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As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials and their learning performances in online learning. It focuses on analysing the learning management system’s log files, test results and students’ responses to an evaluative survey of a bachelor business course at a large Belgian university, which was a blended course turned fully online due to the pandemic circumstance. The first research question concerns how preferences relate to the usage of materials. A cluster analysis was conducted to classify students based on their perceived interest and actual access to learning resources. The results show three clusters of students with different preferences and levels of usage towards the four types of study materials provided in the course. However, the majority showed strong favour for multimedia online learning, with Web lectures being prioritised both in perception and access behaviour, while discussion boards receive mixed opinions and the lowest actual participation. The second question follows these up by linking the preference–usage patterns with academic performances. A multivariate analysis of variance was conducted to compare the learning performances of students with different preference–usage patterns. The results show no significant differences, which means the students’ preferences and/or usage of study materials has little to no impact on their learning performances in the online course. ispartof: European Journal of Open, Distance and e-Learning vol:25 issue:1 pages:16-30 status: Published online

Acquiring mathematical skills is considered a key challenge for modern Artificial Intelligence systems. Inspired by the way humans discover numerical knowledge, here we introduce a deep reinforcement learning framework that allows to simulate how cognitive agents could gradually learn to solve arithmetic problems by interacting with a virtual abacus. The proposed model successfully learn to perform multi-digit additions and subtractions, achieving an error rate below 1% even when operands are much longer than those observed during training. We also compare the performance of learning agents receiving a different amount of explicit supervision, and we analyze the most common error patterns to better understand the limitations and biases resulting from our design choices., Accepted at Northern Lights Deep Learning Conference 2023

International audience; This quantitative review gives an overview of physical understanding (i.e., the ability to represent and use the laws of physics to interact with the physical world) impairments in Alzheimer’s disease (AD), semantic dementia (SD), and corticobasal syndrome (CBS), as assessed mainly with mechanical problem-solving and tool use tests. This review shows that: (1) SD patients have apraxia of tool use because of semantic tool knowledge deficits, but normal performance in tests of physical understanding; (2) AD and CBS patients show impaired performance in mechanical problem-solving tests, probably not because of intrinsic deficits of physical understanding, but rather because of additional cognitive (AD) or motor impairments (CBS); (3) As a result, the performance in mechanical problem-solving tests is not a good predictor of familiar tool use in dementia; (4) Actual deficits of physical understanding are probably observed only in late stages of neurodegenerative diseases, and associated with functional loss.

Tool innovation study to investigate the role of pedagogical cues and peers on innovation rates in 4- to 6-year-old German children.

A growing body of research suggests that performing actions can distort the perception of size, distance, and other visual information. These distortions have been observed under a variety of circumstances, and appear to persist in perception and memory. However, it is unclear whether these distortions persist as observers move to new viewpoints. To address this issue, the present study assessed whether action-specific distortions persist across changes in viewpoint. Participants viewed an object that was projected onto a table, then reached for it with their index finger or a reach-extending tool. After reaching for the object, participants remained stationary or moved to a new viewpoint, then estimated the object’s distance from their current viewpoint. When participants remained stationary, using a reach-extending tool led them to report shorter distance estimates. However, when participants moved to a new viewpoint, these distortions were eliminated. Similar effects were observed when participants produced different types of movement, including when participants rotated in place, moved to a new location, or simply walked in place. Together, these findings suggest that action-specific distortions are eliminated when observers move and perform other actions.

Solving problems in the real world is critical for survival and everyday function. Real-world environments are not predictable but full of new situations and unexpected difficulties and we must learn to solve problems efficiently and adaptively. Unlike associative learning and stimulus generalization, solving problems in an unpredictable environment involves acquiring tools to plan and take appropriate actions on the fly. A central aspect to navigate this environment is having an understanding of the world’s physical dynamics. Previous work used tool-use as a model system to understand factors that facilitate how humans learn to solve new problems . In this experiment, we test the role of variability in training and the impact of positive reward versus penalties for error to solve problems adaptively in young and elderly adults (18-35 and over 65).

Most neuroimaging experiments that investigate how tools and their actions are represented in the brain use visual paradigms where tools or hands are displayed as 2D images and no real movements are performed. These studies discovered selective visual responses in occipito-temporal and parietal cortices for viewing pictures of hands or tools, which are assumed to reflect action processing, but this has rarely been directly investigated. Here, we examined the responses of independently visually defined category-selective brain areas when participants grasped 3D tools. Using real action fMRI and multi-voxel pattern analysis, we found that grasp typicality representations (i.e., whether a tool is being grasped appropriately for use) were decodable from hand-selective areas in occipito-temporal and parietal cortices, but not from tool-, object-, or body-selective areas, even if partially overlapping. Importantly, these effects were exclusive for actions with tools, but not for biomechanically matched actions with control nontools. In addition, decoding of grasp typicality was significantly higher in hand than tool-selective parietal regions. Notably, grasp typicality representations were automatically evoked even when there was no requirement for tool use and participants were naïve to object category (tool vs non-tools). Finding a specificity for typical tool grasping in hand-, rather than tool-, selective regions challenges the long-standing assumption that brain activation for viewing tool images reflects sensorimotor processing linked to tool manipulation. Instead our results show that typicality representations for tool grasping are automatically evoked in visual regions specialised for representing the human hand, the brain’s primarytoolfor interacting with the world.Significance StatementThe unique ability of humans to manufacture and use tools is unsurpassed across the animal kingdom, with tool use considered a defining feature of our species. Most neuroscientific studies that investigate the brain mechanisms that support tool use, record brain activity while people simply view images of tools or hands and not when people perform actual hand movements with tools. Here we show that specific areas of the human visual system that preferentially process hands automatically encode how to appropriately grasp 3D tools, even when no actual tool use is required. These findings suggest that visual areas optimized for processing hands represent fundamental aspects of tool grasping in humans, such as which side they should be grasped for correct manipulation.

