortment size from 6 to 36 options. The graph of predicted probabilities from 2 to 300 options showed a sharp increase in switching behaviour initially and subsequent flattening of the curve when options became very large.     

How much attention does an event file need?

Attentional requirements for the spontaneous integration of stimulus and response features were analyzed. In line with previous findings, carrying out a prepared response to the onset of a stimulus created bindings between the response and the features of that stimulus, thereby impairing subsequent performance on mismatching stimulus-response combinations. Findings demonstrate that a stimulus gets bound to a response even if its presence is neither necessary nor useful for the task at hand, it follows rather than precedes the response in time, it competes with a task-relevant stimulus, and if the response is suppressed--but only if the stimulus appears close to the response's eventual execution or abandonment. A multiple-integration model is suggested that assumes that the integration of stimulus features in perception and of response features in action planning are local processes that are independent of stimulus-response integration, which presumably is triggered by the success of the perception-action episode.     

Macaques’ (Macaca mulatta) use of numerical cues in maze trials

We tested the ability of number-trained rhesus monkeys to use Arabic numeral cues to discriminate between different series of maze trials and anticipate the final trial in each series. The monkeys prior experience with numerals also allowed us to investigate spontaneous transfer between series. A total of four monkeys were tested in two experiments. In both experiments, the monkeys were trained on a computerized task consisting of three reinforced maze trials followed by one nonreinforced trial. The goal of the maze was an Arabic numeral 3, which corresponded to the number of reinforced maze trials in the series. In experiment 1 (n=2), the monkeys were given probe trials of the numerals 2 and 4 and in experiment 2 (n=2), they were given probe trials of the numerals 2–8. The monkeys receiving the probe trials 2 and 4 showed some generalization to the new numerals and developed a pattern of performing more slowly on the nonreinforced trial than the reinforced trial before it for most series, indicating the use of the changing numeral cues to anticipate the nonreinforced trial. The monkeys receiving probe trials of the numerals 2–8 did not predict precisely when the nonreinforced trial would occur in each series, but they did incorporate the changing numerals into their strategy for performing the task. This study provides the first evidence that number-trained monkeys can use Arabic numerals to perform a task involving sequential presentations.     

Visual nesting of stimuli affects rhesus monkeys’ (Macaca mulatta) quantity judgments in a bisection task

Nonhuman animals are highly proficient at judging relative quantities presented in a variety of formats, including visual, auditory, and even cross-modal formats. Performance typically is constrained by the ratio between sets, as would be expected under Weber’s law and as is described in the approximate number system (ANS) hypothesis. In most cases, tests are designed to avoid any perceptual confusion for animals regarding the stimulus sets, but despite this, animals show some of the perceptual biases that humans show based on organization of stimuli. Here, we demonstrate an additional perceptual bias that emerges from the illusion of nested sets. When arrays of circles were presented on a computer screen and were to be classified as larger than or smaller than an established central value, rhesus monkeys (Macaca mulatta) underestimated quantities when circles were nested within each other. This matched a previous report with adult humans (Chesney & Gelman, Attention, Perception, & Psychophysics 24:1104–1113, 2012), indicating that macaques, like humans, show the pattern of biased perception predicted by ANS estimation. Although some macaques overcame this perceptual bias, demonstrating that they could come to view nested stimuli as individual elements to be included in the estimates of quantity used for classifying arrays, the majority of the monkeys showed the bias of underestimating nested arrays throughout the experiment.     

Do rhesus monkeys (Macaca mulatta) perceive the Zöllner illusion?

A long-standing debate surrounds the issue of whether human and nonhuman animals share the same perceptual mechanisms. In humans, the Zöllner illusion occurs when two parallel lines appear to be convergent when oblique crosshatching lines are superimposed. Although one baboon study suggests that they too might perceive this illusion, the results of that study were unclear, whereas two recent studies suggest that birds see this illusion in the opposite direction from humans. It is currently unclear whether these mixed results are an artifact of the experimental design or reflect a peculiarity of birds’ visual system or, instead, a wider phenomenon shared among nonhuman mammals. Here, we trained 6 monkeys to select the narrower of two gaps at the end of two convergent lines. Three different conditions were set up: control (no crosshatches), perpendicular (crosshatches not inducing the illusion), and Zöllner (crosshatches inducing the illusion in humans). During training, the degrees of convergence between the two lines ranged from 15° to 12°. Monkeys that reached the training criterion were tested with more difficult discriminations (11°–1°), including probe trials with parallel lines (0°). The results showed that monkeys perceived the Zöllner illusion in the same direction as humans. Comparison of these data with the data from bird studies points toward the existence of different orientation-tuned mechanisms between primate and nonprimate species.     

How are number words mapped to approximate magnitudes?

How do we map number words to the magnitudes they represent? While much is known about the developmental trajectory of number word learning, the acquisition of the counting routine, and the academic correlates of estimation ability, previous studies have yet to describe the mechanisms that link number words to nonverbal representations of number. We investigated two mechanisms: associative mapping and structure mapping. Four dot array estimation tasks found that adults' ability to match a number word to one of two discriminably different sets declined as a function of set size and that participants' estimates of relatively large, but not small, set sizes were influenced by misleading feedback during an estimation task. We propose that subjects employ structure mappings for linking relatively large number words to set sizes, but rely chiefly on item-by-item associative mappings for smaller sets. These results indicate that both inference and association play important roles in mapping number words to approximate magnitudes.     

恒河猴(Macaca mulatta)学习辨别数多少能力的实验研究

本实验通过对三只恒河猴学习辨别数多少及辨别迁移限度的研究,发现恒河猴有学习辨别数多少的能力,并至少能通过迁移辨别到7:9,对于恒河猴是否有数概念,本文也作了初步的探讨。     

How do we convert a number into a finger trajectory?

