Manter animais em cativeiro implica no dever ético de lhes proporcionar saúde física e psicológica. Procedimentos conhecidos como Enriquecimento Ambiental buscam elevar o bem-estar de animais cativos. Neste trabalho, três artefatos foram testados para avaliar sua eficácia como enriquecimento ambiental para macacos-prego (Cebus apella). Dois destes artefatos (Brinquedo e Caixa de forrageamento) já haviam sido testados anteriormente por Boinski et al. (1999). O terceiro artefato (Ferramenta) foi testado pela primeira vez e buscava proporcionar aos animais a possibilidade de executar um comportamento típico da espécie: a quebra de cocos. Usamos medidas comportamentais e de corticosterona fecal para medir os efeitos dos artefatos. Foram encontradas algumas diferenças significativas entre as condições experimentais (controles e com artefatos), e entre a freqüência de interação com os artefatos, porém os resultados não nos possibilitam afirmar se algum dos artefatos seria um enriquecimento ambiental eficaz para macacos-prego cativos. Acreditamos que experimentos ainda devem ser feitos para elucidar os efeito de fatores como: o ambiente externo ao recinto, os procedimentos de manutenção direcionados aos animais e a metodologia de aplicação dos artefatos, sobre o bem-estar de animais cativos. / Keeping animals in captivity implies in an ethical duty of offering conditions that foster their physical and psychological health. Procedures known as Environmental Enrichment seek to enhance animals’ life quality. Here we tested three stimuli efficiency as environmental enrichment for captive capuchin monkeys (Cebus apella). Two which had been previously tested (Toy and Box) by Boinski et al. (1999). The third one (Tool) was tested for the first time and aimed giving the animals the opportunity to perform a species-typical behavior: cracking open nuts. The stimuli had their effects measured by behavioral and fecal corticosterone sampling. Some statistical significant differences were found between experimental conditions (control and stimuli) and between the frequencies of interaction with the stimuli. The data, however, did not point to any of the tested stimuli as effective environmental enrichment for capuchin monkeys. We believe, therefore, that more research should be conducted in order to clarify the effects of factors such as the environment outside the cages, the maintenance procedures, and the stimulus presentation procedures, on the well-being of captive animals.