G.L.V., A.L., E.B., N.M and A.W. were funded by the John Templeton Foundation (Grant ID: 40128 to A.W. and K. Laland). Support for the chimpanzee colony came from NIH U42-OD-011197. Humans are distinctive in their dependence upon products of culture for survival, products that have evolved cumulatively over generations such that many cannot now be created by a single individual. Why the cultural capacity of humans appears unrivalled in the animal kingdom is a topic of ongoing debate. Here we explore whether innovation and/or social learning propensities may constrain the ability of one of our closest living relatives, chimpanzees (Pan troglodytes), to master an extractive foraging and tool-use task designed to afford opportunities for cumulative culture to develop. We further explore the potential demographic characteristics associated with novel task solutions. Chimpanzees (N = 53) were inventive, flexibly exploring the novel task, albeit complex inventions were rare and shaped by prior individual experience with similar tool-use tasks. However, they displayed no evidence of cumulative cultural learning. Communities displayed richer behavioral repertoires and had greater task success than chimpanzees tested in an asocial control condition, but their solution complexity did not surpass what individuals invented. The lack of social transmission of complex and beneficial solutions in contexts like those we studied provides one explanation for the limited cumulative culture observed in this species. Postprint

Humans use tools with specific functions to solve tasks more efficiently. However, functional specialization often comes at a cost: It can hinder the production of actions that are not usually performed with those tools, thus resulting in a fixation effect (functional fixedness). Little is known about whether our closest living relatives, the nonhuman great apes, are vulnerable to this detrimental effect of experience. We examined whether great apes from 4 species (N = 35) would become fixated on the familiar action with an object. More precisely, some subjects experienced a novel food item (grissini), either whole or broken into pieces, whereas others did not. Then, subjects faced a task that required them to use the food item to rake in an out-of-reach food reward. Results indicated that all 4 species could use a food item as a tool. Apes were more likely to do so in the first trial when they had not experienced the tool as food before, even though they tasted the food before using it as a tool. Orangutans and bonobos used the food item more often as a tool than chimpanzees. A preference test ruled out that performance was dependent on individual or species food preferences. Our results suggest that apes might have represented one object in two different ways (i.e., as "food" and as "tool") and then became fixated on one of these two representations. However, it is unclear whether the fixation occurred because of the item's prior function or its identity. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This article relates a case study on how a conversation with materials and diagrams – the actual use of materials and diagrams to think, imagine, explain, collaborate, design and build – featured a certain kind of interplay between material and digital components. The physical components present in this setting included a water wheel, which is a wheel driven by flow of water whose rotational motion is a classic example of chaotic dynamics regulated by Lorenz equations. Digital components allowed for real-time graphical displays corresponding to the turning of the water wheel. We selected for this article a sequence of episodes from an interview with Jake, an undergraduate student majoring in engineering. Through a micro-ethnographic analysis, we reflect on how Jake combined the responsiveness of the digital displays with the tangibility of the water wheel to gain insight into some of the intricacies of oscillatory motion.

Objectives Acquiring tool‐assisted foraging skills can potentially improve dietary quality and increase fitness for wild chimpanzees (Pan troglodytes). In contrast to chimpanzees in East and West Africa, chimpanzees in the Congo Basin use tool sets and brush‐tipped fishing probes to gather termites. We investigated the ontogeny of these tool skills in chimpanzees of the Goualougo Triangle, Republic of Congo, and compared it to that for chimpanzees at Gombe, Tanzania. We assessed whether chimpanzees acquired simple tool behaviors and single tool use before more complex actions and sequential use of multiple tool types. Materials and Methods Using a longitudinal approach, we scored remote video footage to document the acquisition of termite‐gathering critical elements for 25 immature chimpanzees at Goualougo. Results All chimpanzees termite fished by 2.9 years but did not manufacture brush‐tipped probes until an average of 4.3 years. Acquisition of sequential tool use extended into juvenility and adolescence. While we did not detect significant sex differences, most critical elements except tool manufacture were acquired slightly earlier by females. Discussion These findings contrast with Gombe, where chimpanzees learn to both use and make fishing probes between ages 1.5–3.5 and acquire the complete task by age 5.5. Differences between sites could reflect tool material selectivity and design complexity, the challenge of sequential tool behaviors, and strength requirements of puncturing subterranean termite nests at Goualougo. These results illustrate how task complexity may influence the timing and sequence of skill acquisition, improving models of the ontogeny of tool behavior among early hominins who likely used complex, perishable technologies., Chimpanzees at Goualougo learned tool use before brush‐tipped probe manufacture.Simple actions involving single tools were acquired before more complex sequences.The sequence and timing of skill acquisition differed between Goualougo and Gombe.

Spatial action–effect binding denotes the mutual attraction between the perceived position of an effector (e.g., one’s own hand) and a distal object that is controlled by this effector. Such spatial binding can be construed as an implicit measure of object ownership, thus the belonging of a controlled object to the own body. The current study investigated how different transformations of hand movements (body-internal action component) into movements of a visual object (body-external action component) affect spatial action–effect binding, and thus implicit object ownership. In brief, participants had to bring a cursor on the computer screen into a predefined target position by moving their occluded hand on a tablet and had to estimate their final hand position. In Experiment 1, we found a significantly lower drift of the proprioceptive position of the hand towards the visual object when hand movements were transformed into laterally inverted cursor movements, rather than cursor movements in the same direction. Experiment 2 showed that this reduction reflected an elimination of spatial action–effect binding in the inverted condition. The results are discussed with respect to the prerequisites for an experience of ownership over artificial, noncorporeal objects. Our results show that predictability of an object movement alone is not a sufficient condition for ownership because, depending on the type of transformation, integration of the effector and a distal object can be fully abolished even under conditions of full controllability.

Humans and chimpanzees both exhibit a diverse set of tool use skills which suggests selection for tool manufacture and use occurred in the common ancestors of the two species. Our group has previously reported phenotypic and genetic associations between tool use skill and gray matter covariation, as quantified by source-based morphometry (SBM), in chimpanzees. As a follow up study, here we evaluated repeatability in heritability in SBM components and their phenotypic association with tool use skill in two genetically independent chimpanzee cohorts. Within the two independent cohorts of chimpanzees, we identified 8 and 16 SBM components, respectively. Significant heritability was evident for multiple SBM components within both cohorts. Further, phenotypic associations between tool use performance and the SBM components were largely consistent between the two cohorts; the most consistent finding being an association between tool use performance and an SBM component including the posterior superior temporal sulcus (STS) and superior temporal gyrus (STG), and the interior and superior parietal regions (p < 0.05). These findings indicate that the STS, STG, and parietal cortices are phenotypically and genetically implicated in chimpanzee tool use abilities.

