Chapter 8, page 152, When they say factors are not mutually exclusive and probably interact with another through development, what does that mean? Factors like their environment or predators? Chapter 8, page 154, While discussing caterpillars becoming butterflies, they mention how certain motor neurons will die when no longer needing the function. if the death of old neurons can change behavior, does that mean you need form new ones? or does both situations occur? Do motor neurons have to completely die to form a new motor skill? humans used to crawl but now we walk, but we can still crawl if we want too, do animals have these abilities too? Chapter 8, page 158, I had no idea animals play meant so much for their development. Play is like practicing to use their skills when it will really count, like when a predator is near. Do all species have some sort of play? Do those who don't play have less of a chance to survive when needed, or can be instincts be enough? Play can happen in adulthood as well, but as they mention sensitive periods on page 160, how much can play and the time they do it affect their development?
Q1. They mean multiple mechanisms. I'll be sure to go through a couple of examples that show how this might work (like the bird song example). Q3. Great question! So we typically see play, or play-like behaviors, in species with extended developmental periods and those that have to do more "complex" behaviors, ones that just don't work as FAPs.
1) Chapter 8, page 154: In regards to metamorphosis, I was thinking back to the previous chapter on genes and gene mutations; I was wondering if it were possible for there to be a gene mutation in species that undergo metamorphosis which would prevent them from experiencing the physical changes? Has that ever been recorded to occur? Is it something that is possible?
2) Chapter 8, page 157: Does temperature-dependent sex determination occur in any other species other than the leopard gecko? Is there a reasoning behind why their sex is determined in this manner rather than through sex chromosomes? Does this mean that these lizards do not even have sex chromosomes? Or is it just that they aren't utilized in determination of sex?
3) Chapter 8, page 158: In regards to the topic of play in animals, the book explains how play is important in the developmental process, as well as having physical, social, and cognitive significance. When human children engage in playful behaviors, they actually experience the sensation of having fun and they enjoy playing. I was wondering if this also applied to animals? Do these animals actually enjoy/have fun while performing these play behaviors? Or is it strictly just something they do for the benefits it provides to their development? Is there even a way for us to test if an animal is "having fun"?
Q1 Excellent question! There sure can be. They're manipulated this in the lab in caterpillars and in fruit flies. I'll try to give an example of how this might happen in the "real world" for insects.
Q3. I'll mention play tomorrow but be sure to talk about it more when we talk about "growing up" behaviors.
Chapter 8, page 156: Why are female mice more sensitive to intrauterine effects than males? It doesn't sound like it's a drastic difference, but at that stage of development, I'm surprised it makes a difference at all. Chapter 8, page 157: The book says that researchers suggested that incubation temperature influences brain development and leads to different perceptions of individuals of the opposite sex. When I read the males' choices, I immediately noticed they picked females whose incubation temperature had a greater difference compared to their own. Would that necessarily be due to incubation temperature, or more due to just general sexual selection? Chapter 8, page 166: When reading about the effects of cross-fostering on sexual imprinting, I was wondering how cowbirds have adapted to this? Their young are often raised by parents of another species, so I was curious about whether this has any sort of impact on their mating choices later in life.
Q3. So cowbirds don't have filial imprinting or sexual imprinting. That enables the species to take advantage of exploiting care of other species of birds without having it impact mating decisions later in life.
1. Page 154-155. It talks about how if older chicks are placed within a glass egg in the hatching position, they start to display behaviors that the chicks that haven't hatched usually display, the leg movements. In this case I am a little confused on what neural circuitry is and how it plays a role in these behaviors, because while we have been given a few examples so far I don't understand how an older chick could act the same as a younger chick when placed back into an egg, I don't get how this works or happens? And what does this have to do with metamorphosis is moths? 2. Page 157. While I understand that the temperature of the environment influences the sex of an animal, in this example leopard geckos, I don’t get the part about the mating. How is the brain development different enough to cause males reared at 30 C to prefer females reared at 34 C? I don’t understand or it doesn’t say how do the geckos know which female was reared at which incubation temperature? How does the temperature in which they geckos where incubated at influence their brain development exactly? 3. Page 160. I am confused by the difference between a critical period and a sensitive period. When reading the two definitions they sound like the same thing to me. What is the actual difference between the two?
