Journal
LEARNING & BEHAVIOR
Volume 39, Issue 4, Pages 314-317Publisher
SPRINGER
DOI: 10.3758/s13420-011-0041-7
Keywords
Comparative cognition; Theory of mind; Domestic dog; Attention; Cognitive ethology; Social learning
Ask authors/readers for more resources
In line with other research, Udell, Dorey, and Wynne's (in press) finding that dogs and wolves pass on some trials of a putative theory-of-mind test and fail on others is as informative about the methods and concepts of the research as about the subjects. This commentary expands on these points. The intertrial differences in the target article demonstrate how critical the choice of cues is in experimental design; the intersubject-group differences demonstrate how life histories can interact with experimental design. Even the best-designed theory-of-mind tests have intractable logical problems. Finally, these and previous research results call for the introduction of an intermediate stage of ability, a rudimentary theory of mind, to describe subjects' performance.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available