Reaction to spatial novelty and exploratory strategies in baboons

Exploratory activity was examined in 4 young baboons with the aim of investigating the type of spatial coding (purely geometric and/or by taking into account the identity of the object) used for the configuration of objects. Animals were individually tested in an outdoor enclosure for their exploratory reactions (contact time and order of spontaneous visits) to changes brought about to a configuration of different objects. Two kinds of spatial changes were made: a modification (1) of the shape of the configuration (by displacement of one object) and (2) of the spatial arrangement without changing the initial shape (exchanging the location of two objects). In the second experiment, the effect of a spatial modification of the global geometry constituted by four identical objects was investigated. Finally, in the third experiment, a substitution of a familiar object with a novel one was performed without changing the objects’ configuration. The baboons strongly reacted to geometrical modifications of the configuration. In contrast, they were less sensitive to modifications of local features that did not affect the initial spatial configuration. Analyses of spontaneous exploratory activities revealed two types of exploratory strategies (cyclic and back-and-forth). These data are discussed in relation to (1) the distinction between the encoding of geometric versus local spatial features and (2) the spatial function of exploratory activity.     

The University of Freiburg: A Model for a Bilingual University

The multilingual roots of Switzerland and especially the bilingual roots of the city and canton of Freiburg are described. So also are the history and structure of the bilingual University of Freiburg which has the particularity of being aimed at providing all its students with a bilingual academic background. The development of bilingual studies and degrees is briefly discussed along with the opportunities available. On the one hand, there are clearly defined and quantified diplomas; on the other hand, the choice of attending several courses in the second language, but of taking examinations in the primary language. Between the two extremes — the definition of bilingual diplomas on the one hand and several special courses on the other — there is a wide range of ways to achieve academic bilingualism. Finally, basic principles for the operation of a multilingual university are proposed.