Comprehension of seeing as a referential act in young children, but not juvenile chimpanzees
Using their previously demonstrated gaze‐following abilities, juvenile chimpanzees (and 3‐year‐old human children) were tested to determine if they interpreted seeing as the mental state of attention. The studies tested predictions generated by a low‐level model of chimpanzee gaze‐following which as...
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| Veröffentlicht in: | British journal of developmental psychology 1999-03, Vol.17 (1), p.37-60 |
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| container_title | British journal of developmental psychology |
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| creator | Povinelli, Daniel J. Bierschwale, Donna T. Cech, Claude G. |
| description | Using their previously demonstrated gaze‐following abilities, juvenile chimpanzees (and 3‐year‐old human children) were tested to determine if they interpreted seeing as the mental state of attention. The studies tested predictions generated by a low‐level model of chimpanzee gaze‐following which assumes that chimpanzees do not understand attention as an unobservable, internal mental state, and a high‐level model which assumes that they do. In Expts 1 and 2, chimpanzees were first trained to respond to a cup to which an experimenter pointed, and then tested on probe trials to determine if they could respond correctly when the experimenter either oriented his or her whole head toward the correct cup, or just looked with the eyes. In Expt 1 these cues were static, whereas in Expt 2 the experimenter actively moved his or her head and/or eyes back‐and‐forth form the subjects’ faces to the correct cup as they were attempting to make their choice. Expt 3 validated the logic of Expts 1 and 2 by demonstrating that 3‐year‐old human children responded in a manner predicted by the high‐level model. The results of the experiments converged on supporting the predictions of the low‐level model of juvenile chimpanzees’ understanding of seeing. |
| doi_str_mv | 10.1348/026151099165140 |
| format | Article |
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The studies tested predictions generated by a low‐level model of chimpanzee gaze‐following which assumes that chimpanzees do not understand attention as an unobservable, internal mental state, and a high‐level model which assumes that they do. In Expts 1 and 2, chimpanzees were first trained to respond to a cup to which an experimenter pointed, and then tested on probe trials to determine if they could respond correctly when the experimenter either oriented his or her whole head toward the correct cup, or just looked with the eyes. In Expt 1 these cues were static, whereas in Expt 2 the experimenter actively moved his or her head and/or eyes back‐and‐forth form the subjects’ faces to the correct cup as they were attempting to make their choice. Expt 3 validated the logic of Expts 1 and 2 by demonstrating that 3‐year‐old human children responded in a manner predicted by the high‐level model. 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The studies tested predictions generated by a low‐level model of chimpanzee gaze‐following which assumes that chimpanzees do not understand attention as an unobservable, internal mental state, and a high‐level model which assumes that they do. In Expts 1 and 2, chimpanzees were first trained to respond to a cup to which an experimenter pointed, and then tested on probe trials to determine if they could respond correctly when the experimenter either oriented his or her whole head toward the correct cup, or just looked with the eyes. In Expt 1 these cues were static, whereas in Expt 2 the experimenter actively moved his or her head and/or eyes back‐and‐forth form the subjects’ faces to the correct cup as they were attempting to make their choice. Expt 3 validated the logic of Expts 1 and 2 by demonstrating that 3‐year‐old human children responded in a manner predicted by the high‐level model. The results of the experiments converged on supporting the predictions of the low‐level model of juvenile chimpanzees’ understanding of seeing.</description><subject>Animal ethology</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Developmental psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Mammalia</subject><subject>Pan troglodytes</subject><subject>Preschool Children</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Psychophysiology</topic><topic>Theory of Mind</topic><topic>Vertebrata</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Povinelli, Daniel J.</creatorcontrib><creatorcontrib>Bierschwale, Donna T.</creatorcontrib><creatorcontrib>Cech, Claude G.</creatorcontrib><collection>Istex</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Science Database (Alumni Edition)</collection><collection>STEM Database</collection><collection>ProQuest Pharma Collection</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>British Nursing Database</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>International Bibliography of the Social Sciences</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>Sociology Collection</collection><collection>International Bibliography of the Social Sciences</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database (ProQuest)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>ProQuest Psychology</collection><collection>Science Database</collection><collection>Sociology Database (ProQuest)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>Neurosciences Abstracts</collection><jtitle>British journal of developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Povinelli, Daniel J.</au><au>Bierschwale, Donna T.</au><au>Cech, Claude G.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Comprehension of seeing as a referential act in young children, but not juvenile chimpanzees</atitle><jtitle>British journal of developmental psychology</jtitle><date>1999-03</date><risdate>1999</risdate><volume>17</volume><issue>1</issue><spage>37</spage><epage>60</epage><pages>37-60</pages><issn>0261-510X</issn><eissn>2044-835X</eissn><coden>BJDPE4</coden><abstract>Using their previously demonstrated gaze‐following abilities, juvenile chimpanzees (and 3‐year‐old human children) were tested to determine if they interpreted seeing as the mental state of attention. The studies tested predictions generated by a low‐level model of chimpanzee gaze‐following which assumes that chimpanzees do not understand attention as an unobservable, internal mental state, and a high‐level model which assumes that they do. In Expts 1 and 2, chimpanzees were first trained to respond to a cup to which an experimenter pointed, and then tested on probe trials to determine if they could respond correctly when the experimenter either oriented his or her whole head toward the correct cup, or just looked with the eyes. In Expt 1 these cues were static, whereas in Expt 2 the experimenter actively moved his or her head and/or eyes back‐and‐forth form the subjects’ faces to the correct cup as they were attempting to make their choice. Expt 3 validated the logic of Expts 1 and 2 by demonstrating that 3‐year‐old human children responded in a manner predicted by the high‐level model. The results of the experiments converged on supporting the predictions of the low‐level model of juvenile chimpanzees’ understanding of seeing.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1348/026151099165140</doi><tpages>24</tpages></addata></record> |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source (EBSCOhost); Wiley Online Library Journals Frontfile Complete |
| subjects | Animal ethology Biological and medical sciences Child Child development Developmental psychology Fundamental and applied biological sciences. Psychology Mammalia Pan troglodytes Preschool Children Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Theory of Mind Vertebrata Young Children |
| title | Comprehension of seeing as a referential act in young children, but not juvenile chimpanzees |
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