The development and flexibility of gaze alternations in bonobos and chimpanzees

Infants’ early gaze alternations are one of their first steps towards a sophisticated understanding of the social world. This ability, to gaze alternate between an object of interest and another individual also attending to that object, has been considered foundational to the development of many complex social‐cognitive abilities, such as theory of mind and language. However, to understand the evolution of these abilities, it is important to identify whether and how gaze alternations are used and develop in our closest living relatives, bonobos (Pan paniscus) and chimpanzees (Pan troglodytes). Here, we evaluated the development of gaze alternations in a large, developmental sample of bonobos (N = 17) and chimpanzees (N = 35). To assess the flexibility of ape gaze alternations, we tested whether they produced gaze alternations when requesting food from a human who was either visually attentive or visually inattentive. Similarly to human infants, both bonobos and chimpanzees produced gaze alternations, and did so more frequently when a human communicative partner was visually attentive. However, unlike humans, who gaze alternate frequently from early in development, chimpanzees did not begin to gaze alternate frequently until adulthood. Bonobos produced very few gaze alternations, regardless of age. Thus, it may be the early emergence of gaze alternations, as opposed gaze alternations themselves, that is derived in the human lineage. The distinctively early emergence of gaze alternations in humans may be a critical underpinning for the development of complex human social‐cognitive abilities.     

Object play as a mediator of the role of exploration in communication skills development

In this study, we investigated exploration and language development, particularly whether preliminary object play mediates the role of exploration in gesture and speech production. We followed 27 infants, aged 8–17 months, and gathered data on the frequency of their exploration, preliminary functional acts with single or multiple objects, and communicative behaviors (e.g., gesturing and single-word utterances). The results of our path analysis indicated that exploration had a direct effect on single-object play, which, in turn, affected gesturing and advanced object play. Gesturing as well as single and multi-object play affected speech production. These findings suggest that exploration is associated with language development. This association may be facilitated by object play milestones in which infants recall the object’s function, which strengthens their memory and representation skills. Further, recalling the usage of an object by the caregivers may encourage an infant’s overall imitation tendency, which is important for learning how to communicate with gestures and words.     

Beyond you and I: role play and reflection-in-action in communication training

This article will explore the development of communication training within nurse training. Beginning by outlining current thinking around this practice, it then discusses Schön’s notion of reflective practice and its frequently cited relevance to nursing before pointing out some of its limitations. In particular, it looks at the limitations of the individual being able to critically reflect on their self within a broader social context. Drawing on the theories of Habermas and Bourdieu, it suggests that encouraging a greater awareness of one’s own social context, and hence of one’s own subject position, would develop a deeper awareness of other potential perspectives and a better ability to listen to patients. Finally, it argues for the use of role play in assisting nurses to gain such awareness, particularly in difficult clinical situations such as end-of-life care.     

Internal representational models of peers: implications for the development of problematic behavior.

The authors investigated the relation between children's knowledge structures for peers and externalizing behavior problems. Initial levels of aggression were evaluated in 135 boys and 124 girls (Grades 1-3; 40% African American, 60% Caucasian) in Year 1 and again in Years 6 and 9. In Year 6, 3 aspects of their social knowledge structures were assessed: quality, density, and appropriateness. Results indicate that knowledge structures are related to children's concurrent levels of externalizing behaviors and that knowledge structures are related to children's concurrent levels of externalizing behaviors and predict externalizing behaviors 3 years later even after controlling for current levels of behavior. In addition, knowledge structures in Year 6 mediate the relation between aggression in Year 1 and externalizing behaviors in Year 9. The role of knowledge structures in the maintenance and growth of children's antisocial behavior is discussed.     

