Executive functions (EF) are a core aspect of cognition. Research with adult humans has produced evidence for unity and diversity in the structure of EF. Studies with preschoolers favour a 1-factor model, in which variation in EF tasks is best explained by a single underlying trait on which all EF tasks load. How EF are structured in nonhuman primates remains unknown. This study starts to fill this gap through a comparative, multi-trait multi-method test battery with preschoolers (N = 185) and chimpanzees (N = 55). The battery aimed at measuring working memory updating, inhibition, and attention shifting with three non-verbal tasks per function. For both species the correlations between tasks were low to moderate and not confined to tasks within the same putative function. Factor analyses produced some evidence for the unity of executive functions in both groups, in that our analyses revealed shared variance. However, we could not conclusively distinguish between 1-, 2- or 3-factor models. We discuss the implications of our findings with respect to the ecological validity of current psychometric research.

Virtual Reality (VR) is now a popular tool in education and for engagement with the natural world, but to date little research has investigated its potential in a zoo setting. We aimed to gauge the interest of the visiting public in using VR technology at Royal Zoological Society of Scotland’s (RZSS) Edinburgh Zoo. A VR (n = 12) and a video condition (n = 12), both introducing the lives and conservation concerns of African wild dogs (Lycaon pictus), were used to gain greater insight of the thoughts and perceptions of how individuals evaluated a purpose-built VR experience and to enable comparisons of learning outcomes for both technologies. We used semi-structured interviews; responses were evaluated through thematic analysis and descriptive analysis. Younger participants (aged 13-18 years) emphasized that VR allowed them close and personal access to the animals. Adult participants (aged 19 and above) pointed out the entertainment value of the VR experience while highlighting the potential of its educational aspect; that of enabling visitors to see animals in their natural habitat. While our results require further confirmation due to the limited sample size and restricted circumstances of data collection, we suggest that VR could be usefully introduced as a public education and visitor engagement tool that would benefit the visitors’ learning and overall experience at the zoo.

Associative tool use (ATU) describes the use of two or more tools in combination, with the literature further differentiating between Tool set use, Tool composite use, Sequential tool use and Secondary tool use. Research investigating the cognitive processes underlying ATU has shown that some primate and bird species spontaneously invent Tool set and Sequential tool use. Yet studies with humans are sparse. Whether children are also able to spontaneously invent ATU behaviours and at what age this ability emerges is poorly understood. We addressed this gap in the literature with two experiments involving preschoolers (E1: N = 66, 3y 6m - 4y 9m; E2: N = 119, 3y 0m - 6y 10m) who were administered novel tasks measuring Tool set, Metatool, and Sequential tool use. Participants needed to solve the tasks individually, without the opportunity for social learning (except for enhancement effects). Children from 3 years of age spontaneously invented all types of investigated ATU behaviours. Success rates were low, suggesting that individual invention of ATU in novel tasks is still challenging for preschoolers. We discuss how future studies can use and expand our tasks to deepen our understanding of tool use and problem-solving in humans and non-human animals.

Attentional set shifting is a core ingredient of cognition, allowing for fast adaptation to changes in the environment. How this skill compares between humans and other primates is not well known. We examined performance of 3- to 5-year-old children and chimpanzees on a new attentional set shifting task. We presented participants with two shelves holding the same set of four boxes. To choose the correct box on each shelf, one has to switch attention depending on which shelf one is currently presented with. Experiment 1 (forty-six 3- to 5-year olds, predominantly European White) established content validity, showing that the majority of errors were specific switching mistakes indicating failure to shift attention. Experiment 2 (one hundred and seventy-eight 3- to 6-year olds, predominantly European White) showed that older children made fewer mistakes, but if mistakes were made, a larger proportion were switching mistakes rather than ‘random’ errors. Experiment 3 (52 chimpanzees) established suitability of the task for non-human great apes and showed that chimpanzees' performance was comparable to the performance of 3- and 4-year olds, but worse than 5-year olds. These results suggest that chimpanzees and young children share attentional set shifting capacities, but that there are unique changes in the human lineage from 5 years of age.