Animals on islands typically depart from their mainland relatives in assorted aspects of their biology. Because they seem to occur in concert, and to some extent evolve convergently in disparate taxa, these changes are referred to as the ‘island syndrome’. While morphological, physiological and life-history components of the island syndrome have received considerable attention, much less is known about how insularity affects behaviour. In this paper, we argue why changes in personality traits and cognitive abilities can be expected to form part of the island syndrome. We provide an overview of studies that have compared personality traits and cognitive abilities between island and mainland populations, or among islands. Overall, the pickings are remarkably slim. There is evidence that animals on islands tend to be bolder than on the mainland, but effects on other personality traits go either way. The evidence for effects of insularity on cognitive abilities or style is highly circumstantial and very mixed. Finally, we consider the ecological drivers that may induce such changes, and the mechanisms through which they might occur. We conclude that our knowledge of the behavioural and cognitive responses to island environments remains limited, and we encourage behavioural biologists to make more use of these ‘natural laboratories for evolution’.

Traditional and new disciplines converge in suggesting that the parietal lobe underwent a considerable expansion during human evolution. Through the study of endocasts and shape analysis,paleoneurologyhas shown an increased globularity of the braincase and bulging of the parietal region in modern humans, as compared to other human species, including Neandertals. Cortical complexity increased in both the superior and inferior parietal lobules. Emerging fields bridging archaeology and neuroscience supply further evidence of the involvement of the parietal cortex in human-specific behaviors related to visuospatial capacity, technological integration, self-awareness, numerosity, mathematical reasoning and language. Here, we complement these inferences on the parietal lobe evolution, with results from more classical neuroscience disciplines, such as behavioral neurophysiology, functional neuroimaging, and brain lesions; and apply these to define the neural substrates and the role of the parietal lobes in the emergence of functions at the core of material culture, such as tool-making, tool use and constructional abilities.

Novel problems often partially overlap with familiar ones. Some features match the qualities of previous situations stored in long-term memory and therefore trigger their retrieval. Using relevant, while inhibiting irrelevant, memories to solve novel problems is a hallmark of behavioral flexibility in humans and has recently been demonstrated in great apes. This capacity has been proposed to promote technical innovativeness and thus warrants investigations of such a mechanism in other innovative species. Here, we show that proficient tool—users among Goffin's cockatoos—an innovative tool—using species—could use a relevant previous experience to solve a novel, partially overlapping problem, even despite a conflicting, potentially misleading, experience. This suggests that selecting relevant experiences over irrelevant experiences guides problem solving at least in some Goffin's cockatoos. Our result supports the hypothesis that flexible memory functions may promote technical innovations.

In PNAS, Fayet et al. (1) report on two cases of tool use in a seabird. In two distant populations they recorded Arctic puffins ( Fratercula arctica ) using sticks to scratch themselves (Fig. 1). The documentation of tool use in this species expands the ever-growing list of tool-using birds through rare observations under natural conditions. Although it is neither the first observation of tool use in wild seabirds, nor the first of stick-tool use outside of a foraging context in wild birds, these findings contribute to the debate on the evolutionary and cognitive origins of tool use. Fig. 1. A puffin holding a stick in its beak before using it as a tool to scratch itself. Image courtesy of M. T. Ridoff (artist). Discoveries of tool use in animals attract considerable attention, because tool use remains rare in nature and people intuitively associate it with intelligence. Not long ago, the wielding of tools was considered a purely human affair. In the 1950s, when Jane Goodall observed wild chimpanzees fishing for termites, we realized that tool use does not exclusively define us. Since then, tool use has been observed in an increasing number of species, spanning from invertebrates to apes, but is still only found in fewer than 1% of known genera so far (2). From this perspective, every discovery of a tool-using species adds an important puzzle piece to understanding this fascinating, rare, and multifarious phenomenon (2⇓–4). In the traditional view, tool use reveals intelligence. Therefore, animal tool use has been regarded as one of few windows for studying the evolution of intelligence and our own evolutionary past. However, the picture today is more complex, and while tool use oftentimes does relate to advanced cognition, it is not always the case. The debate typically centers on what cognitive abilities … [↵][1]1To whom correspondence may be addressed. Email: avbayern{at}orn.mpg.de. [1]: #xref-corresp-1-1

Significance Understanding social influences on how apes acquire tool behaviors can help us model the evolution of culture and technology in humans. Humans scaffold novice tool skills with diverse strategies, including the transfer of tools between individuals. Chimpanzees transfer tools, and this behavior meets criteria for teaching. However, it is unclear how task complexity relates to this form of helping. Here, we find differences between 2 wild chimpanzee populations in rate, probability, and types of tool transfer during termite gathering. Chimpanzees showed greater helping in the population where termite gathering is a more complex tool task. In wild chimpanzees, as in humans, regular and active provisioning of learning opportunities may be essential to the cultural transmission of complex skills., Cumulative culture is a transformative force in human evolution, but the social underpinnings of this capacity are debated. Identifying social influences on how chimpanzees acquire tool tasks of differing complexity may help illuminate the evolutionary origins of technology in our own lineage. Humans routinely transfer tools to novices to scaffold their skill development. While tool transfers occur in wild chimpanzees and fulfill criteria for teaching, it is unknown whether this form of helping varies between populations and across tasks. Applying standardized methods, we compared tool transfers during termite gathering by chimpanzees in the Goualougo Triangle, Republic of Congo, and in Gombe, Tanzania. At Goualougo, chimpanzees use multiple, different tool types sequentially, choose specific raw materials, and perform modifications that improve tool efficiency, which could make it challenging for novices to manufacture suitable tools. Termite gathering at Gombe involves a single tool type, fishing probes, which can be manufactured from various materials. Multiple measures indicated population differences in tool-transfer behavior. The rate of transfers and probability of transfer upon request were significantly higher at Goualougo, while resistance to transfers was significantly higher at Gombe. Active transfers of tools in which possessors moved to facilitate possession change upon request occurred only at Goualougo, where they were the most common transfer type. At Gombe, tool requests were typically refused. We suggest that these population differences in tool-transfer behavior may relate to task complexity and that active helping plays an enhanced role in the cultural transmission of complex technology in wild apes.

