The goal of collecting data on infant status is to obtain information on neonatal activity cycles throughout the 24-hour day. Nursery status data are used to compare groups of infants in terms of whether they establish activity cycles, how long it takes for the cycles to appear, and what the cycles are. The coding system used is one of gross categorization of monkey activity levels.

Research Questions
One purpose of collecting data on infant status is to identify the normative development of the activity cycle of neonatal monkeys. Whether animals differ in latency to establish an activity cycle may be influenced by experimental condition, birth weight, condition at birth, and mother's activity cycle experienced in utero.

Husbandry/Health Issues
Neonates are very vulnerable to environmental conditions, such as low ambient temperature and low humidity, and are at high risk for respiratory complications (e.g., aspiration due to inhalation of vomit) and gastrointestinal problems (e.g., dehydration, gut bacteria, prolapse). Whenever you observe an abnormal condition in an infant (e.g., rasping breath, blueish skin color, vomiting), contact the veterinary technician immediately.

Status Codes
Record the nursery status codes every 30 min; use the infant diurnal data sheet (Appendix, form 12) A convenient data collection method is to hang data sheets on clipboards on the nursery wall. Code the infant's behavior when you first look at it. The codes are as follows:

The difference between passive and active is that the infant has to be awake and doing something to receive a code 3. Examples of active behavior are exploration of self, cage, or diaper; attentively watching something; and drinking. Code 4 is reserved for situations in which the infant is excited or disturbed and is hooting, screeching, or jerking convulsively.

Nursery Diurnal Data
Every infant in the nursery has its temperature, respiration, and heart rate taken every 4 hours: at midnight, 4 a.m., 8 a.m., noon, 4 p.m., and 8 p.m.. The data are used with the status codes to discern which infants are able to form diurnal cycles. They are also important to the veterinary care staff, who are responsible for the health of the infants. The data are recorded on the same sheets as the status codes.

Supplies
To take the diurnal measurements, you will need a stopwatch, stethoscope, lubricating jelly, gloves, thermometer, and thermometer probes. Use a stainless steel container with gauze pads soaked in alcohol to wipe the thermometer probes. Be sure to wear a lab coat and gloves.

Procedure

1. Record the percentage of oxygen in the appropriate column if the infant is on oxygen. Check the IV drip column if the infant has an IV. Blood should not be backed up in the tube and the site of infusion should not be swollen with fluid.
2. Record the status code, condition, and ambient temperature on the time block line nearest the actual half hour. For example, if you started the 7 p.m. diurnals at 7:10 pm, enter the data on the 7 pm time line. After 7:15 you would use the 7:30 time line.
3. Count the respirations per minute. Leave the infant in its home cage without touching it, if you can. If the infant is not asleep or passive, you may have to pick it up. If you are unable to count the respirations accurately, put a -1 in the respiration column.
4. Measure the heart rate per minute. You will have to hold the infant for this procedure. One way to count the beats is to group them and count the number of groups in 15 sec. Multiply the number of groups by the number of beats per group. Multiply the total number of beats by 4 to get the rate per minute. Here is an example in which the beats are counted in groups of 5: In 15 sec, you count 10 groups of 5 beats, with 3 beats left over. Multiply the 10 groups by 5 beats to get the number of beats in 15 sec (10 x 5 = 50). Add in the 3 extra beats to get the total number of beats in 15 sec (50 + 3 = 53). Now multiply by 4 to get the number of beats in 1 min (53 x 4 = 212). Another way to calculate this is to multiply 10 (number of groups of 5) by 20 (5 beats per group by four 15-sec intervals in 1 min) to get 200. Multiply 3 by 4 to get 12 and add the 12 to 200 to get 212. If you are unable to get an accurate heart rate, record a -1.
5. Take the rectal temperature. Cover the tip of the probe with lubricating jelly. Gently insert the probe 1/2" to 3/4" into the rectum. Do not force the probe. Leave the probe in place until the temperature reading stabilizes for 60 sec. Read the scale by lining up the needle and its mirror image. Record the temperature in degrees Fahrenheit. If you are unable to insert the probe, record the temperature as -1. If an armpit temperature is taken, put a circled A next to the temperature so it can be encoded as a -1. The correlation between rectal and armpit temperatures is so low that we do not use armpit temperatures as data. Clean the probe after each use with a gauze 2 x 2 sponge dipped in alcohol. The probe should be wiped gently from the tip down. The probe may stretch and break if you wipe it toward the tip. Do not hold the tip with your gloved fingers. Grasp the probe several inches down from the tip.
6. Clean the infant anywhere it is dirty by washing it with a gauze 4 x 4 dipped in warm water. Apply Desitin to the perineal area after washing. Check for raw areas and sores and notify the veterinary staff if any are found. Change the diaper and blue pads or heating pad cover at every diurnal check (every 4 hours), or more often if necessary. Each infant should be clean and dry when you are finished.
7. Change your gloves.
8. Go on to the next infant and repeat steps 1 through 7.

