Show simple item record

Files in this item


Item metadata

dc.contributor.authorMayer, Carolina Patricia
dc.contributor.authorCall, Josep
dc.contributor.authorAlbiach-Serrano, Anna
dc.contributor.authorVisalberghi, Elisabetta
dc.contributor.authorSabbatini, Gloria
dc.contributor.authorSeed, Amanda Madeleine
dc.identifier.citationMayer , C P , Call , J , Albiach-Serrano , A , Visalberghi , E , Sabbatini , G & Seed , A M 2014 , ' Abstract knowledge in the broken-string problem : evidence from nonhuman primates and pre-schoolers ' , PLoS One , vol. 9 , no. 10 , e108597 .
dc.identifier.otherPURE: 22168098
dc.identifier.otherPURE UUID: f94a82fe-fd84-49bb-9404-f806a6a0029a
dc.identifier.otherPubMed: 25272161
dc.identifier.otherWOS: 000343729600051
dc.identifier.otherScopus: 84907494016
dc.identifier.otherORCID: /0000-0002-8597-8336/work/37477921
dc.identifier.otherORCID: /0000-0002-3867-3003/work/60426882
dc.descriptionThere was funding from the Royal Commission for the Exhibition of 1851.en
dc.description.abstractThere is still large controversy about whether abstract knowledge of physical problems is uniquely human. We presented 9 capuchin monkeys, 6 bonobos, 6 chimpanzees and 48 children with two versions of a broken-string problem. In the standard condition, participants had to choose between an intact and a broken string as means to a reward. In the critical condition, the functional parts of the strings were covered up and replaced by perceptually similar, but non-functional cues. Apes, monkeys and young children performed significantly better in the standard condition in which the cues played a functional role, indicating knowledge of the functional properties involved. Moreover, a control experiment with chimpanzees and young children ruled out that this difference in performance could be accounted for by differences of perceptual feedback in the two conditions. We suggest that, similar to humans, nonhuman primates partly rely on abstract concepts in physical problem-solving.
dc.relation.ispartofPLoS Oneen
dc.rightsCopyright © 2014 Mayer et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
dc.subjectBF Psychologyen
dc.subjectQL Zoologyen
dc.titleAbstract knowledge in the broken-string problem : evidence from nonhuman primates and pre-schoolersen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews. Institute of Behavioural and Neural Sciencesen
dc.contributor.institutionUniversity of St Andrews. Centre for Social Learning & Cognitive Evolutionen
dc.description.statusPeer revieweden

This item appears in the following Collection(s)

Show simple item record