Chapter 5, page 78-79. While describing the form of learning, habituation, they mention how a species will retreat less from a stimulus the more they are exposed to it, such as birds with the rustles of leaves or the clam worms with the shadows. How do the species learn to differentiate a non-harmful stimulus to a harmful one? Chapter 5, Page 81, Male blue gouramis will defend territory, even if it is females.Males conditioned with a light signal will less likely attack females, but what happens to those who still continue to attack females, how does mating every occur? does this consistent attacking ever make the females not want to go back to males? Chapter 5, Page,84, with the honeybee and reinforcement example, they mention the bee will only be rewarded if another bee hasn't been to the flower already. And if rewards can be doled out in any pattern, how will be know to keep going to flowers? Is this a first come first service kind of example?Will be eventually have to find nectar from something other than plants soon, is that even possible?
Page 84-85-when talking about destroying ants' nests to determine which alternative they would choose,the study showed that they ignored the unattractive but familiar one and favored of exploring for a new nest. Do you think choosing to explore more could also relate to the association that if they chose a familiar nest, that nest would also get destroyed? Or do you think this is giving them "too much credit?" Page 86- What is the difference between traditions and culture? In the example of the blue tit opening the milk bottles, is it considered learning or merely imitation? Page 96- Although learning that some animals have the ability to count and use abstract thought, other than maybe using counting to determine how many of which object to eat or use, how important can counting be in regards to outside of laboratory settings? In relation to Alex the parrot, he was able to determine how many of a particular object or group was present, which is interesting, but I was wondering how this can transfer to real life scenarios, and if so, to what extent?
P79: Habituation may be decided to be only 'relatively permanent', but I feel that can not be universal for all for all traits that go extinct in an organism. Can habituation be a permanent reaction/result? Like with the shadows and Tube Clam example they'd be constantly exposed to shadow, so would that UR of no reaction would be permanent, correct? Or could that be lost with changing experience? P82; For classical conditioning, if a cs is taught to a CR, could it be retaught after extinction? The loss should not be permanent, as the motor or electrical synapse should still in the brain and muscles. Can it be rebuilt if taught again properly? P. 87: Social and individual learning, I feel, can be distinguishable by steady observation. I know that it may be challenging and difficult to have constant surveillance, but different traits/characteristics can be determined by proper and careful preparation, or is it to hard and to complicated to be done successful or conclusively?
Chapter 5, page 85: The book says that when both the alternatives were high quality, the ants were split. From my understanding, they allowed the ants a week to investigate #1, and then upon introducing #2, destroyed the original nest. In this case, why wouldn't most of the ants choose #1 if they've had time to explore and learn that it is of high quality? These results don't seem consistent with what is supposed to be happening. Chapter 5, page 85/86: The fear of snakes is partially due to a predisposition to this fear. Does this mean it is genetic? Traditions are defined as behaviors that spread through a group and are stable over time. Fear of snakes seems to be stable over time. Could it be a tradition? Chapter 5, page 94: Can the ability to assess detours be learned? The examples all seem to be similar in that the animals are naturally good at it due to their environment. If it becomes ecologically relevant, can others learn to do this within their lifetime?
1) Chapter 5, page 79: Here it is stated that habituation has been documented in nearly every species that has been tested, which means that there were some species in which habituation was not seen to occur. I was wondering which species do not show habituation? And are there reasons why they don't? Could it just have been those particular individuals that did not demonstrate habituation? Are there certain factors that could cause habituation to not occur in an individual?
2) Chapter 5, page 83: From the description in the book, it appears that shaping tends to be a pretty successful and useful training technique; however, I have never heard of it before. If it is such a useful technique for learning, then why are only classical and operant conditioning usually the methods that are talked about? Are there more limitations to shaping that makes it less generalizable to a wide variety of animals in different situations? Is it only used by animal trainers? Or can this method be useful in other ways as well?
3) Chapter 5, page 88: In regards to learning, the author explains how learning has both costs and benefits. One of the examples given of a cost of learning is that it takes time to learn, whereas an animal born with an innate aversion to eating a certain food saves the time of having to deal with repeated mistakes. What makes certain traits innate and others learned? If it saves time and effort for traits to be innate then why do certain traits need to be learned? Are there certain species who have entirely innate behaviors and do not need to learn anything? Would this have a negative impact on the animals cognition if they did not have to learn socially?
1. Page 83. The book talks about shaping and explains that shaping can be used to get an animal or person to do what you want them to do, so tp perform a trick or break a bad habit. I was wondering if shaping can be used in humans but also in animals to get them to over come phobias and trauma. Many animals go through trauma if they become injured. Can shaping be used to help them recover from the trauma they have experienced, and help rehabilitation occur quicker?
2. Page 87. This may sound crazy but I'm very curious if this is possible. The book talks about how learning is heritable. It explains how learning is not genetic but the capacity to learn is the part that is heritable. If the animal is born without this heritable trait does that mean it does not learn at all? Or are there ways around this?
3. Page 94-95. I'm a little confused on detours, maybe because eI have never heard of them before. Is it just as simple as saying a detour behavior is the same as us taking a detour while driving? The same behavior is being performed but the animal is performing it in an opposite way that normal?