Do not do all the status codes and then go around again and do respiration, heart rate, and then temperature. All the data on a particular infant must be taken sequentially in the order listed. If you are pressed for time, clean the infants and their cages after finishing all the diurnal measurements. Be sure to record the data on the half hour time line closest to when it is actually taken. You may want to order the diurnals by age, youngest to oldest, so that the youngest infants are not done last one time and first the next time. The intervals between the diurnal entries should remain close to four hours.

There will be times when you may not be able to get everything done. If duties are stacked up at one of the scheduled times for diurnal data, you may collect the data a little earlier or later. Be certain to enter the data in the right time line. Any 2- or 4-hour feedings have priority over the diurnals to be done closest to the hour. If some of the sick infants need data taken as a health index, do them anytime and do the other infants at the scheduled times.

While recording status codes, you have the opportunity to notice many health problems at their onset. Call any unusual situation to the attention of the veterinary staff. Some things to watch for are: raspy breathing and congestion, irregular or unusual heart rate, high or low temperature, bloody or mucoidal stool, and behaviors such as lethargy or convulsions. The heating pads may be too hot or too cool, even though turned on "low." Check the condition column on the data sheet to see what the setting should be. ON is coded 2 and OFF is coded 1. NEVER turn heating pad higher than "Low." If a heating pad is defective, pull and replace it. Label it so it cannot be used again until it is repaired.

Reference
Sackett, G.P., Fahrenbruch, C.E., and Ruppenthal, G.C. Development of basic physiological parameters and sleep-wakefulness patterns in normal and at-risk neonatal pigtailed macaques. In G.C. Ruppenthal and D.J. Reese (eds.), Nursery Care of Nonhuman Primates. New York: Plenum, 1979, pp. 125-144.

[Table of Contents]

Purpose
The purpose of these procedures is to examine the development of reflexive behaviors in macaque neonates. The results will be used to index the neurological development of the monkey as well as to demonstrate the effects of prenatal and perinatal factors upon this development.

Assessments
Three newborn reflexes are measured. These responses are displayed by newborn monkeys from birth and characterize the behaviors that are most important for survival during the neonatal period.

Nutritive Sucking Capabilities
The sucking response of the newborn is examined with a procedure described by Kron et al. (1963). Briefly, a graduated cylinder filled with nutritive liquids is attached through capillary tubing to a nipple so that it delivers a constant flow of liquid at a constant pressure. Pressure changes are measured via a pressure transducer which is attached to the tubing and connects to a polygraph. The polygraph connects to a microprocessor equipped with an analog-to-digital converter. Data are stored on floppy disks for computer summarization and analysis. The schedule for testing, number of monkeys tested, and measures calculated from each assessment are as follows:

• Postnatal days of age tested: 1, 2, 3, 4, 5, 6, 7, 8, 9, 12 and 14
• Number of tests per day: 1
• Measures calculated for each test:

  Total number of sucks, bursts, and pauses

  Mean length of sucks, bursts and pauses (+S.D.)

  Mean amplitude of sucks and bursts (+S.D.)

  Mean amplitude of negative pressure of sucks and bursts (+S.D.)

  Mean velocity up and down of sucks and bursts (+S.D.)

  Mean maximum velocity up and down of sucks and bursts (+S.D.)

Clasping and Grasping Responses
The clasping and grasping responses of monkey neonates are studied with a procedure originally described by Castell and Sackett. (1973). The test apparatus consists of a pressurized bag with two separate handles, each inflated to a pressure of 100 mm Hg. The bag is attached to a rod that connects at one end to a variable-speed motor. Monkeys clasp the bag with their legs and grasp the handles with their hands as they are slowly rotated through two and a quarter 360° head-forward revolutions at approximately 30 rpm. Three independent pressure transducers measure pressure changes from the bag and each handle as a function of rotation angle. A position switch attached to the rod monitors the angle of rotation. The pressure transducers and position switch are connected to a polygraph and microprocessor and data are stored on cassette disks. The schedule of tests and measures calculated for each test are shown below:

• Postnatal days of age tested: 1, 2, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 28 and 32
• Number tests per day: 1
• Measures calculated for each test are as follows:

  Mean amplitude of grasping and clasping prior to spin

  Mean amplitude of responses during initial acceleration (response during first 90° of spin divided into six 15° segments)

  Mean amplitude of responses during each rotation (response during each 360° spin divided into twelve 30° segments)