The ontogeny of intentional communication in chimpanzees in the wild

The onset of intentional communication in children's first year of life represents a major milestone in human cognitive development. Similarly, it is well established that our closest living relatives, the great apes, communicate with signals characterized by at least first‐order intentionality. Despite the well‐documented influence of developmental experiences on socio‐cognitive abilities in apes, the developmental trajectory of intentional signal use as well as effects of social exposure remain poorly understood under naturalistic conditions. Here, we addressed these issues by studying the ontogeny of intentional communication in chimpanzee infants of two subspecies (Pan troglodytes schweinfurthii/verus) and communities living in their natural environments. Overall, we found that gestures and bimodal signal combinations were most commonly accompanied by markers of intentional communication: audience checking, persistence to the goal, and sensitivity to recipient’s attentional state. Within individuals, the proportion of communicative behaviours associated with goal persistence and sensitivity to attention increased with age. Cross‐sectional comparisons between infants revealed an age effect on the use of audience checking. Context, interaction partner and site affiliation affected the production of specific markers irrespective of infants' age. The present study provided hitherto undocumented evidence for the development of three important markers of intentional communication in great apes. Moreover, our results suggest that social exposure impacts early intentional signal use.     

The role of joint attention in the development of infants' play with objects

Year-old infants' play was scored within and outside joint attention with mother and when alone for four levels of maturity: stereotypical, inappropriate relational, appropriate relational, functional. Maternal sensitivity within joint attention was rated on two measures: following infants' interests and scaffolding infants' activities. Infants' play was more advanced with mother than when alone. With mother, infants had more functional and appropriate relational play within joint attention and more stereotypical play outside joint attention, indicating more advanced play within joint attention and more immature play outside joint attention. Functional play within joint attention, but not outside joint attention, correlated with functional play when alone. Mothers' ability to scaffold infants' activities within joint attention may be particularly facilitative to infants' advanced play.     

The repertoire and intentionality of gestural communication in wild chimpanzees

A growing body of evidence suggests that human language may have emerged primarily in the gestural rather than vocal domain, and that studying gestural communication in great apes is crucial to understanding language evolution. Although manual and bodily gestures are considered distinct at a neural level, there has been very limited consideration of potential differences at a behavioural level. In this study, we conducted naturalistic observations of adult wild East African chimpanzees (Pan troglodytes schweinfurthii) in order to establish a repertoire of gestures, and examine intentionality of gesture production, use and comprehension, comparing across manual and bodily gestures. At the population level, 120 distinct gesture types were identified, consisting of 65 manual gestures and 55 bodily gestures. Both bodily and manual gestures were used intentionally and effectively to attain specific goals, by signallers who were sensitive to recipient attention. However, manual gestures differed from bodily gestures in terms of communicative persistence, indicating a qualitatively different form of behavioural flexibility in achieving goals. Both repertoire size and frequency of manual gesturing were more affiliative than bodily gestures, while bodily gestures were more antagonistic. These results indicate that manual gestures may have played a significant role in the emergence of increased flexibility in great ape communication and social bonding.     

Evolutionary roots of intuitive parenting: Maternal competence in chimpanzees

Intuitive parenting behaviours have been shown to be universal in humans and appear to be based on psychobiological preadaptedness. This study is an exploration of the evolutionary roots of intuitive parenting through naturalistic observation of mother chimpanzees' interaction with their very young infants. Maternal competence is demonstrated initially through the behaviours of carrying the newborn infant and allowing the infant to nurse. Very early mother–infant interactions include play, ‘exercise’, cradling and grooming. Chimpanzee mothers also assess their offspring's behavioural state and muscle tone through visual inspections and movement of legs, arms, fingers and toes. Chimpanzee mothers and infants, as early as 2 weeks of age, spend some time in mutual gaze. Neonatal chimpanzees are capable of sustained face-to-face interactions, as these were observed in nursery-reared chimpanzee interactions with human adults; however, it appears that chimpanzee mothers encourage mutual gaze with their infants for only brief durations. Chimpanzees with good maternal competence exhibit sensitive responsivity to infants' communicatory signals. Thus the results of this study support the claim that there are evolutionary and comparative foundations of intuitive parenting evident in the maternal behaviour and maternal competence of chimpanzees.     

