Quiz 2 Flashcards

1
Q

species-specific behaviors

A

behaviors that show little variability between members of the same species; a focus of ethologists

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2
Q

ethologists are concerned with (hint: 3 things)

A
  1. identifying and describing species-specific behaviors
  2. understanding the evolutionary pathway through which the genetic basis for the behavior came about.
  3. capturing their observations on tape or digitally (observations –> ethogram)
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3
Q

ethologists or psychologists:

trained in zoology and studies the evolution of behavior

A

ethologists

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4
Q

field observations

A

used by ethologists to make observations of animal behavior under natural conditions

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5
Q

according to classical ethologists, sign stimuli (“releasers”) act through innate releasing mechanisms to…

A

elicit species specific, fixed action patterns

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6
Q

ethologists or psychologists:

used the term instinct to explain motivation

A

ethologists

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7
Q

seven criteria of FAPs

later dismissed because this criteria was found to be too specific, virtually impossible to meet in the real world

A
  1. stereotyped; sequences of motor actions which occur in rigid, predictable, and highly structured sequences.
  2. complex patterns, distinguishing them from simple reflexes.
  3. FAPs are shown by all members of a species (or at least by all members of a given sex in the appropriate age range and physiological condition).
  4. elicited by simple, yet highly specific stimuli.
  5. self-exhausting… the occurrence (not consequence) of the FAP reduces the ease with which it can be re-elicited.
  6. triggered events, therefore, once elicited they will continue to completion, independent of external stimulation.
  7. the occurrence is independent of experience (indicating that there is a strong genetic basis for the behavior)
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8
Q

egg rolling behavior in geese (FAP)

RECOMMENDED
https://www.youtube.com/watch?v=vUNZv-ByPkU

A

elicited by a simple, yet specific stimuli (i.e. goose notices that egg has rolled away from nest)

shown by all members of a species in appropriate age range (i.e. female, mother geese)

stereotyped sequence of motor events (i.e. rolling of egg back to nest)

triggered, unable to be stopped once initiated (i.e. take away egg, behavior persists)

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9
Q

interspecific behavioral parasites

A

exploit innate behaviors due to their stereotyped nature

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10
Q

cuckoos

https://www.youtube.com/watch?v=lgIL8dbSMUA
RECOMMENDED

A

cuckoos are brood parasites that take over the nests of unsuspecting songbirds. They are fed by the songbird parents because they (the songbird parents) react innately to the cuckoos’ begging behavior.

take-away: FAPs are hard wired

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11
Q

‘behavior patterns’ or ‘behavioral acts’ or ‘innate behaviors’ replaced which term coined by early ethologists?

A

fixed action patterns (FAPs)

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12
Q

criticism of the term “Fixed Action Pattern”

A
  1. these behaviors are not really fixed… there are subtle variations between and within animals. (ex. the # of zig zags in male stickleback courting dance)
  2. Fixed Action Patterns are not really innate (i.e. instinctive or “hard-wired”)… they can be subtly modified by experience.
  3. behavior is modified as a result of an animal’s environment… not always triggered in the presence of the external stimulus.
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13
Q

sign stimulus

A

an external sensory stimulus which triggers a fixed-action pattern.

can be very simple and very specific

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14
Q

Niko Tinbergen: performed pioneering studies on sign stimuli (red ventral surface) for male 3-spined sticklebacks

A

observed: agonistic and courtship behavior of the 3-spined stickleback.
noticed: male 3-spined stickleback fish responded aggressively to red trucks passing by their tank.

Fixed-Action Pattern: Male sticklebacks attack other males that enter their territories.

Sign stimulus: The red belly of the invading male. Sticklebacks attacked non fish-like models with red on the ventral surface.

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15
Q

Tinbergen (1951) used crude models (simple and specific) of sticklebacks to investigate which features of male and female sticklebacks elicited attack and courtship behavior from male sticklebacks. What were his findings?

