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dc.contributor.authorEbel, Sonja Jördis
dc.contributor.authorSchmelz, Martin
dc.contributor.authorHerrmann, Esther
dc.contributor.authorCall, Josep
dc.date.accessioned2019-07-08T15:30:03Z
dc.date.available2019-07-08T15:30:03Z
dc.date.issued2019-09
dc.identifier.citationEbel , S J , Schmelz , M , Herrmann , E & Call , J 2019 , ' Innovative problem solving in great apes : the role of visual feedback in the floating peanut task ' , Animal Cognition , vol. 22 , no. 5 , pp. 791-805 . https://doi.org/10.1007/s10071-019-01275-0en
dc.identifier.issn1435-9448
dc.identifier.otherPURE: 259400835
dc.identifier.otherPURE UUID: 9cf0451d-4687-4a10-8a47-80013b7bd63f
dc.identifier.otherORCID: /0000-0002-8597-8336/work/59464869
dc.identifier.otherScopus: 85068877786
dc.identifier.otherWOS: 000480571100017
dc.identifier.urihttp://hdl.handle.net/10023/18055
dc.descriptionThis study was funded by the Max Planck Society.en
dc.description.abstractNonhuman great apes show remarkable behavioural flexibility. Some individuals are even able to use water as a tool: They spit water into a vertical tube to make a peanut float upwards until it comes into reach (floating peanut task; FPT). In the current study, we used the FPT to investigate how visual feedback, an end-state demonstration and a social demonstration affect task performance in nonhuman great apes in three experiments. Our results indicate that apes who had acquired the solution with a clear tube maintained it with an opaque one. However, apes starting with an opaque tube failed to solve the task. Additionally, facing the peanut floating on a water-filled tube (i.e., an end-state demonstration) promoted success independent on the availability of visual feedback. Moreover, experiencing how water was poured into the tube either by a human demonstrator or by a water tap that had been opened either by the ape or a human did not seem to be of further assistance. First, this study suggests that great apes require visual feedback for solving the FPT, which is no longer required after the initial acquisition. Second, some subjects benefit from encountering the end-state, a finding corroborating previous studies.
dc.format.extent15
dc.language.isoeng
dc.relation.ispartofAnimal Cognitionen
dc.rightsCopyright © The Author(s) 2019. Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.en
dc.subjectFloating object tasken
dc.subjectInnovationen
dc.subjectPrimatesen
dc.subjectSocial learningen
dc.subjectTool useen
dc.subjectBF Psychologyen
dc.subjectNDASen
dc.subject.lccBFen
dc.titleInnovative problem solving in great apes : the role of visual feedback in the floating peanut tasken
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews.Centre for Social Learning & Cognitive Evolutionen
dc.identifier.doihttps://doi.org/10.1007/s10071-019-01275-0
dc.description.statusPeer revieweden


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