Numeracy: Can Animals Tell Numbers? - IELTS Reading Answers & Explanations
From IELTS Past Papers Academic Reading Test 23 · Part 2 · Questions 15–27
Reading Passage
You should spend about 20 minutes on Questions 15—27, which are based on Reading Passage 2 below.
Numeracy: can animals tell numbers?
A. Prime among basic numerical faculties is the ability to distinguish between a larger and a smaller number, says psychologist Elizabeth Brannon. Humans can do this with ease - providing the ratio is big enough - but do other animals share this ability? In one experiment, rhesus monkeys and university students examined two sets of geometrical objects that appeared briefly on a computer monitor. They had to decide which set contained more objects. Both groups performed successfully but, importantly, Brannon's team found that monkeys, like humans, make more errors when two sets of objects are close in number. The students' performance ends up looking just like a monkey's. It's practically identical, 'she says.
B. Humans and monkeys are mammals, in the animal family known as primates. These are not the only animals whose numerical capacities rely on ratio, however. The same seems to apply to some amphibians. Psychologist Claudia Uller's team tempted salamanders with two sets of fruit flies held in clear tubes. In a series of trials, the researchers noted which tube the salamanders scampered towards, reasoning that if they had a capacity to recognise number, they would head for the larger number. The salamanders successfully discriminated between tubes containing 8 and 16 flies respectively, but not between 3 and 4, 4 and 6, or 8 and 12. So it seems that for the salamanders to discriminate between two numbers, the larger must be at least twice as big as the smaller. However, they could differentiate between 2 and 3 flies just as well as between 1 and 2 flies, suggesting they recognise small numbers in a different way from larger numbers.
C. Further support for this theory comes from studies of mosquitofish, which instinctively join the biggest shoal they can. A team at the University of Padova found that while mosquitofish can tell the difference between a group containing 3 shoal-mates and a group containing 4, they did not show a preference between groups of 4 and 5. The team also found that mosquitofish can discriminate between numbers up to 16, but only if the ratio between the fish in each shoal was greater than 2:1. This indicates that the fish, like salamanders, possess both the approximate and precise number systems found in more intelligent animals such as infant humans and other primates.
D. While these findings are highly suggestive, some critics argue that the animals might be relying on other factors to complete the tasks, without considering the number itself. 'Any study that's claiming an animal is capable of representing number should also be controlling for other factors, ' says Brannon. Experiments have confirmed that primates can indeed perform numerical feats without extra clues, but what about the more primitive animals?
E. To consider this possibility, the mosquitofish tests were repeated, this time using varying geometrical shapes in place of fish. The team arranged these shapes so that they had the same overall surface area and luminance even though they contained a different number of objects. Across hundreds of trials on 14 different fish, the team found they consistently discriminated 2 objects from 3. The team is now testing whether mosquitofish can also distinguish 3 geometric objects from 4.
F. Even more primitive organisms may share this ability. Entomologist Jurgen Tautz sent a group of bees down a corridor, at the end of which lay two chambers - one which contained sugar water, which they like, while the other was empty. To test the bees' numeracy, the team marked each chamber with a different number of geometrical shapes - between 2 and 6. The bees quickly learned to match the number of shapes with the correct chamber. Like the salamanders and fish, there was a limit to the bees' mathematical prowess - they could differentiate up to 4 shapes, but failed with 5 or 6 shapes.
G. These studies still do not show whether animals learn to count through training, or whether they are born with the skills already intact. If the latter is true, it would suggest there was a strong evolutionary advantage to a mathematical mind. Proof that this may be the case has emerged from an experiment testing the mathematical ability of three- and four-day-old chicks. Like mosquitofish, chicks prefer to be around as many of their siblings as possible, so they will always head towards a larger number of their kin. If chicks spend their first few days surrounded by certain objects, they become attached to these objects as if they were family. Researchers placed each chick in the middle of a platform and showed it two groups of balls of paper. Next, they hid the two piles behind screens, changed the quantities and revealed them to the chick. This forced the chick to perform simple computations to decide which side now contained the biggest number of its "brothers". Without any prior coaching, the chicks scuttled to the larger quantity at a rate well above chance. They were doing some very simple arithmetic, claim the researchers.
H. Why these skills evolved is not hard to imagine, since it would help almost any animal forage for food. Animals on the prowl for sustenance must constantly decide which tree has the most fruit, or which patch of flowers will contain the most nectar. There are also other, less obvious, advantages of numeracy. In one compelling example, researchers in America found that female coots appear to calculate how many eggs they have laid - and add any in the nest laid by an intruder - before making any decisions about adding to them. Exactly how ancient these skills are is difficult to determine, however. Only by studying the numerical abilities of more and more creatures using standardised procedures can we hope to understand the basic preconditions for the evolution of number.
Questions
Questions 15–21 Table Completion
Choose NO MORE THAN THREE WORDS from the passage for each answer.