A

a model with a red belly was attacked

a model with a swollen belly was courted

The term “sign stimulus” or “releaser” was used to describe simple features (e.g., red belly) of a complex stimulus (e.g., male stickleback) that brings about a particular fixed action pattern (e.g., head down attack behavior in male sticklebacks).

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16
Q

gull chicks peck at the red dot on the bill of their parents (simple and specific) which causes the parents to regurgitate food into the chicks’ mouths. Identify the sign stimuli and FAPs (there are two)

A

sign stimuli: the red dot on the bill of the gull parents

FAPS: 1. gull chicks pecking at the red dot (precocial chicks); 2. gull parents regurgitating the food (behavior).

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17
Q

precocial v. altricial

A

altricial: hatching occurs in early stage of development… chicks will remain in the nest and depend on their parents for food, heat, and protection. Altricial chicks are born with closed eyes, naked, patches of down feathers, and unable to move away from the nest.
precocial: hatching occurs in a later sate of development… chicks are born with open eyes, well-developed down cover, and leave the nest soon after hatching. Precocial chicks can walk, run, and swim after a few hours of hatching. They can find their food, but they are usually helped and protected by their parents.

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18
Q

supernormal stimuli (hint: gull example)

A

an abnormally enhanced sign stimuli that is capable of producing a higher frequency of the effected FAP than the original sign stimuli.

gull example findings:

  1. goose head = normal
  2. cardboard head = normal
  3. just the bill = normal
  4. red tee with yellow lines = more
    intense reaction (why? we flooded
    the visual sensory system with red)

(recommended)
https://www.youtube.com/watch?v=cJ9oujmuVd0

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19
Q

the ____ was viewed as intrinsically organized and held in check by active inhibitory processes in the ______ nervous system. The removal of this inhibition “released” the behavior and thus permitted its occurrence. The ____ was a hypothesized locus in the CNS on which Sign Stimuli operated to release the FAP

A

FAP
Central
IRM (innate releasing mechanism)

note: IRMs inhibits the performance of a FAP
tip: think of a hand holding down a spring… the sign stimuli knocks away your hand… your hand moving away is analogous to the FAP

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20
Q

action specific energy (ASE) …. a.k.a “motivation”

A

Each FAP was thought to have its own reservoir of “action specific energy.”

The amount of energy in the reservoir increased steadily as the animal refrained from displaying the FAP.

The ease with which the FAP was elicited was a function not only of the sign stimuli, but also of the level of ASE at that point in time.

Finally, the level of ASE could become so great that the FAP could occur in the absence of any stimulus; this was termed a “vacuum activity.”

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21
Q

AES: male guppy courtship behavior

define the following in this example:

  1. the external stimulation?
  2. the internal stimulation?
  3. relationship between ext. and int. stimulations
A

ext. stimulation = female size
int. stimulation = male motivation

note: highly motivated males still want a larger (i.e. more attractive) female mate, however, their threshold is lower, so they are willing to mate with a smaller (i.e. less attractive female)
note: in this particular example, BUT NOT ALWAYS, the ASE (male motivation) is inversely proportional to the sign stimuli (female size)

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22
Q

Lorenz (1950): the hydraulic or “flush toilet” model

also referred to as the “psychohydraulic” model

A

ASE: water from faucet filling the tank

valve: innate releasing mechanism
weight: sign stimulus

consummatory responce: FAP

take-away: in order to release the valve (i.e. overcome the valve), we need either: 1. a strong sign stimuli, 2. a high action specific energy, 3. a mix of the two.

take-away: this illustrates the possible cooperation of a sign stimulus (weight) and ASE/motivation (height of the water) to elicit a behavioral response (by opening the valve).

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23
Q

we have seen that action patterns are frequently triggered by a highly specific stimulus, which the ethologists called a “sign stimulus” or “releaser” … However, sometimes action patterns appear for no obvious reason at all. How can we explain this?

