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Animal Cog Part 4 > Final Exam 4!!! > Flashcards

Final Exam 4!!! Flashcards

1
Q

Define personality

A

Consistent/stable long-term phenotypic

behavioral differences among individuals

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2
Q

define Temperament

A

Inherited biological profile that is linked initially
to preferences for emotions and behavior -
assumed to emerge early in life

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3
Q

Temperament + __________ —> Personality

A

experience

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4
Q

5 factor model for organization personality in humans?

A 
– Neuroticism
– Agreeableness
– Extraversion
– Openness
– Conscientiousness
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5
Q

7 factor model for organizing personality in animals?m

A 
– Neuroticism
– Agreeableness
– Extraversion (bold vs shy)
– Openness
– Conscientiousness
– Dominance
– Activity (coping styles)
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6
Q

4 types of behavioral syndromes

A

Aggressiveness
– Tendency to attack other individuals (Sih et al., 2009)
• Boldness
– Propensity to take risks in novel situations (Wilson et al., 1993)
• Fearfulness
– Reaction to potentially threatening situations (Boissy, 1995)
• Proactive/Reactive
– Patterns of response to stressful situations

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7
Q

define aggressiveness behavioral syndrome

A

Tendency to attack other individuals

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8
Q

define boldness behavioral syndrome

A

propensity to take risks in novel situations

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9
Q

define Fearfulness behavioral syndrome

A

Reaction to potentially threatening situations

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10
Q

define Proactive/Reactive behavioral syndrome

A

Patterns of response to stressful situations

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11
Q

Kinds of Personality?

A
  • boldness and Shyness

- Coping Styles (proactive, reactive)

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12
Q

define bold

A

ndividuals are more willing to take risks

in novel situation

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13
Q

define shy/inhibitied

A

individuals are more likely to
react to novel situations with avoidance or
fear

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14
Q

Wilson et al. (1993) studied
these personality types in
Pumpkinseed Sunfish

A

bold vs shy

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15
Q

what happened in the pumpkinseed sunfish experiment?

A

bold fish were trapped in the trap, shy fish were not. the trap represented a novel object. was a novel object approach test. shy fish were also found to have diff diets than bold. bold had 3 XS the food in their stomachs. shy fish later caught nearby with a net. difference in parasite load. willingness to approach the observers

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16
Q

Guppy Predator Inspection

Behavior

A 
Inspectors (bold)
• Non-Inspectors (inhibited/shy)
• Results: 
• More colorful males were more 
likely to inspect predators, BUT
only when females were 
watching.
• Females prefer colorful bold 
males as mates.
HOWEVER. 
Color 
doesn’t 
really 
matter!!
If you control for 
color, females prefer 
males that do the 
inspecting.
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17
Q

What were the personalities studied in the octopus case study

A

Octopus Personality:

  1. Activity (active vs. inactive)
  2. Reactivity (anxious vs. calm)
  3. Avoidance (bold vs. inhibited)
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18
Q

how were the 3 octopus personalities tested out?

A

alert-researcher stuck head in tank

threat-touched octopus with brush

feed- put food in tank

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19
Q

what were the 2 personality types found in great tits

A

fast birds and slow birds

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20
Q

fast birds are

A

aggressive, approach novel objects, quickly approach members of the opposite sex

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21
Q

slow birds are

A

nonaggressive, avoid novel objects, slowly approach members of the opposite sex

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22
Q

Coping Style

A

A set of behavioral and physiological stress
responses which are consistent over time and
characteristic to a certain group of animals.

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23
Q

main 2 types of coping styles

A

proactive and reactive

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24
Q

proactive coping style

A

territorial control and aggression,

remove new negative stimuli from environment

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25
Q

reactive coping style

A

immobility and low aggression hide

from new negative stimuli

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26
Q

defensive burying

A

is high in proactive animal

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27
Q

defensive burying

A

is high in proactive animal . rat kept getting shocked by beam, decided to bury it. reactive rat just sat in a corner afraid.

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28
Q

how did the proactive pig respond to the novel object in the hallway?

A

not phased by the new stimulus

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29
Q

how did the reactive pig respond to the novel object in the hallway

A

very phased, scared away

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30
Q

How do we define play?