Answer the table below.
| Subjects | Experiments | Results |
|---|---|---|
| Mammals and birds | ||
| rhesus monkeys and humans | looked at two sets of geometrical objects on computer screen | performance of two groups is almost 15 |
| chicks | chose between two sets of 16 which are altered | chicks can do calculations in order to choose larger group |
| coots | behaviour of female birds was observed | bird seems to have ability to 17 eggs |
| Amphibians, fish and insects | ||
| Salamanders | offered clear tubes containing different quantities of 18 | salamanders distinguish between numbers over four if bigger number is at least two times larger |
| 19 | shown real shoals and later artificial ones of geometrical shapes; these are used to check influence of total 20 and brightness | subjects know difference between two and three and possibly three and four, but not between four and five |
| bees | had to learn where 21 was stored | could soon choose correct place |
Questions 22–27 True / False / Not Given
Do the following statements agree with the information given in Reading Passage 2?
Write
TRUE if the statement true
FALSE if the statement false
NOT GIVEN if the information not given in the passage
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q15 | indentical | The students' performance ends up looking just like a monkey's. It's practically identical, 'she says | Excerpt/Passage Explanation: The passage explains that university students and monkeys achieved nearly the exact same results in the test. Answer Explanation: The answer "identical" means exactly the same or having no difference. Reason For Correctness: The correct answer is supported by Paragraph A, which describes the experiment comparing rhesus monkeys and university students. When asked to decide which set contained more objects on a screen, the students' results looked just like the monkeys' results. The researcher specifically notes that the performance of the two groups is "practically identical," where the keyword "practically" means "almost." |
| Q16 | balls of paper | Researchers placed each chick in the middle of a platform and showed it two groups of balls of paper | Excerpt/Passage Explanation: The passage explains that scientists tested the baby chickens by putting each one on a platform and presenting them with two piles made of paper balls. Answer Explanation: The answer refers to small, crumpled pieces of paper rolled into round shapes that were shown to the chicks in the experiment. Reason For Correctness: The correct answer is "balls of paper" because paragraph G explains how researchers tested the math skills of chicks. The researchers showed each chick "two groups of balls of paper" (which matches "two sets of" in the table), then hid them and changed the quantities before showing them again to test if the chicks could choose the larger group. |
| Q17 | count / calculate | In one compelling example, researchers in America found that female coots appear to calculate how many eggs they have laid - and add any in the nest laid by an intruder - before making any decisions about adding to them | Excerpt/Passage Explanation: The passage explains that female coot birds can count or calculate their own eggs, as well as any extra eggs left in the nest by other birds. Answer Explanation: The answer means that female coot birds are able to count the number of eggs in their nest. Reason For Correctness: The correct answer is supported by Paragraph H, which discusses the study on female coots. The text mentions that researchers found female coots "appear to calculate how many eggs they have laid" before deciding whether to lay more. Therefore, the birds show the ability to calculate or count their eggs. |
| Q18 | fruit flies | Psychologist Claudia Uller's team tempted salamanders with two sets of fruit flies held in clear tubes | Excerpt/Passage Explanation: The passage states that researchers used transparent tubes containing groups of fruit flies to test the salamanders' ability to choose the larger number. Answer Explanation: The answer refers to small flying insects, known as "fruit flies", that were placed inside tubes during the experiment. Reason For Correctness: The correct answer is supported by Paragraph B, which describes the experiment done with salamanders. The table mentions that salamanders were "offered clear tubes containing different quantities of ...". In Paragraph B, the text states that researchers tested the salamanders using "two sets of fruit flies held in clear tubes." Thus, "fruit flies" correctly fills the blank. |
| Q19 | mosquitofish | Further support for this theory comes from studies of mosquitofish, which instinctively join the biggest shoal they can | Excerpt/Passage Explanation: The passage explains that researchers studied mosquitofish, which naturally prefer to swim with the largest group (shoal) of other fish. Answer Explanation: The answer refers to "mosquitofish", a type of small fish used in the counting experiments. Reason For Correctness: The correct answer is "mosquitofish" because the table row describes experiments involving shoals and artificial shapes to test numeracy. Paragraph C describes experiments with "mosquitofish" joining shoals of fish, and Paragraph E describes follow-up tests where "the mosquitofish tests were repeated, this time using varying geometrical shapes in place of fish." |
| Q20 | surface area | The team arranged these shapes so that they had the same overall surface area and luminance even though they contained a different number of objects | Excerpt/Passage Explanation: The passage explains that researchers made sure the shapes had the exact same total surface area and brightness so other physical clues would not affect the test results. Answer Explanation: The answer refers to the total size of the outer layer or face of the shapes, known as "surface area". Reason For Correctness: The correct answer is "surface area" because the table asks about the factors controlled in the experiment with geometrical shapes. In Paragraph E, the researchers set up shapes with the "same overall surface area and luminance". In this context, "overall" corresponds to "total" in the table, and "luminance" corresponds to "brightness", making "surface area" the exact missing factor. |
