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Animal Behaviour (mine) > Last Few Lectures > Flashcards

Last Few Lectures Flashcards

1
Q

what are the weasles in Nova Scotia

A

Pine Marten and Fisher are found in nova scotia

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2
Q

what is one species in mustelids that people believe should be distinct?

A

the Skunk family, which are mostly found in the valley and truro

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3
Q

what mink used to be found in Nova Scotia?

A

Sea minks used to be found in Nova Scotia but are now extinct due to fur trade

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4
Q

are members of the weasel family carnivores or herbivores?

A

they are carnivores

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5
Q

what is the smallest carnivore?

A

Least Weasels, about the size of a chipmunk

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6
Q

describe Minks

A

not very fearful but they are super bold

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7
Q

describe Martens

A

do not get along with fishers as fishers have been known to try and eat martens. they are smaller than fishers

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8
Q

describe Fishers

A

known to hunt squirrels and also porcupines, they will flip the porcupine on its back and attack the belly

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9
Q

what are the main characteristics of mustelids

A
  • musk from anal glads which is unique to this species
  • solitary (except otters and european badgers)
  • sexually dimorphic as males are larger than females
  • they are important for the fur industry
  • a domesticated species is the ferrets which were domesticated by romans 2500 years ago for hunting
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10
Q

describe River Otters

A
  • can be found in NS
  • very smart and can be nice pets when they are tamed
  • like to play with each other when they become adults
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11
Q

describer Pine Martens

A
  • a species at risk in NS

- none of the pine martens in NS are indigenous to here

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12
Q

describe Corollary

A
  • short tailed weasel turns white in the winter, a hormonal mechanism related to length of days and night.
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13
Q

describe Least Weasels

A
  • small as a finger, will attack squirrel and chipmunks or other things that are bigger than them, have also been known to eat a deer
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14
Q

define Social Behaviour

A

interactions between two or more individuals within the same species in which, one or more of the individuals benefit from the interaction. the definition includes: courtship and mating behaviour as well as parental behaviour

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15
Q

what are the categories of social behaviour

A
  • sexual behaviour
  • parental & alloparental behaviour
  • agnostic behaviour (conflict): aggression and submission
  • affiliative behaviour including play
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16
Q

define Epimeletic

A

care giving, altruistic behaviour

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17
Q

define etepimeletic

A

care soliciting, asking for others help and care

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18
Q

define allelomimetic

A

doing the same thing of others, synchronization. if you want something from others you are more likely to mimic what they do

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19
Q

describe Agnosim

A
  • about conflict, a hierarchy of behavioural patterns (aggressive or submissive) used during a conflict with conspecific, does not necessarily lead to reciprocity, based on a set of species specific social rules, aggressive or submissive acts include body movements, vocalizations or scent marking
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20
Q

describe aggression

A
  • aggression is a behaviour intended to inflict injury/damage/pain or discomfort or fear upon another individual
  • aggressiveness describes a predisposition or a disposition
  • alot of aggression comes from fear/anxiety levels
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21
Q

describe submission

A
  • response to aggression, behaviour used in order to avoid or escape aggression
  • submissive behaviours include freezing or ignoring
  • walking away from aggression however can appear aggressive so can not responding to threats
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22
Q

what are the dimensions of agnostic behaviour

A
  • form: the pattern of aggressive/submissive behaviour (how is it done?)
  • cause
  • function: what is the aggressive/submissive act for?
  • consequences: what happened?
  • dispositional: hunger state, endocrine state, male/female, internal to the individual, current feeling
  • situational: external to the individual, the context
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23
Q

what are the psychological processes involved in agnostic behaviour

A
  • connotative: motivational factors, depends on the context, social and physical, internal and external
  • affective: (socio-)emotional factors (activity reactivity; temperament)
  • cognitive: perceptual and decisional factors, social cognitive factors and social intelligence
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24
Q

what are the requirements for dominance to take place in dominance hierarchies

A
  • individual recognition and necessary social information processing
  • interactional learning: earning from previous social experiences
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25
Q

what are the different kinds of aggression?