Novel problems often partially overlap with familiar ones. Some features match the qualities of previous situations stored in long-term memory and therefore trigger their retrieval. Using relevant, while inhibiting irrelevant, memories to solve novel problems is a hallmark of behavioral flexibility in humans and has recently been demonstrated in great apes. This capacity has been proposed to promote technical innovativeness and thus warrants investigations of such a mechanism in other innovative species. Here, we show that proficient tool—users among Goffin's cockatoos—an innovative tool—using species—could use a relevant previous experience to solve a novel, partially overlapping problem, even despite a conflicting, potentially misleading, experience. This suggests that selecting relevant experiences over irrelevant experiences guides problem solving at least in some Goffin's cockatoos. Our result supports the hypothesis that flexible memory functions may promote technical innovations.

In a previous study, chimpanzees, bonobos, orangutans, and capuchin monkeys faced a task that required the use of a rigid stick-like tool to displace an out-of-reach food reward, which was located outside the cage either hanging on a string (e.g., apes) or on a table (e.g., capuchins). Three unfamiliar stick-like tools were placed on a wooden platform for the subjects to choose. Testing consisted of two consecutive trials, each with the same set of tools. Previous to the test subjects learned about the rigidity of the tool either by handling the tools (manipulation), or by observing an experimenter bending and unbending them in sequence (observation); or did not receive any information since the three tools were presented lying on the platform (visual static). In the current study, we investigated whether failing to select the right type of tool in the first trial affected subjects' choices in the second trial. Results showed that when information about the tool rigidity was obtained before selection, great apes and capuchin monkeys changed options in their second choices. However, in the visual static condition, where no information about the rigidity of the tools had been provided before their selection, only great apes discarded wrong tool exemplars in their second trials benefitting from their own mistakes. In contrast, capuchin monkeys did not. We argue that lower attentional focus and lack of stimuli distinctiveness might account for capuchins monkeys' failure to benefit from their own experience. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This study was supported by project grants from the Regional Government of Madrid and the Universidad Complutense de Madrid (CCG07-UCM/SAL-2578; UCM-BSCH GR58/08) awarded to F. Colmenares. Chimpanzees and orangutans are able to generate innovative behaviors to solve complicated physical problems. For example, when presented with an out-of-reach peanut at the bottom of a vertical tube (Floating Peanut Task-FPT), some of them spontaneously spit water into the tube until the peanut floats to the top. Yet, it is unclear whether this innovative solution results from repeating those actions that bring the peanut incrementally closer to the top or from anticipating the solution before acting. In the current study, we addressed this question by presenting three naïve orangutans with an opaque version of the FPT that prevented them from obtaining visual information about the effect of their actions on the position of the peanut. One of the subjects solved the opaque FPT in the very first trial: he collected water from the faucet and poured it into the opaque tube repeatedly until the hitherto non-visible peanut reached the top. This provides evidence for the first time that orangutans can potentially solve the FPT without relying on sensorimotor learning, but to some extent by mentally representing the problem. Publisher PDF

Behavioural innovations with tool-like objects in non-habitually tool-using species are thought to require complex physical understanding, but the underlying cognitive processes remain poorly understood. A few parrot species are capable of innovating tool-use and borderline tool-use behaviours. We tested this capacity in two species of macaw (Ara ambiguus, n = 9; Ara glaucogularis, n = 8) to investigate if they could solve a problem-solving task through manufacture of a multi-stone construction. Specifically, after having functional experience with a pre-inserted stick tool to push a reward out of a horizontal tube, the subjects were required to insert five stones consecutively from one side to perform the same function as the stick tool with the resulting multi-component construction. One Ara glaucogularis solved the task and innovated the stone construction after the experience with the stick tool. Two more subjects (one of each species) did so after having further functional experience of a single stone pushing a reward out of a shortened tube. These subjects were able to consistently solve the task, but often made errors, for example counter-productive stone insertions from the opposing end, even in some of the successful trials. Conversely, multiple trials without errors also suggested a strong goal direction. Their performance in the follow-up tasks was inconclusive since they sometimes inserted stones into un-baited or blocked ‘dummy tubes’, but this could have been an attention-deficit behaviour as subjects had not encountered these ‘dummy tubes’ before. Overall, the successful subjects’ performance was so erratic that it proved difficult to conclude whether they had functional understanding of their multi-stone constructions.

Technical reasoning refers to making inferences about how to use tools. The degree of technical reasoning is indicated by the bias of the gaze (fixation) on the functional part of the tool when in use. Few studies have examined whether technical reasoning differs between familiar and unfamiliar novel tools. In addition, what effect the intention to use the tool has on technical reasoning has not been determined. This study examined gaze shifts in relation to familiar or unfamiliar tools, under three conditions (free viewing, lift, and use), among 14 healthy adults (mean age ± standard deviation, 29.4 ± 3.9 years). The cumulative fixation time on the functional part of the tool served as a quantitative indicator of the degree of technical reasoning. The two-way analysis of variance for tools (familiar and unfamiliar) and conditions (free viewing, lift, and use) revealed that the cumulative fixation time significantly increased under free viewing and use conditions, compared to lift conditions. Relative to the free viewing condition, cumulative fixation time for unfamiliar tools significantly decreased in the lift condition and significantly increased in the use condition. Importantly, the results showed that technical reasoning was performed in both the use and the free viewing conditions. However, technical reasoning in the free viewing condition was not as strong as in the use condition. The difference between technical reasoning in free viewing and use conditions may indicate the difference between automatic and intentional technical reasoning.

