Papers by Lauriane Rat-Fischer
2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob), 2016
Frontiers in Psychology, 2016
Preterm born children without neurological impairments have been shown to present some visual-man... more Preterm born children without neurological impairments have been shown to present some visual-manual coordination deficits, more or less depending on their tonicity and the degree of prematurity. In this paper, we compare the development of tool use in 15-23-month-old preterm infants born after 33-36 weeks of gestation without neurological complications with that of full-term infants according to corrected age. Understanding the affordance of a tool is an important cognitive milestone in early sensorimotor period. Using a tool to bring within reach an out-of-reach object, for instance, has been shown to develop during the 2nd year in full-term infants. Here we presented preterm infants with an attractive toy out of reach and with a rake-like tool within reach in five conditions of spatial relationships between the toy and the tool. Like full-terms, preterm infants used the tool with success in conditions of spatial contiguity around 15-17 months. In conditions of a spatial gap between tool and toy, i.e., the only conditions which shows without ambiguity that the infant understands the affordance of the tool, preterm infants as a group showed no delay for tool use: the frequency of spontaneous successes started to increase after 18 months, and demonstration became effective after that age. However, further analyses showed that only the preterm infants without hypotonia and born after 36 weeks of pregnancy developed tool use without delay. Hypotonic preterm infants were still largely unsuccessful in the conditions of spatial gap, even at the end of the study. The degree of prematurity also influenced the performance at tool use. These results, following the observation of a delay in the development of bimanual coordination and of handedness in the same infants at 10-12 months in a previous study, show that low risk preterm infants can still be impaired for the development of new manual skills beyond the 1st year. Thus, hypotonic preterm infants and infants born before 36 weeks of pregnancy should be followed and might benefit from early intervention programs.
Frontiers in Psychology, 2016
Observational learning is probably one of the most powerful factors determining progress during c... more Observational learning is probably one of the most powerful factors determining progress during child development. When learning a new skill, infants rely on their own exploration; but they also frequently benefit from an adult's verbal support or from demonstration by an adult modeling the action. At what age and under what conditions does adult demonstration really help the infant to learn a novel behavior? In this review, we summarize recently published work we have conducted on the acquisition of tool use during the second year of life. In particular, we consider under what conditions and to what extent seeing a demonstration from an adult advances an infant's understanding of how to use a tool to obtain an out-of-reach object. Our results show that classic demonstration starts being helpful at 18 months of age. When adults explicitly show their intention prior to demonstration, even 16-month-old infants learn from the demonstration. On the other hand, providing an explicit demonstration ("look at how I do it") is not very useful before infants are ready to succeed by themselves anyway. In contrast, repeated observations of the required action in a social context, without explicit reference to this action, considerably advances the age of success and the usefulness of providing a demonstration. We also show that the effect of demonstration can be enhanced if the demonstration makes the baby laugh. Taken together, the results from this series of studies on observational learning of tool use in infants suggest, first, that when observing a demonstration, infants do not know what to pay attention to: demonstration must be accompanied by rich social cues to be effective; second, infants' attention is inhibited rather than enhanced by an explicit demand of "look at what I do"; and finally a humorous situation considerably helps infants understand the demonstration.
Cognition & emotion, Jan 12, 2015
Many studies have shown that making children laugh enhances certain cognitive capacities such as ... more Many studies have shown that making children laugh enhances certain cognitive capacities such as attention, motivation, perception and/or memory, which in turn enhance learning. However, no study thus far has investigated whether laughing has an effect on learning earlier in infancy. The goal of this study was to see whether using humour with young infants in a demonstration of a complex tool-use task can enhance their learning. Fifty-three 18-month-old infants participated in this study and were included either in a humorous or a control demonstration group. In both groups infants observed an adult using a tool to retrieve an out-of-reach toy. What differed between groups was that in the humorous demonstration group, instead of playing with the toy, the adult threw it on the floor immediately after retrieval. The results show that infants who laughed at the demonstration in the humorous demonstration group reproduced significantly more frequent target actions than infants who did n...
Cognitive Development, 2015
Infant Behavior and Development, 2015
When do infants start to understand that they can grasp an object by its handle when the interest... more When do infants start to understand that they can grasp an object by its handle when the interesting part is out of reach? Whereas it is known from preferential looking tasks that already at three months of age infants show surprise when all parts of an object do not move together, little is known about when infants are able to use such knowledge in an active grasp situation. To answer this question we presented six, eight, and 10 month-old infants in a cross-sectional and a longitudinal study with a white cardboard handle within reach and a bright ball at the end of the handle and out of reach. A trick condition, where the handle and the ball seem attached but were not, was added to get an indication of the infant's expectation by observing a possible surprise reaction. Results show that 6-month-olds' most frequent first behaviors consisted in pointing toward the ball without grasping the handle, or grasping the handle without looking at the ball until it moved. In addition, they often did not look surprised in the trick condition. Eight- and 10-month-olds most often grasped the handle while looking at the ball, and showed clear surprise in the trick condition. This was interpreted as showing that around eight or 10 months, infants take a significant step in understanding the cohesiveness of composite objects during grasping.