Startle Responses
Startle responses are assessed by monitoring the animals' movements on a floor containing sensitive vibration transducers. Testing occurs in a sound-attenuated chamber modified to deliver four different stimuli: a 1-sec burst of air, white noise, a pure tone, or a strobe flash. The air, white noise, and pure tone are delivered at an intensity of 90 decibels; the strobe flash is delivered at a rate of 60 flashes per second. Monkeys are tested once in the morning and once in the afternoon. Each testing session consists of 16 trials with an average intertrial interval of 15 sec (range of 10 to 20 sec). All four stimulus types are presented three times in each session along with four no-stimulus control trials. The stimuli are delivered according to a pre-programmed sequence which is shown below along with the measure calculated for each session:

• Postnatal days of age tested: 5, 8, 12, 15, 19, 22, 26, 29, 33, and weekly until day 225
• Number of tests per day: 2
• Sequence of stimuli per session:

  Trials 1, 6, 11 and 16 = no stimulus

  Trials 2, 8 and 12 = air

  Trials 3, 10 and 15 = strobe flash

  Trials 4, 7 and 14 = white noise

  Trials 5, 9 and 13 = pure tone

• Measures calculated for each test:

  Mean amplitude of movements for 1 sec prior to stimulus onset (including no stimulus)

  Mean amplitude of movements for thirteen 0.5-sec periods after stimulus onset for each stimulus (including no stimulus)

References
Kron, R., Stein, M., and Gollard, K. A method of measuring sucking behavior of newborn infants. Psychosom. Med. 25:181-191, 1963.

Castell, R. and Sackett, G. Motor behaviors of neonatal rhesus monkeys: measurement techniques and early development. Develop. Psychobiol. 6:191-202, 1973.

[Table of Contents]

Equipment
Preferential looking apparatus (Boothe box), data sheets, acuity stimuli

Testers
Two testers are required for this procedure. One sets up the stimuli. The other holds the monkey and judges via the Boothe box video monitor whether the animal can see the stimuli.

Procedure
The test is administered in the Boothe box. The subject is presented with increasingly finer black and white gratings until an observer judges that the animal can no longer resolve the stripes. At the beginning of a trial, an experimenter sets up two gratings (test plus 20/10) opposite each other on the Boothe box's rotating stimulus display. The observer is blind to the spatial frequency and position of the test stimuli. Based on the animal's eye and head movements, the observer then guesses the position of the test stimuli. Each test grating is presented at least twice, with the stripes being rotated between trials. If two trials in a row are correct, then the next test grating is presented. If one or both trials are incorrect, then increasing or decreasing trials are presented in any order until the observer feels confident enough to make a judgment about a subject's visual acuity.

Test Gratings
The first two trials of each acuity evaluation are intended to familiarize the observer with an animal's looking style in the presence or absence of an easily resolved stimulus. Trial 1 pairs the 20/3200 and the 20/10 gratings. Trial 2 pairs two 20/10 gratings. The following trials pair the 20/10 stimulus with stripe widths that increase geometrically in spatial frequency. The order of presentation of test gratings is 20/1600, 20/800, 20/400, 20/200, 20/100, 20/50. Attention is checked periodically by presenting the 20/3200 stripe and observing looking behavior.

Reference
Teller, D.Y. The forced-choice preferential looking procedure: a psychological technique for use with human infants. Infant Behav. Devel. 2:135-153, 1979.

[Table of Contents]

The novelty paradigm used to test monkeys at the IPRL is identical to the one employed with human infants. First the subject is presented with two identical stimuli for a predetermined familiarization period. Then the previously exposed stimulus is paired with a novel one and looking time to each is recorded. Normal monkey infants tend to look longer at the novel stimuli. Tests currently being done at the IPRL using the novelty paradigm and its variations include (1) an adaptation of a standardized test to assess visual recognition in human infants, and (2) an adaptation of a cross-modal procedure used with human infants. Animals are tested at developmental ages roughly equivalent to those at which human infants are given the same tests. The protocols are briefly described in the following pages.

Standardized Test of Visual Recognition

Testing Schedule
The visual recognition series is administered at 190, 200, and 210 days postconception. A different test is given at each age. Diagnostic tests of visual acuity are administered to high-risk animals prior to day 190.

Data Collection Procedure
Data are collected by means of a computer-operated apparatus. First the animal is presented with two identical abstract patterns (high-contrast black and white) in slide form for a predetermined study period (16-60 sec depending on the problem). The animal's face is viewed through a video monitor, and looking time to the right and left is recorded via timers operated by foot pedals. The animal is then presented with a two-part test trial in which the previously exposed pattern is paired with a novel one for 10-20 sec. Looking time to each pattern is again recorded. The positions of the stimuli are random on the first part of the test trial and reversed on the second to control for side preferences. Study and test periods are timed from the animal's first fixation to either side.