Solving problems that are perceptually dissimilar but require similar solutions is a key skill in everyday life. In adults, this ability, termed analogical transfer, draws on memories of relevant past experiences that partially overlap with the present task at hand. Thanks to this support from long-term memory, analogical transfer allows remarkable behavioral flexibility beyond immediate situations. However, little is known about the interaction between long-term memory and analogical transfer in development as, to date, they have been studied separately. Here, for the first time, effects of age and memory on analogical transfer were investigated in 2–4.5-olds in a simple tool-use setup. Children attempted to solve a puzzle box after training the correct solution on a different looking box, either right before the test or 24 h earlier. We found that children (N = 105) could transfer the solution regardless of the delay and a perceptual conflict introduced in the tool set. For children who failed to transfer (N = 54) and repeated the test without a perceptual conflict, the odds of success did not improve. Our findings suggest that training promoted the detection of functional similarities between boxes and, thereby, flexible transfer both in the short and the long term.

Producing a tool use gesture is a complex process drawing upon the integration of stored knowledge of tools and their associated actions with sensory-motor mechanisms supporting the planning and control of hand and arm actions. Understanding how sensory-motor systems in parietal cortex interface with semantic representations of actions and objects in the temporal lobe remains a critical issue, and is hypothesized to be a key determinant of the severity of limb apraxia, a deficit in producing skilled action after left hemisphere stroke. We used voxel-based and connectome-based lesion symptom mapping with data from 57 left hemisphere stroke participants to assess the lesion sites and structural disconnection patterns associated with poor tool use gesturing. We found that structural disconnection between the left inferior parietal lobule, lateral temporal lobe (left middle temporal gyrus) and ventral temporal cortex (left medial fusiform gyrus) predicted the severity of tool use gesturing performance. Control analyses demonstrated that reductions in right-hand grip strength were associated with motor system disconnection, bypassing regions supporting tool use gesturing. Our findings provide causal evidence that limb apraxia may arise, in part, from disconnection of conceptual representations in the temporal lobe from mechanisms enabling skilled action production in the inferior parietal lobule.

Edge convergence, which is typical for pointed tools, is a major morphological feature contributing to the definition of the African Middle Stone Age (MSA). The multifaceted character of points might be the key to their success and for their recurrent adoption by prehistoric populations. Whether MSA points represent a good proxy to identify populations and to discuss their interconnectedness is a question to address at several scales of observation. In this paper, we develop an approach on technological point production based on the collections from Bushman Rock Shelter (Limpopo Province, South Africa), relying on a combined study of technology and tool use. The large-scale comparison of our results with other MIS 5 occurrences in southern African show similar technological and use-wear patterns, indicating regionally-specific features. We emphasize the limits of current knowledge and the future research goals to be developed in order to better serve the interpretation of cultural contacts or convergent evolutions between ancient groups during this period of the MSA.

[Resumen]: El uso de herramientas en Primates es común en numerosas especies, tanto en su hábitat natural como en cautividad. Se sabe que los macacos (Familia Cercophitecidae) presentan esta habilidad, y que la jerarquía del grupo juega un papel importante en dicho uso, pero existen discrepancias entre investigadores en cuanto a su capacidad de aprendizaje y la comprensión del uso de estas herramientas. En este trabajo se ha estudiado el uso de una herramienta en un grupo de 15 macacas cangrejeras (Macaca fascicularis Raffles,1821) en cautividad en el parque zoológico Marcelle Natureza. En concreto, se ha estudiado la influencia de la jerarquía y si existen cambios y/o aprendizaje a lo largo del estudio. Para esto, se diseñó un dispositivo que consiste en un tubo en el que se introduce un premio que pueden extraer con una herramienta (palo). En la primera y última etapas, el palo se situó en uno de los extremos del tubo, y podía ser usado para extraer el premio, mientras que en la segunda etapa se clavó el palo al premio, debiendo ser este palo la única opción para extraerlo. Los resultados de este trabajo confirman que la jerarquía del grupo influye en gran medida en el uso de este dispositivo, y que existen cambios en este uso a lo largo de las distintas fases de este estudio, ya que a partir de la etapa intermedia aumenta el interés en el dispositivo, el número de éxitos y el uso del palo como herramienta. [Resumo]: O uso de ferramentas en Primates é común en numerosas especies, tanto no seu hábitat natural como en catividade. Sábese que os macacos (Familia Cercophitecidae) presentan esta habilidade, e que a xerarquía do grupo xoga un papel importante en dito uso, pero existen discrepancias entre investigadores en canto á súa capacidade de aprendizaxe e á comprensión do uso destas ferramentas. Neste traballo estudiouse o uso dunha ferramenta nun grupo de 15 macacas cangrexeiras (Macaca fascicularis Raffles, 1821) en catividade no parque zoolóxico Marcelle Natureza. En concreto, estudiouse a influencia da xerarquía e si existen cambios e/ou aprendizaxe ao longo do estudo. Para isto, deseñouse un dispositivo que consiste nun tubo no que se introduce un premio que poden extraer cunha ferramenta (pau). Na primeira e última etapas, o pau situouse nun dos extremos do tubo, e podía ser usado para extraer o premio, mentres que na segunda etapa cravouse o pau ao premio, debendo ser este pau a única opción para extraelo. Os resultados deste traballo confirman que a xerarquía do grupo inflúe en gran medida no uso deste dispositivo, e que existen cambios neste uso ao longo das distintas fases deste estudo, xa que a partir da etapa intermedia aumenta o interese no dispositivo, o número de éxitos e o uso do pau como ferramenta. [Abstract]: The use of tools in Primates is common in numerous species, both in their natural habitat and in captivity. It is known that macaques (Family Cercophitecidae) show this ability, and that the hierarchy of the group plays an important role in this use, but there are discrepancies among researchers regarding their ability to learn and understand the use of these tools. In this work we have studied the use of a tool in a group of 15 crab-eating macaques (Macaca fascicularis Raffles, 1821) in captivity in the Marcelle Natureza zoo. Specifically, the influence of the hierarchy and whether there are changes and / or learning throughout the study have been studied. For this, a device was designed consisting of a tube in which a prize is introduced that can be extracted with a tool (stick). In the first and last stages, the stick was placed at one end of the tube, and could be used to extract the prize, while in the second stage the stick was nailed to the prize, this stick being the only option to extract it. The results of this work confirm that the hierarchy of the group greatly influences the use of this device, and that there are changes in this use throughout the different phases of this study, since from the intermediate stage it increases the interest in the device, the number of successes and the use of the stick as a tool. Traballo fin de grao (UDC.CIE). Bioloxía. Curso 2019/20

