Video: Inside the Animal Mind (Pt. I) Text pgs: 1114-1125

1. Video: Inside the Animal Mind (Pt. I)Text pgs: 1114-1125 I. Name three types of learning mentioned in the video II. Give an example for each of the three learning types that was presented. III. What was the most fascinating type of learning you saw? IV. Give one situation from the video that you were not aware of before watching the video. Specific Questions: -What part of the brain is responsible for generating a mental map? -Where does the Clark Nutcracker finch reside? How many nuts do they typically bury each year? How many of these nuts do they recover in the winter? -What type of learning was observed with the chimps and the banana? • Give TEN Key statements (numbered) • Give FIVE questions you have after watching the video.

2. Unit #2-Responses to the Environment Ch. 51: Behavioral Ecology Lab #17-Invert. Behavior Video Ch. 49: Senses & Motor Mechanisms Lab #18 Video: Ch. 48: Nervous System Lab #19: Observational Diss. of Sheep’s Brain Video: The Neural Connection Test #2: Approx. Date – Thurs. March 27th

3. Animal Behavior : Ethology Chapter 51 Pgs. 1106-1133

4. Introductory Questions #43 1) How are proximate causes different from ultimate causes of behavior 2) Name four different types of learning and provide one example of each. 3) Which type of learning is more complex than the others. Why? • How is habituation different from any other type of learning? • How do circadian rhythms effect behavior? • Name three ways in which animals communicate.

5. Key Areas of Behavior (Ch . 51) • Instinct (innate) Behavior • Causes of Behavior: Proximate & Ultimate • Learning: (5) types • Animal Cognition • Sociobiology & Communication

6. What is behavior? • Anything an animal does and how it does it

7. Karl von Frisch Niko Tinbergen Konrad Lorenz 1941 | 1973 Ethology pioneers in the study of animal behavior

8. Ethology • Ethology is the scientific study of animal behavior, particularly in natural environments • Scientific questions that can be posed about behavior can be divided into two classes: • proximate • ultimate perspectives

9. Proximate and Ultimate Questions • Proximate, or “how,” questions focus on: • Environmental stimuli that trigger a behavior • Genetic, physiological, and anatomical mechanisms underlying a behavior • Ultimate, or “why,” questions focus on evolutionary significance of a behavior

10. Example of Proximate & Ultimate Questions about Behavior • See pg. 1107 – read the example of the red-crowned crane. • What is the Proximate Question? How does day length influence the breeding of the red-crowned cranes? • What is a reasonable hypothesis? Breeding is most productive during the spring and early summer. • What would be an Ultimate Question you could address about this behavior? Why did natural selection favor this behavior and not a different one? • What would be a reasonable hypothesis? Fitness is improved for a particular reason

11. Evolutionary link to Behavior • Animals are expected to behave in ways to maximize their fitness (optimum behavior) • What is the genetic influence? • Ex. Lovebirds a repertoire of song types • Why has natural selection favored multisong behavior? • Poss hypothesis: A repertoire of songs makes older, more experienced males more attractive to females. • Testable predictions: males learn more songs as they get older so: • The repertoire of songs is an indicator of age • Females prefer to mate with males having large repertoire of songs **actual outcome: some songbirds show their correlation while others don’t.

12. Modifications of behavior occur through learning • There are 5 different types of Learning • Habituation (pg. 1115) • Imprinting (learning & innate) (pg. 1108) • Associative (pg. 1116) • Operant conditioning (trial & error learning) pg. 1117 • Classical conditioning (pg. 1116) • Insight Learning (pg. 1116) • Spatial learning & cognitive (mental) maps (pg. 1115)

13. Exploring the Behavior of a Local Invertebrate Lab # 17 (Kinesis vs. Taxis)

14. Key Things to Remember for Lab #17-Invertebrate Behavior • Be sure to have an introduction/background discussing key characteristics & complete description of your invertebrate • Be sure to have a research question • Clear hypothesis relating the independent and dependent variables • Must have a control: Ex. Organisms in the chamber with nothing else present • Experimental Design & methods: must have any and all revisions you did w/diagram or picture • Data table with title, units of measurements, and error • Analysis of data: probably need to determine the overall mean, standard deviation, linear regression, and t-test

15. Suggestions for Materials to bring for Your Lab • Over 20 of a selected invertebrate • Minimum of five trials and 20 organisms for each trial • Testing Chamber: boxes, trays, containers • Heat source (pads) • Paper towels • Light bulbs • Saran wrap: different colors • Anything you would like to expose them to that does not harm them • Magnets • Mild solutions of salt, vinegar, lemon, etc.

