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animal behaviour > quiz 1 > Flashcards

quiz 1 Flashcards

1
Q

Define: Hypotheses

A

testable explanation for observations

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2
Q

Define: Predictions

A

possible outcomes of experimentation

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3
Q

Explain: Niko Tinbergen

A
  • classical ethologist

- connected ‘nurture’ and ‘nature’ with four questions

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4
Q

List: Niko Tinbergen’s Questions

A
  • why is mechanistic cause of behaviour?
  • how did the behaviour develop?
  • what are the effects of this behaviour of fitness?
  • how did it evolve?
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5
Q

Explain: Konrad Lorenz

A
  • classical ethologist
  • grandfather of ethology
  • worked with imprinting animals
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6
Q

Define: Comparative Psychology

A
  • mostly american
  • Skinner & Pavlov
  • aimed at the ‘how’ side of explaining behaviour
  • focus on mechanisms and development behind behaviour
  • focus on learned behaviour
  • mostly in control (lab) environments
  • ‘nurture’
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7
Q

Define: Classical Ethology

A
  • mostly european
  • Tinbergen & Lorenz
  • aimed at ‘why’ behaviours are
  • focused on evolution and function of behaviours
  • focus on inherited behaviours
  • mostly natural enviro/natural actions in captivity
  • ‘nature’
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8
Q

Define: Epigenetics

A

change in gene expression based on life experience

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9
Q

Define: Heritability

A

portion of phenotypic variance that is due to genetic factors

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10
Q

Explain: Cross-fostering experiments

A
  • taking an offspring from one species/environment and putting it to grow up with a different species/in diff environment
  • a way to test parental influences on behaviour
  • is this behaviour learned or instinctual?
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11
Q

Explain: Gene-knockout experiments

A
  • blocking/replacing genes to see if they will change the behaviour
  • is this behaviour genetically based or learned?
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12
Q

Define: Comparative approach

A
  • looking at adaptations of different species in the same environment
  • looking at adaptations of same species in different environments (what is the same/different and why)
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13
Q

Define: Natural Selection

A

organisms with favourable characteristics survive better in an environment, passing those traits on

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14
Q

Define: Fitness

A

relative reproductive success to others in same population

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15
Q

List: Types of Learning

A
  • associative -conditioning (operant & classical)
  • habituation/sensitization
  • social (local emphasis, goal-directed, observational conditioning, imitation)
  • insight
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16
Q

Define: operant conditioning

A

association based on rewards to promote repetition of desired behaviour and deter undesirable behaviour

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17
Q

Define: classical conditioning

A

association of one stimulus to another

18
Q

Define: social learning

A
  • local emphasis: attrition to location/stimulus by others of same species
  • goal-directed: deriving goal of others behaviour, but not copying exactly
  • observational conditioning: classical conditioning in social contexts
  • imitation: learning behaviours by copying others
19
Q

Define: Insight Learning

A
  • connecting complex actions, showing thought processes and planning ahead of time
  • NOT trial and error
20
Q

Define: preparedness

A
  • genetically based predisposition to learn

- the ability to learn, not the subject is acted upon by natural selection

21
Q

Define: imprinting

A

-associating first creature when born to be its mother (follow them and tries to mate with things like it once grown, ie same species)

22
Q

Define: Neuroethology

A

-evol/comparative approach to study animal behavior and underlying mechanistic control of the nervous system

23
Q

Explain: Neural influences on behaviour

A
  • reactions to stimuli
  • memory/learning is stored in brain
    • increased ability to learn and remember means repeated/more focused behaviour
24
Q

Explain: Hormonal influences on behaviour

A
  • by altering:
    • sensation/perception
    • development/activity of CNS
    • musc responsible for behav
  • some hormones initiate changes in behavior
  • some behaviours initiate changes in hormone levels
25
Q

Explain: Organizational effects of hormones

A

exposed to hormones in utero affecting behaviour later in life

26
Q

Explain: Activational effects of hormones

A

immediate response to surge of hormones

27
Q

Explain: Methods for determining if a hormone influences behaviour

A
  • removing gland producing a hormone
  • replacing with a different hormone
  • looking at changes in behaviour correlated with fluctuations in hormone levels
28
Q

Explain: ‘Spandrels’

A
  • little panels left between arches that have been painted
  • they were not built to be painted, they are merely a byproduct of a bigger thing (arches)
  • the use of available parts for a behaviour does not mean they were evolved for that purpose
29
Q

List: Levels of Analysis

A
  • proximate causes
    • mechanistic
    • ontogenetic/developmental
  • ultimate causes
    • functional
    • phylogenetic
30
Q

Define: proximate causes

A

how an individual’s structures function

  • mechanistic
  • ontogenetic/developmental
31
Q

Define: mechanistic/causation level

A

what makes the behaviour/trait happen/how structures work

32
Q

Define: ontogenetic/developmental level

A

how behaviour develops in an individual’s lifetime

33
Q

Define: ultimate causes

A

why the species evolved a structure

  • functional
  • phylogenetic
34
Q

Define: functional/adaptational level

A

trait solving a reproductive or survival problem in current environment

35
Q

Define: phylogenetic/evolutionary level

A

how behaviour changes over time (as a result of evolution)

36
Q

Define: Precocial

A

low to no dependency on parents (ie. able to walk within hours of birth)

37
Q

Define: altricial

A

immediate and high dependency on parents (ie. born blind, hairless, ect)

38
Q

Define: Developmental homeostasis

A

whether normal behaviour can develop despite challenges early in life

39
Q

Define: Umwelt

A

preceptory world of an organism

40
Q

Explain: Why Belding’s ground squirrels disperse

A
  • to avoid inbreeding

- to avoid being attacked by rivals (mate competition)

animal behaviour (2 decks)

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