Monkey See, Monkey Connect, And The Grasshopper And The Bell Cricket

In the texts “Monkey See, Monkey Do, Monkey Connect” by de Waal, “Animals in Translation” by Temple Grandin and Catherine Johnson, and lastly “The Grasshopper and the Bell Cricket” by Yasunari Kawabata. People form bonds by mimicry, the 5 senses, also observation and memory.
In “Monkey See, Monkey Do, Monkey Connect”, de Waal explains that people form bonds from mimicry. People and animals also form bonds by laughter. So the laughing humans in the first paragraph are like the playful chimps in that they both laugh when others do. That’s where the mimicry of the humans and the chimps plays in. As de Waal explains, “The infectiousness of laughter even works across species”(123). As he also says, “This is why comedy shows on television have

The ligatures that are formed in this story are by a cat always knowing when her owner is going to be home by using its 5 senses. Grandin deciphers, “Jane’s husband works at home, and five minutes before Jane comes home , he’ll see the cat go to the door, sit down, and wait”(54). This certain bond is formed by the cat using her hearing to know that Jane is coming. The cat also looks out of a window, and Jane has a certain walk the cat can notice. Grandin claims that animals don’t have ESP, otherwise known as extrasensory perception, despite what many people think. She uses this analogy, “Their sensory worlds are so much richer than ours it’s almost as if we are depth and blind”(Grandin 53). This quote is explaining that cats have much better hearing and eyesight than any of us humans

In this short story, the connection is formed by observation and memory. Plus, searching is another link explained. Evidence to support is, “Oh! It’s not a grasshopper. It’s a bell cricket.” The girls eyes shone as she looked at the small brown insect. ‘It’s a bell cricket! It’s a bell cricket!’ The children echoed in a cavious chorus”(Yasunari 135). This relationship continues to be formed by the kids observing and searching for a grasshopper, but instead, finding a rare cricket. “Does anyone want a grasshopper? A grasshopper!”(Kawabata 135). As well as, “It’s a bell cricket.” Glancing with her bright intelligent eyes the boy who had given her the cricket, the girl opened the insect cage hanging at her side and released the cricket in it”(Kawabata 135). Thus, that’s how observation and memory comes into play in this short