16. Suggested Invertebrates • Sow bugs • Lady bugs • Silkworms • Earthworms • Crickets • Meal worms • Snails • Ants • Brine Shrimp **Any other invertebrate that I approve ***Need a minimum of 20 per person-so multiple experiments can be going on at the same time.

17. Procedure for Monday’s Lab • Bring items in, begin collecting data • Know what your variables are and have a written hypothesis prepared. (it will be checked) • The following will be provided for you: • Thermometer • Ice • Lamps, light source • Petri dishes • Water • Stopwatch, clock

18. Experiment example: • Earthworm reactions toward different substrates: • Cotton and sandpaper • Must do experimental trials (3) with just the chamber and the animals (control) • Three separate experiments can be done: • Empty chamber & Cotton • Empty chamber & Sandpaper • Cotton, empty (plain) chamber, and sandpaper **Minimum of five trials for each experiment must be done.

19. Sow Bug Behavior lab Examples • http://bioweb.wku.edu/courses/Biol114/Behavior/PIll_bug1.asp • http://www.teachersnetwork.org/ntol/howto/science/isopodlab.htm • http://sps.k12.ar.us/massengale/Lab%2011%20animal%20behavior.htm

20. Preliminary Expectations-1st day of Lab • Introduction: Describe and characterize your invertebrate: • Genus & species, unique characteristics, optimal environ. Conditions • Significance of collecting this data (why is it important?) • Define the behavior you are analyzing: Taxis or Kinesis?? • What environmental variables you’ll test w/Hypothesis • Clear Research Question • Written procedure/method for lab • Materials/supplies; description, # items, dimensions & size • Experimental design: set up procedures and methods determined including the controls & pictures (images) • Skeleton Data table (known measurements indicated)

21. Issues to Address for Invert. Lab • Be sure to have a complete description of your invert. Including size and approx. (avg.) age • Be sure to have measures the dimensions of your testing chamber and the approx. distance invert is from your stimulus. • Is your chamber too big or too small? • Have well established controls with a description in method/procedures for control. You need to establish randomness in the control. Think of these Q’s: • Why did you use this control? What variable are you concerned with? • Is what your observing in the Expt. Trials simply random movement or is there purposeful, directional movement in response to the stimulus? • How do you know that what you are seeing isn’t simply random movement • Obtain sufficient amount of data by having “enough data” to analyze it critically using statistical analysis tools ie. T-tests; standard deviation • At least 5 organisms per trial • Be watchful for over crowding (this can also be a variable to control) • Have lots, and lots of trials. This will validate your work. • Look for flaws in you experimental design. Other factors that might contribute to poor data • What does other research indicate or suggest? Cite your references

22. does lipstick create a supernormal stimulus in humans Types of behaviors • Innate behaviors • automatic, fixed, “built-in” • despite different environments, all individuals exhibit the behavior • triggered by a stimulus • Learned behaviors • modified by experience • triggered by a stimulus • variable

23. Instinct (innate) Behavior (pg. 1110) • Controlled by strong genetic influences • Inborn • Animals don’t have to witness the behavior • Unlearned • Triggered by the environment (sign stimulus or a releaser) • Inherited neurological circuitry that directs behavior • Examples: • Kinesis & Taxis-change in activity in response to stimuli • Migration • Signals & Communication (pheromones) • Fixed Action patterns (FAP) observed in the Graylag goose & egg rolling & the three-spined stickle back fish

24. Egg Rolling w/Graylag Goose Ex. of Fixed Action Pattern: action is carried out to completion The sight of the displaced egg triggers this mechanism. If the egg is taken away, the animal continues with the behavior, pulling its head back as if an imaginary egg is still being maneuvered by the underside of its beak. However, it will also attempt to move other egg shaped objects, such as a golf ball, door knob, or even an egg too large to have possibly been laid by the goose itself

25. Kinesis • A kinesis is a simple change in activity or turning rate in response to a stimulus (non directional) • For example, sow bugs become more active in dry areas and less active in humid areas

26. LE 51-7a Moist site under leaf Dry open area Kinesis increases the chance that a sow bug will encounter and stay in a moist environment.

27. Taxis • A taxis is a more or less automatic, oriented movement (directional) toward or away from a stimulus • Many stream fish exhibit positive rheotaxis; they automatically swim in an upstream direction • This taxis prevents them from being swept away and keeps them facing the direction from which food will come • Other examples: gravitropism and phototropism

28. LE 51-7b Direction of river current Positive rheotaxis keeps trout facing into the current, the direction from which most food comes.

