FOW Newsletter Content for Spring 2013
20 Years– 4 PHOTOS
May marks the 20th anniversary of moving from the Psychology Building’s 3rdfloor space into the Chimpanzee and Human Communication Institute building. It was a long road for Roger, Debbi and the chimpanzees. The new building brought sunshine, fresh air, green grass and room to move to the chimpanzees’ lives and subsequently, lots of foot stomping, hugging and smiles.
The new CHCI also provided more space for the humans and with the ability to reach out to the public. In 1994 the Chimposium program began. Now nearly 6000 visitors come each year to CHCI to learn about chimpanzees and hear Washoe’s message of compassion. For most people it is a life-altering experience to meet the chimpanzees.
In addition, decades of undergraduate and graduate students from around the world have gone on to become PhDs, lawyers, veterinarians and animal caregivers. They work in African field sites preserving not just chimpanzees but the forests and all that live in them. They run sanctuaries providing homes safe from abuse and exploitation. No matter where life takes them, their experience and training at CHCI made them ambassadors of compassion and respect.
We’re very proud of the impact Washoe’s family has had on the world over the last 33 years. Most buildings are just concrete and steel, but CHCI has a heart and it is the chimpanzees.
Easter Egg-travaganza– 2 PHOTOS
by Shannon Wallin
We celebrated Easter on April 1st, so as an April’s fool joke we put out a ton of plastic eggs, but only 2/3rds had treats in them! The eggs were mostly filled with nuts and raisins, a small handful had a sweet treat in them. The chimpanzees spent a lot of time foraging all over the WEST room. After the forage they spent some time outside enjoying the sunny day.
Memory Monday– 5 PHOTOS
by Shannon Wallin
Every Monday on our Facebook page we post an old photo of the chimpanzees. We call it Memory Monday! We have shoe boxes of old photos, so I looked through the boxes and found a bunch of fun pictures and scanned them onto the computer to share. It is fun to see pictures of when the chimpanzees were younger, but most importantly, it keeps the memory of Moja, Washoe, and Dar alive. If you are on Facebook and haven’t liked our page, please do so and you will get to share in the memories as well as a lot other fun stuff!
There are __ misc. PHOTOS to sprinkle throughout the research articles.
Captive Chimpanzee Preference for Environmental Enrichment: Naturalistic vs. Artificial
Savannah M. Schulze, Jessica M. Mas, RyAnn Stafford, and Mary Lee Jensvold
Abstract
The cognitive abilities of chimpanzees are complex and require challenging environmental enrichment that promotes well-being and species typical behaviors (Fouts, 1998; Lutz & Novak, 2005). We examined the use and preference of two types of enrichment for three adult chimpanzees living at the Chimpanzee and Human Communication Institute (CHCI). These enrichment types included (1) artificial items: magazines, drawing material, brushes, cardboard, toys, etc., and (2) naturalistic items (typically found in a free-living environment): foliage, branches, etc. (Davey, 2006). We predicted that the cross-fostered chimpanzees would demonstrate a preference for artificial enrichment. A chi-square test of independence revealed that the frequency of time intervals during which the chimpanzees touched the enrichment varied in the conditions in all three individuals. Overall, the chimpanzees touched enrichment more in the naturalistic enrichment condition. Naturalistic enrichment often was edible, which may account for the differences in conditions. The implications of these results will be discussed.
Introduction
Newberry (1995) defines enrichment as “an improvement in the biological functioning of captive animals resulting from modifications to their environment” (pp. 230), whereas Mellen and Macphee (2001) argue that enrichment has no single definition and should be redefined for each species. Effective enrichment programs for captive chimpanzees promote species-typical behaviors and provide for individual preferences.
Enrichment is categorized as environmental, structural, material, edible, or social. Environmental enrichment includes enclosure size, complexity, and design. Ideally, enclosures should encourage a variety of behaviors and provide escape outlets, privacy refuges, and visual barriers (Jensvold, Sanz, Fouts, & Fouts, 2001; Fouts, 1998). Structural enrichment includes climbing structures and semi-permanent items, such as large tires or hanging fire hoses. Edible enrichment includes food puzzles and diet diversity. Social enrichment provides opportunities for interaction with conspecifics or human caregivers.
