Construction Grammar for Monkeys? Animal Communication and Its Implications for Language Evolution in the Light of Usage-Based Linguistic Theory
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Animal Communication Animals Are Smarter Than You Think
Animal Communication Animals are smarter than you think. Joseph Poulshock, PhD It’s not going to be Planet of the Apes any time soon. But animal communicators are still amazing. Key Words/Outline Design Features Animals? • Duality--二重性 Main ! Point • Birds and Duality Vervet Monkeys • Arbitrariness--恣意性 Animals can communicate. They can use symbols or calls to • communicate with each other. When working with humans, • Gray Parrots • Displacement --転位; Stimulus Freedom they can learn to communicate with humans and use human • Koko the Gorilla --刺激反応自由 language in surprising ways. • Lucy the Chimp • Structure Dependence --構造依存性 Kanzi • • Creativity--創造性 • Rico and Chaser • Recursion --帰納 (反復) Once upon a time, N’kisi: Gray Parrot Alex a lady went for a walk, and she met a parrot. The parrot said: N'Kisi is a gray parrot. • New York times, reporting on the death • of Alex. • Aimee Morgana is N’kisi’s human. • He learned more than 100 English • Morgana claims N'Kisi knows 950 words. words. Dr. Irene Pepperberg & Griffin Parrots The Vervet Monkey • Vervet have a special alarm call for each enemy. • Talking birds show the design feature of duality. • A “rraup” for eagles/hawks. • They can learn many words and phrases. • ワシ • Do they produce words and phrases based on structural rules, or • A “chutter” for snakes. are they memorizing chunks? • ヘビ • A “chirp” for lions/leopards. Can Monkeys Talk? • ライオン/ヒョウ The Vervet Monkey Vervet Monkeys • Specific calls for each predator. • They use alarm calls to escape predators. Chimps and Hawk! Run to the center of the tree. Each call shows a different kind of • danger. -
Understanding and Sharing Intentions: the Origins of Cultural Cognition
BEHAVIORAL AND BRAIN SCIENCES (2005) 28, 000–000 Printed in the United States of America Understanding and sharing intentions: The origins of cultural cognition Michael Tomasello, Malinda Carpenter, Josep Call, Tanya Behne, and Henrike Moll Max Planck Institute for Evolutionary Anthropology, D-04103 Leipzig, Germany [email protected] [email protected] [email protected] [email protected] [email protected] Abstract: We propose that the crucial difference between human cognition and that of other species is the ability to participate with others in collaborative activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms of intention reading and cultural learning, but also a unique motivation to share psychological states with oth- ers and unique forms of cognitive representation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social institutions. In support of this proposal we argue and present evidence that great apes (and some children with autism) understand the basics of intentional action, but they still do not participate in activities involving joint intentions and attention (shared intentionality). Human children’s skills of shared intentionality develop gradually during the first 14 months of life as two ontogenetic pathways intertwine: (1) the general ape line of understanding others as animate, goal-directed, and intentional agents; and (2) a species-unique motivation to share emotions, experience, and activities with other persons. -
Border Collie Comprehends Object Names As Verbal Referents
Behavioural Processes 86 (2011) 184–195 Contents lists available at ScienceDirect Behavioural Processes journal homepage: www.elsevier.com/locate/behavproc Border collie comprehends object names as verbal referents John W. Pilley a,∗∗, Alliston K. Reid b,∗ a 101 Seal St., Spartanburg, SC 29301, USA b Department of Psychology, Wofford College, 429N. Church St., Spartanburg, SC 29303, USA article info abstract Article history: Four experiments investigated the ability of a border collie (Chaser) to acquire receptive language skills. Received 6 August 2010 Experiment 1 demonstrated that Chaser learned and retained, over a 3-year period of intensive training, Received in revised form the proper-noun names of 1022 objects. Experiment 2 presented random pair-wise combinations of three 16 September 2010 commands and three names, and demonstrated that she understood the separate meanings of proper- Accepted 30 November 2010 noun names and commands. Chaser understood that names refer to objects, independent of the behavior directed toward those objects. Experiment 3 demonstrated Chaser’s ability to learn three common nouns Keywords: – words that represent categories. Chaser demonstrated one-to-many (common noun) and many-to-one Referential understanding Inferential reasoning by exclusion (multiple-name) name–object mappings. Experiment 4 demonstrated Chaser’s ability to learn words Exclusion learning by inferential reasoning by exclusion – inferring the name of an object based on its novelty among Border collie familiar objects that already had names. Together, these studies indicate that Chaser acquired referential Dog understanding of nouns, an ability normally attributed to children, which included: (a) awareness that Receptive language words may refer to objects, (b) awareness of verbal cues that map words upon the object referent, and (c) awareness that names may refer to unique objects or categories of objects, independent of the behaviors directed toward those objects. -