Chapter 5, page 78-79. While describing the form of learning, habituation, they mention how a species will retreat less from a stimulus the more they are exposed to it, such as birds with the rustles of leaves or the clam worms with the shadows. How do the species learn to differentiate a non-harmful stimulus to a harmful one?
ReplyDeleteChapter 5, Page 81, Male blue gouramis will defend territory, even if it is females.Males conditioned with a light signal will less likely attack females, but what happens to those who still continue to attack females, how does mating every occur? does this consistent attacking ever make the females not want to go back to males?
Chapter 5, Page,84, with the honeybee and reinforcement example, they mention the bee will only be rewarded if another bee hasn't been to the flower already. And if rewards can be doled out in any pattern, how will be know to keep going to flowers? Is this a first come first service kind of example?Will be eventually have to find nectar from something other than plants soon, is that even possible?
Page 84-85-when talking about destroying ants' nests to determine which alternative they would choose,the study showed that they ignored the unattractive but familiar one and favored of exploring for a new nest. Do you think choosing to explore more could also relate to the association that if they chose a familiar nest, that nest would also get destroyed? Or do you think this is giving them "too much credit?"
ReplyDeletePage 86- What is the difference between traditions and culture? In the example of the blue tit opening the milk bottles, is it considered learning or merely imitation?
Page 96- Although learning that some animals have the ability to count and use abstract thought, other than maybe using counting to determine how many of which object to eat or use, how important can counting be in regards to outside of laboratory settings? In relation to Alex the parrot, he was able to determine how many of a particular object or group was present, which is interesting, but I was wondering how this can transfer to real life scenarios, and if so, to what extent?
P79: Habituation may be decided to be only 'relatively permanent', but I feel that can not be universal for all for all traits that go extinct in an organism. Can habituation be a permanent reaction/result? Like with the shadows and Tube Clam example they'd be constantly exposed to shadow, so would that UR of no reaction would be permanent, correct? Or could that be lost with changing experience?
ReplyDeleteP82; For classical conditioning, if a cs is taught to a CR, could it be retaught after extinction? The loss should not be permanent, as the motor or electrical synapse should still in the brain and muscles. Can it be rebuilt if taught again properly?
P. 87: Social and individual learning, I feel, can be distinguishable by steady observation. I know that it may be challenging and difficult to have constant surveillance, but different traits/characteristics can be determined by proper and careful preparation, or is it to hard and to complicated to be done successful or conclusively?
Chapter 5, page 85: The book says that when both the alternatives were high quality, the ants were split. From my understanding, they allowed the ants a week to investigate #1, and then upon introducing #2, destroyed the original nest. In this case, why wouldn't most of the ants choose #1 if they've had time to explore and learn that it is of high quality? These results don't seem consistent with what is supposed to be happening.
ReplyDeleteChapter 5, page 85/86: The fear of snakes is partially due to a predisposition to this fear. Does this mean it is genetic? Traditions are defined as behaviors that spread through a group and are stable over time. Fear of snakes seems to be stable over time. Could it be a tradition?
Chapter 5, page 94: Can the ability to assess detours be learned? The examples all seem to be similar in that the animals are naturally good at it due to their environment. If it becomes ecologically relevant, can others learn to do this within their lifetime?
1) Chapter 5, page 79: Here it is stated that habituation has been documented in nearly every species that has been tested, which means that there were some species in which habituation was not seen to occur. I was wondering which species do not show habituation? And are there reasons why they don't? Could it just have been those particular individuals that did not demonstrate habituation? Are there certain factors that could cause habituation to not occur in an individual?
ReplyDelete2) Chapter 5, page 83: From the description in the book, it appears that shaping tends to be a pretty successful and useful training technique; however, I have never heard of it before. If it is such a useful technique for learning, then why are only classical and operant conditioning usually the methods that are talked about? Are there more limitations to shaping that makes it less generalizable to a wide variety of animals in different situations? Is it only used by animal trainers? Or can this method be useful in other ways as well?
3) Chapter 5, page 88: In regards to learning, the author explains how learning has both costs and benefits. One of the examples given of a cost of learning is that it takes time to learn, whereas an animal born with an innate aversion to eating a certain food saves the time of having to deal with repeated mistakes. What makes certain traits innate and others learned? If it saves time and effort for traits to be innate then why do certain traits need to be learned? Are there certain species who have entirely innate behaviors and do not need to learn anything? Would this have a negative impact on the animals cognition if they did not have to learn socially?
1. Page 83. The book talks about shaping and explains that shaping can be used to get an animal or person to do what you want them to do, so tp perform a trick or break a bad habit. I was wondering if shaping can be used in humans but also in animals to get them to over come phobias and trauma. Many animals go through trauma if they become injured. Can shaping be used to help them recover from the trauma they have experienced, and help rehabilitation occur quicker?
ReplyDelete2. Page 87. This may sound crazy but I'm very curious if this is possible. The book talks about how learning is heritable. It explains how learning is not genetic but the capacity to learn is the part that is heritable. If the animal is born without this heritable trait does that mean it does not learn at all? Or are there ways around this?
3. Page 94-95. I'm a little confused on detours, maybe because eI have never heard of them before. Is it just as simple as saying a detour behavior is the same as us taking a detour while driving? The same behavior is being performed but the animal is performing it in an opposite way that normal?