A

-“Play is all motor activity performed postnatally that appears to be purposeless in which motor patterns from
other contexts may often be used in modified forms and altered temporal sequencing….”
-Bekoff & Byers

-“Play is repeated, incompletely functional behavior differing from more serious versions structurally,
contextually, or ontogenetically, and initiated voluntarily when the animal is in a relaxed or low stress
setting.”
-Burghardt

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31
Q

Burghardt’s 5 Criteria for Play

A
  1. Limited immediate function
    2.Endogenous component
    3.Structural or temporal
    difference
    4.Repeated performance
    5.Relaxed field
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32
Q

types of play

A
  • Auto Play- playing alone
  • Social Play-playing with others
  • Object Play
  • Locomotor Play
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33
Q

object play

A

-Play that centers on the use of inanimate objects
-Involves stalking, manipulating (pushing, throwing,
& tearing), and investigating the objects

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34
Q

Object Play

A
  • -Proposed functions:
  • Associated with practicing/learning behaviors

-Example: young predators like cheetahs may use
object play to practice hunting

-Example: juvenile ravens play with & explore novel
items in their environment, which helps them
identify new food sources.

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35
Q

locomotor play

A

Locomotor-rotational play:often involves
a leap forward (hops, springs, bounces,
turns, etc.)

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36
Q

-2 hypotheses for proposed functions of locomotor play:

A

1.Training for motor skills needed later in life
2.Better understanding of the organization of
their surrounding environment

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37
Q

Locomotor Play:

Additional Benefits

A 
Studies with rodents 
& cats have shown 
that locomotor play 
can increase the 
creation of synapses 
in the cerebellum 
(limb coordination, 
movement/posture)
38
Q

social play

A

playing with others

39
Q

3 proposed functions of social play

A

may lead to long-lasting social bonds
May provide physical skills needed in the future
Mechanism for coping with stress throughout
development
May aid in development of
cognitive skills
Play may facilitate learning &
creativity

40
Q

Interspecific Social Play

A

play between individuals of different species.

41
Q

Distinguishing play from other

behaviors (play markers)

A

Play markers

  • Play bow
  • Play face
42
Q

Distinguishing play from other

behaviors

A

-Role reversal: take turns being attacker (dominant) or
defender (submissive)

-Self-handicapping: older, larger (or dominant) playmate
will allow younger, smaller (subordinate) playmate to act
as if they are dominant (they can obtain superior position)

43
Q

Overall Benefits of play

A

Allows animals to develop physical and

psychological skills to cope with different events

44
Q

Play in cheetahs

A

Cheetah cubs engage in all 3 forms of play
nPlay disappears with age
nBenefits: increased rates
of patting, grasping,
and biting live prey
nCosts: very minimal

45
Q

cognition

A

All mental activities associated with processing, understanding, remembering, & communicating

46
Q

Some animal abilities:

A 
Problem Solving
–Display insight
–Use & make tools
•Use language
•Form concepts
•Memory
•Numeroscity
•Mirror-self recognition 
•Self-awareness 
•Theory of Mind
47
Q

Clever Hans

A

was unintentionally queuing his horse. thought his horse could count. he could not.

48
Q

Broken-wing display in plovers

A

Can birds use their behavior to
alter the behavior of a predator?
•Yes. Plover leads predator away from
their nest

49
Q

Plover behavior:

A 
act hurt, so looks like easy prey 
–move away from nest
–Does this require 
“intentionality”and thinking? 
Why or why not?
50
Q

Evidence from plovers:

Several levels of this behavior

A

–Flexible behavior: In 87% of staged encounters with a
human, plovers moved in a direction that was away from
the nest.
–Knowledge of other: plovers moved further away for
“dangerous”intruders than “nonthreatening”intruders
–Should monitor intruder: Starts display when intruder can
see it, if the intruder stops following, plover intensifies
display, and approaches intruder.

51
Q

evolution of intelligence

A

Intelligence: the ability to solve problems
and exhibit flexible behavior in a specific
environment.