A

Vacuum activity: behaviors set off for no apparent reason (i.e. “in a vacuum” meaning that there is no sign stimulus).

Lorenz suggested that animals have a need to exercise biologically natural behaviors, even if the behavior has no function (or cause)

ex. Lorenz’s fly-catching birds snapping at the air in the absence of insects

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24
Q

displacement activities

A

out-of-context behaviors; common behaviors that are seen outside of their typical motivational context; seem to discharge tension or anxiety

example: Lorenz noticed that when confronted with a human holding food, squirrels are caught between approach and avoidance tendencies, but they cannot do both… instead they then may become visibly edgy… take a few hops toward the human holding the peanut, scratch itself suddenly or make a few digging movements.

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25
Q

when might displacement activities occur? (hint: there are two scenarios)

A
  1. when there are tendencies to engage in 2 different behaviors, such as “fight or flight”
  2. when there is a strong tendency to engage in a certain behavior, but simultaneously, a strong inhibition against that behavior
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26
Q

QU: What might happen when two birds (of different territories) meet?

A

displacement activities:

there are simultaneous conflicting urges to attack and retreat… as a result, the birds may begin to self-groom, or nest build (displacement activities)

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27
Q

redirected activity

A

mainly aggression; another resolution to conflicting behavioral states; a behavior might be directed towards an inanimate object or subordinate animal.

Lorenz defined redirected activity as a behavior that is redirected from a threatening or inaccessible target to another target that is more convenient or less threatening.

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28
Q

state the three action patterns aroused in unusual circumstances (proposed by Lorenz)

A
  1. vacuum activity
  2. displacement activity
  3. redirected activity
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29
Q

intention movements

A

the incomplete or preparatory movements that occur at the beginning of an activity; they provide information about the activity a particular animal is about to perform and act as a signal to others. (ex. the canine ‘play-bow’)

ex. N. Tinbergen and K. Lorenz suggested that bluffing and threat displays (i.e. bared teeth in animals or a clenched, raised first in humans) were intention movements which evolved through a process of “ritualization.”

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30
Q

21st century contributions to animal behavior (all of these are integrated today)

A
  1. neuroscience
  2. molecular biology

note: along with ethology (evolution), psychology (learning), and ecology (habitat)

31
Q

why did the ‘t - shape’ elicit an alarm response in baby geese? no response?

A

alarm response: saw hawk
no response: saw goose

take-away: the specificity of sign stimulus (the same stimuli moving in two different directions can produce drastically different behaviors)

32
Q

behavioral genetics

A

a study of the genetics which underline behavior patterns

note: there used to be a division for behavioral genetics in the psychology department at UT

33
Q

innate behaviors (a.k.a. instinct behaviors)

A

behaviors that are performed the same way each time, fully expressed the first time they are exhibited, and present even in individuals raised in isolation

34
Q

reflexes

A

involuntary movement in response to stimulus; not FAPs

35
Q

fixed action patterns

A

behavior that displays almost no variation and, once started, cannot be stopped until completed

36
Q

why is it “naïve” to break down behaviors into “nature v. nurture” categories?

A
nature = genetic basis 
nurture = environmental basis

behaviors are interactional; complex phenotypes typically result from both genetic AND environmental influences

note: many anatomical outcomes, such as human height, also have both an environmental and genetic basis

37
Q

behavioral variation is __________ with genetic variation.

A

associated

38
Q

phenotype

A

observed traits of an individual

39
Q

genotype

A

all the alleles of an individual

40
Q

behavior is a result of… (hint: there are three)

A
  1. genotype
  2. environment
  3. gene-environment interactions
41
Q

behavioral phenotypes include both…

A
  1. genetically based (i.e hard wired) behaviors

2. learned behaviors (during the course of their lifetime)

42
Q

predominantly environmental

A

specific language

specific religion

43
Q

predominantly genetic

A

blood type

eye color

44
Q

interactional

A

height
weight
skin color

45
Q

polygenic

A

traits that are controlled by multiple gene loci

46
Q

the job of a behavioral geneticist is to …

A

to analyze how much of a behavior is based in genetics vs. how much was based in the environment which the animal was raised