When observing others' behavior, it is important to perceive not only the identity of the observed actions (OAs), but also the number of times they were performed. Given the mounting evidence implicating posterior parietal cortex in action observation, and in particular that of manipulative actions, the aim of this study was to identify the parietal region, if any, that contributes to the processing of observed manipulative action (OMA) numerosity, using the functional magnetic resonance imaging technique. Twenty‐one right‐handed healthy volunteers performed two discrimination tasks while in the scanner, responding to video stimuli in which an actor performed manipulative actions on colored target balls that appeared four times consecutively. The subjects discriminated between two small numerosities of either OMAs (“Action” condition) or colors of balls (“Ball” condition). A significant difference between the “Action” and “Ball” conditions was observed in occipito‐temporal cortex and the putative human anterior intraparietal sulcus (phAIP) area as well as the third topographic map of numerosity‐selective neurons at the post‐central sulcus (NPC3) of the left parietal cortex. A further region of interest analysis of the group‐average data showed that at the single voxel level the latter area, more than any other parietal or occipito‐temporal numerosity map, favored numerosity of OAs. These results suggest that phAIP processes the identity of OMAs, while neighboring NPC3 likely processes the numerosity of the identified OAs., When compared the “numerosity of observed manipulative actions” condition to “numerosity of colors of balls” condition, statistical parametric maps revealed a significant activation in the 3rd topographic map of numerosity‐selective neurons at the post‐central sulcus (NPC3, black diamond) of the left parietal cortex in addition to regions known as the action observation network. Further single voxel analysis suggested that NPC3 likely processes the numerosity of the identified observed actions.

This research was funded by Max Planck Society. Many primate species have a strong disposition to approach and manipulate objects in captivity. However, few studies have investigated what primates learn during free exploration of objects in the absence of rewards, and how previous problem-solving performance influences subsequent exploration. We confronted members of each of the four nonhuman great ape species (N = 25) with the collapsible platform task that required subjects to drop a stone inside a tube to collapse a platform and release a reward. Subjects received four successive sessions with an empty apparatus (exploration driven by intrinsic motivation) followed by four with a baited apparatus (problem-solving driven by extrinsic motivation) or vice versa. Apes who first faced an empty apparatus solved the task more quickly in the baited condition than apes who started with this condition. Moreover, apes starting with the baited condition took longer to collapse the platform in the first trial than apes who started with the empty condition. This study suggests that apes exposed to an empty apparatus before the test gain information that is later used to solve the task in a more efficient manner. Thus, apes learn about action-outcome contingencies during free exploration. Moreover, it indicates that the presence of food rewards distracts apes and delays problem-solving because apes' attention is mainly focused on the food. Postprint

Tool use relies on numerous cognitive functions, including sustained attention and understanding of causality. In this study, we investigated the effects of tool-use training on cognitive performance in primates. Specifically, we applied the Primate Cognition Test Battery to three long-tailed macaques (Macaca fascicularis) at different stages of a training procedure that consisted of using a rake to retrieve out-of-reach food items. In addition, we evaluated a control group (n = 3) performing a grasping task, in order to account for possible effects related to a simple motor act. Our results showed that tool-use training enhances mean performance in the physical cognition domain, i.e. the understanding of spatial relations, numerosity and causality. In particular, causal cognition (evaluating noise- and shape-related causality and understanding of tool properties) showed significant improvement after training, whereas spatial cognition (evaluating spatial memory, object permanence, rotation and transposition) showed a trend to improvement. Despite these findings, none of our trained monkeys succeeded in the tool-use task of the Primate Cognition Test Battery, which involved an unfamiliar tool. Some training-related effects did not persist after a 35-day resting period, suggesting that continuous practice may be necessary, or that a longer training period before resting may be needed to better maintain cognitive performance. In contrast with the training group, the control group did not display any change in cognitive performance. This finding paves the way to further investigation into the link between tool-use behaviour and the evolution of primate cognition.

Cultural diversity among social groups has recently been documented in multiple animal species. Investigations of the origin and spread of diverse behaviour at group level in wild-ranging animals have added valuable information on social learning mechanisms under natural conditions. Behavioural diversity has been especially informative in the case of dispersal, where the transfer of individuals between groups leads to a sudden exposure to unfamiliar behaviour. Little is known, however, about the underlying costs and benefits of cultural transmission in animals and humans alike, as efficiency of cultural variants is often difficult to measure. The chimpanzees, Pan troglodytes, of the Taï National Park in Ivory Coast are known to exhibit a number of cultural differences between social groups, including hammer selection for nut cracking. This provides the unique opportunity to quantify the efficiency of cultural variants. We compared foraging speed and number of hits applied during nut-cracking events between three neighbouring chimpanzee groups. Our results showed significant differences in nut-cracking efficiency, caused by hammer material selection and differences in the applied power of impact per nut. Persistent behavioural coherence within the respective groups implies that immigrants adjust their behaviour to local nut-cracking techniques, even when individual foraging success might be compromised. This suggests that the benefit of belonging to a social group might outweigh the benefits of maximizing individual foraging efficiency. The differences in nut-cracking efficiency between chimpanzee groups add to the ever-growing body of cultural variants in wild chimpanzees and expand our knowledge of the importance of group belonging and conformity in wild chimpanzees.

