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Psychology > Animal learning and cognition > Flashcards

Animal learning and cognition Flashcards

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1
Q

Darwin

A

Provided a mechanism of evolutionary continuity between animals and human

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2
Q

Romanes

A

Pioneered the study of comparative psych, but relied on anecdotes to find egs of intelligence in animals. Intelligence = linear evolution

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3
Q

Lloyd Morgan’s canon 1894

A

Dismissed Romanes - argued against anthropomorphism.
In no case may we interpret an cation as the outcome of the exercise of a higher physical faculty, if it can be interpreted as the outcome of one which stands lower in psyc state.

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4
Q

Thorndike and his law of effect

A

First to use experimentation to study animal intelligence - trial by trial learning curves vs learning
Studied trial and error learning in cats using puzzle boxes
If a response leads to a satisfying outcome, it will be strengthened

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5
Q

Watson and little Albert

A

Emphasised the importance of learning in animal and human behaviour. Advocated behaviourism - studying only observable phenomena. Experiments with little Albert - induced fear when presented with rats due to low voice - fear transferred into rabbit

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6
Q

Skinner and Operant or Instrumental learning

A

Developed techniques - response shaping, schedules of reinforcement
Developed technology - conditioning chambers
Operant or instrumental learning = studying learning in animals that have to make a response to gain a reward

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7
Q

Pavlov and Pavlovian or Classical conditioning

A

Studied learning in which a neutral stimulus was paired with a reward.
Also known are type I or respondent conditioning.

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8
Q

Conditioned stimulus

A

e.g. tone

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9
Q

Unconditioned stimulus

A

e.g. food

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10
Q

Unconditioned response

A

e.g. eating

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11
Q

Conditioned response

A

e.g. salvination

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12
Q

Acquisition

A

CS and UCS pairing

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13
Q

Extinction

A

CS aline

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14
Q

Spontaneous recovery

A

CS alone after 24 hour rest

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15
Q

Generalisation of a stimulus

A

Gradient and decrement

e.g. lion - all big cats give same response

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16
Q

Banks and Flora 1977 artificial ranks based on

A

Appearance, Aristotle’s great chain of being, evolution, brain size

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17
Q

Cephalisation index

A

Ratio of body to brain weight

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18
Q

Anaxagoras and MacPhil

A

All animals have the same intelligence but different levels of ‘nouse’ bring out intelligence, except language in humans

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19
Q

Learning

A

A relatively permanent change in behaviour that results from experience

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20
Q

Ranking by speed of learning problems and Shard and Angermeier, Bitterman 1975

A

Unexpected inter-species difference e.g. rat/human mazes
Difficult to equate perceptual demands of the test
Difficult to equate motivational demands of test e.g. vary rewards and motivation to equal value to an animal
Intra-species differences in speed of learning

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21
Q

Biological relevance - Garcia and Koelling 1966 - Garcia effect

A

Some stimuli more readily associated than others, depending on CS

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22
Q

Animal memory

A

When current behaviour is under the influence of past experience

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23
Q

Capacity - Vander Wall 1982

A

Food storing birds: Clark’s nutcracker stores pinenuts in autumn for winter - can recover 90%, even in snow

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24
Q

Capacity - Vaughan and Greene 1984

A

Photographs with pigeons - peck at particular slides to get food. All very similar and can remember 160. Everyday scenes, different angles, remember which ones associated with food.

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25
Q

Timing - periodic and internal (Church and Deluty/Gibbon)

A

Periodic timing - circadian clock - active in day, not night, even when constant light/heat
Interval timing - hear a tone for 4 or 16 s - different levers to press; switch light out at average 4 s - only at 4s reward for pressing lever

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26
Q

Number: Meck and Church 1983, rats

A

Can distinguish 4 tones (left lever) and 16 tones (right lever) even when same length of time

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27
Q

Number: Brannon and Terrace 2000, monkeys

A

Gave novel shaped and sized stimuli and press in order of number of dots etc.