• There is no relationship between overall brain size
and intelligence
• Brain size is generally correlated with body size
•Often look at encephalization quotient(EQ)
• Should also look at relative size of different brain
regions (e.g., cerebral corte

52
Q

what is needed for Problem Solving

A
  1. Understanding of cause and effect
  2. Flexible thinking
  3. Imagination
  4. Mental time travel
    (future planning)
53
Q

Problem Solving: Insight

A 
Insight: novel problems 
encountered for the 1st time 
are solved immediately, 
without trial-and-error 
learning
54
Q 
§All 6 adult Kea parrots 
solved the novel string-
pulling task on the 1st 
trial.
§To solve this problem the 
birds needed:
A

Understanding of
cause-effect
relationship between
problem and solution. aka insight

55
Q

tool use

A

Handling of “…environmental object to alter more
efficiently the form/position/condition of another object,
organism or the user itself…user holds & directly manipulates the
tool during/prior to use & is responsible for the proper & effective
orientation of the tool.” (Shumaker, Walkup, & Beck, p. 5)

56
Q

Tool manufacture:

A

any structural modification of an object or an
existing tool so that the object serves, or serves more effectively,
as a tool.” (Shumaker, Walkup, & Beck, p. 11)

57
Q

language

A

A form of communication using sounds & symbols
that convey meaning & are combined according to
specified rules

58
Q

Examples of symbolic language in non-human animals:

A

Lexigrams
nSign language/Gestural
nKeyboard
nSpeech

59
Q

properties of language

A

Is Symbolic: code, arbitrary representation of
reality
§Is Semantic: has meaning
§Is Generative: new words, new sentences (novel
combinations)
§Has Syntax: rules for the order/structure of
symbols to convey the meaning of the message
Much of what we see in non-human animals does
not meet everything listed the above

60
Q

Lexigrams

A

Symbols that represent different
items, colors, or concepts
•Requires animal to understand the
meaning of symbols & also words

61
Q

speech

ex. Alex the African gray parrot

A 
Concept Formation/Concept 
learning: “the ability to respond 
to a common quality or 
characteristic shared by a number 
of different specific stimuli” 
(Sappington & Goldman, 1994)
nSame/Different, Match-to-Sample
62
Q

memory

A

-an organism’s ability to store, retain, and recall

information and experience

63
Q

Semantic memory:

A

abstract mental representation

of concrete identification or concept

64
Q

Episodic memory:

A

memory of specific events,

situations, experiences (what, when, where)

65
Q

caching

A

hiding food items for later consumption

66
Q

cognitive maps

A

mental representation of an animal’s

landscape used for calculating optimal routes

67
Q

numeroscity

A

ability of animals to understand quantity &
the ability to make numerical judgments about the
number of things (Pepperberg & Gordon, 2005)
nDot Counting
nNumerical Ordering
nNumerical Memory Span

68
Q

theory of mind

A

The ability to attribute mental states (goals,
intentions, knowledge, perceptions, beliefs, &
desires) to oneself and others and the ability to
take the perspective of another

69
Q

deception: Ravens watched another bird store food (cache)

A

Non-storer pilfered cache in 3 conditions:
–Private
–With the dominant storer present
–With a dominant non-storer witness
•Results:
–Delayed approaching cache in presence of storer &
searched away from cache
–Directly approached cache when with dominant non-storer

70
Q

advance cognition ______ needed for _________

A

not, all cooperation

71
Q

ex of advanced cog not needed for all Coop

A

Stegodyphus spiders living in the nest catch & handle
prey too large for a single individual
–Prey creates vibrations in web
–Stimulates individuals to approach the prey independently
–All spiders pull prey towards communal nest
–Behavior does not require
communication or
monitoring of partners

72
Q

Cognitive abilities may be important for 2 aspects

of cooperation:

A
  1. May make coordination between partners more
    efficient
  2. May be important for making strategic decisions
    concerning best behavioral option in a situation
    •Both require individual recognition and memory
    –social maps (e.g., maps of family relationships and
    social hierarchies)
73
Q

Social Intelligence Hypothesis:

A

Challenges associated with complex social life (e.g.,
the need to anticipate, appropriately respond to &
manipulate the social behavior of conspecifics)
demands a higher level of intelligence (large brains
& advanced cognition).