Cognition and Emotion, 2015
Many studies have shown that making children laugh enhances certain cognitive capacities such as ... more Many studies have shown that making children laugh enhances certain cognitive capacities such as attention, motivation, perception and/or memory, which in turn enhance learning. However, no study thus far has investigated whether laughing has an effect on learning earlier in infancy. The goal of this study was to see whether using humour with young infants in a demonstration of a complex tool-use task can enhance their learning. Fifty-three 18-month-old infants participated in this study and were included either in a humorous or a control demonstration group. In both groups infants observed an adult using a tool to retrieve an out-of-reach toy. What differed between groups was that in the humorous demonstration group, instead of playing with the toy, the adult threw it on the floor immediately after retrieval. The results show that infants who laughed at the demonstration in the humorous demonstration group reproduced significantly more frequent target actions than infants who did not laugh and those in the control group. This effect is discussed with regard to individual differences in terms of temperament and social capacities as well as positive emotion and dopamine release.
Cognition, 2014
The aim of the present study was to understand what factors influence infants' problem-solvin... more The aim of the present study was to understand what factors influence infants' problem-solving behaviours on the multiple-string task. The main question focused on why infants usually solve the single string-pulling task at 12months at the latest, whereas most 16-month-old infants still cannot solve the task when several strings are presented, only one of which is attached to the desired object. We investigated whether this difficulty is related to infants' ability to inhibit their spontaneous immediate actions by comparing active and purely visual performance in this task. During the first part of the experiment, we assessed the ability of infants aged 16-20months to solve the multiple-string task. The infants were then divided into three groups based on performance (a "failure" group, an "intermediate" group, and a "success" group). The results of this action task suggest that there were differences in infants' performance according to the...
Frontiers in psychology, 2014
We describe the results of a longitudinal study on five infants from age 12 to 20 months, present... more We describe the results of a longitudinal study on five infants from age 12 to 20 months, presented with an out of reach toy and a rake-like tool within reach. Five conditions of spatial relationship between toy and rake were tested. Outcomes and types of behavior were analyzed. There were successes observed around 12 months in the condition of spatial contiguity between rake and toy, but these could not be interpreted as corresponding to full understanding of the use of the rake. At this age and for the following months, in the conditions involving spatial separation between rake and toy, infants' strategies fluctuated between paying attention to the toy only, exploring the rake for its own sake, and connecting rake and toy but with no apparent attempt to bring the toy closer. Only between 16 and 20 months did infants fairly suddenly start to intentionally try to bring the toy closer with the tool: at this stage the infants also became able to learn from their failures and to c...
Journal of Experimental Child Psychology, 2012
Despite a growing interest in the question of tool-use development in infants, no study so far ha... more Despite a growing interest in the question of tool-use development in infants, no study so far has systematically investigated how learning to use a tool to retrieve an out-of-reach object progresses with age. This was the first aim of this study, in which 60 infants, aged 14, 16, 18, 20, and 22 months, were presented with an attractive toy and a rake-like tool. There were five conditions of spatial relationships between the toy and the tool, going from the toy and tool being connected to there being a large spatial gap between them. A second aim of the study was to evaluate at what age infants who spontaneously fail the task can learn this complex skill by being given a demonstration from an adult. Results show that even some of the youngest infants could spontaneously retrieve the toy when it was presented inside and touching the top part of the tool. In contrast, in conditions with a spatial gap, the first spontaneous successes were observed at 18 months, suggesting that a true understanding of the use of the tool has not been fully acquired before that age. Interestingly, it is also at 18 months that infants began to benefit from the demonstration in the conditions with a spatial gap. The developmental steps for tool use observed here are discussed in terms of changes in infants' ability to attend to more than one item in the environment. The work provides insight into the progressive understanding of tool use during infancy and into how observational learning improves with age.
Interaction Studies, 2010
Intentionality plays a fundamental part in human social interactions and we know that interpretat... more Intentionality plays a fundamental part in human social interactions and we know that interpretation of behaviours of conspecifics depends on the intentions underlying them. Most of the studies on intention attribution were undertaken with primates. However, very little is known on this topic in animals more distantly related to humans such as birds. Three hand-reared African grey parrots (Psittacus erithacus) were tested on their ability to understand human intentional actions. The subjects' attention was not equally distributed across the conditions and their behavioural pattern also changed depending on the condition: the parrots showed more requesting behaviours (opening of the beak and request calls) when the experimenter was unwilling to give them seeds, and bit the wire mesh that represented the obstacle more when the experimenter was trying to give them food. For the first time we showed that a bird species, like primates, may be sensitive to behavioural cues of a human according to his intentions.
