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Animal Behavior > Midterm Review Guide > Flashcards

Midterm Review Guide Flashcards

1
Q

Clever Hans Effect

A

where the animal will pick up on subtle clues that the trainer is unknowingly giving.

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2
Q

What does the Clever Hans Effect tell us about animal perception?

A

It shows us that animals are closely memorizing subtle cues given by and learning what they should respond

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3
Q

Ways to mitigate the Clever Hans Effect

A

take owner/trainer away, avoid outside distractions, not allowing animal to be in contact with experimenters or spectators

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4
Q

Lloyd Morgan’s Canon

A

In no case should we intemperate an action as the outcome of the exercise of higher mental ability. Explain animal behavior in the simplest way possible.

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5
Q

How does Lloyd Morgan’s Canon relate to evolution

A

Often times related species will share cognitive abilities that go back to a common ancestor.

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6
Q

How does Lloyd Morgan’s Canon relate to the phylogenetic tree?

A

The more widespread a behavior, the more likely it is older and originated in a more distant common ancestor.

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7
Q

Domain-general processes

A

things like perception( visual, auditory, etc.) , memory, and learning. Global knowledge, interdependent, senses work together.

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8
Q

Habituation

A

Responses to prolonged unchanging stimuli decline

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9
Q

Examples of Habituation:

A

Baby and toy: baby would look at the toy, but after a while would look away.

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10
Q

Dishabituation

A

when new stimulus comes along, you get some of the amount of response back,

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11
Q

Example of dishabituation

A

When they shook the babies toy and it rattled, the baby looked at the toy again.

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12
Q

Why study habituation?

A

it gives an indication of an animal’s natural response to changes in its environment an how it gauges threats

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13
Q

Generalization

A

when an animal applies a response from one stimulus to another similar stimuli.

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14
Q

Example of generalization?

A

a bird trained to peck a purple key also pecking blue and violet keys, or a rat pressing a lever when it hears tones of a similar pitch

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15
Q

Learning (definition)

A

Change in an subjects behavior to a given situation brought by repeated experiences in that situation provided that the change cannot be explained on the basis of native responses, maturation, or temporary states(drugs).

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16
Q

Types of Associative learning

A

Classical conditioning, Operant Learning (instrumental)

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17
Q

Associative learning

A

forming relational connections between certain stimuli in an environment.

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18
Q

Latent learning

A

such as navigation, is done naturally as a result of perception and without reward

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19
Q

Changes in behavior not due to learning are from:

A

maturation, or changes in internal states (hormones, intoxication)

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20
Q

Classical conditioning (Pavlov)

A

learning about relationships between stimuli, goal is to prepare for an event

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21
Q

US

A

a natural salient

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22
Q

CS

A

neutral stimuli

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23
Q

UR

A

natural response to US

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24
Q

CR

A

the learned response to the CS

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25
Q

Example of classical conditioning

A 
Balloon experiment
US: popping balloons
UR:startled
CS: facial expression, counting prof.
CR:tense muscles
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26
Q

Do the CR and the UR always have to be the same?

A

No.
CR depends on CS not UR
The CR is the preparing for the US

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27
Q

Eye blink experiment for Classical conditioning

A

US: puff of air
UR: blink
CS: tone or light
CR: close eyes

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28
Q

Taste Aversion

A

lace food and make animals sick

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29
Q

What conditions are necessary for classical conditioning to occur?

A

At least 2 perceivable stimuli, Contiguity, contingency, surprise, attention

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30
Q

Blocking

A

Pretraining with one stimuli, and then training with 2, including the pertained. Test if animal will respond to the 2nd stimuli (they won’t)

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31
Q

Overshadowing

A

Train with two stimuli, test with just one, and see if they respond. (nope)

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32
Q

How does blocking challenge contiguity?