74
Q

Evidence Supporting the Social

Intelligence Hypothesis

A

Selection pressure for achieving social success
–Intentional deception, manipulation, exploitation &
alliance/cooperation (these require theory of mind
& good negotiating skills)

–Social success translates into reproductive success

•Some research has shown
larger neocortex in animals
living in larger social groups

–But, not always true

75
Q

Social Cognition

A

knowledge about conspecifics…” (Seyfarth
& Cheney, 2015, p. 192
)
–Recognize individuals (via multiple modes) & their
social relationships

–Remember prior interactions

–Attribute mental states to others (theory of mind)
•Some form of self-awareness is required

76
Q

self awareness

A

the ability to become the object of your

own attention” (Gallup, 1982, p. 243)

77
Q

basic approach to MSR

A

-3 Stages of Behavior:

Exploratory/Social Behavior
Contingency-testing (CT)
self-directed

78
Q

The Mark Test

A

Placing a visible mark on an area of the body that
can only be seen in the mirror
-1stdeveloped by Gallup (1970) for studies with
chimpanzees
Photograph by Donna Bierschwale
-Amsterdam (1972) independently developed the
“rouge” test for studies with children

79
Q

developmental stages of MSR in human children

A

Social behavior
4-6 months

ØContingency testing
12 months

ØSelf-directed behavior
18 -24 months

80
Q

comparative stages of MSR in chimp babies

A

Social behavior
4-6 months

ØContingency testing
12 months

ØSelf-directed behavior
28-30 months

(Lin, Bard, & Anderson, 1992)

4.5 yrs - 8 yrs
(Povinelli et al, 1993)

81
Q

Why Study Cognition in Dolphins?

A

Highly social with open fission-fusion societies
–Size & membership of subgroups can change daily or
hourly
–Subgroups are sex & age specific or based on
reproductive status (mother-calf nursery groups)

82
Q

Why Study Cognition in Dolphins? cont’d

A

Evolved large brains with extensive cortical folds
and a large cerebral cortex
–Relative brain size is greater than all non-human primates
•Exhibit a wide range of advanced cognitive abilities

83
Q

Dolphin Cognition

A

Behavioral & vocal imitation (vocal learning) (
§Can understand meaning of words (gestures) &
word order both in person & on TV.
§Visual & echoic discrimination
§Extensive auditory, visual & spatial memory
§Evidence for culture, tool-use & possible dialects

84
Q

Background of bottlenose dolphins

A

Bottlenose dolphins (Tursiops truncatus )
•Long-lived (~50 years)
•12-month gestation period
•Nurse calves an average of 3-4 years
•Precocious motor & social
development
•Delayed reproduction
-Extended juvenile/adolescent period
Increased opportunities for social learning

85
Q

Goals of dolphin msr Study

A
  1. Document the age at which MSR emerges in
    young dolphins
  2. Describe stages of behavior & quantify
    specific behaviors exhibited by each dolphin
    throughout mirror exposure
  3. Compare the developmental dolphin data
    with data previously described in humans &
    chimpanzees
86
Q

dolphin Passing the Mark Test:

A 
–Dolphin oriented the 
marked part of their body 
toward the mirror more 
frequently in the post-mark 
versus pre-mark condition
87
Q

comparative developmental: self directed mirror behavior

A

dolphins 5.5-7 mos
chimps 24 mos
humans 12-15 mos

88
Q

examples of memory in animals,

A

western scrub jay caching food in the sand in the ice trays. they also won’t hide food in plain few of other birds. 2 tray choice. loud tray and quiet tray. cache when another bird can hear and not see-they choose quiet.

89
Q

example of memory in animals 2

A

dog remembers the name of all of its toys

90
Q

examples of speech in animals

A

Alex the African gray parrot

91
Q

ex of problem solving using insight

A

KAndula the asian elephant trying to get the overhanging branch. goes to get box to stand on

92
Q

the octopus personalities..

A

activity (active v inactive)
reactivity (anxious v calm)
avoidance (bold v inhibited)

Animal Cog Part 4 (1 decks)

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