Ethology, 2011
Mate choice is the result of intra-and intersexual selection. Even though a consensus between fem... more Mate choice is the result of intra-and intersexual selection. Even though a consensus between females is often observed in favour of some males, different constraints can affect their choice. Context (early learning, mate-choice copying, prior experience, etc) and ⁄ or condition (genetics, body condition, age, etc) can deflect the choice of a female from its 'standard of beauty'. In domestic canaries Serinus canaria, females display their acceptance of a male by producing a particular sexual behaviour called 'copulation solicitation display' (CSD). Previous studies have shown that the number and intensity of these CSDs are more important when females listen to sexy 'A' phrases with a rapid tempo (A16) in comparison with A phrases with a slow tempo (A8). In this study, we assess the relationship between food quality (highly or poorly diversified food during a short period) and female choosiness towards these two types of phrases. We confirm that females discriminate between A16 and A8. Nevertheless, the difference between the number of sexual responses towards A16 and A8 is weaker among females with a poorly diversified food diet in comparison with females with a highly diversified food diet. This suggests that even a short-term modification of condition could decrease females' selectivity towards high-value stimuli and increase their response rates towards low-value signals.
Ethology, 2013
ABSTRACT Partner choice in animals has evolved under the effects of intra‐ and inter‐sexual selec... more ABSTRACT Partner choice in animals has evolved under the effects of intra‐ and inter‐sexual selection. Even if a consensus between females is often observed towards some males, certain females can drastically change their mating decision. Different conditions such as early learning, mate‐choice copying, prior experience or subtle intrinsic factors can interfere with the decision. One of them is body condition of the females at the time of choosing. In this experiment, the flight feathers of female canaries Serinus canaria were cut, thus decreasing their flight ability. After a short period in a flight room, two types of artificial songs containing different tempi of the test ‘A’ phrase (16 vs. 8 syllables per second) were played to these females. It is known that only A phrases with a high tempo provoke a high level of sexual response in females. Female preference was evaluated by counting the number of Copulation Solicitation Displays (CSDs). The results show that, in both (normal and physically reduced) conditions, females prefer songs containing an A16 phrase. However, the strength of this preference is lower in females with compromised body condition than in females from the control group, suggesting a decreased choosiness in the poor body condition females.
Developmental Psychobiology, 2013
In this study, we investigated whether hand preference influences infants' choice of what hand to... more In this study, we investigated whether hand preference influences infants' choice of what hand to use in grasping a new tool presented at the midline, and whether this will change in the course of learning the functionality of a tool. The tool was a rake within reach placed beside an out-of-reach toy presented either to its right or to its left. Forty-eight infants from 16 to 22 months of age were tested. The results show that use of the right-preferred hand to grasp the rake is strong as of 16 months of age and does not change significantly with age in the condition where using the right hand leads to a better outcome than using the left hand. In the condition where using the left-non-preferred hand makes toy retrieval easier, infants increasingly use the left hand with age. Thus, when grasping the tool, younger infants are more influenced by their hand preference than older infants, who are better at anticipating the most successful strategies. ß 2012 Wiley Periodicals, Inc. Dev Psychobiol
Cognitive Development, 2013
ABSTRACT Our aim was to investigate why 16-month-old infants fail to master a novel tool-use acti... more ABSTRACT Our aim was to investigate why 16-month-old infants fail to master a novel tool-use action via observational learning. We hypothesized that 16-month-olds’ difficulties may be due to not understanding the goal of the observed action. To test this hypothesis, we investigated whether showing infants an explicit demonstration of the goal of the action before demonstrating the action would improve observational learning compared with a classic demonstration of the target action. We examined 16-month-old infants who observed a tool-use action consisting of grasping a rake-like tool to retrieve an out-of-reach toy, under five conditions. Only when infants were shown the goal of the action before demonstration did they show some success.
Animal Cognition, 2011
One of the main characteristics of human societies is the extensive degree of cooperation among i... more One of the main characteristics of human societies is the extensive degree of cooperation among individuals. Cooperation is an elaborate phenomenon, also found in non-human primates during laboratory studies and Weld observations of animal hunting behaviour, among other things. Some authors suggest that the pressures assumed to have favoured the emergence of social intelligence in primates are similar to those that may have permitted the emergence of complex cognitive abilities in some bird species such as corvids and psittacids. In the wild, parrots show cooperative behaviours such as bi-parental care and mobbing. In this study, we tested cooperative problem solving in African grey parrots (Psittacus erithacus). Our birds were tested using several experimental setups to explore the diVerent levels of behavioural organisation between participants, diVering in temporal and spatial complexity. In our experiments, African grey parrots were able to act simultaneously but mostly failed during the delay task, maybe because of a lack of inhibitory motor response. Confronted with the possibility to adapt their behaviour to the presence or absence of a partner, they showed that they were able to coordinate their actions. They also collaborated, acting complementarily in order to solve tasks, but they were not able to place themselves in the partner’s role.
Animal Cognition, 2011
Your article is protected by copyright and all rights are held exclusively by Springer-Verlag. Th... more Your article is protected by copyright and all rights are held exclusively by Springer-Verlag. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your work, please use the accepted author's version for posting to your own website or your institution's repository. You may further deposit the accepted author's version on a funder's repository at a funder's request, provided it is not made publicly available until 12 months after publication.
Proceedings. Biological sciences / The Royal Society, Jan 7, 2015
Uploads
Papers by Lauriane Rat-Fischer