Gardner and Gardner 1969TeachinG SiGn lanGuaGe To a chimpanzee

1. SummariSe The aimS and conTexT of Gardner and Gardner’S (1969) reSearch ‘TeachinG SiGn lanGuaGe To a chimpanzee’ (12)

1. Introduction: Topic Area: Animals and Language

•Are animals and humans qualitatively different? Debate in Science and Religion

•Debate about communication Vs language

•Define both communication and language (Hockett 1960- 5 features)

•Language as Innate; Chomsky (1957) humans and LAD (language acquisition device)

•Why Use Chimpanzees?;Closely related to humans, very intelligent, social creatures, can form strong bonds with humans, able to imitate humans. SOCIABLE- motivator in developing language

2. Previous Research

•Hayes & Hayes (1952); ‘Vicki’ raised in human house, taught vocal language 6 years, 4 sounds like words; mama, pap, cup, up

•Premack & Premack (1966)- ‘Sarah’ used chips and a board as symbols. 130 signs learnt, sentences up to 8 units long

3. Problems with Previous Research • Bryan (1963); Chimps usually silent unless hgh emotion as have different vocal apparatus• G & G suggest they have mental capacity for language acquisition difficulties in physical production of the language• Yerkes (1943); Lab chimps develop begging bvr and use their hands well- can cope with signing

4. Conclusion; Aims• Can they teach a chimp to communicate in a human language? • Does raising a chimp as a child have an effect?• Used ASL (American Sign Language) rather than verbal language to remove the physical barrier that existed within previous studies, and retest the theory that chimps have the capacity for language

2. ouTline The procedureS of Gardner and Gardner’S (1969) reSearch ‘TeachinG SiGn lanGuaGe To a chimpanzee’ (12)

1. Introduction; Describe the Participant Washoe- age, sex, breed, and background where taken from. Explain why a chimp used

2. Focus of Research for first few months Routine, Relationship building, play, positivity

3. Interaction with her Stimulating environment, human companions, little contact other chimps, toys, few restrictions, ASL continuous

4. ASL Explain what it is and why this method was used

5. Training Methods Explain fully the 7 methods; Imitation, Prompting, Using Signs, Babbling, Operant Conditioning, Shaping, Direct Tuition

6. Conclusion: Recording the Observations Explain 3 requirements of recording new sign in the 22 month period; context, spontaneous, 3 observers. Explain time and use to classify as a word learnt

3. deScribe The findinGS and concluSionS of Gardner and Gardner’S (1969) reSearch ‘TeachinG SiGn lanGuaGe To a chimpanzee’ (12)

Key findinGS Key concluSionSDemands; Come- Gimme, More, Up, Open, Tickle, Go, Out, Hurry, Hear-listen, in, pleaseObjects; Sweet, Toothbrush, Drink, Food eat, Flower, Cover-Blanket, Napkin, Bib, brush, hat,

Shoes, pants, clothes, Cat, key, baby. Other; you- Little progress made for the first few months; explain- Explain 3 examples of her specific use of words* ‘Manual babbling’

•Differentiating- able to tell difference being similar meaning signs by context

•Displacement - refer to things that not present

•Transfer signs - able to generalise to other contexts. E.g ‘Open’ For doors, boxes, cupboards, drawers and jars

•Spontaneous creativity - Could combine two signs e.g. “gimme tickle”, ‘baby in my drink’

•Creativity and spontaneity suggests communication/language rather than stimulus-response behavioure.g. Own word combinations for novel situations/objects – e.g. “Water bird” for swan. Developed 'swear words' - words which she added - e.g. ‘Dirty’ before name if they had annoyed her

•Chimps are intellectually capable of acquiring language; Language-development is not just human ability

•ASL was a good choice for achieving two-way communication between humans and a chimp

•Chimps are able to learn more than a few words

4. evaluaTe The meThodoloGy of Gardner and Gardner’S (1969) reSearch ‘TeachinG SiGn lanGuaGe To a chimpanzee’ (12)

Strengths (need to be fully detailed PEE, especially Explain this is a strength because..)

Weaknesses (need to be fully detailed PEE, especially Explain this is a weakness because..)

1. Method; Case Study; time consuming, replication, one P, not generalisable, researcher bias2. Internal Validity; artificial, relied on reinforcement- unlike human, not natural animal envt 3. Ethical Issues; Dawkins (1990) - intellectual curiosity or relief of human suffering?Guidelines, harm, denied company of chimps, unnatural bvr taught, wild born chimp, captivity4. Language wasn’t genuine; Only responded to prompts, not spontaneous

5. WiTh reference To alTernaTive findinGS, evaluaTe Gardner and Gardner’S (1969) reSearch ‘TeachinG SiGn lanGuaGe To a chimpanzee’

(12)Explain each in detail and all similarities and differences identified in class; the highlights….• Gardner & Gardner (1989); Tatu and Dar; newborn chimps, siblings- more natural, aimed to

use language mainly for dialogue rather than for reward and OC- for own sake. Support G&G

• Terrace (1979); Nim Chimpsky; 125 signs and combinations, 20 000 communications in 2 years, v unlike child & human language. Refute G&G Claimed it is response to trainers & reward.

1. Method; Case Study; In depth, Q & Q data, range of teaching and assessment methods2. Internal Validity; choice of ASL- complex language, variety of methods to teach, child like

envt3. Reliability; strict criteria of words, operationalised ‘language learning’ fully- objective and

Replicable, 3 observers, double blind technique used 4. Ethical Issues; Dawkins (1990)- intellectual curiosity or relief of human suffering?- Application to teaching sign language to deaf children?

Months training

No of signs

7 414 1321 30

• Savage-Rumbaugh et al (1986); Kanzi; Lexigrams learnt through own interest to communicate with human companions, Kanzi taught by mum Matata. By 17 month he knew 2500 non imitative combinations all other focussed, often about games. Support G&G

• Weizenbaum (1960); ELIZA computer, refute G&G response to experts seem human