| Q21 | sugar water | Entomologist Jurgen Tautz sent a group of bees down a corridor, at the end of which lay two chambers - one which contained sugar water, which they like, while the other was empty | Excerpt/Passage Explanation: The passage explains that researchers put bees in a hallway leading to two rooms, where one room held sugar water and the other room was empty. Answer Explanation: The answer "sugar water" refers to the sweet liquid that was placed inside one of two rooms for the bees to find. Reason For Correctness: The correct answer is "sugar water" because the passage explains an experiment involving bees and two chambers at the end of a hallway. In this test, one chamber contained "sugar water" and the other was empty. The bees had to learn which room held the sweet food by looking at the number of shapes marked on it. |
| Q22 | TRUE | Both groups performed successfully but, importantly, Brannon's team found that monkeys, like humans, make more errors when two sets of objects are close in number | Excerpt/Passage Explanation: The passage explains that both monkeys and humans make more mistakes when two groups of items have numbers that are close to each other, which means it is easier for them to choose correctly when one number is much larger than the other. Answer Explanation: The answer "TRUE" means the statement matches the facts in the text. Reason For Correctness: The correct answer is TRUE because the passage states that monkeys and humans (which are both primates) make more mistakes when two numbers are close together, meaning they perform better when the difference or ratio between the numbers is larger. |
| Q23 | FALSE | To test the bees' numeracy, the team marked each chamber with a different number of geometrical shapes - between 2 and 6 | Excerpt/Passage Explanation: The passage explains that researchers tested the bees by putting a different quantity of shapes on each chamber, not by showing them the shapes of actual number symbols. Answer Explanation: The answer FALSE means that the statement contradicts what is written in the text. Reason For Correctness: The correct answer is FALSE because Jurgen Tautz did not train the bees (insects) to recognise the shapes of written digits or numerals (such as '2' or '3'). Instead, his experiment marked chambers with a "different number of geometrical shapes" (for example, counting two circles versus three circles). Because the bees learned to recognize the quantity/count of shapes rather than the shapes of numerals, the statement is incorrect. |
| Q24 | NOT GIVEN | Proof that this may be the case has emerged from an experiment testing the mathematical ability of three- and four-day-old chicks | Excerpt/Passage Explanation: The passage says the chicks in the test were three and four days old, but it does not give information about the schedule or duration of the research. Answer Explanation: The answer "NOT GIVEN" means that the text does not mention whether the experiment with the young chicks happened across two separate days. Reason For Correctness: The correct answer is NOT GIVEN because Paragraph G only mentions the age of the baby birds ("three- and four-day-old chicks"). It does not state how many days the research itself lasted or whether it was conducted on two separate days. Therefore, the statement cannot be confirmed as TRUE or FALSE. |
| Q25 | TRUE | These studies still do not show whether animals learn to count through training, or whether they are born with the skills already intact. If the latter is true, it would suggest there was a strong evolutionary advantage to a mathematical mind. Proof that this may be the case has emerged from an experiment testing the mathematical ability of three- and four-day-old chicks | Excerpt/Passage Explanation: The passage explains that to see if animals naturally have number skills from birth (without being taught), researchers tested baby chicks that were only three to four days old and found they could indeed use simple math. Answer Explanation: The answer "TRUE" means the passage confirms that the test using very young chicks showed that animals are born with basic number skills. Reason For Correctness: The correct answer is TRUE because Paragraph G discusses whether animals need training to count or if "they are born with the skills already intact" (which means existing in newborn animals). The text states that proof animals are born with these abilities comes from "an experiment testing the mathematical ability of three- and four-day-old chicks", who did simple calculations "[w]ithout any prior coaching". Therefore, the statement completely matches the information in the passage. |
| Q26 | NOT GIVEN | Animals on the prowl for sustenance must constantly decide which tree has the most fruit, or which patch of flowers will contain the most nectar | Excerpt/Passage Explanation: The passage explains that animals searching for food need to choose which tree has more fruit or which flowers have more nectar, but it does not describe any experiments done by researchers using these items. Answer Explanation: The answer "NOT GIVEN" means the text does not say whether researchers did experiments where they changed the amounts of nectar or fruit for wild animals. Reason For Correctness: The correct answer is NOT GIVEN because Paragraph H only mentions "fruit" and "nectar" as natural examples of food that wild animals look for in the wild. The passage never mentions any experiment where scientists altered or changed the amount of fruit or nectar for wild animals. |
| Q27 | TRUE | female coots appear to calculate how many eggs they have laid - and add any in the nest laid by an intruder - before making any decisions about adding to them | Excerpt/Passage Explanation: The passage explains that female coot birds count their own eggs as well as eggs put in their nest by another bird before deciding if they should lay more. Answer Explanation: The answer "TRUE" means that when female coot birds count the eggs in their nests, they also include eggs that were laid by other birds. Reason For Correctness: The correct answer is TRUE because Paragraph H explicitly states that female coots count their own eggs and also add eggs laid by an "intruder" (another bird) into their total before deciding whether to lay more eggs. Therefore, the statement directly matches what the text says. |
