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Neuropsychology Review

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01.06.2014 | Review

What Neuropsychology Tells us About Human Tool Use? The Four Constraints Theory (4CT): Mechanics, Space, Time, and Effort

verfasst von: François Osiurak

Erschienen in: Neuropsychology Review | Ausgabe 2/2014

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Abstract

Our understanding of human tool use comes mainly from neuropsychology, particularly from patients with apraxia or action disorganization syndrome. However, there is no integrative, theoretical framework explaining what these neuropsychological syndromes tell us about the cognitive/neural bases of human tool use. The goal of the present article is to fill this gap, by providing a theoretical framework for the study of human tool use: The Four Constraints Theory (4CT). This theory rests on two basic assumptions. First, everyday tool use activities can be formalized as multiple problem situations consisted of four distinct constraints (mechanics, space, time, and effort). Second, each of these constraints can be solved by the means of a specific process (technical reasoning, semantic reasoning, working memory, and simulation-based decision-making, respectively). Besides presenting neuropsychological evidence for 4CT, this article shall address epistemological, theoretical and methodological issues I will attempt to resolve. This article will discuss how 4CT diverges from current cognitive models about several widespread hypotheses (e.g., notion of routine, direct and automatic activation of tool knowledge, simulation-based tool knowledge).

Some studies have assessed the apraxic patients’ ability to use several tools and objects together such as preparing instant coffee (multiple object task; e.g., De Renzi and Lucchelli 1988). These tasks are now considered as assessing the action disorganization syndrome because of the presence of several steps to achieve the goal (see below).

The notion of “space constraint” stresses the problem that tools and objects are not always here now, that is, directly present to our senses (e.g., they are not visible because they are in another room). In this way, the emphasis is put on the problem of the absence. This differs dramatically from the perspective where the space is divided in function of the individual’s capacities (e.g., reaching space). In this way, it has been shown that tool use can extend our reaching space (e.g., Farnè and Làdavas 2000; Cardinalli et al. 2009; Iriki et al. 1996). Nevertheless, even if an object is out of reach, this object can still be present to the senses, if it is visible, for example.

Several studies have revealed serious limitations on the ability of nonhuman animals to solve tool-use situations that are relatively simple for humans (e.g., Povinelli 2000; Santos et al. 2006; Visalberghi and Limongelli 1994). In line with this, it has been suggested that tool use in animals is not based on relational representations of the underlying generative mechanisms involved, but rather on “concrete” representations learned by trial-and-error (e.g., Penn et al. 2008). The notion of “basic processes” refers here to this kind of learning.

Interestingly, nonhuman, animal users fail transfer tasks (Martin-Ordas et al. 2008; see Penn et al. 2008). These findings provide support for the idea that humans are able to reinterpret the physical world in terms of unobservable, hypothetical entities, such as causal forces (Penn et al. 2008; see below).

The simulation-based knowledge is confronted with some limitations that will be discussed later.

The term technique is used here as synonymous with “mechanical knowledge”.

Semantic memory can be defined as “that system which processes, stores and retrieves information about the meaning of words, concepts and facts” (Warrington 1975). In other words, it allows us to think about things that are not here now (Tulving 1985).

Of course, this is not to deny that it is different to know that knives can generally be found in kitchens or supermarkets and to remember that we possess the appropriate knife in our kitchen or the supermarket where we used to go. This issue is at the heart of important controversies concerning the distinction between semantic and episodic memory introduced by Tulving (1972). Unfortunately, this issue is beyond the scope of the present article, so I will only refer to semantic knowledge to describe the ability to think about things that are not here now. Of particular interest here is that semantic knowledge is fundamental to categorize the tools and objects in function of different activities, from very basic (body self-care, feeding, sleeping) to “non-basic” activities (relaxing, playing the guitar, working). And, it is this categorical organization, which allows us to know and even to remember how to get the appropriate tools and objects. In other words, semantic memory is viewed here as the means to organize the search in memory.

This conception of working memory is quite consistent with current models (e.g., Baddeley 2003).

Tools can also be used to enhance cognitive skills (Jonassen 1992; see also Vygotsky 1978). For instance, abacuses and pocket calculators improve calculation efficiency, and diaries and portable phones facilitate remembering the activities to perform. These tools might suggest that cognitive effort is also assessed when people are engaged in everyday activities. Unfortunately, this issue is beyond the scope of the present article.

The simulation-based decision-making process has to be viewed as a dynamic process in that the effort associated with each option can be re-evaluated all along the activity. For instance, a user can choose to reach a ball that rolled under a sofa with the arm and then decide to get an umbrella to reach the ball with it.

As stressed above, a potential mistake might be to believe that when patients show how to use a tool in a conventional way, they necessarily access information about the usual function.

Recent evidence demonstrates that the perception of the length of rods via dynamic touch can be recalibrated after a training session with auditive feedback (Wagman and Abney 2012). Even if these results were not obtained in a tool-use situation they indicate that the perception of object properties is not specific to a particular perceptual modality but constrained by the object’s mechanical properties.

These procedures have been reported to be impaired in brain-damaged patients, particularly those with damage to superior parietal lobes (Binkofski et al. 2001). The term of tactile agnosia/apraxia have been proposed, stressing the importance of both the sensory and motor components of the disorder. Note also that, besides these stereotypical exploratory procedures, people can perceive a certain number of properties of objects (e.g., mass, length), without the benefit of vision, simply by wielding the objects. This kind of touch is referred to as dynamic touch (Turvey 1996; Wagman and Abney 2012). Interestingly, it has been shown that people are able, via dynamic touch, to determine whether an object is more suited for a given tool-use action (e.g., hammering) than for another one (e.g., poking; Wagman and Carello 2001; see also Wagman and Carello 2003).

Proponents of a strong, embodied cognition approach assume that, as people perceive visual tool or objects, simulations of potential actions can become automatically active in preparation for action (e.g., Barsalou 1999; Pezzulo et al. 2011). As discussed above, this proposal is debatable.

All human societies develop technical equipment, which is modified and improved, a phenomenon called ratchet effect (Tomasello 1999; for further discussion on this aspect with regard to the principles of dialectic and stigmergy, see Osiurak et al. 2010).

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Titel: What Neuropsychology Tells us About Human Tool Use? The Four Constraints Theory (4CT): Mechanics, Space, Time, and Effort
verfasst von: François Osiurak
Publikationsdatum: 01.06.2014
Verlag: Springer US
Erschienen in: Neuropsychology Review / Ausgabe 2/2014
Print ISSN: 1040-7308
Elektronische ISSN: 1573-6660
DOI: https://doi.org/10.1007/s11065-014-9260-y

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