AN EXPLORATION of OBJECT-WORD ACQUISITION in CANIS FAMILIARIS By
AN EXPLORATION OF OBJECT-WORD ACQUISITION IN CANIS FAMILIARIS by Brianna L. Artz A Thesis Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Master of Arts Psychology Committee: ___________________________________________ Director ___________________________________________ ___________________________________________ ___________________________________________ Department Chairperson ___________________________________________ Dean, College of Humanities and Social Sciences Date: _____________________________________ Summer Semester 2019 George Mason University Fairfax, VA An Exploration of Object-Word Acquisition in Canis familiaris A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at George Mason University by Brianna L. Artz Bachelor of Science George Mason University, 2017 Director: Doris Bitler Davis, Professor Department of Psychology Summer Semester 2019 George Mason University Fairfax, VA Copyright 2019 Brianna L. Artz All Rights Reserved ii DEDICATION This thesis is dedicated to my amazing grandfather, John H. Cameron. iii ACKNOWLEDGEMENTS I would like to thank Kirk and Doris Davis for their endless support of my research dreams. I would also like to thank Erin Murdoch and Linda Chrosniak for their roles as committee members and wonderful mentors. Thank you to Megan Tiller for help entering and organizing my data. Finally, thank you to all of my family and friends who supported me throughout this process. iv TABLE -
Animal Communication 2020
BY JOSEPH POULSHOCK, PHD Planet of the Apes ELEMENT 2 - ANIMAL COMMUNICATION ▸ Key Questions for self-quizzing before and after. Main ! Point ▸ What can VERVET MONKEYS do? • Caesar and the apes evolved. Now they Animals can communicate. They can use symbols or calls to ▸ What can KOKO the GORILLA do? fight with humans for control of the world. communicate with each other. When working with humans, ▸ What two acts of communication did LUCY do with they can learn to communicate with humans and use human sign language? It's never going to happen. Right? • language in surprising ways. ▸ What kind of animal is KANZI? What can KANZI do? • Animals are smarter than we think! ▸ How many words did Chaser learn? ▸ So what? Low resolution "fair use" image providing critical commentary on the film. Design Features Animals? N'kisi Parrots • Duality--二重性 N’kisi is an African Gray. Once upon a time, • Arbitrariness--恣意性 When seeing a picture of a person on • a lady went for a walk, • Talking birds seem to show the design feature of duality. and she met a parrot.... the phone N'kisi said "What cha doin' • • Displacement --転位 on the phone?" The parrot said, "@#$@ YOU!" • They can learn many words and phrases. • Stimulus Freedom --刺激反応自由 • When seeing a picture of flowers, N'kisi said, "That's a pic of flowers." • How do they do it? Grammar? Just chunks? • Creativity--創造性 • Aimee Morgana claims N'kisi knows 950 words. • Recursion --帰納 (反復) Image Wikipedia The Vervet Monkey The Vervet Monkey • Vervets have alarm calls for each enemy. -
JOHN W. PILLEY with Hilary Hinzmann $26.00 / HIGHER in CANADA
Chaser Unlocking the Genius of the Dog Who Knows a Thousand Words JOHN W. PILLEY WITH Hilary Hinzmann $26.00 / HIGHER IN CANADA The amazing story of a very smart Border collie who is redefining animal intelligence haser has a way with words. Ci She knows over a thousand of them — more than any other animal of any species except humans. In addition to com- mon nouns like house, ball, and tree, she has memorized the names of more than one thou- sand toys and can retrieve any of them on command. Based on that learning, she and her owner and trainer, retired psychologist John Pilley, have moved on to further impressive feats, demonstrating her ability to understand sentences with multiple elements of grammar and to learn new behaviors by imitation. John’s ingenuity and tenacity as a re- searcher are as impressive as Chaser’s accom- plishments. His groundbreaking approach has opened the door to a new understanding of animal intelligence, one that requires us to reconsider what actually goes on in a dog’s mind. Chaser’s achievements reveal her use of deductive reasoning and complex problem- solving skills to address novel challenges. Yet astonishingly, Chaser isn’t unique. John’s training methods can be adopted by any dog lover. Through the poignant story of how he trained Chaser, raised her as a member of the Pilley family, and proved her abilities to the scientific community, he reveals the posi- tive impact of incorporating learning into play and more effectively channeling a dog’s natu- ral drives. John’s work with Chaser offers a fresh perspective on what’s possible in the relation- ship between a dog and a human. -