Data Processing Procedure
Data are automatically stored on cassette tapes at the end of each session. They are also printed out. Data include header information (animal number, test, age, stimulus set, date, tester, study period length, trial length, inter-trial interval); study period information (frequency of fixations to left and right, total duration of fixations to the left and right, and the duration of each fixation); and test trial information (for part 1 and 2, the same information described for the study period).

Data Analysis
For each trial or pattern set, a novelty score is calculated. This is the percentage of time an animal looks at the novel stimulus for that trial. An overall score is derived from the mean of these scores. More fine-grained analyses (side preferences, amount of time it takes animals to obtain the familiarization time, etc.) are also possible.

Cross-Modal Recognition

Testing Schedule
Animals are tested at 215 and 255 days postconception.

Data Collection Procedure
Data are collected with the apparatus described for the standardized recognition test. The procedure consists of two parts. The first is a cross-modal test, which consists of a study period (15-60 sec depending on the problem) during which an animal is given an object to explore tactually in a darkened room. This is followed by a two-part test trial in which the previously explored object is paired with a novel one and looking time to each is recorded. The position of the stimuli is random on the first part of the test trial and reversed on the second to control for side preference. Trial lengths range from 10 to 20 sec depending on the test trial and are timed from the first fixation to either object. The cross-modal procedure is followed by a test of visual-visual recognition of the same objects. The procedures for the visual-visual test are identical to those used for the cross-modal test, except that the animal is familiarized visually instead of tactually.

Data Processing Procedures
Data processing procedures are identical to those described for the standardized recognition test.

Data Analysis
Data analysis is identical to that described for the standardized recognition test.

References
Gunderson, V.M. and Sackett, G.P. Development of pattern recognition in infant pigtailed macaques (Macaca nemestrina). Develop. Psychol. 20:418-426, 1984.

Gunderson, V.M., Rose, S.A., and Grant-Webster, K.S. Cross-modal transfer in high- and low-risk infant pigtailed macaque monkeys. Develop. Psychol. 26:576-581, 1990.

[Table of Contents]

Subjects
All nonhuman primate infants, except those that are in critical condition or treatment or are undergoing an invasive experiment.

Procedure
Motor reflexes are measured and locomotor skills are observed until the onset of all skills has been recorded. Whenever possible, each infant is tested through all three phases of the assessments.

First Phase—Nursery
Do the first assessment as soon after birth as possible. Test each infant three times a week until it leaves the nursery. Perform all assessments just before diurnal assessments and/or feedings, with the subject in an alert, nonagitated state. Although the assessments are designed to measure onsets of motor reflexes and responses, also try to note the onset of voluntary control. Record results on motor development sheet (Appendix, form 13).

Second Phase—Playroom Assessments
Each infant has a check sheet (Appendix, form 14) in the Assessment binder, filed according to the infant's number.

1. Watch each subject at least twice a week. Discontinue observations when all motor skill onsets have been noted.
2. Determine the "socialization" days for each group of subjects. Conduct observations only during these sessions.
3. When removing a subject from its cage, observe its reaction to being handled. Note the date and code its reaction in the bottom chart on page 2.
4. Once all subjects are in the playroom, allow them to adapt for 5 min before starting observations.
5. Observe each subject as the focal animal for 2 or 3 min. Note first occurrence (onset) of a behavior (e.g., an earflip) or first use of an apparatus. Also, note with the date and context any occurrence of convulsive jerking, screeching, or hooting. Continue on to the next subject in the group until you have focused on every animal.
6. If, while watching a subject or upon returning to the playroom, you notice another subject on an apparatus previously unused, note the usage with an attitude code and note that you did not observe how it reached the apparatus.
7. If you have to remove an animal from an apparatus when disbanding the group, code the occurrence with 06 (unable to get down) and enter the date in the appropriate column.
8. Return each subject to its cage (with a clean diaper if it has not been weaned yet). Clean the playroom with hot water and Septisol or Roccal. Rinse thoroughly. Vacuum the floor dry so the room will be ready for immediate use.

Note: At all times, wear a lab coat and gloves—both human and nonhuman primates' health is at stake.

Data Processing Procedure
Data are analyzed according to postnatal and postconceptional age so that the ontogeny of mature motor coordination can be documented. Postconceptional age analysis uses timed mating estimates of gestation, if available. If not, birth weight and gestational age equations are used to generate a gestational age for the subjects.

Neonatal Assessments
The following neonatal assessments were developed to measure the reflexive behavior and the ontogeny of motor skills in all macaques that enter the IPRL as neonates.

