Ph.D., Harvard University, 1961
General Area of Research
Animal cognition; primate cognition; evolution of intelligence
The general focus of my research is the evolution of intelligence with specific emphasis on cognitive processes that do not require language. In my primate cognition lab, I have trained rhesus monkeys to learn various serial tasks involving arbitrary and numerical stimuli. For example, I have shown how monkeys can become expert at learning rote lists similar to those we perform daily when dialing a phone number or entering a password. Instead of responding to Arabic numerals the monkeys respond to photographs displayed on a touch sensitive video monitor.
I also study how monkeys learn ascending and descending numerical sequences (e.g., 1-2-3-4, 4-5-6 or 6-5-4) and how they generalize their knowledge of specific numerosities to novel numerosities. In these experiments, stimuli are constructed from geometric elements and differ in the number of elements they contain.
In other experiments I study social learning in situations where a student monkey learns a new list by observing an expert perform that list. More recently, I have applied a similar paradigm to study cognitive imitation in autistic children. Taken together, these experiments show that many complex skills can be performed without language and provide a basis for understanding what language adds to those skills.
Jensen, G., Altschul, D., Danly, E. & Terrace, H. (2013). Transfer of a Serial Representation between Two Distinct Tasks by Rhesus Macaques. PLoS ONE: 8(7).
Jensen, G., Altschul, D. & Terrace, H. (2013). Monkeys would rather see and do: Preference for agentic control in rhesus macaques. Experimental Brain Research: 1-14.
Terrace, H. (2010). Defining the stimulus - a memoir. Behavioural Process: Special Issue: Thought Without Language: 83(2), 139-153.
Courses Frequently Taught
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