A
  • hostiles (emotional) vs. Instrmental (not personal) aggression
  • annoyance motivated vs. incentive motivated aggression
  • reactive vs. proactive aggression
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26
Q

what is the main limitation of the sociobiological models of aggression/dominance

A

it applies to contests for 2 individuals only

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27
Q

describe the Hawk-Dove models

A
  • a sociobiological perspective proposed by maynard smith
  • hawk: persistance to injury, its rule is always be aggressive/aggressor
  • dove: pretend, but retreat if opponent escalates
  • missing ownership; idea that the hawk/dove profile wil change if you own something vs. if you don’t, this is where the bourgeios and anti bourgeeois comes in
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28
Q

describe the variations of the Hawk-Dove Model

A
  • Bourgeois = strategy; play hawk if territory holder, play dove if you are not
  • anti-bourgeois = strategy; play dove if territory holder, hawk if not
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29
Q

describe war of attrition

A
  • sociobiological view
  • testing the limits of another individual
  • assumption: the distribution of contest length is related to the value of the object (source) of the conflict
  • trying to see how long one will last during a competition
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30
Q

describe sequential assessment

A
  • sociobiological perspective
  • opponents are in continual sequential assessments of each other in ‘bouts’, you want to get all the information as you watch individuals interac with eachother.
  • basically, make a move to attack and see how the other responds and then continue now, understanding the best move
  • in this method the least risky behaviour is used first and slowly builds up in aggression based on response
  • this is the best approach as far as literature goes
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31
Q

what is sequential assessmment an excellent model for?

A
  • an excellent model for predicting outcomes, description of a full fighting sequence and identifying give up thresholds
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32
Q

what are related phenomena to sociobiological models of aggression

A
  • winner effect = winning predicts more wins
  • loser effect = losing predicts more losses
  • bystander effect = earning by observing future opponents fight
  • audience effect = individuals that are watched can change or adjust their behaviour
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33
Q

what are the environmental variables for aggression?

A
  • prenatal and perinatal influences. for examples undernutirtion of mothers or hormonal exposure
  • learning and experience. ex. social deprivation in mice can lead to an increase in aggressive behaviour
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34
Q

what are the characteristics of dominance hierarchy

A
  • the dominant animal controls the subordinate animals. can vary in
    1. frequency: of reversals, reciprocations (stability of hierarchy)
    2. duration: stand offs vs. quick aggressive encounters; may not be meaningful if the interaction only lasts a few seconds
    3. intensity of the interaction, the outcome/magnitude of an effect.
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35
Q

what does the structure of a dominance hierarchy depend on?

A
  • stability of a group
  • the size of a group
  • the individuals involved
  • the external factors, for example availability of resources
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36
Q

describe peck-right hierarchies

A

all aggressions go from dominant animal to subordinate

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37
Q

describe peck-dominance hierarchies

A

a majority of aggressions go from dominant to subordinate

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38
Q

what is the criteria for a dominance hierarchy?

A

you NEED asymmetry in order to have a domincance hierarchy

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39
Q

what are the types of hierarchies

A
  • species specific
  • resource specific
  • population
  • n specific: cultural aspect? potentially
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40
Q

describe the physiological factors in aggression

A
  • limbic system is important here as it is where emotions are modulated in the brain. amygdala also has a big part in this as it identifies threats and how to respond to them
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41
Q

describe the role of the hypothalamus and aggression

A
  • promotes offence, defence ad escape
  • gateway between nervous system and endocrine system, linked to hormones at some levels
  • two levels are responsible for two different things:defensive attacks (ventromedial) and direct attack
42
Q

describe the role of the amygdala and aggression

A
  • important for fear response

- if removed there is less fear and monkeys will move up in rank

43
Q

what other brain structures are involved in aggression?

A
  • midbrain
  • frontal lobe
  • temporal lobe
  • hippocampus
  • thalamus
44
Q

describe the role of serotonin an aggression

A
  • low levels of serotonin translates into aggression in most species, in depression you will see heightened irritability
45
Q

describe the role of dopamine and aggression

A
  • important for reward in the brain
  • too much dopamine = higher aggression
  • if you try and pull people away from reward seeking behaviour they will get really aggressive
46
Q

describe the role of norepinephrine and aggression

A
  • a link between aggression and depression
47
Q

what are socialmatricies?

A
  • used to understand the structure of a group, work best with groups of 5 individuals
48
Q

what are socialmatricies used for?

A

can be used for the understanding of:
- deominance hierarchies (agnostic interactions)
- affiliations, associations, preferences, cooperations, coalitions, friendships
- sexual behaviour
- communication
- who’s paying attention to who
proximities

49
Q

what are the two dimensions of personality?