1. Observe the animal's behavior when it is in a resting, prone position. Note any asymmetrical postures or athetoid movements.
2. Continue the assessment by using the least invasive manipulations (resistance to passive movements of limbs, grasping reflex).
3. Hold the infant upright and measure the rooting, sucking, and snouting (upper lip reflex) reflexes.
4. Observe the animal's startle response to an abrupt hand clap, then note its ability to orient to an auditory stimulus of 3-sec duration.
5. Observe the animal's visual orientation and visual following (tracking) of a brightly colored object.
6. Observe leg placing, arm placing, clasping, and righting.
7. Rate the infant's behavioral state and degree of irritability during the assessments. Also, note the average strength and speed of the infant's response pattern.
8. Describe all facial expressions with comments about the context in which they occur.
9. Note the first observation of sitting upright and standing without support.

The assessments end when the infant has voluntary motor control, usually at 14 to 18 days after birth.

Motor and Communication Milestones in the Playroom
All of the behaviors listed are observed for the first occurrence as an agile, confident behavior pattern. Some of the measurements are continuations of the neonatal assessments, as there is a large variation between animals in age of onset. Earflips and lipsmacks are the first facial expressions observed. Under normal conditions, the behaviors listed under "motor activity" are exhibited in the order listed, with the exception of gait. Numerous subjects leave their diapers, explore the toys, and climb up (but not down) the sloping ramp "A" at 14 to 30 days after birth. The ability of the infant to release its grasp voluntarily and to climb down the ramp takes longer, up to 125 days. The ability to climb and/or jump to the other shelves, which are at different heights, may not occur until 7 months of age. Although age at onset varies considerably, infants with significant lags in occurrence also tend to exhibit delays and deficits in other areas of development.

Reference
Sackett, G.P., Gunderson, V., and Baldwin, D. Studying the ontogeny of primate behavior. In J.L. Fobes and J.E. King (eds.), Primate Behavior. New York: Academic Press, 1982, pp. 135-169.

[Table of Contents]

Purpose
Certain cognitive abilities appear in a definitive order in both human and nonhuman primates. The object concept task documents the development of object permanence in infant macaques. It measures the infant's ability to locate and grasp an object and then, at a later age, the ability to locate the object when it is in plain view, partially hidden, and completely hidden in the well apparatus and on the opaque screen apparatus. The most difficult task (criterion is 80% correct over two test sessions) is to locate the object when it is completely hidden. This task involves the concept that the object still exists although it is not in the visual field.

Subjects
Nonhuman primate infants that are not involved in invasive research, and animals in projects (which can include invasive research) in which the investigator requests this procedure as a measure of cognitive development.

Equipment
Table, two chairs, and three platforms (one 4" x 12" x 30", one 4" x 24" x 24", and one 4" x 20" x 20") to be placed on the table. One platform has a track on which a 4" x 6" screen (opaque) can be mounted and moved horizontally. The second platform has a single 3" x 4" well which can be covered with a 4" x 4" Plexiglas cover. The third platform has two 3" x 4" x 4" wells, 3" apart, which can be covered with 4" x 4" opaque Plexiglas covers. The objects used for testing are small, bright plastic toys. The results are recorded on data sheets shown in the Appendix (forms 15-17).

Schedule
Testing begins at 14 days of age unless delayed by special circumstances. Testing occurs between 8 a.m. and 4 p.m. three times a week, with no three test days consecutive.

Procedure
Tests included in the object concept protocol are: plain reach (adaptation), well task, opaque screen task, and A ` B task. The well and screen tasks are presented to each subject in alternate sessions.

Tests are scored in the following manner:

0 = No response

1 = Reaches, grasps, no pick up

2 = Picks up object

7 = Discontinue (no orientation, see note below)

-9 = Missing data

For all sessions and tasks, the subject is placed in a terry cloth bag with the upper half of the body, including the arms, left uncovered. Two persons are involved in the testing procedure, one acting as holder, the other as tester. In each session the holder grasps the animal firmly around the waist with the animal facing the tester across the apparatus. The animal is allowed to lean forward to perform the task, but must not get out of the bag or climb onto the apparatus.

Plain Reach (Adaptation)
A session consists of five trials. The animal is offered the stimulus object and allowed to suck on it or handle it for 5 sec. The object is then placed on the testing surface in front of the animal. The subject is allowed 15 sec in which to respond. Criterion is three 2's out of five trials in one session.

Screen Task
A session consists of 15 trials, five in each of three conditions: object in full view, object partially concealed behind screen, and object totally concealed behind screen.

The 15 trials are conducted in random order for each condition. In each trial the animal is shown the object (up to 15 sec can be spent in getting the subject's attention). The object is then placed on the apparatus in one of the above three conditions, and the animal has 15 sec to respond. Testing is halted for that day if the animal balks. (Balking is defined as five consecutive "no responses" or "discontinues" in any combination plus the lack of any response during the session.)

