I drove into New Haven on a recent morning with a burning question on my mind. How did my daughter do against the chimpanzees?
A month before, I had found a letter in the cubby of my daughter Charlotte at her preschool. It was from a graduate student at Yale asking for volunteers for a psychological study. The student, Derek Lyons, wanted to observe how three- and four-year-olds learn. I was curious, so I got in touch. Lyons explained how his study might shed light on human evolution.
His study would build on a paper published in the July issue of the journal Animal Cognition by Victoria Horner and Andrew Whiten, two psychologists at the University of St. Andrews in Scotland. Horner and Whiten described the way they showed young chimps how to retrieve food from a box.
The box was painted black and had a door on one side and a bolt running across the top. The food was hidden in a tube behind the door. When they showed the chimpanzees how to retrieve the food, the researchers added some unnecessary steps. Before they opened the door, they pulled back the bolt and tapped the top of the box with a stick. Only after they had pushed the bolt back in place did they finally open the door and fish out the food.
Because the chimps could not see inside, they could not tell that the extra steps were unnecessary. As a result, when the chimps were given the box, two-thirds faithfully imitated the scientists to retrieve the food.
The team then used a box with transparent walls and found a strikingly different result. Those chimps could see that the scientists were wasting their time sliding the bolt and tapping the top. None followed suit. They all went straight for the door.
The researchers turned to humans. They showed the transparent box to 16 children from a Scottish nursery school. After putting a sticker in the box, they showed the children how to retrieve it. They included the un-necessary bolt pulling and box tapping.
The scientists placed the sticker back in the box and left the room, telling the children that they could do whatever they thought necessary to retrieve it.
The children could see just as easily as the chimps that it was pointless to slide open the bolt or tap on top of the box. Yet 80 percent did so anyway.
"It seemed so spectacular to me," Lyons said. "It suggested something remarkable was going on."
It was possible, however, that the results might come from a simple desire in the children just to play along. To see how deep this urge to overimitate went, Lyons came up with new experiments with the transparent box. He worked with a summer intern, Andrew Young, a senior at Carnegie Mellon, to build other puzzles using Tupperware, wire baskets and bits of wood. And Lyons planned out a much larger study, with 100 children.
I was intrigued. I signed up Charlotte, and she participated in the study twice, first at the school and later at Lyons' lab.
Charlotte didn't feel like talking about either experience beyond saying they were fun. As usual, she was more interested in talking about atoms and princesses.
Lyons was more eager to talk. He invited me to go over Charlotte's performance at the Yale Cognition and Development Lab, led by Lyons' adviser, Frank Keil.
Driving into New Haven for our meeting, I felt as if Charlotte had just taken some kind of interspecies SAT. It was silly, but I hoped that Charlotte would show the chimps that she could see cause and effect as well as they could. Score one for Homo sapiens.
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