RICO Civil Fraud Action in Context: Reflections on Bennett .V Berg G
Notre Dame Law School NDLScholarship Journal Articles Publications 1982 RICO Civil Fraud Action in Context: Reflections on Bennett .v Berg G. Robert Blakey Notre Dame Law School Follow this and additional works at: https://scholarship.law.nd.edu/law_faculty_scholarship Part of the Civil Law Commons, and the Criminal Law Commons Recommended Citation G. R. Blakey, RICO Civil Fraud Action in Context: Reflections on Bennett .v Berg, 58 Notre Dame L. Rev. 237 (1982-1983). Available at: https://scholarship.law.nd.edu/law_faculty_scholarship/170 This Article is brought to you for free and open access by the Publications at NDLScholarship. It has been accepted for inclusion in Journal Articles by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. The RICO Civil Fraud Action in Context: Reflections on Bennett v. Berg G. Robert Blakev* I. Introduction /Tjhe ofle of all theJudges is always to make such. construction as shall suppress the mischief, and advance the remedy, and to suppress subtle inventions and evasionsfor continuationof the mischief,.. and to addforce andlife to the cure and remedy, according to the true intent of the makers of the Act pro bono publico. Hdon's Case, 76 Eng. Rep. 637, 638 (Ex. 1584). In Bennett v. Berg,' the United States Court of Appeals for the Eighth Circuit, as a matter of "first impression in the Circuit Courts of Appeals," 2 faced and resolved a number of significant issues in the construction of Title IX, the Racketeer Influenced and Corrupt Or- ganizations (hereinafter "RICO") provisions of the Organized Crime Control Act of 1970. -
Can a Dog Learn a Word? Better Ability to Understand the Minds of Adults
PERSPECTIVES BEHAVIOR human knows more than a 9-year-old dog, after all, and has a better memory, and a Can a Dog Learn a Word? better ability to understand the minds of adults. Rico’s limitations might reflect dif- Paul Bloom ferences in degree, not in kind. A more skeptical alternative is that hen making the emergence of a vibrant area Rico’s abilities have nothing to do with hu- point that language of comparative cognition man word learning. For a child, words are Wlearning requires research. For psycholo- symbols that refer to categories and indi- more than just the right envi- gists, dogs may be the new viduals in the external world (7). Even one- ronment, psychologists often chimpanzees. year-olds appreciate the referential nature point out that both a baby How does Rico’s learning of words. When children learn a word such and a dog are exposed to lan- compare with that of a as “sock,” they do not interpret it as “bring- guage, but only the baby child? Kaminski et al. point the-sock” or “go-to-the-sock,” and they do learns to talk. This example out just two differences: not merely associate it with socks. They may have to change. On Children have a more di- appreciate that the word refers to a catego- page 1682 of this issue, verse vocabulary, including ry, and thereby can be used to request a Kaminski et al. (1) report names for specific people, sock, or point out a sock, or comment on the impressive abilities of a properties, actions, and rela- the absence of one. -
Animal Communication & Language
9781446295649_C.indd 6 14/06/2017 17:18 00_CARPENDALE ET AL_FM.indd 3 11/14/2017 4:45:07 PM Animal Communication and Human 7 Language LEARNING OUTCOMES By the end of this chapter you should: • Understand how the study of animal communication informs us about the nature and sophistication of human communication. • Be able to discuss the details of the communication patterns of vervet monkeys and honeybees. • Know that attempts to teach apes to speak have been conducted for a hundred years and why those based on behavioural training were inconclusive. • Be able to define what a LAD and a LASS are (and know their theoretical differences). • Be able to discuss the differences between human and animal communication and therefore the complexity of the latter. • Be aware of how more recent training programmes based on social interaction have changed our understanding of how apes may learn to communicate with humans as well as how they have informed our understanding of children’s early language development. Do animals use languages? Can dogs learn words? Rico, a 9-year-old border collie, was able to learn 200 words (Kaminski, Call, & Fischer, 2004). But are these really words in the same sense that humans use them? What Rico had learned was to fetch 200 different 07_CARPENDALE ET AL_CH_07.indd 121 11/14/2017 10:48:26 AM 122 THE DEVELOPMENT OF CHILDREN’S THINKING objects (Bloom, 2004). This is an incredibly impressive feat, but what does it tell us about human languages? When a child learns a word, more is expected than the ability to fetch the object that it identifies. -
Introduction to Dog Behavior