Criterion for each condition is eight 1 or 2 responses out of ten trials over two successive sessions. After criterion has been reached in a particular condition, the condition continues to be run in succeeding sessions. When criterion is reached in all three conditions, the screen task is complete.

Well Task
All conditions for the well task are the same as for the screen task, except for the type of apparatus used (see "Equipment" for a description of apparatus). The animal is again run for 15 trials, five in each of the three conditions (in full view, partially hidden, and completely hidden). Running of the trials and criterion are the same as for the "screen" task.

A NOT B Task
The two-well apparatus is used in this task. In each session, the "A" designation is alternated from right to left.

The object is shown to the animal and placed twice in succession in the A well, which is then fully covered (the B well is already covered). If two 1's and 2's are scored, the object is shown again to the subject and placed in the B well; the tester also taps with his/her finger on the A well after concealing the object. If the animal does not score two 1's and 2's on the A well, up to five trials are given on the A well, of which two must be 1's and 2's before switching to B. After five presentations on one well (either A or B) regardless of the animal's performance, the next trial is run with the B well as the first opening. The same procedure is followed through a total of five trials. The only exception is if an animal has 10 discontinues in succession and has not responded at all; the testing is then halted for that day.

Criterion is the same as for the preceding tasks (8/10 correct over two successive sessions).

Reference
Burbacher, T.M., Grant, K.S., and Mottet, N.K. Retarded object permanence development in methylmercury exposed Macaca fascicularis infants. Develop. Psychol. 22:771-776, 1986.

[Table of Contents]

Subjects
Nonhuman primate adult females and infants

Testing Supervisor
Research Technologist

Tester(s)
Student workers with at least 3 months experience observing nonhuman primates

Equipment
Log book, digital data acquisition system.

Time of Test
Varied, not at feeding times.

Schedule
Two or three times week.

Procedure
3-minute trial/subject

References
Sackett, G.P., Stephenson, E., and Ruppenthal, G.C. Digital data acquisition systems for observing behavior in laboratory and field settings. Behav. Res. Meth. Instr. 5:344-348, 1973.

Home Cage Scoring System

Major Categories		Qualifiers		Objects-Direction
		0	None	0	None, observer, Non-coded object
1	Sleep-passive	1	Visual	1	Self
2	Stereotypy	2	Physical	2	Diaper (or infant when scoring mothers)
3	Explore	3	Oral	3	Cage, including heating pad
4	Play	4	Diffuse oral, plus physical	4	Drinking tube
5	Withdraw, fear-disturb	5	Sniff (for mothers)	5	Food
6	Threat-aggression			6	Feces
				7	Other animal
				8	Lever
				9	Special code key (includes perineal area when testing mothers)

 

Vocalization Scores

01 Coo	01 Single
02 Screech	02 Repetitive
03 Other
04 Len

 

SLEEP-PASSIVE CATEGORY

Code	Definition	Description
1 0 1	Sleep-passive, none, self	Asleep or passive, with self-clasping of any body part.
1 1 1	Sleep-passive, visual, self	Passive, nonattentional visual activity, self-clasping of any body part.
1 3 1	Sleep-passive, oral, self	Asleep or passive, oral activity with any body part or any non-coded object, with self-clasping of any body part.
1 0 2-8	Sleep-passive, none, ?	Asleep or passive with physical contact involving any of the objects coded by buttons 2-8. If the monkey is contacting these objects but clinging to itself, the self code (1 as third button push) always takes precedence.
1 1 2-8	Sleep-passive, visual, ?	Passive, visual nonattentional activity, contact with object coded by buttons 2-8. Self contact always takes precedence in the third button push.
1 3 2-8	Sleep-passive, oral, ?	Asleep or passive, self oral activity, contact with object 2-8. Self contact always takes precedence in the third button push.

NOTE: The number 2 Qualifier code does not occur with the sleep-passive category. Physical contact with self or with other object is coded by the object dimension. If the subject is actively engaged in physical manipulation of itself or of another object, it cannot be engaged in the sleep-passive category and the behavior must be scored in one of the active response major categories. Therefore, the physical qualifier codes cannot occur for sleep-passive behaviors.