Funding: manuscript preparation was supported by BBSRC grant BB/G023913/2 (C.R). Here, we report an observation of a Eurasian nuthatch Sitta europaea foraging with a tool in a public park in Greater London, UK. This record is of significance, as it provides the first photographic evidence (to our knowledge) of nuthatch tool use, reveals an unusually wide phylogenetic and geographic distribution of tool behaviour within the Sittidae, and constitutes a rare example of animal tool use in an urban environment. To improve our understanding of nuthatch tool behaviour, we are building a global database of relevant anecdotal field observations—submissions are most welcome. Postprint

This work was funded by the European Research Council under the European Union's Seventh Framework Programme (FP7/2007-2013) / ERC grant agreement n° 283871 and the Swiss National Science Foundation (SNSF, Project 310030_143359 to KZ). Chimpanzees’ natural propensity to explore and play with objects is likely to be an important precursor of tool use. Manipulating objects provides individuals with pivotal perceptual-motor experience when interacting with the material world, which may then pave the way for subsequent tool use. In this study, we were interested in the influence of social models on the developmental patterns of object manipulation in young chimpanzees (Pan troglodytes schweinfurthii) of the Sonso community of Budongo Forest, Uganda. This community is interesting because of its limited tool repertoire, with no records of stick-based foraging in over 20 years of continuous observations. Using cross-sectional data, we found evidence for social learning in that young individuals preferentially played with and explored materials manipulated by their mothers. We also found that object manipulation rates decreased with age, whereas the goal-directedness of these manipulations increased. Specifically, stick manipulations gradually decreased with age, which culminated in complete disregard of sticks around the age of 10 years, a pattern not found for other tool materials, which were all used throughout adulthood. Overall, young chimpanzees initially explored and played unselectively with any object found in the environment before becoming increasingly influenced by their mothers’ goal directed object manipulations. Postprint

This study explores whether performing a cognitive task without using a tool (i.e., preexisting non-tool-use experience) impacts subsequent tool-use performance. Sixty participants moved an avatar within a maze in four directions (up, down, left, right). The keys were remapped 90° anticlockwise (e.g., the right key → upward). Therefore, the participants had to learn the mental-rotation-based perceptual-motor transformation to complete the path as quickly as possible and with as few errors as possible. In Tool trials, a cognitive tool (i.e., an arrow symbol) helped the participants to find the correct key. In No Tool trials, they completed the task without the cognitive tool. The tool was introduced either early or late in the task. At the end of the task, all participants completed the task without the tool. Results indicated that preexisting non-tool-use experience improved subsequent tool-use efficiency (i.e., completion times). In addition, the early introduction of the tool induced an effectiveness bias (i.e., accuracy) that persisted even after the removal of the tool. By contrast, its late introduction favored the emergence of an efficiency bias that persisted even after the introduction of the tool. These findings provide new insights into the role of users' intrinsic cognitive skills in tool use.

Action observation is supported by a network of regions in occipito-temporal, parietal, and premotor cortex in primates. Recent research suggests that the parietal node has regions dedicated to different action classes including manipulation, interpersonal interactions, skin displacement, locomotion, and climbing. The goals of the current study consist of: 1) extending this work with new classes of actions that are communicative and specific to humans, 2) investigating how parietal cortex differs from the occipito-temporal and premotor cortex in representing action classes. Human subjects underwent fMRI scanning while observing three action classes: indirect communication, direct communication, and manipulation, plus two types of control stimuli, static controls which were static frames from the video clips, and dynamic controls consisting of temporally-scrambled optic flow information. Using univariate analysis, MVPA, and representational similarity analysis, our study presents several novel findings. First, we provide further evidence for the anatomical segregation in parietal cortex of different action classes: We have found a new site that is specific for representing human-specific indirect communicative actions in cytoarchitectonic parietal area PFt. Second, we found that the discriminability between action classes was higher in parietal cortex than the other two levels suggesting the coding of action identity information at this level. Finally, our results advocate the use of the control stimuli not just for univariate analysis of complex action videos but also when using multivariate techniques. ispartof: NEUROIMAGE vol:237 ispartof: location:United States status: published

Handheld tools transform the actor's body into a body-plus-tool system such that the fit of the actor's body, the tool, and the task demand channel movement in action. In this study, we performed a biomechanical analysis of percussive actions in wild bearded capuchin monkeys, Sapajus libidinosus at Fazenda Boa Vista, Brazil, as they cracked open tucum nuts with anvil-and-hammer tools from the frame of reference of the body-plus-tool system. The ratio of hammer mass to body mass--the "body-scaled hammer mass"--influenced the monkeys' actions with a hammer and their performance in cracking nuts. Both body mass and hammer mass did not independently influence the monkeys' actions with a hammer and their performance in cracking nuts. These findings support the hypothesis that the properties of the body-plus-tool system are not simply the sum of the properties of the body and the tool.

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.

This work was supported by European Commission (FP7-MC-ERG-2009-256524 to PdE). Tool use by non-human animals has received much research attention in the last couple of decades. Nonetheless, research has focused mostly on vertebrates, particularly primates and corvids, even though tool use has also been documented in insects. One of the best documented examples involves ants using debris (e.g., sand grains, mud, leaf fragments) to collect and transport liquid food to their nest. However, little is known about the factors that determine the selection of materials to be used as tool. We investigated tool selection in two species of Aphaenogaster ants by giving them the choice between different kinds of potential tools (natural and artificial objects). Ant workers showed a clear preference for certain materials to be used as tool objects. Tool selection was also shaped by familiarity with the material as ants developed a preference for artificial tools with a good soaking capacity that cannot be found in their natural environment. Our results indicate that ants of this genus evolved unique foraging strategies and show plasticity in their behaviour. Postprint

Inferring functional components of behavioral sequences is a crucial but challenging task. A systematic comparison of their temporal structure is a good starting point, based on the postulate that more functional traits are less structurally variable. We studied stone handling behavior (SH) in Balinese long-tailed macaques, a versatile form of stone-directed play. We tested the hypothesis that stones are used by male monkeys to stimulate their genitals in a sexual context (i.e., “sex toy” hypothesis). Specifically, two SH actions (i.e., “tap-on-groin” (TOG) and “rub-on-groin” (ROG), respectively the repetitive tapping and rubbing of a stone onto the genital area) gained functional properties as self-directed tool-assisted masturbation. Owing to the structural organization of playful activities, we predicted that SH sequences without TOG/ROG would exhibit higher levels of variability, repeatability and exaggeration than SH sequences with TOG/ROG. We also predicted that TOG/ROG would occur more often and last longer in SH sequences in which penile erection – a sexually-motivated physiological response in primates – was observed than in SH sequences in which penile erection was not observed. To identify and compare recurring series of SH patterns otherwise undetectable by using conventional quantitative approaches across SH sequences containing TOG/ROG or not, we used a temporal analysis known as “T-pattern detection and analysis” (TPA). Our predictions about variability, exaggeration and temporal association between TOG/ROG in males and penile erection were supported. As expected, SH sequences without TOG/ROG were, on average, more repeatable than SH sequences with TOG/ROG, but the difference was not statistically significant. Overall, the “sex toy” hypothesis was partly supported, and our results suggested that TOG and ROG are two forms of tool-assisted genital stimulation, possibly derived from the playful handling of stones. These findings are consistent with the view that tool use may evolve in stages from initially non-functional object manipulation, such as object play.

