Problem solving capabilities of peach-fronted conures (Eupsittula aurea) studied with the string-pulling test

Behaviour ◽  
2019 ◽  
Vol 156 (5-8) ◽  
pp. 815-846
Author(s):  
Sara Torres Ortiz ◽  
Alyssa Maxwell ◽  
Anastasia Krasheninnikova ◽  
Magnus Wahlberg ◽  
Ole Næsbye Larsen
Keyword(s):  
Problem Solving ◽  
Cognitive Abilities ◽  
Food Reward ◽  
String Pulling ◽  
Goal Directedness

Abstract The problem-solving capabilities of four small parrots (peach-fronted conures, Eupsittula aurea) were investigated using string-pulling tests. In seven different tasks, one string was baited following a randomized order. The parrots could retrieve the food reward after a wrong choice as the choice was not forced. Additionally, we applied a non-intuitive pulley task with the strings arranged in front of, instead of below the birds. All four parrots performed very well in the multiple, slanted, and broken string tasks, but all failed in the crossed-string task. Only two parrots solved the single pulley task. All four parrots performed successfully in the multiple pulley task but all failed in the broken pulley condition. Our results suggest that peach-fronted conures solve string-pulling tasks without relying on simple proximity based rules, but that they have evolved cognitive abilities enabling goal-directedness, the understanding of functionality, and a concept of connectedness between two objects.

Problem-solving performance in wild Steller’s jays using a string-pulling task

Behaviour ◽  
2021 ◽  
pp. 1-24
Author(s):  
Derek P. Harvey ◽  
Jeffrey M. Black
Keyword(s):  
Individual Differences ◽  
Problem Solving ◽  
Social Interactions ◽  
Broad Spectrum ◽  
Food Reward ◽  
Natural Habitat ◽  
Species Problem ◽  
String Pulling ◽  
Free Ranging

Abstract Animals that exploit resources from human-modified environments may encounter unique problems when searching for food. Pulling a string tied to a food reward (string-pulling task) is one of the most widespread methods of testing a species’ problem-solving performance in non-human animals. Performance in problem-solving tasks may be influenced by an individual’s characteristics and social interactions, especially in its natural habitat. We examined problem solving by free-ranging Steller’s jays (Cyanocitta stelleri) when extracting food from a string-pulling task presented in their natural habitat. During the study, seven of 50 jays successfully solved the task on their first to eighteenth experimental opportunity; solvers differed from nonsolvers by showing higher levels of persistence by pulling the string in more trials. Of the successful jays, five birds solved without observing others, while two birds were present during successful trials and subsequently completed the task. All seven jays demonstrated improvement in the task by using less string pulls over additional successful trials. Nineteen other jays in the population interacted with the apparatus and pulled the string, but not enough to acquire the food. These 19 jays were significantly bolder (shorter latencies to approach), more explorative (contacted more parts of the apparatus), and had observed solvers more than the 24 individuals that did not pull the string. These results indicate a broad spectrum of individual differences in propensity for solving novel tasks in our population of Steller’s jays.

scholarly journals Waterbird solves the string-pull test

2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Jessika Lamarre ◽  
David R. Wilson
Keyword(s):  
Problem Solving ◽  
Food Reward ◽  
Cognitive Tasks ◽  
Behavioural Flexibility ◽  
Free Living ◽  
Problem Solving Skills ◽  
Pull Test ◽  
Single String ◽  
String Pulling ◽  
Innovation Rate

String-pulling is among the most widespread cognitive tasks used to test problem-solving skills in mammals and birds. The task requires animals to comprehend that pulling on a non-valuable string moves an otherwise inaccessible food reward to within their reach. Although at least 90 avian species have been administered the string-pull test, all but five of them were perching birds (passeriformes) or parrots (psittaciformes). Waterbirds (Aequorlitornithes) are poorly represented in the cognitive literature, yet are known to engage in complex foraging behaviours. In this study, we tested whether free-living ring-billed gulls ( Larus delawarensis ), a species known for their behavioural flexibility and foraging innovativeness, could solve a horizontal string-pull test. Here, we show that 25% (26/104) of the ring-billed gulls that attempted to solve the test at least once over a maximum of three trials were successful, and that 21% of them (22/104) succeeded during their first attempt. Ring-billed gulls are thus the first waterbird known to solve a horizontal single-string-rewarded string-pull test. Since innovation rate and problem-solving are associated with species' ability to endure environmental alterations, we suggest that testing the problem-solving skills of other species facing environmental challenges will inform us of their vulnerability in a rapidly changing world.

scholarly journals Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry

2021 ◽  
Vol 9 (1) ◽  
pp. 5
Author(s):  
André Kretzschmar ◽  
Stephan Nebe
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Complex Problem ◽  
Equation Modeling ◽  
Complex Problem Solving ◽  
Symmetry Principle ◽  
Fluid Reasoning ◽  
The Impact