Material enrichment consists of manipulable and destructible items, such as cardboard boxes, magazines, play clothes, branches, and foliage (Fouts, 1998). Previous studies revealed that chimpanzees exhibit preferences for manipulable and destructible material enrichment items over indestructible ones (Fouts, 1998; Videan, Fritz, Schwandt, Smith, & Howell, 2005). Additionally, material enrichment items should be consistently varied and changed to reduce monotony and boredom (Fouts, 1998). For this study, we examined material enrichment preferences for a group of captive chimpanzees.
Methods
Participants: The three chimpanzees (Pan troglodytes) in this study resided at the Chimpanzee and Human Communication Institute (CHCI), located on the campus of Central Washington University in Ellensburg, Washington. Two of the three chimpanzees, Tatu (female) and Dar (male), were cross-fostered, being raised by humans and immersed in an American Sign Language environment, much like a child is immersed in any language environment (Gardner & Gardner, 1989). The chimpanzee Washoe was part of the original cross-fostering projects, and the third chimpanzee participant in this study was her adopted son, Loulis. Loulis acquired his signs from Washoe and other signing chimpanzees (Jensvold, Sanz, Fouts, & Fouts, 2001; Fouts, 1994). These three chimpanzees lived together as a social group since 1981.
Facility: CHCI consisted of a suite of four interconnected night enclosures, two indoor exercise rooms, and a large outdoor enclosure. All of the enclosures contained a variety of structural enrichment, and the outdoor enclosure included additional features, including tall grass and bushes.
Conditions: There were two conditions: naturalistic and artificial enrichment. In the naturalistic enrichment condition the chimpanzees received items typically found in a free-living environment, such as foliage and branches (Davey, 2006). In the artificial enrichment condition the chimpanzees received items such as magazines, drawing material, brushes, cardboard, and toys.
Data Collection: Data collectors were members of CHCI’s 2010 Summer Apprenticeship Program. They collected data in 20-minute sessions using focal time sampling at 30-second intervals. For each time signature, data collectors scanned each chimpanzee and marked T for touch, X for not touching, and NV if the chimpanzee were not visible.
Figure 1.Enrichment Preference. This graph shows the number of times each chimpanzee touched the two different forms of enrichment. Tatu spent the most time touching enrichment overall and touched artificial enrichment the most. Loulis and Dar touched the naturalistic enrichment more than the artificial enrichment.
Discussion
The three chimpanzees demonstrated individual preferences with regard to enrichment type with two of the three preferring naturalistic to artificial forms of enrichment. In accordance with our hypothesis that cross-fostered chimpanzees would demonstrate a preference for artificial enrichment, Tatu interacted with artificial enrichment more often than naturalistic. Dar and Loulis demonstrated a preference for naturalistic enrichment. As a cross-fostered chimpanzee Tatu was raised by humans in a Western home setting since infancy. Tatu had the opportunity to use items similar to those used by human children such as magazines, toys, and clothing items. This may explain her inclination to interact with forms of enrichment that are more familiar. Her tendency to interact with enrichment on a more regular basis may be indicative of individual preference.
Because our data was collected during intervals where visitors were present for educational workshops, Dar and Loulis’ preferences for naturalistic enrichment may be attributable to species-typical display behaviors often used by males (Goodall, 1986). In the wild, chimpanzee societies are philopatric and territorial. Display behaviors are used to assert dominance and individuals often incorporate objects found in their natural environment into these displays (Muller, 2002).
Naturalistic enrichment is also characteristically manipulable and destructible which supports previous findings demonstrating that chimpanzees prefer these items over those that cannot be manipulated or destroyed (Videan et. al, 2005). Naturalistic enrichment is often edible which could further explain a preference for this type of enrichment over artificial enrichment. Our findings demonstrate that individual preferences for enrichment types exist, and that the provision of a wide variety of enrichment is integral to the well-being of captive chimpanzees.
Results
A chi-square test of independence revealed that the frequency of intervals with touching enrichment varied with enrichment condition. Tatu touched enrichment more often in the artificial condition than the natural condition, X2(df = 1, n = 779) = 40.75, p < 0.001. Dar and Loulis touched enrichment more often in the naturalistic condition than the artificial condition,LoulisX2 (df = 1, n = 799) = 48.31, p < 0.001 and Dar X2 (df = 1, n = 799) = 24.98, p < 0.001. Figure 1 shows the number of times each chimpanzee spent touching the two different forms of enrichment. Loulis and Dar interacted with naturalistic enrichment significantly more than artificial enrichment.