47
Q

the two assumptions of behavioral geneticists about behavior are…

A
  1. behaviors are interactional (e.g. both environment and genetics play a role in a resulting behavioral outcome)
  2. the genes that underlie behaviors are polygenetic (ex. height, weight, and skin color)
48
Q

William C. Dilger (1960s) Lovebirds Experiment

hint: it is also naive to divide behaviors into innate (i.e. FAP) or learned

A

observed: two different types of lovebirds (fishers and peach-faced) that have two different ways of transferring nesting material

Fischers Lovebirds: cut long strips of paper with their beaks and take it (using their mouth) back to their nests

Peach-Faced Lovebirds: cut off short strips of paper with their beaks and take it (tucked under the feathers in their back) back to their nests

experiment: Dilger crossed pure bred peach-faced lovebirds with pure-bred fischers lovebirds then observed/ recorded the nest building behavior of their offspring

results (genetic and environmental):

genetic: we can see the behavioral influence of both parents in the offspring… the hybrids cut medium sized strips of paper with their bills; after trying unsuccessfully to tuck the paper under their feathers, they gave up and carried the strips back to their nests using their mouths.
environmental: as the birds grew up, they stopped trying to tuck the paper under their feathers (i.e. they got better at the behavior). Instead of trying to tuck the paper under their feathers, they eventually just turned their heads, then proceeded to carry the paper strips in their mouth

49
Q

name the two strains of honeybees

Apis mellifera

A

hygienic

unhygienic

50
Q

most strains of honeybees are _______ , meaning that if the workers detect that a bee larva has been infected by the bacillus, Paenibacillus larvae, they will uncap the cell and remove the diseased larva.

A

hygienic

51
Q

American foulbrood

A

a bacterial disease that can infect honeybee larvae

52
Q

what happens when honeybee larvae become infected with American foulbrood?

A

Honey bee larvae infected with American foulbrood become a stringy mass of material that later dries and carries the spores that may infect other larvae = total colony collapse

53
Q

a pure-bred hygienic honeybee is crossed with a pure-bred unhygienic honeybee (mendelian cross). What percentage of the offspring will be hygienic? Are the hygienic alleles dominant or recessive?

A

0%

recessive (unexpressed)

54
Q

one of the unhygienic heterozygotes (F1 generation) is then crossed with a homozygous recessive honeybee (i.e. testcross)? What were the resulting behaviors observed and their proportions? What do the results of this testcross suggest?

A
  1. ¼ Uncap cells but do not remove larva.
  2. ¼ Remove dead larva from previously uncapped cells.
  3. ¼ Not uncap or remove larva.
  4. ¼ Uncap cells and remove larva

these results suggest that this is a dihybrid trait (two different genes are influencing the behavioral phenotype). there are very few gene loci contributing to this phenotype.

hint: think about Mendel’s test-cross between a yellow and round pea (Rr,YY) and the homozygous recessive green and wrinkled pea (rr, yy) … he saw the same ratio 1:1:1:1.

55
Q

what techniques have been used in the past to alter the genome/observe the behavioral results (i.e. observing the relationship between genes and behavior)

A

mutations and knockout studies

56
Q

when _______ are deliberately caused, using a mutagenizing technique such as chemicals or x-rays, there is no control over the site or extent of the damage or alteration of the DNA.

A

mutations

note: This technique usually leads to animals that are sick or dysfunctional and, because the mutations are random in nature, it is time-consuming and expensive.

57
Q

what are knockout studies?

A

experimental manipulation of gene function (one gene). In a knockout procedure a specific gene is targeted and disrupted.

58
Q

knockout technique (4 steps)

A
  1. Procedure that eliminates the expression of a gene
  2. Then the resulting animals are screened to find out which have the knockout gene in their DNA
  3. These animals are bred to create a strain of animals that are homozygous for the inactivated gene.
  4. The resulting animals are studied for any behavioral changes that might occur as a result of the inactivated gene.