A

Even though the CSs are both contiguous in time, one CS is still blocked from learning. This defies the idea that closeness in time always impacts response

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33
Q

S-R model of Pavlovian conditioning (classical)

A

An animal will form an association between the conditioned stimulus and the response (skipping the US to create the behavior)

34
Q

CS-US Model of Pavlovian conditioning (classical)

A

the animal forms an association betters the CS and the US, which leads to the observed response

35
Q

US devaluation

A

like taste aversion, Supports CS-US model better

36
Q

Instrumental conditioning

A

the animal is learning an association between its behavior and a certain outcome

37
Q

Conditions necessary for Instrumental Learning

A

Contiguity, Contingency(reliable), motivation

38
Q

Vi

A

The predictive value

39
Q

Sum of DeltaVi

A

the sum of associative strengths for all stimuli in trial

40
Q

DeltaV

A

the change in predictive values of stimulus

41
Q

Lambda (Y)

A

the asymptote of learning; strength of the US

42
Q

Alpha i

A

CS salience

43
Q

Beta i

A

US salience

44
Q

Lambda minus sum of Vi

A

amount of surprise

45
Q

Resocorla-Wagner model formula

A

DeltaVi=AlphaiXBetai(Lambda minus sum of Vi)

46
Q

How can you make learning faster through Rescorla-Wagner Model?

A

by increasing or decreasing the importance or noticeability of the CS or US to the animal, ex. louder noises

47
Q

Alpha and Beta determine…

A

how quickly the animal learn

48
Q

DeltaV increases when

A

Surprise increases

49
Q

Surprise decreases when…

A

the stimuli are not important to the animal and also with more and more pairings of the stimuli (habituation)

50
Q

S+

A

Increase responses, response-> reinforcement

51
Q

S-

A

Decrease responses, response-> no reinforcement or a punishment

52
Q

Peak shift

A

maximum responses is not to S+, Ex. Pigeons trained to peck to 550 nm, not not 590nm. max rate of response was at 540nm

53
Q

Perceptual category

A

a group of stimuli that share physical features. human language labels perceptual category with names. (frog, tree, chair)

54
Q

Feature theory

A

animals learn features specific to a category

55
Q

Exemplar Theory

A

perceptual categories are learned by memorizing exemplars, and novel exemplars are categorized by their similarity to learned exemplars

56
Q

Prototype Theory

A

is the perfect exemplar of a category and is accessed when assessing novels stimuli

57
Q

Circadian Rhythms:

A

behavior that occurs at specific times of day

58
Q

endogenous time givers:

A

food light, lack of light

59
Q

Circadian Rhythms: The good & bad

A

good for daily rhythms bad for longer or shorter intervals

60
Q

Interval timing system

A

Allows animals to respond on the basis of specific durations

61
Q

Weber’s Law

A

the change in a stimulus that will be just noticeable is a constant ratio of the original stimulus

62
Q

Scalar property

A

errors in timing increase as duration increases

63
Q

temporal bisection

A

psychological middle is at the geometric mean

64
Q

Analogue Magnitude (relative) system

A

is when you train one number then cary the numbers and other features of the test, to make sure you are not measuring absolute numbers, good for any quantity and obeys Weber’s law

65
Q

Object tracking system

A

tests whether an animal choses a box with more desired items than lesser (test small numbers

66
Q

Serial ordering

A

is when an animal learns a list and then is asked to recall the items in the list

67
Q

Transitive inference

A

when animals learn items in a sequence, and can translate the order/value from the sequence to non-consecutive items

68
Q

Primacy effect

A

remembering the very beginning of a list you’re trying to remember

69
Q

Recency Effect

A

remembering the very last items on the list you’re trying to remember

70
Q

Dead reckoning

A

system that uses heading and distance to navigate, without any context clues from the environment, other than the sun compass/magnetic perception of direction. Distance is measured in steps or optic flow

71
Q

Routes

A

a system of navigation that uses a set path frequently traveled by an animal, and the animal will memorize that exact path and will not deviate from it

72
Q

landmarks

A

global cues that animals use to orient their positions, and it requires that the animal associate the landmark with home and make note of the relative direction and stance of home from the landmark

73
Q

Beacon

A

a local cue that signals the end destination

74
Q

Retention interval

A

the space of time that occurs between initial learning(T1) and the memory recall stage(T2)

75
Q

Intertrial interval

A

amount of time between separate trials in learning studies. if there is a longer intertribal interval the animal uses less proactive inference

76
Q

Encoding

A

the intake of perceptual information into an animals brain

77
Q

Retention

A

depends on interference, and is how long an animal can keep a memory stored without it degrading

78
Q

performance

A

is the degree to which the animal correctly recalls information or behaves a certain way in response to a stimulus

79
Q

Inference

A

is a reduction in memory retention due to extraneous events

80
Q

Proactive inference

A

is when information is already stored in the memory can interfere with the storage of new information

81
Q

retroactive inference

A

is when new information my interfere with what is already in memory

82
Q

in a visual search task, animals must locate a.

A

target against a field of distractors

Animal Behavior (1 decks)

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