References
Davey, G. (2006). Relationships between exhibit naturalism, animal visibility and visitor interest in a Chinese zoo.Applied Animal Behavior Science, 96, 93-102.
Fouts, R. (1994). Transmission of human gestural language in a chimpanzee mother-infant relationship. In R.A. Gardner, B.T. Gardner, B. Chiarelli, and F.X. Plooij (Eds.), The ethological roots of culture, (pp. 257-270). Netherlands; Kluwer Academic.
Fouts, R.S. (1998). On the psychological well-being of chimpanzees.Journal ofApplied Animal Welfare Science, 1(1), 65-73.
Gardner, R.A., & Gardner, B. T. (1989).Teaching sign language to chimpanzees. Albany: State University of New York Press.
Goodall, J. (1986). The chimpanzees of Gombe. Cambridge, MA: Harvard University Press.
Jensvold, M.L.A., Sanz, C.M., Fouts, R.S., & Fouts, D.H. (2001). Effect of enclosure size and complexity on the behaviors of captive chimpanzees (Pan troglodytes). Journal of Applied Animal Welfare Science, 4(1), 53-69.
Lutz, C.K., and Novak, M.A. (2005). Environmental enrichment for nonhuman primates: Theory and application. ILAR Journal, 46(2), 178-190.
Mellen, J., and SevenichMacphee, M. (2001). Philosophy of environmental enrichment: Past, present, and future. Zoo Biology, 20, 211-226.
Muller, M. (2002).Agonistic relations among Kanyawara chimpanzees. In C. Boescsh, G. Hohmann, and L. Marchant (Eds.), Behavioural Diversity in Chimpanzees and Bonobos, (pp. 112-124). Cambridge, UK: Cambridge University Press.
Newberry, R.C. (1995). Environmental enrichment: Increasing the biological relevance of captive environments. Applied Animal Behavior Science, 44, 229-243.
Videan, E.N., Fritz, J., Schwandt., M.L., Smith, H.F. & Howell, S. (2005). Controlability in environmental enrichment for captive chimpanzees (Pan troglodytes). Journal of Applied Animal Welfare Science, 8, 117-130.
Nighttime Enrichment Preferences of 3 Captive Chimpanzees (Pan troglodytes)
Amanda L. Carner, KaeleySullins, Lisa Wilding, Bonita Hendrickson M.S. and Mary Lee Jensvold Ph.D.
Introduction
•The goal of providing enrichment to captive animals, especially captive non-human primates is to provide environmental stimuli that will be sufficient enough to provide optimal psychological and physiological well-being. Many facilities accomplish this by providing animals with a variety of items and the opportunity to make choices about the items provided. (MellenMacPhee, 2001)
•There are multiple types of enrichment techniques that can be used to enrich captive animal’s lives. These include environmental enrichment devices, habitat enrichment, sensory enrichment, and food enrichment as described by the Association of Zoos and Aquariums (Association of Zoos and Aquariums [AZA], 2009). Our study focused on all types of enrichment noted above.
•A successful enrichment plan and a clear sign of good welfare includes the animals appearing to be relaxed, inquisitive, having a diverse non-stereotypic behavioral repertoire and spending time engaged in grooming, play, and foraging. (Buchanan-Smith, 2011)
•According to Buchanan-Smith (2011) for enrichment to be successful it must be holistic and must account for all aspects of a primate’s behavioral repertoire including physical, social, dietary, cognitive and sensory well-being and must take into account their natural adaptations.
•Many people would assume that chimpanzees and other non-human primates need enrichment only in daytime hours however, according to Videan et al. (2005) although chimpanzees may rest between 8-12 hours each night, this is not a continuous, unencumbered slumber.
•With this in mind, we designed a study to not only observe if chimpanzee’s used enrichment during the night, but also get a better understanding of the types of enrichment items they preferred.