29. Habituation (pg 1100) • Habituation is a simple form of learning that involves loss of responsiveness to stimuli that convey little or no information • For example, a hydra contracts when disturbed by a slight touch, but it stops responding if repeatedly disturbed without further consequences

30. Imprinting • Imprinting is a behavior that includes learning and innate components and is generally irreversible • It is distinguished from other learning by a sensitive period • A sensitive period is a limited developmental phase that is the only time when certain behaviors can be learned

31. Imprinting(pg. 1098) • Occurs right after birth • Forms from the parent-offspring bond • Small window of time where the offspring react to some animal or object. • Commonly seen with birds • Ex. Konrad Lorenz & duck hatchlings • Human infants: • Grasping -smiling w/parent • cheek & feeding -Babinski reflex

32. BEHAVIOR: Young geese follow and imprint on their mother. LE 51-5 PROXIMATE CAUSE: During an early, critical developmental stage, the young geese observe their mother moving away from them and calling. ULTIMATE CAUSE: On average, geese that follow and imprint on their mother receive more care and learn necessary skills, and thus have a greater chance of surviving than those that do not follow their mother.

34. Classical Conditioning(pg. 1116) • Associative learning between normal body condition and a new stimulus • Pavlov: (dog salivation with a ringing bell) • Can opener w/dogs and cats

35. Pavlov’s Classical Conditioning

36. Operant Conditioning (pg. 1099) excellent video of operant conditioning • Instrumental conditioning • Trial & Error **The animal must do something to gain a reward (food) • Use positive & negative reinforcement • Skinner Expts w/Rats (lever & Food)

37. Insight Learning (pg. 1099-1100) • Most complex type of learning (video) • Animal solves a problem • Requires past experiences • Need to make associations with objects and what can be “done” with them **Chimps & the hanging banana

38. Insight & Associative Learning

39. Introductory Questions #2 (Ch. 49) • Name five different types of specialized neurons used to receive external stimuli. What is sensed by a nocioreceptor? What is substance P? What substance can be used to block the release of subsatnce P? (See pg. 1048-1049) • What are the five basic senses in humans? Match one of these five with each structure listed below: -olfactory -statoliths -pacinain corpuscle -oval window -rods & cones -taste buds -lateral line system -rhodopsin -saccule & utricle (otoliths) -incus & stapes -sclera, cornea, retina -vitreous humor -tectorial, basilar, tympanic membranes

40. Modifications of behavior occur through learning • There are 5 different types of Learning • Habituation (pg. 1115) • Imprinting (learning & innate) (pg. 1108) • Associative (pg. 1116) • Operant conditioning (trial & error learning) pg. 1117 • Classical conditioning (pg. 1116) • Insight Learning (pg. 1116) • Spatial learning & cognitive (mental) maps (pg. 1115)

41. Animal Cognition • Perceive, store, process and use information • Ties behavior to the nervous system • Spatial learning & mental maps play a role • Consciousness: Observed in animals? • Very difficult to study

42. Thinking & problem-solving • Do other animals think? problem-solving tool use crow

43. Spatial Learning • Modification of behavior based on experience with the spatial structure of the environment • Example: Many animals can “navigate” from one location to another, even when the target location is out of range of their senses. The ability underlying this behavior is “orientation”

44. Tinbergen’s Sand Wasp Experiment Nest finding behavior of wasps responding to the arrangement of the cones rather than the cones themselves Pg. 1115

45. Social behaviors • Interactions between individuals • develop as evolutionary adaptations to enhance survival and reproduction. • language • agonistic behaviors • dominance hierarchy • altruistic behavior

46. Language • Honey bee communication • dance to communicate location of food source • Observed by Karl Frisch (1940’s) video of bee waggle dance

47. Communication Observed with Bees • Round Dance: Simply signals to others that food is nearby (no direction or distance)-used for short distances from the hive and excites the bees to fly in all directions (approx. 50 m) • Waggle Dance: Used for longer distances and performs a figure eight path. This path communicates both the distance and direction using the sun, the hive, and the food source as reference points.

48. Communication • Necessary for social behavior • Animals can use the following methods: • Auditory • Visual • Tactile • Chemical (pheromones) • Electrical

49. Communication by song • Bird song • species identification & mating ritual • mixed learned & innate • critical learning period As a brood parasite, the Cuckoo never learn the song of their species as a nestling. Song development is totally innate.

50. chicks must hear and practice the song of their species during a window of opportunity called the "critical period." If that doesn't happen, the bird simply will never learn it properly, and no amount of extra coaching later on will help.