Cognitive Map Results 

Last week, Estelle's maze was made! It was constructed out of old cardboard boxes supported by cinderblocks. Here are some pictures! 







When Estelle enters the maze, her view of where she receives her food will be blocked by the boxes. She must find her way around them to reach her goal. 

Results: Within two and a half minutes, Estelle and her kid found their way through the maze! 
Both seemed a bit confused at first and stood behind the first obstacle for about 30 seconds. Once Estelle's kid began exploring the path, Estelle followed and finished the reminder of the maze quickly. Great Job Estelle! 

Here is a video of Estelle and her kid finding their way through the maze. 

(Youtube Video) 

https://youtu.be/OmhNnQwnr4Y



Here, Estelle and her kid show the use of their cognitive maps (Once again, a cognitive map is a mental representation of the layout of one's environment). By getting through the maze, Estelle and her kid have shown that with the understanding of their usual area, they were able to use that information to adapt to the changes in their environment. This is also an example of Latent Learning. This is a type of learning that occurs, but is not apparent until there is a reason to demonstrate it. Estelle and her kid developed a cognitive map of their environment, but their skill was not demonstrated until they had to use it in the experiment. 



                                           
                                                     

Cognitive Map (Visuals) 

Here is the area of Estelle's pen that I will be working with. 

Here is a diagram to illustrate the maze. 

More Pictures / Videos coming soon :) 

Cognitive Map

According to Jean Piaget’s 4 stage theory of cognitive development, after the age of 7, children begin to develop their problem solving skills. These skills include the ability to think rationally and abstractly. 

In my next experiment, I will assess the animals abstract problem solving skills by testing if they have a cognitive map. A Cognitive Map is a mental representation of one’s physical environment.

How will I do this?  
I will work with our goat Estelle and design a maze for her to get through. Estelle is currently in her separate from the rest of the goats in an enclosed area with her newborn kid. Estelle is used to getting fed at the far end of the enclosure towards the middle of the barn. Estelle will be fed at the normal time, however, there will be obstacles in her way. If Estelle and her kid can find their way past the obstacles, they will have demonstrated an understanding of their cognitive map and how to modify it when there is an obstacle its presented. 

Object Permanence Results (part 2)         

I tried the object permanence experiment again this week but I decided to modify the procedure by using a small shoe box to cover the treats.  I thought it would be easier for the goats to focus on a smaller object rather than a much larger recycling bin or myself.


As usual, the goats were high energy and very excited for snacks.  Betsy, however, seemed focus, ready, and willing to participate. I let her watch me cover the apple snacks with the box. She sniffed, obviously very curious about the box, but did loose some interest and decided to walk away.  I repeated the procedure but this time, Betsy understood that a delicious apple was underneath the box just waiting to be noticed. She successfully overturned the box and ate her winning prize/apple. Good Job Betsy! 

Betsy Pictured on Right 

Here is a picture of Betsy from yesterday. She just had a kid! Congrats Betsy! 

More Pictures and Videos to Come! 

Object Permanence Results

Results of the Object Permanence test  

During the sensorimotor stage children (aged 0-2) gain an understanding of object permanence. Children comprehend that objects continue to exist even when they cannot be observed. I tested this with the goats these past two weeks to see if they share the cognitive skill of object permanence with young children. If the goats searched for the food, after it was hidden away/ out of sight,  they have some level of understanding of object permanence. They recognize that once an object is not visible, it has not disappeared.  

Procedure: Getting the opportunity to work with the goats is always one of the best parts of my week! Before starting the experiment, I  greeted my farm pals and shared some of the snacks I brought for them (They do love bananas!). 
To start the experiment, I showed the goats a new banana and then hid it behind a recycling bin (I did not use buckets this time because they already associate food with buckets. Using something they already associate with food could give inaccurate results). 
I first tried the experiment with Betsy (one of the does). I showed her the banana and even let her have another bite before I hid it behind a recycling bucket. Even though she had realized it had disappeared, she showed little interest in looking for it. She would begin to look and then shortly give up. Even with the incentive of food she was quite distracted. Betsy has always been a bit skiddish, and today seemed nervous to come near me.  After a few trials, I decided to try it with her kids instead. 

I repeated the same procedure with the kids who seemed to be more curious and willing to participate. Once again, I showed them to the bananas and then hid them behind the bin.  
Rather than being skiddish, like Betsy,  the kids seemed distracted by other elements such as the other goats, each other,  myself and even the new banana snacks they were trying. I modified the experiment by hiding it behind my back to see if that would alter the results. However, they didn't seem to grasp the concept to look behind me for their snacks. 

I was initially a bit surprised by my results considering that goats are skilled at searching and finding food despite obstacles. But, as with any experiment, uncontrollable factors/variables including distractions, influence the outcome.  I will modify this experiment and attempt it again to see if I get different results. 

What's Next?! - Object Permanence

The second part of the my study to is determine to what extent does animal intelligence compare to human intelligence. I will be using Piaget's 4 stage theory of cognitive development as a basis for my research. 
Jean Piaget's Stage Theory of Cognitive Development is a four-stage model of how the mind processes new information encountered. There are a few basic skills we learn during each stage.  The stages are as followed; sensorimotor, pre-operational, concrete operational, and formal operational. 

During the sensorimotor stage children (ages 0-2) gain an understanding of object permanence. Children comprehend that objects continue to exist even when they can not be observed.  

How to test if that animals have this ability; I will show the animal an object (in this case food, like bananas, apples, and peanuts) and then go hide it behind another object, such as a tree, fence post or bucket. If the animal perceives that the object has simply disappeared, then they do not have an understanding of object permanence. If the animal proceeds to go look for the object, then they demonstrate an understanding of this concept. Meaning that animals have the same cognitive abilities as young children.  

Here is a video of a child who does not yet understand the concept of object permanence. 

Here is another video. This child has a better understanding of object permanence and can find their toy after it was hidden under the blanket 

                          

I will be testing this with the goats! Stay tuned! 

Observation Studies from Scientists (Part 4)

Source 
Goodall, Jane. 1990.
Through a Window. Boston: Houghton-Mifflin

"Never shall I forget watching as, three days after Flo's death, Flint climbed slowly into a tall tree near the stream. He walked along one of the branches, then stopped and stood motionless, staring down at an empty nest. After about two minutes he turned away and, with the movements of an old man, climbed down, walked a few steps, then lay, wide eyes staring ahead. The nest was one which he and Flo had shared a short while before Flo died…in the presence of his big brother [Figan], [Flint] had seemed to shake off a little of his depression. But then he suddenly left the group and raced back to the place where Flo had died and there sank into ever deeper depression…Flint became increasingly lethargic, refused food and, with his immune system thus weakened, fell sick. The last time I saw him alive, he was hollow-eyed, gaunt and utterly depressed, huddled in the vegetation close to where Flo had died…the last short journey he made, pausing to rest every few feet, was to the very place where Flo's body had lain. There he stayed for several hours, sometimes staring and staring into the water. He struggled on a little further, then curled up—and never moved again."

(Goodall 1990, pp. 196–197)

 

Video: Emotions in non-human primates: Flint, Flo, and Grief