NOTE: THIS IS JUST WHERE YOU BEGIN TO ASK QUESTIONS ABOUT THE FUNCTION OF THE GENE…

59
Q

what is the function of QTL mapping?

A

to identify the location of genes within the genome (for the purpose of this class, we are thinking about genes that influence behavior)

60
Q

what are quantitative trait loci (QTL)?

A

stretches of DNA that either contain or are linked to genes influencing a trait (such as behavior)

61
Q

what is QTL mapping?

A

a statistical technique that combines genetic information with trait information used to determine the location of genes (within the genome) that influence the trait.

62
Q

candidate genes

A

the major genes suspected to contribute largely to the amount to the phenotypic variation of a specific trait

63
Q

if the genes which dictate behavior are polygenic (i.e. maybe even 100s of genes contributing to a behavior), how can we ever differentiate the effects of genes from the effects of the environment on a behavior?

rephrased, most behavioral traits are caused by multiple gene (polygenic) effects. How do we study polygenic effects?

A

height is polygenic
if we graph that (i.e. height by number of individuals)
we see a normal or Gaussian distribution

why? because multiple genes are contributing to the phenotypic outcome

take-away: if we graph a polygenic trait, it will result in a normal, or Gaussian, distribution.

64
Q

pleiotropy

A

a single gene having multiple phenotypic effects

65
Q

epistasis

A

the action of one gene affecting the action of one or more other genes

66
Q

fosB gene knockout mice: what happened?

A

knockout mice developed and reproduced normally, and additionally, their offspring were also normal… however, 2-3 days after being born the babies died… the knockout mouse moms displayed no maternal behavior (i.e. nesting and keeping babies warm)

NOTE: PARENTAL BEHAVIOR IS NOT EQUIVALENT TO MATERNAL BEHAVIOR IN THIS EXAMPLE

67
Q

cross-fostering experiment

hint: is siblicide genetic or environmental?

A

Great Egret chicks: regularly commit siblicide
Great Blue Heron chicks: don’t commit siblicide

Mock (1984) hypothesized that the small bits of food given by Great Egret parents to their chicks enabled aggressive chicks to monopolize the food and kill their nest mates. So, he did a cross-fostering experiment.

The result was that Great Blue Heron chicks, given small bits of food by the Egret parents, became siblicidal indicating that the environment can induce siblicide in the Blue Heron species. In contrast, Egret chicks remain aggressive even when given the large pieces of food typical of Blue Heron parents.

note: mammalian moms form strong olfactory bonds with their young very early on, so this type of cross fostering experiment is very difficult to perform on mammals.

NOT TIGER-PIG MOM

68
Q

heritability analyses

A

can be used to measure the genetic transmission of traits; a quantitative measurement that helps us to discover how much of a resulting phenotypic trait (physical or behavioral) is genetically based vs. environmentally based?

69
Q

population geneticists often divide heritability into two categories

A

2 basic types of heritability

  1. broad sense
  2. narrow sense
70
Q

Heritability (h2):

A

the proportion of phenotypic variation in a population due to genetic variation

71
Q

heritability formulas

A

h^2 = Vg/Vp

Hb^2 = Vg/Vt

Hb^2 - heritability in a broad sense
Vg - variance due to genetics
Vt - total phenotypic variance

Hb^2 - broad sense heritability (accounts fro all variation which may affect phenotype)

72
Q

heritability formulas

A

h^2 = Vg/Vp

Hb^2 = Vg/Vt

Hb^2 - heritability in a broad sense
Vg - variance due to genetics
Vt - total phenotypic variance

Hb^2 - broad sense heritability (accounts fro all variation which may affect phenotype)

73
Q

Usually the heritability of a characteristic (including behavioral) is somewhere between __ and __

A

0 and 1.0