The development of representational insight: beyond the model/room paradigm

Two experiments were conducted to determine whether very young children have difficulty with dual representations when change in perspective has been eliminated, that is, the task no longer requires transfer between a traversable and surveyable array. In a preliminary experiment children 30 and 36 months of age attempted to transfer an action observed with one of four tools associated with a child-size workbench to a miniature replica of that workbench or vice versa. Children at both ages exhibited limited success on both transfer and memory trials; the demands of selecting a tool and transferring the appropriate imitative response were hypothesized to exceed their processing capacity. A second experiment using an object-retrieval procedure involving the two workbenches revealed successful transfer by 36-month-olds, but not 30-month-olds. The results confirm that limitations in dual representation extend to contexts other than the room and model of the room paradigm where spatial perspective differs. The results are discussed in terms of procedures that support or interfere with children’s ability to demonstrate symbolic insight.     

The role of representational volatility in recognizing pre- and postchange objects

Theories relating attention to change blindness (CB) imply that representations of objects in the focus of attention are stable and coherent. However, CB occurs for objects in the focus of attention. Here, we explore this apparent contradiction and the possibility that changes can be detected without having a complete and stable representation of the prechange object. The first experiment required observers to recognize a prechange object and a postchange object after viewing arrays of various sizes in which the prechange object was replaced by the postchange object after a brief delay. Results indicated that the representation of the prechange object was strong enough to cue a change but not strong enough to support accurate recognition. The remaining experiments demonstrated that the representation of the prechange object is volatile in that a shift in the display or the presence of a postchange object can disrupt the representation. These findings add to current theories of attention and representations by showing that attention may result in volatile representations that can support change detection without supporting accurate recognition.     

The representational status of pretence: Evidence from typical development and autism

The question of whether understanding pretend play requires meta‐representational skill was examined among typically developing children and individuals with autism. Participants were presented with closely equated true and false pretence trials in which they had to judge a protagonist's pretend reading of a situation, which either matched or differed from their own. Results showed that individuals' theory of mind abilities determined their performance on false, but not true, pretence trials. These findings imply that meta‐representation is involved when an individual has to make sense of a pretend state of mind that differs from their own, but, crucially, they also show that pretend play can often be understood without meta‐representational competence.     

The development of numerical estimation: evidence against a representational shift

How do our mental representations of number change over development? The dominant view holds that children (and adults) possess multiple representations of number, and that age and experience lead to a shift from greater reliance upon logarithmically organized number representations to greater reliance upon more accurate, linear representations. Here we present a new theoretically motivated and empirically supported account of the development of numerical estimation, based on the idea that number‐line estimation tasks entail judgments of proportion. We extend existing models of perceptual proportion judgment to the case of abstract numerical magnitude. Two experiments provide support for these models; three likely sources of developmental change in children’s estimation performance are identified and discussed. This work demonstrates that proportion‐judgment models provide a unified account of estimation patterns that have previously been explained in terms of a developmental shift from logarithmic to linear representations of number.     

Social influences on cognitive strategies and cognitive development: The role of communication and instruction

Cognitive strategy training has been shown empirically to be extremely effective in enhancing learning and memory performance in retarded individuals. However, the theoretical status and applied utility of the strategy concept has been subjected to increasing criticism, particularly regarding the lack of definition and specificity in its use, when it is involved in instructional procedures applied to typical learning and information processing tasks. Extensions of research in language and communication provide a social basis for analyzing instruction, in terms of communication theory and pragmatics, and a possible approach to more general studies of the skills and strategies of information processing. The question arises whether rather disparate views of cognitive processing systems can be synthesized, or, by their mutual consideration, at least provide a basis for clearer articulation of research issues. A synthesis of prominent usages of the “strategic processing” construct derived from the social basis of communication theory is advanced.     