Page 158- After reading that play is important for development of animals, however does it have the same importance in solitary animals? As young, I can see where cubs interact with each other etc. but if a cub didn't have any siblings, would it still be able to learn and develop through their parents to the same extent? Page 166-168- I am a little confused about sexual imprinting. If Bateson suggested that with information about their relatives, individuals will choose to mate with other individuals who look similar to close ones. However, would that work with animals who are raised without close relatives and raised without contact with them? In the example of the sheep, they still preferred individuals who were similar to genetic relatives, but they also had contact with them, so would similarities to relatives still be chosen if no intial contact was ever made? Page 172- When talking about the production of songs, the posterior pathway refers to the production and the anterior refers to the acquisition of song. If there was a way to isolate one of the one of these pathways, would the result of song differ, or could the pathway that was not disrupted "pick up" the other's responsibility to produce sound?
Q2. I'll be sure to talk about this more but it's pretty much that they will look for the characteristics of whomever they were raised with or by. Q3. Nope, if it's disrupted you are SOL.
Page 155-156: I'm a little confused about Hormonal Milieu. The book puts in parenthesis next to it that it is the environment. Then in the examples it talks about hormone in fetuses and how the parental hormones affect development but then the fetus's hormones affect their neighbors. So in terms of environment the species development isn't always dependent on the parental hormones but the other offspring hormones? I'm confused because maybe I don't consider the other offspring to have a factor in development since their hormones ideally should all develop at the same time. Maybe I'm just confused as to what constitutes as the environment to a fetus.
Page 162-166: Filial imprinting is when a species learns characteristics and behaviors throughout the exposure of its mother. Sexual imprinting is learning what a species would like in a spouse through their parents. My question pertains to that in most species sexual occurs after filial, but I'm wondering what the circumstances and the environment are to cause them to occur at the same time. Do they occur at the same time in species that have a shorter life span? Can is also occur through a mutation in neurons/hormone receptor or an environmental stress?
Page 172-174: in regards to the genetics of a song, would it be possible to genetically alter a birds song to sound like another species? Is there also a way to clone the song to use in studying the behaviors of song birds to learn more about them in terms of reproduction, courting, and development?
P 152: Say the Mallard hatchling is separated from its clutch as an egg and raised as a single newborn. With no interaction with any individuals of its own species, would its infancy behaviors ever change or be replaced? If it never learns from social interaction or from its mother duck, would that stunt certain or all behavioral development? P156: Black capped gulls clutches have varying levels of androgen hormones, but could be equally distributed between eggs. Is there any advantage for for gulls to have this mechanism of varying hormone levels in their eggs or it is only for variety later in life? On page 160, it uses terms 'sensitive period', 'sensitive phase', 'optimal period', and 'susceptible period' in replace to Critical Period, but sem to all define the same range or window of environmental stimuli change to the animal. is there any difference between using any one of these terms, or are they all designed to lable the same time-frame?
Chapter 8, page 157: Temperature-dependent sex determination is a very confusing concept for me... I feel like environmental effects would make this a very unreliable process that could produce too many offspring of a single sex. How does this benefit the species? Is it set temperatures between species? Or dependent on the temperature conditions within each nest? Chapter 8, page 158: Do humans and animals enjoy playing innately to reinforce its occur because it aids development? This is more a human focused question... but are there negative effects when children don't engage in playing, like with overprotective parents or if there just aren't other kids their age around? do we know how often they should play? stages that are critical? Chapter 8, page 160: aren't critical and sensitive periods the same thing? I remember learning psych 105 that the difference between the two were more of opinion, rather than complete differences in definition. But are there differences?
Chapter 8, Page 156: Here it talks about how the fetuses of a mouse can pass their androgens to the fetuses next to them. I was wondering if this happens in small mammals only or if something like this can happen to human twins? Does it have to with how close the fetuses are to one another and how thick the amniotic sac is around ech fetus?
Chapter 8, Page: 158-159: When it talks about the importance of play, what about play fighting as adults? Could there still be a benefit of play fighting in adults as there is for young?
Chapter 8, Page 166-168: I am a little confused about the sexual imprinting and the quail example and how exactly it works as a whole.
Chapter 8, page 152, When they say factors are not mutually exclusive and probably interact with another through development, what does that mean? Factors like their environment or predators?