A
  • temperment; biological and genetic part of personality, makes you who you are from birth
  • character; moulded by learning, experience and the environment, the part of personality that can change
50
Q

describe Pavlov and personality

A

had a typology of the dogs nervous system based off of their activity reactivity to stimuli and their conditionability, that is, how easy or difficult they were to classically condition

51
Q

describe Pavlov’s typology

A
  • weak nervous system: melancholic dog
    strong nervous system has 2 subtypes;
  • balanced: mobile (quite active, sanguine); slow (phlegmatic, couch potato)
  • unbalanced: choleric digs (aggressive individual)
    this typology originates from hippocrates and galen
52
Q

describe Reale et al on personality

A
  • shyness/boldness: response to risky situations; defining who will take risks and who wont
  • exploation/avoidance: response to novel situations
  • aggressiveness ; more likely to engage in fights
  • sociability: any contact usually towards those of same species
53
Q

according to Gosling what are spotted hyena’s personality traits?

A
  • assertiveness
  • excitability
  • agreeableness
  • sociability: between them
  • curiosity
54
Q

describe shy-bold continuum

A
  • high predictability: the Kagan studies; started with fish
  • boldness: risk taking, sensation seeking, high sociability, leadership, dominance, initiative
  • shyness: tame behaviour, relaxation seeking, low sociability, conformity, sub ordinance, more likely to be followers
55
Q

describe studying bold and shy fish

A
  • seine: when you capture fish from the sea and throw back the fish you don’t need
  • seining is non discriminative
  • only bold fish will go to minnow traps, is you used minnow traps you will only have bold fish
  • research with birds found that fast birds were bolder, aggressively approached objects. sow birds were shyer and followed bold birds
56
Q

what is looked at when testing personality?

A
  • consistency
  • repeatability
  • heritability ( lab experiments&raquo_space;> behaviour genetics; field research: knowledge of genealogies)
57
Q

what are mirror image stimulations?

A

use of a mirror, tests reactivity and aggression

58
Q

what are keeper surveys

A

looks for traits associated with reduced breeding success

59
Q

what are strategies to study behaviour syndromes

A
  • the puzzling behaviour approach
  • the candidate behaviour approach: looking for relationships between behaviours that are part of a syndrome in other species
  • the proximate or bottom up approach: genes, hormones and neurotransmitters
  • the ecological approach: the role of the environment
60
Q

what are examples of domain specific individual differenced for the candidate behaviour approach?

A
  • shy bold axis
  • proactive-reactive axis
  • aggressivness
  • neophobia
  • exploratory behaviour
  • in other words people pick very specific behavioural profiles and try to understand how they apply in a social group
61
Q

what are the fitness consequences of personality?

A
  • variability in the phenotype important to sociobiology

- bolder males have and increase in reproductive success but at a survival cost

62
Q

what is Spinka’s theory of play?

A
  • cost = energy

- benefit = fun

63
Q

what is the criteria of play?

A
  1. not completely functional
  2. endogenous component
  3. structural/temporal difference
  4. repeated
  5. relaxed field
64
Q

describe play coping with stress

A

wolves in packs with pups have lower overall stress and wolf adults who play w/ pups less stressed than adults who don’t

65
Q

describe Panksepp’s take on play

A
  • play = indicator of physical and mental health
  • it is very hard to induce play via antagonists or agonists
  • best way to induce play is to deprive rodents of it and give it back
66
Q

describe Burgharts take on play

A
  • even in non-social species, the young are the ones who play
  • in social mammals, the young drag the adults into play
  • play intitated in optimal conditions: relaxed, witnessed setting, panksepp agrees
67
Q

describe the triune brain

A

3 layers of the brain

  1. reptilium brain (all vertebrates have)
  2. paleo-mammiliam (limbic system)
  3. cortex “neomammilian”
68
Q

describe the role of the limbic system

A

emotional aspect

69
Q

describe the role of the cerebellum

A

motor

70
Q

describe the role of the basal ganglia

A

motor and motivation

71
Q

describe the role of the neocortex

A

sensorimotor and cognitive

72
Q

how do ethologists view play?

A

they see the behaviour as adaptive

73
Q

how do neurobiologists view play?