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modeling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only 2 of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31%, depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.

scholarly journals The Cognitive Underpinnings of Multiply-Constrained Problem Solving

2019 ◽  
Author(s):  
Derek Ellis ◽  
Gene Arnold Brewer ◽  
Matthew Kyle Robison
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Attention Control ◽  
Crystallized Intelligence ◽  
Constrained Problems ◽  
Constrained Problem ◽  
Analytical Strategies ◽  
Fluid And Crystallized Intelligence

An individual encounters problem of varying difficulty every day. Each problem may include a different number of constraints. Multiply-constrained problems, such as the compound remote associates, are commonly used to study problem solving. Since their development, multiply-constrained problems have been related to creativity and insight. Moreover, research has investigated the cognitive abilities underlying problem solving abilities. In the present study we sought to fully evaluate a range of cognitive abilities (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence) previously associated with multiply-constrained problem solving. Additionally, we sought to determine whether problem solving ability and strategies (analytical or insightful) were task specific or domain general through the use of novel problem solving tasks (TriBond and Location Bond). Multiply-constrained problem solving abilities were shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the only cognitive ability that provided unique predictive value after accounting for all other abilities.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

Transfer of Training between Working Memory Task and Attentional Task

2016 ◽  
pp. 147-165
Author(s):  
Ting Guo ◽  
Yanna Ren ◽  
Xiaotong Zhu ◽  
Hong Chen ◽  
Satoshi Takahashi ◽  
...  
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Empirical Evidence ◽  
Cognitive Training ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Memory Task ◽  
Cognitive Disorders ◽  
Training Effects ◽  
Attention Memory

The present studies indicate that training effects in a certain domain may result in the acquired skills being transferred to other domains that require similar abilities. Cognitive training involves structured exercises that are prescribed and undertaken with the purpose of enhancing cognitive abilities, such as attention, memory, and problem solving. In contrast to symptomatic pharmacotherapy, non-pharmacological approaches may further improve patients' situations. Our aim was to summarize the empirical evidence for the rehabilitation of individuals with cognitive disorders by using training tasks to enhance specific cognitive functions to combat against cognitive degradation and transfer the benefits to other widely used domains.

Elderly Adults' Perception of Their Own Cognitive Development during the Adult Years

1983 ◽  
Vol 16 (2) ◽  
pp. 147-158 ◽  
Author(s):  
Sharon A. Williams ◽  
Nancy Wadsworth Denney ◽  
Margaret Schadler
Keyword(s):  
Problem Solving ◽  
Cognitive Abilities ◽  
Age Factors ◽  
Good Health ◽  
The Elderly ◽  
Activity Level ◽  
Elderly Adults ◽  
Age Changes ◽  
Memory Research ◽  
Experience Good

Individuals between the ages of sixty-five and seventy-five were asked a number of questions regarding which of their cognitive abilities they think have changed with age and, further, what factors they think are responsible for such age changes. Questions were asked in two areas of cognitive functioning—memory and problem solving. With respect to memory, the reports of the elderly adults corresponded well with the results of memory research, which indicates that most memory abilities tend to decrease with increasing age. The elderly adults suggested that activity level, amount of contact with the information to be remembered, practice remembering, the perceived importance of the information to be remembered, and expectations regarding changes in memory are all factors that may contribute to age changes in memory. With respect to problem solving, on the other hand, the reports of the elderly did not correspond with the results of research. Research indicates that such abilities probably decline with increasing age while the elderly reported that they think that their problem-solving abilities have actually increased with age. Factors that were mentioned as possible causes of the reported increases in problem-solving ability were experience, good health, and taking more time to solve a problem.

A Comparison of Computation Span and Reading Span Working Memory Measures’ Relations With Problem-Solving Criteria

2017 ◽  
Vol 121 (3) ◽  
pp. 430-444
Author(s):  
Richard Perlow ◽  
Mia Jattuso
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Practical Implication ◽  
Memory Performance ◽  
Working Memory Capacity ◽  
Theory Development ◽  
Performance Outcomes ◽  
Phonological Loop ◽  
Working Memory Models

Researchers have operationalized working memory in different ways and although working memory–performance relationships are well documented, there has been relatively less attention devoted to determining whether seemingly similar measures yield comparable relations with performance outcomes. Our objective is to assess whether two working memory measures deploying the same processes but different item content yield different relations with two problem-solving criteria. Participants completed a computation-based working memory measure and a reading-based measure prior to performing a computerized simulation. Results reveal differential relations with one of the two criteria and support the notion that the two working memory measures tap working memory capacity and other cognitive abilities. One implication for theory development is that researchers should consider incorporating other cognitive abilities in their working memory models and that the selection of those abilities should correspond to the criterion of interest. One practical implication is that researchers and practitioners shouldn’t automatically assume that different phonological loop-based working memory scales are interchangeable.

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