Background Dexterous tool use is considered to be underpinned by model-based control relying on acquired internal models of tools. In particular, this is the case in situations where available sensory feedback regarding the consequences of tool use is restricted. In the present study, we conducted an fMRI study to identify cerebellar involvement in model-based estimation of tool-use consequences using tracking tasks with different levels of visual feedback. Methods Twenty healthy right-handed adults participated in this study. These participants tracked a moving target on a screen with a cursor controlled by a joystick using their right hand during fMRI scanning. For each trial, the level of visual feedback for cursor position was randomly selected from three task conditions, namely, Precise, Obscure, and No conditions. Results A conjunction analysis across all task conditions found extensive activation of the right cerebellum, covering the anterior lobe (lobule V) and inferior posterior lobe (lobule VIII). Also, contrasts among the three task conditions revealed additional significant activation of the left superior posterior lobe (Crus I) in the No compared to the Precise condition. Furthermore, a post hoc psychophysiological interaction analysis revealed conditional modulation of functional coupling between the right, but not the left, cerebellar region and right frontoparietal regions that are involved in self-body perception. Conclusions Our data show that the left Crus I is the only region that was more active in a condition where no visual feedback for cursor position was available. This suggests that the left Crus I region plays a role in model-based estimation of tool-use consequences based on an acquired internal model of tools. Electronic supplementary material The online version of this article (10.1186/s12993-019-0158-y) contains supplementary material, which is available to authorized users.

Cláudia Sousa was one of a handful of researchers that conducted studies on chimpanzee tool use and cognition in the wild and in the laboratory. Her main contributions to better understand chimpanzee cognition are presented here. Cláudia Sousa foi uma das investigadoras que desenvolveu trabalho sobre o uso de ferramentas por chimpanzés, quer em contexto de habitat natural, quer em laboratório. Apresenta-se aqui uma resenha dos seus principais contributos para o estudo da cognição dos chimpanzés.

New Caledonian crows (Corvus moneduloides) rely heavily on a range of tools to extract prey. They manufacture novel tools, save tools for later use, and have morphological features that facilitate tool use. We report six observations, in two individuals, of a novel tool-use mode not previously reported in non-human animals. Insert-and-transport tool use involves inserting a stick into an object and then moving away, thereby transporting both object and tool. All transported objects were non-food objects. One subject used a stick to transport an object that was too large to be handled by beak, which suggests the tool facilitated object control. The function in the other cases is unclear but seems to be an expression of play or exploration. Further studies should investigate whether it is adaptive in the wild and to what extent crows can flexibly apply the behaviour in experimental settings when purposive transportation of objects is advantageous. Electronic supplementary material The online version of this article (doi:10.1007/s10071-016-1016-z) contains supplementary material, which is available to authorized users.

According to some phenomenologists, a tool can be experienced as incorporated when, as a result of habitual use or deliberate practice, someone is able to manipulate it without conscious effort. In this article, we specifically focus on the experience of expertise tool use in elite sport. Based on a case study of elite rope skipping, we argue that the phenomenological concept of incorporation does not suffice to adequately describe how expert tool users feel when interacting with their tools. By analyzing a combination of insights gained from participant observation of 11 elite rope skippers and autoethnographic material from one former elite skipper, we take some initial steps toward the development of a more nuanced understanding of the concept of incorporation; one that is able to accommodate the experiences of expert tool users. In sum, our analyses indicate that the possibility for experiencing a tool as incorporated depends on the existence of an extraordinary kind of relationship between the tool and the expert tool user. This relation, that can persist even when successful manipulation of the tool fails, is not only cultivated through deliberate practice of physical skills, but also through the collective sense-making process going on within a particular community of practice. Therefore, expert tool users may experience a more profound kind of incorporation that can persist even when normal motor incorporation fails.

In a paper that recently appeared in this journal, we proposed a model that aims at providing a comprehensive account of our ability to intelligently use tools, bridging sensorimotor and reasoning-based explanations of this ability. Central to our model is the notion of generalized motor programs for tool use, which we defined as a synthesis between classic motor programs, as described in the scientific literature, and Peircean habits. In his commentary, Osiurak proposes a critique of the notion of generalized motor program, and suggests that the limitations of our model can be solved by integrating it with the view that motor programs are generated by a previous mechanical reasoning, independent from sensorimotor knowledge. Here we reply that while on the one hand our reference to Peircean habits gets over the temptation to consider motor programs as fixed internal entities, it also rejects the view, endorsed by Osiurak, that intelligent practice is a mixture of antecedent abstract reasoning and subsequent motor execution.

Environmental enrichment is used to improve an animal’s physical and psychological well-being while housed in a captive environment. Alligood and Leighty (2015) suggested that enrichment that emulates the natural and preferred behaviors of the species may be optimal for improving welfare. Cognitive tasks that mirror challenges in an animal’s natural environment may prove especially beneficial (Washburn, 2015). The present study was designed to determine whether two sea otters (Enhydra lutis), Emma and Buck, were capable of learning to use a novel tool in a novel context. The otters’ time spent engaged with the apparatus was also examined to determine if such a task would be enriching to these animals. Although the sea otters were not successful in solving the tool use task, interaction with the apparatus appeared enriching to Emma. She spent on average 55.4% of each trial at the apparatus, whereas Buck spent only 6.2%. Only Emma’s interaction with the apparatus suggests that this device was very interesting and consequently enriching for her. Cognitive challenges, then, may be enriching even when animals fail to solve the intended problem.