The role of the co-actor’s response reachability in the joint Simon effect: remapping of working space by tool use

2019 ◽  
Author(s):  
Cristina Iani ◽  
Francesca Ciardo ◽  
Simone Panajoli ◽  
Luisa Lugli ◽  
Sandro Rubichi
Keyword(s):  
Tool Use ◽  
Simon Effect ◽  
Working Space

The Role of Visual Distractors in the Simon Effect

2017 ◽  
Vol 64 (6) ◽  
pp. 387-397 ◽  
Author(s):  
Luisa Lugli ◽  
Stefania D’Ascenzo ◽  
Roberto Nicoletti ◽  
Carlo Umiltà
Keyword(s):  
Simon Effect ◽  
Simon Task ◽  
Automatic Generation ◽  
Spatial Code ◽  
Attentional Model ◽  
Previous Evidence ◽  
Spatial Stimulus ◽  
Attentional Resources ◽  
Code Changes

Abstract. The Simon effect lies on the automatic generation of a stimulus spatial code, which, however, is not relevant for performing the task. Results typically show faster performance when stimulus and response locations correspond, rather than when they do not. Considering reaction time distributions, two types of Simon effect have been individuated, which are thought to depend on different mechanisms: visuomotor activation versus cognitive translation of spatial codes. The present study aimed to investigate whether the presence of a distractor, which affects the allocation of attentional resources and, thus, the time needed to generate the spatial code, changes the nature of the Simon effect. In four experiments, we manipulated the presence and the characteristics of the distractor. Findings extend previous evidence regarding the distinction between visuomotor activation and cognitive translation of spatial stimulus codes in a Simon task. They are discussed with reference to the attentional model of the Simon effect.

scholarly journals What is the role of infant banging in the development of tool use?

2012 ◽  
Vol 218 (2) ◽  
pp. 315-320 ◽  
Author(s):  
Björn Alexander Kahrs ◽  
Wendy P. Jung ◽  
Jeffrey J. Lockman
Keyword(s):  
Tool Use

The role of long-term-memory and short-term-memory links in the Simon effect.

2000 ◽  
Vol 26 (2) ◽  
pp. 648-670 ◽  
Author(s):  
Mariaelena Tagliabue ◽  
Marco Zorzi ◽  
Carlo Umiltà ◽  
Francesca Bassignani
Keyword(s):  
Simon Effect ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory

Are tool properties always processed automatically? The role of tool use context and task complexity

Cortex ◽  
2013 ◽  
Vol 49 (6) ◽  
pp. 1679-1693 ◽  
Author(s):  
Jennifer Randerath ◽  
Kimberley R. Martin ◽  
Scott H. Frey
Keyword(s):  
Tool Use ◽  
Task Complexity ◽  
Use Context ◽  
And Task

The role of attention for the Simon effect

1993 ◽  
Vol 55 (3) ◽  
pp. 208-222 ◽  
Author(s):  
Bernhard Hommel
Keyword(s):  
Simon Effect

scholarly journals Young children spontaneously invent wild great apes’ tool-use behaviours

2016 ◽  
Vol 283 (1825) ◽  
pp. 20152402 ◽  
Author(s):  
E. Reindl ◽  
S. R. Beck ◽  
I. A. Apperly ◽  
C. Tennie
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Great Apes ◽  
Cultural Knowledge ◽  
Great Ape ◽  
Great Similarity ◽  
Physical Cognition ◽  
Animal Kingdom ◽  
Over Time

The variety and complexity of human-made tools are unique in the animal kingdom. Research investigating why human tool use is special has focused on the role of social learning: while non-human great apes acquire tool-use behaviours mostly by individual (re-)inventions, modern humans use imitation and teaching to accumulate innovations over time. However, little is known about tool-use behaviours that humans can invent individually, i.e. without cultural knowledge. We presented 2- to 3.5-year-old children with 12 problem-solving tasks based on tool-use behaviours shown by great apes. Spontaneous tool use was observed in 11 tasks. Additionally, tasks which occurred more frequently in wild great apes were also solved more frequently by human children. Our results demonstrate great similarity in the spontaneous tool-use abilities of human children and great apes, indicating that the physical cognition underlying tool use shows large overlaps across the great ape species. This suggests that humans are neither born with special physical cognition skills, nor that these skills have degraded due to our species’ long reliance of social learning in the tool-use domain.

The – weak – role of memory in tool use: Evidence from neurodegenerative diseases

2019 ◽  
Vol 129 ◽  
pp. 117-132 ◽  
Author(s):  
Josselin Baumard ◽  
Mathieu Lesourd ◽  
Chrystelle Remigereau ◽  
Catherine Merck ◽  
Christophe Jarry ◽  
...  
Keyword(s):  
Neurodegenerative Diseases ◽  
Tool Use

The effect of demonstrator reward on social learning of operant key pecking by domestic hens

2001 ◽  
Vol 2001 ◽  
pp. OC2-OC2
Author(s):  
C.M. Sherwin ◽  
C.M. Heyes ◽  
C. Leeb ◽  
C.J. Nicol
Keyword(s):  
Social Interaction ◽  
Social Learning ◽  
Tool Use ◽  
Cognitive Abilities ◽  
Food Preferences ◽  
Naive Animal ◽  
Key Pecking ◽  
Maladaptive Behaviours ◽  
Novel Behaviour

Social learning is said to occur when social interaction facilitates the acquisition of a novel pattern of behaviour. It usually takes the form of an experienced animal (the demonstrator) performing a behaviour such that a naive animal (the observer) subsequently expresses the same novel behaviour, earlier or more completely than it would have done using individual learning. Social learning is involved in the transmission of a great variety of behaviours, e.g. tool-use, food preferences, and has also been implicated in maladaptive behaviours such as stereotypies in voles. In studies of social learning, the observers usually see the demonstrators receive a reward for performing the required behaviour. But, the role of the reward has rarely been investigated and results have been equivocal. Understanding the role of demonstrator reward on social learning is necessary to assess the cognitive abilities of individuals of different species, and aids understanding of the transmission of maladaptive behaviours.

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