No começo do século XX, Wolfgang Köhler descreveu uma forma súbita de resolução de problemas, diferente da tentativa-e-erro, e chamou-a de insight. Para estudar essa forma de resolução, Epstein et al. (1984) elaboraram um teste de deslocamento de caixa, utilizando pombos como sujeitos. Nesse estudo, somente os pombos que aprenderam separadamente todos os comportamentos requisito conseguiram recombinar esses comportamentos e resolver a tarefa. Em estudos posteriores, foram utilizados ratos como sujeitos na mesma tarefa. Estes, porém, não puderam resolvê-la de forma súbita, direta e contínua. Portanto, o objetivo deste trabalho é desenvolver e avaliar um novo procedimento de deslocamento de caixa, que permita observar a resolução de problemas por recombinação de comportamentos aprendidos separadamente em roedores de pequeno porte, com topografia de resolução direta e contínua. Para isso, realizou-se uma adaptação do procedimento de deslocamento de caixas de Epstein et al. (1984), na qual utilizaram-se cereais açucarados como reforçadores para ensinar separadamente dois comportamentos aos ratos (n=2): empurrar um cubo de acrílico em direção a uma divisória iluminada, e subir no cubo e em uma plataforma. Em seguida, foi realizado um teste, no qual o cubo estava distante da plataforma e, para conseguir um pedaço de cereal açucarado, os ratos precisariam empurrá-lo até junto à plataforma, subir nele e em seguida na plataforma. Ambos puderam resolver o problema em uma topografia satisfatória para os critérios de insight. Um segundo teste foi realizado somente com um dos ratos, a fim de identificar qual estímulo controlava o comportamento do animal: a plataforma (objeto), ou sua localização (posição). O resultado desse teste revelou que a posição da plataforma controlava o desempenho do animal na tarefa. Por conta disso, foi então realizada mais uma fase de treino, que considerou a posição da plataforma como variável a ser controlada, e ambos os ratos foram expostos novamente ao problema. O resultado demonstrou que o re-treino foi efetivo em estabelecer controle da plataforma (objeto) sobre o desempenho do rato na tarefa, e verificou-se uma nova resolução do problema satisfatória para os critérios de insight. Concluiu-se que o procedimento adotado possibilitou e favoreceu a recombinação de comportamentos com topografia direta e contínua / In the beginning of the 20th century, Wolfgang Köhler described a new sudden way to solve problems, different from try-and-error. He called it insight. To study this new way of problem solving, Epstein et al. (1984) proposed a box displacement test with pigeons as subjects. In this study, only pigeons that separately learned all required behaviors could recombine these behaviors and solve the task. However, in later studies, rats were used as subjects in the same task, and they could not solve the task in a sudden, direct and continuous way. Therefore, the aim of this work is to develop and evaluate a new procedure of box displacement that allows the observation of problem resolution by recombination of behaviors learned separately in small rodents, with a direct and continuous resolution topography. To that end, an adaptation of Epstein et al. (1984) study\'s procedure was carried out, in which two repertoires were taught separately to the rats (n = 2) with sugary cereals as reinforcement: pushing an acrylic cube to an illuminated section; and climbing on the cube and on a platform. After teaching these behaviors, a test was carried out, in which the cube was far from the platform and, to get a piece of sugary cereal, the rats had to push the cube onto platform, climb on it and then on the platform. The test results showed that both rats could solve the problem in a satisfactory topography for insight criteria. A second test was performed with only one of the rats to identify which stimulus controlled the behavior of the animal: the platform (object) or its location (position). The results of this test revealed that the position of the platform controlled the performance of the animal in the task. Hence, a further training phase was carried out, which considered the position of the platform as a variable to be controlled, and both rats were exposed again to the problem. The results showed that the re-training was effective in establishing control of the platform (object) on the performance of the rats, and a new resolution of the problem was satisfactory for the insight criteria. Based on the results, it is possible to conclude that the procedure adopted allowed and favored the recombination of behaviors with direct and continuous topography