STEREOTYPY CATEGORY

Code	Definition	Description
2 0 0	Stereo, none, none	Limb stereotypy, no other behaviors.
2 1 0	Stereo, visual, none	Limb stereotypy, monkey looks at limb(s) while it is moving.
2 0-3 1-8	Rock, huddle	Repetitive body movements, such as rocking in a huddled or nonhuddled position. The scoring of a qualifier 0-3 designates whether the repetitive body movement(s) is the only behavior (0), or is accompanied by visual activity (1), physical activity (2), or oral activity (3). Oral activity always takes precedence over physical or visual activity, and physical activity always takes precedence over visual activity. The scoring of an object, 1-8, designates where the rocking activity is occurring. The 1 code is scored when rocking occurs with self-clasping of any body part. This would indicate the classical rock-huddle-self-clasp behavior of isolates (e.g., 2 ? 1 code). Scoring of object codes 2-8 would indicate that rocking or other repetitive body movements were occurring while the monkey was physically or orally contacting any other objects in the environment. Repetitive body movements with self-clinging would take precedence over physical contact with any other object.
2 0-3 9	Stereo, ?, special code	Locomotor stereotypy involving a change in spatial location such as pacing, backflip, or repetitive climbing and circling movements. These activities would be qualified by the absence of any side activities (0), by non-attentional visual activity (1), by physical activities such as touching or patting parts of the environment (2), or by oral activities such as thumb-sucking (3) during the bout of locomotor repetitive actions.

EXPLORATION CATEGORY

Code	Definition	Description
3 1-3 1	Explore, ?, self	Active self-directed attentional, manipulatory, or oral behavior. The object qualifiers in this category (3 ? 1) actually define special behavior types. The object 1 button designates visual attentional responses toward a part or parts of the monkey's body. The object 2 code designates active manipulation of a non-anogenital body part such as grooming behaviors. The object 3 code is used for oral, mouthing responses of any non-anogenital body part. This would involve thumb or digital sucking only when such behavior was occurring during an active as opposed to passive sequence of responses.
3 1-3 2-8	Explore, ?, object	Any visual (1), manipulative (2), or oral (3) active, attentional exploratory responses toward the objects coded 2-8 by the third button push. As in all other cases, physical manipulatory exploration takes precedence over visual.
3 2-3 9	Explore, ?, special code	Any "autoerotic" behaviors involving manipulation (2) or mouthing (3) of the anal or genital parts of the body. Oral-genital activity would take precedence over physical manipulation.

NOTE: Behaviors in this major category are to be scored only when there is a clear attentional or intentional component to the exploratory behavior in question. Visual behaviors such as slow head turning and "lazy" scanning of the environment, and manipulatory activities such as patting the cage floor, the self, or other object, are not to be scored in this category. Such behaviors would be scored in the sleep-passive grouping, or perhaps in the stereotypy category if they are repetitive actions.

NOTE: Diffuse oral (4 in the qualifier column) is defined as active oral behavior in which the subject is also physically directing activity towards its environment; the physical activity is assumed to be greater than or equal to the oral activity.

3 0 0 indicates walking about the cage with visual activity and 310 indicates stationary visual exploration (i.e., 3 0 0 is a 3 1 0 with locomotion).

PLAY CATEGORY

Code	Definition	Description
4 0 0	Play, none, none	Active running, jumping, leaping, bouncing about the cage with no side activities involving visual, physical, or oral responses.
4 2 1-8	Play, physical, ?	Locomotor play activity involving a manipulatory component such as swatting, pushing, or pulling. This behavior could be directed toward or oriented about any object in the environment (2-8), or it could be self-directed (1) such as rough-and-tumble play involving "wrestling" activities with the monkey's own body or rolling around on the cage floor.
4 3 1-8	Play, oral, ?	Locomotor play activity involving an oral or physical-oral component. This behavior could be directed toward or oriented about any object or it could be self-directed.

NOTE: The major distinction between this category and the exploration category is the presence of locomotion, high-intensity activity, and/or an approach-withdrawal component. In general, when in doubt, score the activity in the explore category rather than in the play category.

DISTURBANCE-FEAR CATEGORY

Code	Definition	Description
5 0 1	Disturb, none, self	Special code for convulsive jerking.
5 2 1-8	Disturb, physical, ?	Withdrawal involving a locomotor response taking the monkey away from the object is coded 1-8 by the third button push. Although it seems unlikely to occur, self-withdrawal (5 2 1) is a possibility following behaviors such as limb stereotypies or self-aggression where the monkey shows fear after one of its own responses that was self-directed and runs to another part of the cage. This category is scored only when the fear or disturbance behavior involves an active, locomotor, withdrawal component.

AGGRESS-THREAT CATEGORY

Code	Definition	Description
6 1 0-3	Aggress, visual, ?	Threat reaction toward any object (2-8), toward self (1), or spontaneous and not apparently directed toward any part of the environment (0).
6 2 0-8	Aggress, physical, ?	Physical, but not oral, aggression toward monkey's own body (1), toward any part of the environment (2, 4-8), cage shaking (3), or non-directed or multiple-object-directed physical attack (0).
6 3 0-8	Aggress, oral, ?	Aggression with biting (regardless of other physical attack components) directed toward the monkey itself (1), toward any object in the cage (2-8), or nondirected or multiple-object- directed (0).