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28
Q

Number: Regani, Regotin and Vallortigara 2007, 5-day old chicks

A

Trained to get food in different wells along a row of food wells, even when trays rotated or begin from new location

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29
Q

Categories: Herrnstein, Loveland and Cable 1976

A

Pigeons 160 slides with/out trees - reward if pecked at tree

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30
Q

Categories: explanation

A 
Innate categories (certain info)
Exemplar learning (learn every example)
Feature learning (common component)
=> exemplar and generalisation
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31
Q

Habituation

A

A reduction in responsiveness to a stimulus as a result of its repeated presentation

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32
Q

STM: Whitlow 1975

A

Plethysmograph (change in blood flow)

Tone I, 60s, tone I -> less surprised 2nd time, memory?

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33
Q

STM: Wagner 1976, effector and receptor fatigue

A

Tone I, 60s, Tone I
Tone I, 150s, Tone I - stronger response - forgot -> memory in active state
Effector fatigue: tone I, 60s, tone II, effector system not fatigued
Receptor fatigue (dishabituation): tone I, 30s, D, 20s, toneI, receptors same as tone 2 - retroactive interference

34
Q

STM: Radial arm maze: Olton 1978, Beatty and Shavalia

A

Rats at least 8 times, up to 4hrs - landmarks

Different maze tasks and still remember 1st

35
Q

STM

A

Simple procedures involve memory, animals have STM, habituation is found in many species, is a decaying memory trace and varies with tasks

36
Q

LTM

A

Consolidation -> retention -> retrieval

Forgetting LTM for various reasons recollection from LTM not conscious

37
Q

LTM: Miller and Berk

A

B/W associated with shock African Claw-toed frog remembers from tadpole

38
Q

LTM consolidation theories: Hebb 1949

A

Permanent connection of neurons, so consolidation important

39
Q

LTM consolidation theories: Duncan 1949

A

Failure to retrieve = no memory - electro-convulsive shock at stage -> unable to perform memory

40
Q

LTM Retrieval theories: Deweer, Sara and Hars 1980

A

Rats trained to run through maze, over 300s down to 30s. After 25 days, half allowed 90s reminded (cage next to maze), which meant 40s completion, compared to 150s

41
Q

Holland and Straub 1979

A

Noise, food; noise, illness -> noise = food devalued and less response as evokes memory of food and illness

42
Q

Specific qualities of US

A

Flavour, intensity

43
Q

Affective qualities of US

A

Nice or not - appetitive or aversive

44
Q

Stimulus substitution - autoshaping

A

Pigeons, light (CS) 5s, followed by food 5s (US). Begins to respond to CS as if responding to US - 2 responses in conflict. Food vs water pecks - has learned specific qualities of US, changes nature of CR

45
Q

Conditioned suppression

A

Decrease in movement -> CS = 60s light ,0.5s footshock - aversive. Food delivered after pressing, light signals to stop lever pressing - prepared for footshock

46
Q

Compensatory response - Siegel 2005

A

Reviews role of conditioning in drug tolerance
Injection (CS) -> CR opposes UR -> morphine (US) -> Analgesia (UR) - body prepares for response so compensates e.g. warming body before intake of ethanol in a particular place.
Also, heroin administration in same room = less of an effect
Morphine -> saline -> morphine - less tolerant to drug
morphine -> rest -> morphine

47
Q

Drug tolerance - Siegel 1977

A

A decrease in sensitivity to a drug as a result of repeated exposure to a drug - results from compensatory mechanisms: biological, behavioural

48
Q

Timberlake and Grant 1975

A

Effect of CS on CR by presenting signal - anaesthetised rate as a substitute for find but instead of eating, engages in social activity. Rat no paired with food delivery = no social interaction

49
Q

Principle of continuity

A

Events that occur close together in time or space will become readily associated

50
Q

Conditioning without continuity - taste aversion conditioning: Smith and Roll 1967

A

Saccharine leads to illness but could delay gap up to 6 hours and animal still rejects Saccharin taste - can even give other flapper in gap and still avoided

51
Q

Garcia and Koelling 1966

A

Biological relevance - some info more easily paired with other

52
Q

No conditioning, even with contiguity: Rescorla’s truly random control 1967

A

Contingency is as important as contiguity in learning - regular predictive relationship between contagious events

53
Q

Contingency

A

A regular, predictive relationship between contiguous events (CS-US)

54
Q

Surprise: Blocking experiment 1969 Kamin

A

Must be ‘mental’ work for animal learning i.e. a surprise, not learnt as much about light in lower shock.
C: Light & noise -> shock means CR when light
E: Noise -> shock; light & noise -> shock means cr when light
S: Noise -> shock; light and noise -> SHOCK means CR when light