ReplyDeleteChapter 8, page 154, While discussing caterpillars becoming butterflies, they mention how certain motor neurons will die when no longer needing the function. if the death of old neurons can change behavior, does that mean you need form new ones? or does both situations occur? Do motor neurons have to completely die to form a new motor skill? humans used to crawl but now we walk, but we can still crawl if we want too, do animals have these abilities too?
Chapter 8, page 158, I had no idea animals play meant so much for their development. Play is like practicing to use their skills when it will really count, like when a predator is near. Do all species have some sort of play? Do those who don't play have less of a chance to survive when needed, or can be instincts be enough? Play can happen in adulthood as well, but as they mention sensitive periods on page 160, how much can play and the time they do it affect their development?
Q1. They mean multiple mechanisms. I'll be sure to go through a couple of examples that show how this might work (like the bird song example).
DeleteQ3. Great question! So we typically see play, or play-like behaviors, in species with extended developmental periods and those that have to do more "complex" behaviors, ones that just don't work as FAPs.
1) Chapter 8, page 154: In regards to metamorphosis, I was thinking back to the previous chapter on genes and gene mutations; I was wondering if it were possible for there to be a gene mutation in species that undergo metamorphosis which would prevent them from experiencing the physical changes? Has that ever been recorded to occur? Is it something that is possible?
ReplyDelete2) Chapter 8, page 157: Does temperature-dependent sex determination occur in any other species other than the leopard gecko? Is there a reasoning behind why their sex is determined in this manner rather than through sex chromosomes? Does this mean that these lizards do not even have sex chromosomes? Or is it just that they aren't utilized in determination of sex?
3) Chapter 8, page 158: In regards to the topic of play in animals, the book explains how play is important in the developmental process, as well as having physical, social, and cognitive significance. When human children engage in playful behaviors, they actually experience the sensation of having fun and they enjoy playing. I was wondering if this also applied to animals? Do these animals actually enjoy/have fun while performing these play behaviors? Or is it strictly just something they do for the benefits it provides to their development? Is there even a way for us to test if an animal is "having fun"?
Q1 Excellent question! There sure can be. They're manipulated this in the lab in caterpillars and in fruit flies. I'll try to give an example of how this might happen in the "real world" for insects.
DeleteQ3. I'll mention play tomorrow but be sure to talk about it more when we talk about "growing up" behaviors.
Chapter 8, page 156: Why are female mice more sensitive to intrauterine effects than males? It doesn't sound like it's a drastic difference, but at that stage of development, I'm surprised it makes a difference at all.
ReplyDeleteChapter 8, page 157: The book says that researchers suggested that incubation temperature influences brain development and leads to different perceptions of individuals of the opposite sex. When I read the males' choices, I immediately noticed they picked females whose incubation temperature had a greater difference compared to their own. Would that necessarily be due to incubation temperature, or more due to just general sexual selection?
Chapter 8, page 166: When reading about the effects of cross-fostering on sexual imprinting, I was wondering how cowbirds have adapted to this? Their young are often raised by parents of another species, so I was curious about whether this has any sort of impact on their mating choices later in life.
Q3. So cowbirds don't have filial imprinting or sexual imprinting. That enables the species to take advantage of exploiting care of other species of birds without having it impact mating decisions later in life.
Delete1. Page 154-155. It talks about how if older chicks are placed within a glass egg in the hatching position, they start to display behaviors that the chicks that haven't hatched usually display, the leg movements. In this case I am a little confused on what neural circuitry is and how it plays a role in these behaviors, because while we have been given a few examples so far I don't understand how an older chick could act the same as a younger chick when placed back into an egg, I don't get how this works or happens? And what does this have to do with metamorphosis is moths?
ReplyDelete2. Page 157. While I understand that the temperature of the environment influences the sex of an animal, in this example leopard geckos, I don’t get the part about the mating. How is the brain development different enough to cause males reared at 30 C to prefer females reared at 34 C? I don’t understand or it doesn’t say how do the geckos know which female was reared at which incubation temperature? How does the temperature in which they geckos where incubated at influence their brain development exactly?
3. Page 160. I am confused by the difference between a critical period and a sensitive period. When reading the two definitions they sound like the same thing to me. What is the actual difference between the two?
Page 158- After reading that play is important for development of animals, however does it have the same importance in solitary animals? As young, I can see where cubs interact with each other etc. but if a cub didn't have any siblings, would it still be able to learn and develop through their parents to the same extent?