O uso de ferramentas para a quebra de frutos encapsulados requer a associação de três elementos: o fruto encapsulado; o martelo, uma pedra ou tronco de árvore resistente solto, o qual o animal consegue carregar e levantar; e a bigorna, uma superfície rígida e fixa. Este estudo dá continuidade às pesquisas que vêm sendo desenvolvidas com um grupo de macacos-prego (Sapajus sp.) em semi-liberdade do Parque Ecológico do Tietê. Dividimos este estudo em duas etapas principais (#1 e #2), e uma paralela (#1B). Na Etapa 1, buscamos analisar se os macacos-prego exibem um padrão na organização das sequências de comportamentos para a realização da quebra de cocos. Disponibilizamos os três elementos para a quebra de coco (coco, martelo e bigorna) em um triângulo, separados, equidistantes e visíveis, cada um pareado com uma placa com padrões gráficos distintos. Assim, para realizar a quebra, os indivíduos precisavam visitar os vértices do triângulo e reunir os elementos móveis (cocos e martelos) na bigorna. Nossos resultados mostram que eles apresentam um padrão bem definido para realizar a sequência de quebra de cocos, sendo o coco o primeiro elemento da quebra a ser coletado, seguido pelo martelo e, depois, pelo transporte de ambos para a bigorna. Observamos que este é um dos trajetos mais curtos e aquele com o menor custo de transporte de martelo. Na Etapa 2, buscamos analisar se a coleta do martelo em segundo lugar é um mecanismo de otimização do transporte de ferramentas ou um subproduto da priorização da obtenção do coco. Disponibilizamos dois martelos, de mesmo peso, a distâncias distintas da bigorna e dos cocos, desta maneira o custo do transporte de martelos (energético e risco de lesões) seria maior ou menor dependendo da escolha, pelo indivíduo, de um ou outro martelo. Nossos resultados mostram que, de fato, a escolha do martelo mais próximo à bigorna e a sequência em que os elementos são coletados diminuem os custos do transporte de martelos. Na Etapa 1B analisamos, através da organização sequencial para a realização da quebra de cocos, se os macacos-prego aprenderam a associação entre padrões gráficos distintos e elementos da quebra de cocos. Para isso utilizamos a mesma configuração do sítio experimental e metodologia da Etapa 1, mas ocultamos os elementos com bacias opacas, de modo que as únicas informações a respeito da posição dos elementos nos vértices seriam as placas com padrões gráficos. Os resultados desta etapa mostraram que os indivíduos não associaram os padrões gráficos com os elementos de quebra durante as Etapas 1 e 1B deste estudo. Acreditamos que os macacos podem não ter realizado a associação na Etapa 1, porque os elementos estavam visíveis, ou seja, não havia a necessidade da associação; a qual seria vantajosa, apenas, na Etapa 1B, mas ela também não ocorreu ao longo desta etapa, talvez pelo tempo reduzido de exposição dos macacos ao problema, somado ao desinteresse dos indivíduos - possivelmente, devido à falta do estímulo visual dos elementos / The use of tools to crack nuts requires the gathering of three elements: the nut; the hammer, a loose rock or tree trunk, that the animal can lift and carry; and the anvil, a rigid and immovable surface. This study gives continuity to research with a group of semi-wild tufted capuchin monkeys (Sapajus sp.) from the Tietê Ecological Park. We divided this study in two main phases (#1 and #2), and a parallel phase (1B). In Phase 1, we examined if the monkeys exhibit a pattern in the sequential organization of the nut-cracking behavior. We provided and placed the three nut-cracking elements (nut, hammer and anvil) in a triangle: separated, equidistant and visible; each one paired with a plaque with different graphic sings. Thus, to crack the nut the individuals had to visit the triangle vertices and gather the movable elements (nut and hammer) at the anvil. Our results show that the monkeys have a well-defined pattern to perform the nut-cracking sequence: the nut is the first element to be collected, followed by the hammer, and then by the transport of both to the anvil. This is one of the shortest paths and the one with the lowest cost of hammer transportation. In Phase 2, we examined if the hammer being collected in second place is a mechanism to optimize the tool transportation or if it is just a byproduct of the priorization of the nut collection. We provided two hammers, of same weight, and placed them at different distances of the nut anvil, this way the cost of the hammer transportation (energy and risk of injury) would be higher or lower depending on the choice of hammer. The results show that, in fact, choosing the hammer that was closer to the anvil and the sequence that the elements were collected reduces the costs of hammer transportation. In Phase 1B, we examined, through the sequential organization of the nut-cracking behavior, if the monkeys were able to associate different graphic patterns with the nut-cracking elements. We used the same experimental configuration and methodology of Phase 1, but we hid the elements in the vertices underneath opaque bowls, so the only information about the location of the elements were the plaques with graphic signs. Our results show that the individuals did not associate the graphic patterns with the respective nut-cracking elements neither in Phase 1 nor in Phase 1B. We believe that the monkeys did not learn the association in Phase 1 because the elements were visible, so there was no need for the association - which would be advantageous only on Phase 1B - but it didnt occur during this phase either, perhaps because of the reduced time the monkeys were exposed to the problem, added to the disinterest of the individuals possibly due to the lack of the elements visual stimuli

acase@tulane.edu

<p>Spider monkeys (<em>Ateles</em> sp.) are common in zoological parks, but rare in scientific publications. Studies on tool use in primates have mostly focused on impressive tool users such as chimpanzees. Spider monkeys fulfill several criteria that are known to be associated with tool use. To be able to give an appropriate environment and enrichment for spider monkeys in captivity more knowledge is needed about their cognitive abilities. In this study we wanted to see if five male spider monkeys kept in a zoo could learn to use tools to reach a reward. Experiment 1 examined the subjects’ ability to learn to use a stick-tool to extract honey from a tube and experiment 2 their ability to learn to use a rake-tool to reach a reward. Each experiment consisted of three parts; A – monkeys got tools and treat next to each other; B – monkeys were shown how to use tool to get treat by a keeper and then got tools and treats next to each other; C – monkeys got tools and treats so they just could pull out the tool and get the treat. In both experiments at least two different spider monkeys succeeded with the zero-order manipulation task to pull out the tool and get treat in part C. Longer studies need to be conducted to be able to say if spider monkeys are able to learn a more complex tool using behavior as needed in part A and B.</p>