55
Q

Attention: Latent inhibition of light

A

Light and nothing, followed by light and food, compared to light and food alone

56
Q

Attention theories: Wagner

A

Attention is high to novel stimuli and low to familiar stimuli

57
Q

Attention theories: Mackintosh

A

Attention high to novel stimuli and important events, low to irrelevant stimuli

58
Q

Attention theories: Pearce-Hall

A

Attention high whilst learning about a stimulus and low once learning complete - automatic vs controlled processing - learn that light signals nothing, so attention low later

59
Q

Attention: Kaye and Pearce 1984

A

Light followed by nothing, food or food/nothing depending on group. Attention high to low quick for both, nothing and food, but high fluctuations for either (familiar stimuli, but not predictable)

60
Q

Trial and error learning vs reasoning: Thorndike 1989

A

Animals solve problems through trial and error, not reading - gradually reducing learning curve, not step like

61
Q

Deductive reasoning

A

Conclusion necessarily follows the premises

62
Q

Inductive reasoning

A

Conclusion is likely to follow from the premises

63
Q

Navigation: Wehner and Srinivasan 1981 - Dead reckoning

A

Desert ants use position of sun in sky to create a vector, pedometer to calculate distance travelled

64
Q

Navigation: Cartwright and Collett 1982 - Piloting

A

Gerbils and landmark use - piloting with a single landmark. Found during food, searched in same place. May use relationship between landmarks - map like rep of environment?

65
Q

Cognitive maps: Tolman

A

Against trial and error. Block off normal route and went down arm most direct to food. Result of Pavlovian conditioning - light associated wit food?

66
Q

Cognitive maps: Morris

A

Water maze - novel route -> original location released but platform moved. Released from new location = able to find platform

67
Q

Cognitive maps

A

Allow animals to take a detour and navigate around a problem due to landmarks

68
Q

Cognitive maps: McGregor

A

Only use shape of pool - wall length ID and apex location used to orient, metric info about shape but not necessarily used to form complete representation of shape

69
Q

Insight

A

Animals capable of working out mechanism of something to solve a problem

70
Q

Kohler (Gestalt’s psychology) - Chimpanzee Sultan

A

Novel behaviour. Hung food out of reach and observed solutions to problem -> stacked crates for bananas, not possible for trial and error = multi step process, but had had significant exp with boxes

71
Q

Epstein et al - pigeons

A

Prior experience influences behaviour. Response is shapes - peck plastic banana, push box to stand on and peck blue light. Push box under banana = inductive reasoning, behaviours added together = deductive reasoning?

72
Q

Weir et al - New Caledonian crows

A

Tool use to extract food from bark

73
Q

Analogical reasoning: Gillan and Premack - chimpanzee Sarah

A

Language trained chimpanzee able to solve shape/size relationship and object-use tests - increase intelligence?

74
Q

When does communication occur?

A

When one animal transmits a signal to another that is capable of responding appropriately to that signal

75
Q

Honey bees communication - Von Frisch

A

Round dance 50-100m, waggle dance >100m from hive. Longer waggle = further. Direction wrt vertical of honeycomb = direction of food wrt sun. Also loner = more food

76
Q

Veret monkeys communication - Seyfarth and Cheney 1993

A

Snake, leopard, eagle call all have different sonograms and different behaviours which are learned, not innate

77
Q

Language: Chomsky and Macphail

A

Language is unique to humans - all animals have the same intelligence, only differ in language ability

78
Q

Hockett’s criteria for language

A

Discrete units
Arbitrary units - no direct relationship to what they signal
Semanticity - each has a specific meaning
Displacement - communicate about things not directly present
Syntax - new position = new meaning

79
Q

Attempts to train apes to use language: Washoe - Gardner and Gardner 1969

A

American sign lang and syntax. Baby learned from adult, not trainers

80
Q

Attempts to train apes to use language: Sarah - Premack 1971

A

Used cards with symbols - 130 words with syntax

81
Q

Attempts to train apes to use language: Nim, Terrace et al 1979

A

19000 utterances and 5235 types - but sentence length did not increase over time - misinterpretation of syntax by researchers - trial and error?

Psychology (4 decks)

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