ReplyDeletePage 166-168- I am a little confused about sexual imprinting. If Bateson suggested that with information about their relatives, individuals will choose to mate with other individuals who look similar to close ones. However, would that work with animals who are raised without close relatives and raised without contact with them? In the example of the sheep, they still preferred individuals who were similar to genetic relatives, but they also had contact with them, so would similarities to relatives still be chosen if no intial contact was ever made?
Page 172- When talking about the production of songs, the posterior pathway refers to the production and the anterior refers to the acquisition of song. If there was a way to isolate one of the one of these pathways, would the result of song differ, or could the pathway that was not disrupted "pick up" the other's responsibility to produce sound?
Q2. I'll be sure to talk about this more but it's pretty much that they will look for the characteristics of whomever they were raised with or by.
DeleteQ3. Nope, if it's disrupted you are SOL.
Page 155-156: I'm a little confused about Hormonal Milieu. The book puts in parenthesis next to it that it is the environment. Then in the examples it talks about hormone in fetuses and how the parental hormones affect development but then the fetus's hormones affect their neighbors. So in terms of environment the species development isn't always dependent on the parental hormones but the other offspring hormones? I'm confused because maybe I don't consider the other offspring to have a factor in development since their hormones ideally should all develop at the same time. Maybe I'm just confused as to what constitutes as the environment to a fetus.
ReplyDeletePage 162-166: Filial imprinting is when a species learns characteristics and behaviors throughout the exposure of its mother. Sexual imprinting is learning what a species would like in a spouse through their parents. My question pertains to that in most species sexual occurs after filial, but I'm wondering what the circumstances and the environment are to cause them to occur at the same time. Do they occur at the same time in species that have a shorter life span? Can is also occur through a mutation in neurons/hormone receptor or an environmental stress?
Page 172-174: in regards to the genetics of a song, would it be possible to genetically alter a birds song to sound like another species? Is there also a way to clone the song to use in studying the behaviors of song birds to learn more about them in terms of reproduction, courting, and development?
P 152: Say the Mallard hatchling is separated from its clutch as an egg and raised as a single newborn. With no interaction with any individuals of its own species, would its infancy behaviors ever change or be replaced? If it never learns from social interaction or from its mother duck, would that stunt certain or all behavioral development?
ReplyDeleteP156: Black capped gulls clutches have varying levels of androgen hormones, but could be equally distributed between eggs. Is there any advantage for for gulls to have this mechanism of varying hormone levels in their eggs or it is only for variety later in life?
On page 160, it uses terms 'sensitive period', 'sensitive phase', 'optimal period', and 'susceptible period' in replace to Critical Period, but sem to all define the same range or window of environmental stimuli change to the animal. is there any difference between using any one of these terms, or are they all designed to lable the same time-frame?
Chapter 8, page 157: Temperature-dependent sex determination is a very confusing concept for me... I feel like environmental effects would make this a very unreliable process that could produce too many offspring of a single sex. How does this benefit the species? Is it set temperatures between species? Or dependent on the temperature conditions within each nest?
ReplyDeleteChapter 8, page 158: Do humans and animals enjoy playing innately to reinforce its occur because it aids development? This is more a human focused question... but are there negative effects when children don't engage in playing, like with overprotective parents or if there just aren't other kids their age around? do we know how often they should play? stages that are critical?
Chapter 8, page 160: aren't critical and sensitive periods the same thing? I remember learning psych 105 that the difference between the two were more of opinion, rather than complete differences in definition. But are there differences?
Chapter 8, Page 156: Here it talks about how the fetuses of a mouse can pass their androgens to the fetuses next to them. I was wondering if this happens in small mammals only or if something like this can happen to human twins? Does it have to with how close the fetuses are to one another and how thick the amniotic sac is around ech fetus?
ReplyDeleteChapter 8, Page: 158-159: When it talks about the importance of play, what about play fighting as adults? Could there still be a benefit of play fighting in adults as there is for young?
Chapter 8, Page 166-168: I am a little confused about the sexual imprinting and the quail example and how exactly it works as a whole.
Great q! It can happen in any animal where the offspring are sharing the same gestational environment.
DeleteQ2. Besides trying to look cool in front of your friends?