Methods
Participants
We studied two adult male chimpanzees (Dar and Loulis) and one female adult chimpanzee (Tatu) socially housed at the Chimpanzee and Human Communication Institute (CHCI) located on the Central Washington University campus in Ellensburg Washington. Tatu and Dar were cross-fostered by humans and immersed in an American Sign Language environment. They were raised as if they were deaf human children. (Gardner & Gardner, 1989).Loulis, was adopted by a chimpanzee named Washoe (the first non-human primate to acquire a human language) and acquired his use of signs from Washoe and his chimpanzee family. (Fouts, Fouts, & Schoenfeld, 1984; Fouts, Fouts, & Van Cantfort, 1989; Fouts, Hirsch, & Fouts, 1982)
Data Collection Procedures
Night-vision cameras recorded the chimpanzees during the hours of 6:00pm-8:00pm and 6:00am-8:00am. Each chimpanzee had access to various enrichment items including blankets, toys, containers, tubes, clothes, and magazines. Table 1 shows the categories of enrichment that the chimpanzees received during the night. From these video files, data collectors coded the chimpanzee’s use of enrichment items using a focal animal time sampling technique for a 2-hour session. Sessions were from 18:00hr to 20:00hr and 06:00hr to 08:00hr Tuesdays, Wednesdays, and Thursdays from July-August 2012. Every 15 sec, the data collector recorded whether the focal chimpanzee contacted an item and the category of the item.
Results
•Data collectors recorded 57,715 observations. From those observations, 11,466 (20%) included contact with an enrichment item.
•The chimpanzees used blankets in 11,347 observations; this is 99% of all contact with enrichment.
•Due to the high use of blankets, this item category was not included in subsequent analyses. Figure 1 shows the frequency that the chimpanzees contacted all categories of items except blankets. The chimpanzees used food items with the next highest frequency (31%) after blankets. This was followed by dress up other (24%) and then groom (14%).
•Figures 2 shows each individual chimpanzees’ pattern of enrichment use again with blankets eliminated (since blankets were the most used item for each chimpanzee). Dar used food items most often while Tatu used Dress-up other most often. Overall this shows variation with individual enrichment preference.
Discussion
•Consistent with previous data on captive chimpanzee sleep patterns (Videan, 2005), the 3 focal chimpanzees in this study used enrichment items during the beginning and end period of night time indicating they did not sleep continuously through the night; indicating that enrichment provided during the evening is as important as enrichment provided during the day
•Blankets were by far, the most used enrichment item. However, when we take into consideration the importance of nest building in free-living apes, it is not surprising that blankets were used so often. Free-living chimpanzees, in particular pay very close attention to size, location and construction of nests (Koops, 2012). Given the inherent limitations of captivity, blankets are one of the few items that can be used to build a proper nest.
•Though not all enrichment items were used at the same frequency, providing a variety of different enrichment items may contribute to the overall psychological well-being of captive apes. Previous research suggests that providing an environment rich in choices, can reduce stress, as well as, stereotypic behaviors, which are so often seen in captive animals (Lutz & Novak, 2005).
Conclusion
Nighttime is a critical time to offer enrichment to chimpanzees as this study shows they use these items and they have patterns of waking and sleeping during the night (Videan, et al., 2005). The 3 captive chimpanzees in this study preferred blankets over every other enrichment item offered. However, they used other items as well. They displayed individual preferences for those other items. Furthermore, offering captive apes a variety of enrichment items, during evening hours, increases the choices they have in their environment and may contribute to their overall psychological well-being.
References
•Association of Zoos and Aquariums. (2009). Enrichment. Retrieved March 25, 2013, from Animal Care and Management: Enrichment:
•Buchanan-Smith, H. M. (2010). Environmental enrichment for primates in laboratories. Advances in Science and Research, 5, 41-56.
•Fouts, R. S., Fouts, D. H., & Schoenfeld, D. (1984). Sign language conversational interactions between chimpanzees. Sign Language Studies, 42, 1-12.
•Fouts, R. S., Hirsch, A., & Fouts, D. H. (1982). Cultural transmission of a human language in a chimpanzee mother/infant relationship. In H. E. Fitzgerald, J. A. Mullins, & P. Gage (Eds.), Psychobiological perspectives: Child nurturance series Vol. III (pp. 159-193). New York: Plenum Press
•Gardner, R. A., Gardner, B. T., & Van Cantfort, T. E. (1989). Teaching Sign Language to Chimpanzees. New York: State University of New York.
•Koops, K., McGrew, W. C., de Vries, H., & Matsuzawa, T. (2012). Nest building by chimpanzees (Pan troglodytesverus) at Seringbara, Nimba Mountains: antipredation, thermoregulation, and antivector hypotheses. International Journal of Primatology, 33, 356-380.
•Lutz, C. K. (2005). Environmental enrichment for nonhuman primates: theory and application. Institute for Laboratory Animal Research Journal, 46 (2), 178-191.