Chapter 1 Introduction to dog behavior Julie Hecht1 and Alexandra Horowitz2 1 Department of Psychology, The Graduate Center, City University of New York, Horowitz Dog Cognition Lab, Barnard College, New York, USA 2 Department of Psychology, Barnard College, New York, USA those who reacted without fear or aggression to human Domestic dog evolution and behavior approach. Over 40 generations, he had created foxes Dog evolutionary history which looked and acted in many ways like familiar What is a dog? The answer can come in the form of a domestic dogs (Belyaev 1979; Trut 1999). description of the dog’s characteristic behavior, physical For millennia, dogs were bred for use for tasks (e.g. description, or evolutionary history. We will begin with guarding and hunting) or as companions. Quite recently, the latter. The domestic dog, Canis familiaris, is a member in the 19th century, artificial selection began to be of the Canidae family, genus Canis, along with such driven by an interest in creating pure breed lines, for territorial social carnivores as the gray wolf (Canis lupus), show and competition in dog “fancies,” dog shows. the coyote (Canis latrans), and the jackal (e.g., Canis Thus, the diverse array of breeds seen today is a result of aureus and Canis mesomelas). The dog is the only domesti- specific breeding over the last century and a half for cated species of the genus: that is to say, the only canid physical traits and temperament which suited the newly for whom artificial selection (selective breeding) by formed breed “standards” (Garber 1996). While some humans has usurped natural selection as a prime mover current dog breeds resemble ancient representations of of the species. -
Rapid Learning of Object Names in Dogs Claudia Fugazza1*, Attila Andics1,2*, Lilla Magyari1,2, Shany Dror1, András Zempléni3 & Ádám Miklósi1,4
www.nature.com/scientificreports OPEN Rapid learning of object names in dogs Claudia Fugazza1*, Attila Andics1,2*, Lilla Magyari1,2, Shany Dror1, András Zempléni3 & Ádám Miklósi1,4 Learning object names after few exposures, is thought to be a typically human capacity. Previous accounts of similar skills in dogs did not include control testing procedures, leaving unanswered the question whether this ability is uniquely human. To investigate the presence of the capacity to rapidly learn words in dogs, we tested object-name learning after four exposures in two dogs with knowledge of multiple toy-names. The dogs were exposed to new object-names either while playing with the objects with the owner who named those in a social context or during an exclusion-based task similar to those used in previous studies. The dogs were then tested on the learning outcome of the new object-names. Both dogs succeeded after exposure in the social context but not after exposure to the exclusion-based task. Their memory of the object-names lasted for at least two minutes and tended to decay after retention intervals of 10 min and 1 h. This reveals that rapid object-name learning is possible for a non-human species (dogs), although memory consolidation may require more exposures. We suggest that rapid learning presupposes learning in a social context. To investigate whether rapid learning of object names in a social context is restricted to dogs that have already shown the ability to learn multiple object-names, we used the same procedure with 20 typical family dogs. These dogs did not demonstrate any evidence of learning the object names. -
Animal Passions and Beastly Virtues: Cognitive Ethology As the Unifying Science for Understanding the Subjective, Emotional, Empathic, and Moral Lives of Animals1
Human Ecology Forum Animal Passions and Beastly Virtues: Cognitive Ethology as the Unifying Science for Understanding the Subjective, Emotional, Empathic, and Moral Lives of Animals1 Marc Bekoff Ecology and Evolutionary Biology University of Colorado Boulder, Colorado 80309-03342,3 Abstract Animals are “In”: Just who do we Think We Are? My essay was written as a response to four papers that were presented at the 2004 annual meetings of the American Academy of Religion (AAR) in a session that was devoted to “Sperm whale culture ... might encompass abstract con- my research on animal behavior and cognitive ethology. Here cepts, perhaps even religion” (Whitehead 2003, 371). I stress the importance of interdisciplinary research and col- laboration for coming to terms with various aspects of ani- It also struck me that a great deal of the concern mal behavior and animal cognition, and argue that we have people felt about having an inherent nature that much to learn from other animals with regard to a set of might be comparable to animal nature was based “big” questions including: Who are we in the grand scheme on a misunderstanding of how animals actually be- of things? What is the role science (“science sense”) plays in haved...The reality was that animals behaved in a our understanding of the world in which we live? What does far less crude fashion...by misjudging animals they it means to “know” something? What are some other ways of misjudged themselves (Midgley 2005). knowing and how do they compare to what we call “sci- “There is more to life than basic scientific knowl- ence”? What are the uses of anecdotes and anthropomor- edge”(Papineau 2005, 803).