STEREOTYPY AND FEAR-DISTURB CATEGORIES

Code	Description
2 0 0	Limb stereotypy, no other contact with environment (passive only), includes head bobbing.
2 1 0	Looking at limb during limb stereotypy
2 2 x	Any kind of stereotypy (limb, rock, motor) involving some physical contact with some object (excluding passive contact)—object x is scored as third digit. A 2 2 9 is scored if the animal is moving; otherwise, "self" has the highest priority as object. If self is inappropriate, use the object with the highest numerical value. Example: 2 2 3 = repetitive striking of cage. Exception: Rock-huddle = 2 0 1.
2 3 x	If repetitive striking occurs with any sort of oral activity, score 3 as the qualifier and then the highest priority object. Examples: 2 3 1 = strikes cage while sucking thumb, self-biting, rock-huddle with suck. 2 3 3 = strikes diaper while sucking cage. 2 3 2 = strikes cage while sucking diaper. 2 3 9 = sucking/mouthing any object during a motor stereotypy.
2 x 9	Stereotypy accompanied by locomotion. Examples: 2 0 9 = pacing without attentional activity, including pacing, backflips, long-term jumping. 2 1 9 = pacing, etc. with some sort of visual activity. 2 2 9 = pacing, etc. accompanied by physical manipulation of an object, e.g., pacing and striking cage or diaper each lap. 2 3 9 = pacing, etc. with oral activity, e.g., thumb-sucking.
5 0 1	Convulsive jerking—do not code any qualifier or object.
5 1 0	Fear-disturb response to something the animal sees.
5 2 x	Fear-disturb expressed as withdrawal from object x, usually another person in the room (5 2 0) but can also be self (5 2 1) or any other object.

[Table of Contents]

Subjects
Nonhuman primate infants.

Location
Enclosed play areas in the laboratory, equipped with two to three shelves at differing heights, plus a chain to shelves and ramps.

Equipment
Logbook, digital data acquisition system.

Test Time
Anytime between 7 a.m. and 6 p.m. five days a week.

Schedule
Tested two or three times a week, socialized in the same groups the remainder of the week.

Procedure
Animals are assigned to small groups of three to five subjects, sex-balanced whenever possible within age constraints. Groups remain constant from 3 weeks of age until the conclusion of the particular protocol of the subject (average age 7–9 months). Subjects are removed from the home cage and placed in the play area for 30 min.

Reference
Sackett, G.P., Stephenson, E., and Ruppenthal, G.C. Digital data acquisition systems for observing behavior in laboratory and field settings. Behav. Res. Meth. Instr. 5:344–348, 1973. &nbsp

THE FOUR-DIGIT CODING SYSTEM

Social behavior is scored by a mutually exclusive and exhaustive focal animal 4-digit coding system. The first digit designates the focal animal's role in an interaction, the second digit defines the behavior of the focal subject, the third defines the behavior of the interactors, and the fourth identifies the interactor by a number (1–9) permanently assigned to the animals while tested in a particular group. Interactor code 5 is exclusively reserved for self-directed behavior.

SOCIAL BEHAVIOR CODING SYSTEM

Code	Behavior	Description
0	Passive	Subject displays no intense focal interaction with other subjects, self, or objects. Behavior can occur with or without locomotion. Can include a non-directional visual component. Can occur with social contact (affiliative behaviors, huddling, etc.) or no social physical contact (e.g., proximity). Lacks all components of other social behavior categories.
1	Explore	Active manipulation or close inspection of an object or self or another animal.
2	Withdraw	Subject retreats from an object or another monkey with intention of creating distance. Behavior differs from "Fear/Disturb" in that there is no fear display.
3	Fear/Disturb	Includes a wide range of fear displays, from submissive postures, vertical retraction of lips (fear grimace), cooing or "screeching," to convulsive jerking. Can include withdrawal.
4	Rock huddle/ self-clasp	Subject clasps its body with arms or legs. Distinguished from self-explore in that there is no active inspection of body.
5	Stereotypy	Characterized by repetitive body movements with or without locomotion.
6	Play	Defined as having greater intensity, visual and physical interaction, than the explore category. Includes the "len" (ears back, mouth puckered), chasing, batting, wrestling, rolling and biting without injury, and "tug of war" with a play object.
7	Sex	Includes presenting or inspection of the anogenital region of another monkey, mounting, thrusting, and masturbation.
8	Aggression	A "stiff" stance, piloerection, open-mouth threat, threat bark, and rolling and biting with or without injury.
9	No response	There is no change in the animal's behavior.