How do we understand two-digit numbers such as 42? Models of multi-digit number comprehension differ widely. Some postulate that the decades and units digits are processed separately and possibly serially. Others hypothesize a holistic process which maps the entire 2-digit string onto a magnitude, represented as a position on a number line. In educated adults, the number line is thought to be linear, but the “number sense” hypothesis proposes that a logarithmic scale underlies our intuitions of number size, and that this compressive representation may still be dormant in the adult brain. We investigated these issues by asking adults to point to the location of two-digit numbers on a number line while their finger location was continuously monitored. Finger trajectories revealed a linear scale, yet with a transient logarithmic effect suggesting the activation of a compressive and holistic quantity representation. Units and decades digits were processed in parallel, without any difference in left-to-right vs. right-to-left readers. The late part of the trajectory was influenced by spatial reference points placed at the left end, middle, and right end of the line. Altogether, finger trajectory analysis provides a precise cognitive decomposition of the sequence of stages used in converting a number to a quantity and then a position.     

How much does the human medial gastrocnemius muscle contribute to ankle torques outside the sagittal plane?

Ankle movements in the frontal plane are less prominent though not less relevant than movements in the plantar or dorsal flexion direction. Walking on uneven terrains and standing on narrow stances are examples of circumstances likely imposing marked demands on the ankle medio-lateral stabilization. Following our previous evidence associating lateral bodily sways in quiet standing to activation of the medial gastrocnemius (MG) muscle, in this study we ask: how large is the MG contribution to ankle torque in the frontal plane? By arranging stimulation electrodes in a selective configuration, current pulses were applied primarily to the MG nerve branch of ten subjects. The contribution of populations of MG motor units of progressively smaller recruitment threshold to ankle torque was evaluated by increasing the stimulation amplitude by fixed amounts. From smallest intensities (12–32 mA) leading to the firstly observable MG twitches in force-plate recordings, current pulses reached intensities (56–90 mA) below which twitches in other muscles could not be observed from the skin. Key results showed a substantial MG torque contribution tending to rotate upward the foot medial aspect (ankle inversion). Nerve stimulation further revealed a linear relationship between the peak torque of ankle plantar flexion and inversion, across participants (Pearson R > .81, p < .01). Specifically, regardless of the current intensity applied, the peak torque of ankle inversion amounted to about 13% of plantar flexion peak torque. Physiologically, these results provide experimental evidence that MG activation may contribute to stabilize the body in the frontal plane, especially under situations of challenged stability.     

Essentialism in the absence of language? Evidence from rhesus monkeys (Macaca mulatta)

We explored whether rhesus monkeys (Macaca mulatta) share one important feature of human essentialist reasoning: the capacity to track category membership across radical featural transformations. Specifically, we examined whether monkeys – like children ( Keil, 1989 ) – expect a transformed object to have the internal properties of its original category. In two experiments, monkeys watched as an experimenter visually transformed a familiar fruit (e.g. apple) into a new kind of fruit (e.g. coconut) either by placing a fruit exterior over the original, or by removing an exterior shell and revealing the inside kind of fruit. The experimenter then pretended to place an inside piece of the transformed fruit into a box which the monkey was allowed to search. Results indicated that monkeys searched the box longer when they found a piece of fruit inconsistent with the inside kind, suggesting that the monkeys expected that the inside of the transformed fruit would taste like the innermost kind they saw. These results suggest that monkeys may share at least one aspect of psychological essentialism: They maintain category‐specific expectations about an object’s internal properties even when that object’s external properties change. These results therefore suggest that some essentialist expectations may emerge in the absence of language, and thus raise the possibility that such tendencies may emerge earlier in human development than has previously been considered.     

How does it feel to become a teacher? Emotions in teacher education

Academic emotions are central ingredients in student teachers’ learning. They have been shown to affect cognitive performance, motivation and achievement (e.g. Linnenbrink-Garcia et al. in Contemp Educ Psychol 36(1):13–24, 2011). However, until recently the role of emotions in student teachers’ learning has largely been neglected (e.g. Ketonen and Lonka in Proc Soc Behav Sci 69(24):1901–1910, 2012). The study focused on exploring the spectrum of academic emotions experienced by 19 student teachers in different academic activities. The results showed that student teachers experience a wide variety of emotions during their studies. A total of 18 different positive emotions and 20 different negative emotions were reported. They explicated more positive than negative emotions. Further investigations showed that student teachers reported more emotional experiences embedded in individual activities than in social activities. The results implied that the spectrum of academic emotions experienced by student teachers is wider than previous literature suggests, and that student teachers experience a wide range of academic emotions in various academic activities provided by teacher education.     

How does it feel to act together?

This paper on the phenomenology of joint agency proposes a foray into a little explored territory at the intersection of two very active domains of research: joint action and sense of agency. I explore two ways in which our experience of joint agency may differ from our experience of individual agency. First, the mechanisms of action specification and control involved in joint action are typically more complex than those present in individual actions, since it is crucial for joint action that people coordinate their plans and actions. I discuss the implications that these coordination requirements might have for the strength of the sense of agency an agent may experience for a joint action. Second, engagement in joint action may involve a transformation of agentive identity and a partial or complete shift from a sense of self-agency to a sense of we-agency. I discuss several factors that may contribute to shaping our sense of agentive identity in joint action.     

How does the hippocampus contribute to memory?

Recently, Wirth et al. reported that hippocampal neurons signal the acquisition of new associations by altering the selectivity of their responses to crucial stimuli. The course of these changes was gradual, with some neurons recruited before, others at the time of, and yet others shortly after learning. These observations suggest the hippocampus might contribute to memory by identifying consistencies across experiences that constitute important new associations.