Spider monkeys (Ateles sp.) are common in zoological parks, but rare in scientific publications. Studies on tool use in primates have mostly focused on impressive tool users such as chimpanzees. Spider monkeys fulfill several criteria that are known to be associated with tool use. To be able to give an appropriate environment and enrichment for spider monkeys in captivity more knowledge is needed about their cognitive abilities. In this study we wanted to see if five male spider monkeys kept in a zoo could learn to use tools to reach a reward. Experiment 1 examined the subjects’ ability to learn to use a stick-tool to extract honey from a tube and experiment 2 their ability to learn to use a rake-tool to reach a reward. Each experiment consisted of three parts; A – monkeys got tools and treat next to each other; B – monkeys were shown how to use tool to get treat by a keeper and then got tools and treats next to each other; C – monkeys got tools and treats so they just could pull out the tool and get the treat. In both experiments at least two different spider monkeys succeeded with the zero-order manipulation task to pull out the tool and get treat in part C. Longer studies need to be conducted to be able to say if spider monkeys are able to learn a more complex tool using behavior as needed in part A and B.

We all have a body : our own body and just one body. Through it, we move, we interact with the world and other persons, we perceive, basically we live. It's a unique essential object. If it is true that we have only one physical body, we also have many representations of it in the brain. There is little agreement about the exact number of body representations in the brain, but not on the fact that we have more than one. The multi-componential models of body representation are based on the notion, supported by scientific evidence that different activities demand and rely on specifically adapted representations. In my thesis, I studied one particular body representation that is used and involved in action planning and execution, i.e. the Body Schema. I have been able to describe and measure the plasticity of the Body Schema and its level of specificity in healthy individuals. In particular, using a tool-use paradigm, I showed that the Body Schema is quickly and efficiently updated once a change in the body configuration occurs. With a series of kinematic studies, I contributed unveiling the ingredients that rule the plasticity of the BS and the sensory information that is used to this purpose. As a result of my thesis, I suggest that a clearer definition and operational description of the Body Schema, as an action-devoted repertoire of effectors representations, is possible, particularly thanks to its plastic features

Peripersonal (reachable) and extrapersonal (beyond reach) space is linked to hand perception. Using a tool to reach farther than normal recalibrates previously unreachable space as peripersonal, evidenced by Intraparietal Sulcus (IPS) activity related to hand perception and lateral biases during line bisection. The current study looked at the role of a visual connection between the hand and body in the ability to manipulate objects within the extended area of reach. In an immersive virtual environment, participants bisected lines using a connected hand (via arm), a disconnected hand, or a floating dot. A rightward shift in bisection was seen only for the dot condition for far lines, indicating that it was the only "tool" incapable of extending peripersonal space.

Humans are exceptional in their willingness to and frequency with which they help one another. However, nonhuman primates also exhibit prosocial behavior. Recently, a number of laboratory studies examining prosociality among primates have yielded conflicting results. These contradictory findings may be due to a reliance on human interaction, tokens, or interactions in the direct context of food, a highly valued resource for animals. The current study examined prosocial behavior among capuchin monkeys (Cebus apella) in a tool task designed to address these issues by examining whether capuchins would transfer a necessary tool to a partner in different payoff conditions. Some capuchins’ behavior indicated that they understood the task, passing the tool when a partner and food were present. Notably, tool transfer in both tasks was overwhelmingly active rather than passive, which is unusual in the context of food; indicating active prosocial behavior is present amongst primates other than cooperative breeders.

Tool-use and tool-manufacture are thought to require high cognitive skills and have been considered as an exclusive attribute to primates. Recent observations of New Caledonian crows (NCCs) challenge this assumption. In this study 13 NCCs were tested with two different tool production tasks. The NCC either had to straighten a hook or bend a stick to retrieve food from two different kinds of tree trunks. The result showed that 3/5 birds bent sticks and used them to retrieve food and 1/5 birds straightened hooks to retrieve food. The birds managed to solve both tasks but not the birds in the control group. This indicates that NCC's tool making is a flexible innovative act and not just an innate predisposition to bend flexible material. This finding is interesting given that recent studies on human children show that below 8 years of age children fail in similar innovative tool making tasks.