Pepperberg told me that Alex also made spontaneous remarks that were oddly appropriate. Once, when she rushed in the lab door, obviously harried, Alex said, “Calm down”—a phrase she had sometimes used with him. “What’s your problem?” he sometimes demanded of a flustered trainer. When training sessions dragged on, Alex would say, “Wanna go back”—to his cage. More creatively, he’d sometimes announce, “I’m gonna go away now,” and either turn his back to the person working with him or sidle as far away as he could get on his perch. “Say better,” he chided the younger parrots that Pepperberg began training along with him.
I know I've mentioned before that I came out of Animals in Translation thinking birds are as smart as we are or smarter.
to do
I need to get hold of the paper on the model/rival technique and autistic kids:
As it happens, the model/rival method may have some utility for another species: humans. Diane Sherman, who works with autistic children in Monterey, California, has had some preliminary success in encouraging speech in her clients using Pepperberg’s protocol. In an article published in The International Journal of Comparative Psychology, Sherman and Pepperberg say that, in two studies of children in Sherman’s private practice, the model/rival method led to “significant gains” in the children’s “communication and social interaction with peers and adults.” (Behavioral changes were measured by reports from parents and teachers, and included criteria like demonstrations of empathy, improved eye contact, saying hello to people, and speaking in sentences.)
I believe this.
Years ago, on our annual family vacation back to Illinois, we rented a van to drive from Springfield to Chicago. On the road, C. and Andrew (who is autistic) got into a HORRIBLE fight. Now, Andrew is very autistic. He couldn't talk at all at the time, and he probably couldn't understand much, either.
But he had no problem understanding a fight with his brother in the car. We'd separated the two boys, putting Jimmy (big brother - also autistic) with C. in the middle seat and Andrew in the way-back, but they got into it anyway. I no longer remember how it started, though it may have begun with Andrew touching his brother. I do remember, vividly, the fight in full bloom. C. would scream, "I hate Andrew!" and, hearing this, Andrew, who in theory did not understand a word of English or any other language, would shriek with rage, lunge forward, and hit his brother -- hard -- on the back of the head. Then C. would scream in pain and fury and let loose with another "I hate Andrew!", and A. would shriek and hit him again, and so it went.
I'm pretty sure I was in there somewhere, too, shouting "Stop saying that!" at C.
We finally had to pull off the road and take the boys out of the car to separate them. We bought them junk food, put them back in the car, and drove off. They were beaming at their chips and candy, and at each other.
After that I used to say that every single part of an autistic child's brain has been messed up in some fashion except for the part that says "Hit my brother in the car."
So: model/rival. I can see it working with autistic kids.
Especially the rival part.
to track down:
Pepperberg, I.M. and Sherman, D. V. (2000). Proposed use of two-part interactive modeling as a means to increase functional skills in children with a variety of disabilities. Teaching and Learning in Medicine, 12(4), 213-20.
Pepperberg, I.M. and Sherman, D.V. (2002) Use of two-part interactive modeling as a potential means to engender social behavior in children with various disabilities. International Journal of Comparative Psychology, 15, 138-5.
Pepperberg, I.M. and Sherman, D.V. (2004) Use of two-part interactive modeling as a potential means to engender empathy in children within the autistic spectrum. IMFAR conference, Sacramento, CA.
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