Chapter 3: Genetics, Learning, Development Flashcards
Reflexes
Innate involuntary stimulus response (stimulus driven)
Examples of reflexes in human adults:
breathing shivering eyeblink hand withdrawal startled response knee jerk salivation
Routing and suckling
infant reflex
for breastfeeding, as soon as roof of mouth is touched baby starts sucking
Babinski reflex
Stroke bottom of foot, to sprawl out and then go back in (motor sensory)
Startle reflex
infant reflex
scared=throw arms out wide, neck stretch
Palmar Grasp
infant reflex
stroke inside of their palm, hand will close around
Stepping
infant reflex
when put weight on feet, legs will move in walking-motion
Tonic Neck reflex
infant reflex
turn head to side, arm will stretch out
Fixed Action Patterns
More complex coordinated patterns of instinctive behavior
Examples of Fixed Action Patterns:
Grooming behavior –cats/rabbits lick hand and move to areas where mouth cannot reach
Nest building –occurs in rodents, mothers will know how to build nest without being taught
Swimming –shown coordinated muscle movements
Rage response in cats –spike their back up
Sleep circling –dogs circle before nestling down to sleep
Stereotyped
1/4 properties of Fixed Action Patterns
Fixed nature of response
Similar expression across individuals and time, specifically within a species/genus
Independence from immediate external control
2/4 properties of Fixed Action Patterns
Sequence of muscular contractions comprising a fixed action pattern occurs
irrespective of changes in external conditions (external environment does not have any impact)
Once the fixed action pattern is initiated, it will continue until completion
regardless of whether the external environment has changed
Behaviours not classified as fixed action patterns if directed by external conditions
Spontaneous
3/4 properties of Fixed Action Patterns
Responds due to internal factors as well as stimuli
Fluctuations in the threshold of a fixed action pattern occurring are independent
of changes in external conditions (maturation/hormones, etc.)
Longer it has been, the more likely they will perform behaviour at any given time
Independence from individual learning
4/4 properties of Fixed Action Patterns
Many instinctive behavioural patterns occur without any opportunity to learn them
Fluctuations in environmental conditions during development do not alter the
fixed action pattern, assuming the organism is healthy
Whitney (1969)
mice vocalization
Squeaking in mice is an example of a simple trait governed by a single dominant gene
C57 mice rarely vocalize whereas JK mice 2/3 (67%) vocalize
- When C57 & JK mated (F1), 56% vocalizing (reduction from JK alone)
o Breed this (F1) with C57 –26%
o Breed this (F1) with JK –62%
o F2 (intermediate) –46%
Single dominant gene controlling vocalization
Van Abeelen (1967) (dancing mice)
Dancing in mice is an example of a simple trait governed by a single recessive gene
Waltzer mice (male and female) observed to dance (100%), Normal mice do not dance - Breed normal with Waltzer mice (F1) --none dance (0%) o Breed two of these (F1xF1) =27% dancing
Single recessive gene
Lagerspetz (1964)
aggression
Male mice are selectively bred for aggression over 7 gen.
- Aggressive males and sisters of aggressive males were mated =more aggressive
- Lower line selected against aggression (less aggressive individuals)
DeFries (1978)
exploration
Tendency to explore can be amplified or minimized thru breeding in successive generations of mice
- Box: can stay by edges or go into middle out in the open
- Trade off: new food sources, but unprotected in the open
- Can mate 2 mice that have high exploration rate –increase time in the open in new generations
Plomin (1994)
twins
Twin comparisons b/w monozygotic (identical) and dizygotic (fraternal) twins on several traits
Concordance b/w behaviour/personality traits with 100% or 50% of the same genetics
Tellegen (1988)
twin comparisons
Twin comparisons between monozygotic and dizygotic twins on several traits combined with being raised either together or apart (put up for adoption)
- Looking at environment
- MZA=monozygotic twins raised apart; MZT=raised together
o Achievement very different, traditionalism similar
o Social potency: interact/play with others –mono higher than dizygotic
R-Selected Species
Produce large quantities of offspring but invest very little in them
- Insects, fish, small mammals
K-Selected Species
Invest heavily in small number of offspring
- Humans, apex predators, large animals
Learning greatest in K-selection species
Habituation
repeated exposure to a stimulus tends to lead to reduce responses to that stimulus
Sensitization
when repeated exposure to stimulus produces enhanced responses to the stimulus
Classical Conditioning
When a neutral stimulus (CS) is repeatedly paired with a stimulus (US) that elicits a response (UR), the neutral stimulus can come to elicit or response (CR) on its own
Positive
stimulus introduced following a response
Negative
stimulus withdrawn following a response
Reinforcement
consequence that causes the frequency of a response to increase
Punishment
consequence that causes the frequency of a response to decrease
Extinction
if a response is no longer followed by a consequence, the frequency of that response will decrease until it eventually no longer occurs
Positive Reinforcement
Response followed by introduction of an appetitive (positive) stimulus
Frequency of response will increase
Negative Reinforcement
Response followed by withdrawal of an aversive (negative) stimulus (remove something bad)
Frequency of response will increase
Positive Punishment
Response followed by introduction of an aversive stimulus (electric shock)
Frequency of response will decrease
Negative Punishment
Response followed by withdrawal of an appetitive stimulus
Frequency of response will decrease
Mice experiment explaining conditioning may not override fixed action patterns
Mice can learn to avoid foot shock by running to other side of cage when light predicts shock (run away from light)
Mice will run to safety when light is behind them
Mice will not run towards light when it is above safe zone (will not run towards stimuli to avoid danger)
Breland & Breland (1961)
raccoons/pigs
Attempted to train raccoons & pigs to deposit coin into piggy bank
- Raccoons would constantly rub coins despite no reinforcement to do so (do the same with food innately)
- Pigs would constantly drop coin and “root” despite no reinforcement to do so (do this to find their food underground)
- Genetic behaviours so strong cannot be overridden by learning
Vicarious Learning
Include social learning (imitation, observation & learning)
Incentives/Disincentives
Does not require direct experience with rewards and punishments
A cognitive representation of potential rewards and punishments can motivate