Pretend play and development in early childhood (with implications for the oedipal phase)

Pretend play reflects both the unique mental organization and the developmental challenges of early to middle childhood, with a trajectory that parallels the monumental transformation of the toddler to the school-age child. Despite evidence for various forms of playing throughout the life cycle, the flowering of symbolic play in this phase is specific, essential, and typically transient in terms of its dominance in the life of the child. It reflects the simultaneous emergence, processing, and integration of the remarkable developmental advances occurring during this period, most especially the capacity to symbolize, in the service of the exponentially expanded psychosexual/social/emotional force field implied in the contemporary use of the term oedipus complex. Moreover, it constitutes a particular mental organization and ego state, with idiosyncratic mentation, affect regulation, and relationship to inner and outer experience, that accompanies the child's gradual orientation to consensual reality. Subsequent access to some form of this state varies widely among individuals but is rarely fully comparable.     

The development of a greeting signal in wild chimpanzees

Adult chimpanzees produce a unique vocal signal, the pant-grunt, when encountering higher-ranking group members. The behaviour is typically directed to a specific receiver and has thus been interpreted as a 'greeting' signal. The alpha male obtains a large share of these calls, followed by the other adult males of the group. In this study, we describe the development of pant-grunting behaviour from the first grunt-like calls of newborn babies to the fully developed pant-grunts in adults. Although babies produce grunts from very early on, they are not directed to others until about 2 months of age. Subsequently, socially directed grunting steadily increases in frequency to peak around 7 months of age, but then decreases again to reach a nadir in older infants and juveniles, while the specificity in use increases. During adolescence, grunt production increases again with grunts given most frequently to socially relevant individuals. As young chimpanzees are closely affiliated to their mothers for the first decade of their lives, we also compared the grunting patterns of mothers and their offspring, which revealed some influences in pant-grunt production. In conclusion, the acquisition of pant-grunting behaviour in chimpanzees is a long-lasting process with distinct developmental phases in which social influences by the mother and other group members are likely to play a role.     

Different social motives in the gestural communication of chimpanzees and human children

Both chimpanzees and human infants use the pointing gesture with human adults, but it is not clear if they are doing so for the same social motives. In two studies, we presented chimpanzees and human 25-month-olds with the opportunity to point for a hidden tool (in the presence of a non-functional distractor). In one condition it was clear that the tool would be used to retrieve a reward for the pointing subject (so the pointing was selfish or 'for-me'), whereas in the other condition it was clear that the tool would be used to retrieve the reward for the experimenter (so the pointing was helpful or 'for-you'). The chimpanzees pointed reliably only when they themselves benefited, whereas the human children pointed reliably no matter who benefited. These results are interpreted as evidence for the especially cooperative nature of human communication.     

Intentional communication in the chimpanzee: The development of deception

Communication about the location of a hidden incentive was studied in chimpanzee-human dyads, in which each member of a pair served alternately as “sender” and “recipient” of information. When the human cooperated with the chimpanzee in finding the goal, from the very beginning the chimpanzees were able to produce and comprehend behavioral cues which conveyed accurate locational information. When the human and chimpanzee competed for the goal, the chimpanzees learned both to withhold information or mislead the recipient, and to discount or controvert the sender's own misleading cues. The chimpanzee's ability to convey and utilize both accurate and misleading information, by taking into account the nature of the sender or recipient, provides evidence of a capacity for intentional communication in this nonhuman primate species.     

Peer play,emotion understanding,and socio‐moral explanation: The role of gender

Engagement in peer play is an important factor in young children's adjustment as they make the transition to school. We evaluated individual differences in peer play within a sample of 58 children aged 4–5 years. Among boys, but not among girls, emotion understanding and verbal ability independently served as positive predictors of interactive peer play and negative predictors of disconnected play. Among girls, but not among boys, interactive peer play and socio‐moral reasoning about peer conflict situations independently predicted sociometric most‐like nominations. The results provide a foundation for further research on divergence in the early peer play of girls and boys.