A

believe there must be something beneficial about it

74
Q

which plays and which doesn’t: rats and mice

A 
rats play (if you tickle a rat it will laugh)
mice don't
75
Q

how did beckoff view play

A

play = behavioural action sequences

- can be measured

76
Q

describe electric fish

A
  • communicate electrically
  • largest brain of all vertebrates (big cerebellum)
  • very social
  • cerebellum controlling communication and also play
77
Q

true or false, turtles play?

A

true! however, there are not much play in other reptiles and amphibians

78
Q

what are the types of play?

A
  • object = more than just exploring it, they engage
  • social = (dyads) size of brain linked to how many you engage with
  • locomotor = running/hopping/jumping in baby goats is an example. very specific to species. tough environments necessary for motor development
79
Q

what are the types of play?

A
  • object = more than just exploring it, they engage
  • social = (dyads) size of brain linked to how many you engage with
  • locomotor = running/hopping/jumping in baby goats is an example. very specific to species. tough environments necessary for motor development
  • interspecific play = humans and dogs playing
80
Q

describe the Spinka theory of play

A
  • dopamine. play is rewarding as it produces endorphins because it is physical and pleasurable
81
Q

describe play fighting

A
  • teaches us how to gauge others
  • ## in dominance species helps you find your rank
82
Q

describe locomotor (solitary) play

A
  • fine tuning of motor skills
  • cerebellum important with this type of play, challenging the cerebellum in order to fine tune it
  • repetition encodes information(motor tuning hypothesis)
  • how quickly you correct yourself when you slip up ( motor tuning hypothesis)
  • synaptogenesis in cerebellum
83
Q

describe social play

A
  • exploring social network, how strong am i compared to others
  • info gathering
  • understanding relationships
  • useful for coalition formation and self-assessment of own development
84
Q

what are signals of play

A
  • pawing = want to play
  • play-bow: arch back during play
  • arch back + stretch + yawn before play
85
Q

describe the anti thesis principle

A

high vocals and ow to the ground. supports that play involves theory of mind

86
Q

what are syngnathids?

A

seahorses, pipefish, pipe horse and seadragons. males have a marsupium or use ventral gluing
many are monogamous or polyandrous

87
Q

what is male brooding?

A

it means that the young depend on parental survival for far longer than most fish

88
Q

where are pipefish typically found?

A
  • in estuaries, coves, bays or inlets where eelgrass or seaweed are abundant. also can be found in freshwater near the coast
89
Q

what do pipefish look like?

A
  • pencil like
  • narrow head
  • tubular snout
  • yellow-green colour
  • rings of bony scales
  • red eyes, which they can move independently of each other
90
Q

describe pipefish breeding

A
  • males store eggs in the brooding pouch

- females insert eggs directly into the pouch using an oviduct

91
Q

describe Bernsteins Social Role theory

A
  • based on the social function of individuals, the division of labour
  • requires polyethism
92
Q

what can roles be restricted to?

A
  • age group
  • sex
  • rank
  • specific body type (castes)
93
Q

describe Barnetts terminiology

A
  • treptic = define the effect or consequence of an action
  • apotreptic = causes a conspecific to withdraw
  • epitreptic = causes a conspecific to approach
94
Q

what are advantages of barnetts theory

A
  • makes no assumptions about the intention or state of an actor
95
Q

play deprivation will ______ in rodents

A

increase play

96
Q

what are play supressing neruochemicals

A
  • serotonin
  • norepinepherine
  • GABA
  • opiods: in high does
  • dopamine: in high dose
  • oxytocin
  • CRH
97
Q

what are play arousing neurochemicals?

A
  • acetylcholine
  • glutamate
  • opiods: low dose
  • Dopamine: low dose
98
Q

whats Burghardts take on play?

A
  • correlated with parental care and behaviour
  • play is repeated, incompletely functional behaviour differing from more adaptive versions structurally, contextually, ontogenetically and intiated when the animal is relaxed
99
Q

what are the 5 criteria to recognize play?

A
  • not completely functional
  • endogenous component
  • structural/temporal difference
  • repeated
  • relaxed field
100
Q

what are strategies to study behaviour syndromes?

A
  • the puzzling behaviour approach
  • the candidate behaviour approach: looking for relationships between behaviours that are part of a syndrome in other species
  • the proximate or bottom up approach: genes, hormones, neurotransmitters
  • ecological approach: the role of the environment

Animal Behaviour (mine) (3 decks)

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