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Alban Lemasson - One of the best experts on this subject based on the ideXlab platform.
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Acoustic variability and individual distinctiveness in the vocal repertoire of red-capped mangabeys (Cercocebus torquatus).
Journal of Comparative Psychology, 2012Co-Authors: Hélène Bouchet, Catherine Blois-heulin, Anne-sophie Pellier, Klaus Zuberbühler, Alban LemassonAbstract:Acoustic variability and individual distinctiveness of vocal signals are expected to vary with both their Communicative Function and the need for individual recognition during social interactions. So far, few attempts have been made to comparatively study these features across the different call types within a species' vocal repertoire. We collected recordings of the six most common call types from 14 red-capped mangabeys (Cercocebus torquatus) to assess intra- and interindividual acoustic variability, using a range of temporal and frequency parameters. Acoustic variability was highest in contact and threat calls, intermediate in food calls, and lowest in loud and alarm calls. Individual distinctiveness was high in contact, threat, loud and alarm calls, and low in food calls. In sum, calls mediating intragroup social interactions were structurally most variable and individually most distinctive, highlighting the key role that social factors must have played in the evolution of the vocal repertoire in this species. We discuss these findings in light of existing hypotheses of acoustic variability in primate vocal behavior.
Kelly Whalon - One of the best experts on this subject based on the ideXlab platform.
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Misbehavior or Missed Opportunity? Challenges in Interpreting the Behavior of Young Children with Autism Spectrum Disorder
Early Childhood Education Journal, 2012Co-Authors: Juliet E. Hart, Kelly WhalonAbstract:Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the Communicative Function of children’s behavior and for embedding social communication opportunities in inclusive classroom settings are described.
Hélène Bouchet - One of the best experts on this subject based on the ideXlab platform.
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Acoustic variability and individual distinctiveness in the vocal repertoire of red-capped mangabeys (Cercocebus torquatus).
Journal of Comparative Psychology, 2012Co-Authors: Hélène Bouchet, Catherine Blois-heulin, Anne-sophie Pellier, Klaus Zuberbühler, Alban LemassonAbstract:Acoustic variability and individual distinctiveness of vocal signals are expected to vary with both their Communicative Function and the need for individual recognition during social interactions. So far, few attempts have been made to comparatively study these features across the different call types within a species' vocal repertoire. We collected recordings of the six most common call types from 14 red-capped mangabeys (Cercocebus torquatus) to assess intra- and interindividual acoustic variability, using a range of temporal and frequency parameters. Acoustic variability was highest in contact and threat calls, intermediate in food calls, and lowest in loud and alarm calls. Individual distinctiveness was high in contact, threat, loud and alarm calls, and low in food calls. In sum, calls mediating intragroup social interactions were structurally most variable and individually most distinctive, highlighting the key role that social factors must have played in the evolution of the vocal repertoire in this species. We discuss these findings in light of existing hypotheses of acoustic variability in primate vocal behavior.
Lemasson Alban - One of the best experts on this subject based on the ideXlab platform.
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Facial displays in red-capped mangabeys (Cercocebus torquatus): Repertoire, social context, and potential intentionality.
'American Psychological Association (APA)', 2021Co-Authors: Aychet Juliette, Blois-heulin Catherine, Palagi Elisabetta, Lemasson AlbanAbstract:International audiencePrimate communication relies strongly on the visual modality, notably through the production of a wide range of expressive facial signals. We investigated here the facial display repertoire of a relatively little-studied cercopithecid species, red-capped mangabeys (Cercocebus torquatus), and questioned whether their facial displays were dependent on social contexts and accompanied by indices of intentionality. Although the dual intentional and emotional use of apes’ facial expressions has recently been suggested, the question of whether monkeys produce facial expressions intentionally to communicate remains open. We described 6 facial displays produced by captive red-capped mangabeys in social contexts. They are based on movements of the mouth, eyebrows, and ears, possibly graded in intensity and produced independently or in combination. We showed that most of the facial displays were produced preferentially in specific social contexts and that repertoires varied with subjects’ characteristics, highlighting the Communicative Function of these displays. Moreover, behavioral markers of intentionality commonly used in gestural studies were found to accompany the production of some of the facial signals observed. Particularly, playful “open mouth” appeared strongly associated with intentionality indices, as previously noticed in ape species. All other facial displays, except yawns, did not exhibit all defined intentional indices but were, at least, directed toward a recipient. Interestingly, yawns presented different variants of intensity associated presumably with different social Functions. Altogether, these results emphasize the Communicative Function of red-capped mangabeys’ facial displays and provide a basis for further research on their intentional communication
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Acoustic variability and individual distinctiveness in the vocal repertoire of red-capped mangabeys (Cercocebus torquatus).
'American Psychological Association (APA)', 2012Co-Authors: Bouchet Hélène, Zuberbühler Klaus, Blois-heulin Catherine, Pellier Anne-sophie, Lemasson AlbanAbstract:International audienceAcoustic variability and individual distinctiveness of vocal signals are expected to vary with both their Communicative Function and the need for individual recognition during social interactions. So far, few attempts have been made to comparatively study these features across the different call types within a species' vocal repertoire. We collected recordings of the six most common call types from 14 red-capped mangabeys (Cercocebus torquatus) to assess intra- and interindividual acoustic variability, using a range of temporal and frequency parameters. Acoustic variability was highest in contact and threat calls, intermediate in food calls, and lowest in loud and alarm calls. Individual distinctiveness was high in contact, threat, loud and alarm calls, and low in food calls. In sum, calls mediating intragroup social interactions were structurally most variable and individually most distinctive, highlighting the key role that social factors must have played in the evolution of the vocal repertoire in this species. We discuss these findings in light of existing hypotheses of acoustic variability in primate vocal behavior
Juliet E. Hart - One of the best experts on this subject based on the ideXlab platform.
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Misbehavior or Missed Opportunity? Challenges in Interpreting the Behavior of Young Children with Autism Spectrum Disorder
Early Childhood Education Journal, 2012Co-Authors: Juliet E. Hart, Kelly WhalonAbstract:Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the Communicative Function of children’s behavior and for embedding social communication opportunities in inclusive classroom settings are described.