June 24, 2008

Taking Play Seriously Part IV By Robin Marantz Henig

Play can be costly in terms of energy expenditure. Juveniles spend an estimated 2 to 15 percent of their daily calorie budget on play, using up calories the young animal could more profitably use for growing. Frisky playing can also be dangerous, making animals conspicuous and inattentive, more vulnerable to predators and more likely to hurt themselves as they romp and cavort. Biologists have observed many play-related calamities, like bighorn lambs being injured on cactus plants as they frolicked. One of the starkest measures of the risk of play was made by Robert Harcourt, a zoologist now at Macquarie University in Sydney, Australia, who spent nine months in 1988 observing seal pups off the coast of Peru. Harcourt witnessed 102 seal pups attacked by southern sea lions; 26 of them were killed. ‘‘Of these observed kills,’’ Harcourt reported in the British journal Animal Behavior, ‘‘22 of the pups were playing in the shallow tidal pools immediately before the attack and appeared to be oblivious to the other animals fleeing nearby.’’ In other words, nearly 85 percent of the pups that were killed had been playing.
So play can be risky. And, under stress, it tends to disappear. What then would justify, in evolutionary terms, the prevalence of play?

One popular view is the play-as-preparation hypothesis. In this perspective, play evolved because it is good preparation for adulthood. It is a chance for young animals to learn and rehearse the skills they will need for the rest of their lives, and to do so in a secure environment, where mistakes will have few consequences. Proponents of this hypothesis say play is a way — and, not incidentally, a pleasurable way — of getting into muscle memory the generalized movements of survival: chasing, running, probing, and tussling. Through play, these movements can be learned when the stakes are low and then retrieved in adulthood, when the setting is less safe and the need more urgent.

 
The play-as-preparation hypothesis seems logical, and each new observation seems to confirm it. Watch wolf pups at play, and it is easy to see how the biting and wrangling could be baby versions of the actions the pups will need later to assert their dominance or to help the pack kill its prey. Watch 2-year-olds playing at a toy workbench with little wooden mallets and blocks, and you can picture them as adults employing those same muscles to wield a full-size hammer.
But one trouble with the hypothesis is that the gestures of play, while similar, are not literally the same as the gestures of real life. In fact, the way an animal plays is often the exact opposite of the way it lives. In play-fighting, if one player starts to edge toward victory, he will suddenly reverse roles and move from the dominant to the submissive posture. Or he will stop fighting as hard, something the ethnologists call self-handicapping. This is rarely done in real fighting, when the whole point is winning. The targets of play are different, too. In rats, real fighters try to bite one another on the back and the lower flanks; in play fights, they go for the nape of the neck. The gestures players use to nuzzle the neck are not the same ones they need to rehearse if they are to win a serious fight.

Nor is there much experimental evidence to support a connection between youthful playing and adult expertise. One Scottish study of kittens, for instance, tested the hypothesis that ample object play early in life would lead to better hunting later on. The investigator, a psychologist named T. M. Caro then at the University of St. Andrews, found no difference in hunting skills between one group of 11 cats that had been exposed to toys in their youth and a control group of 8 cats that had not.

Now an alternative view is taking hold, based on a belief that there must be something else going on — play not as a literal rehearsal, but as something less direct and ultimately more important. It focuses on the way that play might contribute to the growth and development of the brain.

Check back next week for the continuation of this great article on PLAY.

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