Reasoning and social learning

Question 1

reasoning

apa definition

Answer 1

thinking in which logical processes of an inductive or deductive character are used to draw conclusions from facts or premises

• deductive reasoning
• inductive reasoning

Question 2

concepts of reasoning

Answer 2

• Forming conclusions that go beyond what is immediately available?
• Insight? Understanding of physical properties, causal relationships?
• Rules?
• Uniquely “human” reasoning?
• Problem solving?
• Flexible tool use?

Question 3

reasoning by analogy

Answer 3

a relationship between 2 objects can imply the same relationship between other objects

Question 4

match-to-sample crows

smirnova et al. (2015)

Answer 4

• 3 pictures, match relationship to middle one
• shape or colour stimulus
• either identity match or relational match
• 78% correct relational matching
• 73% identity match

Question 5

match-to-sample amazon parrots

obozova et al. (2015)

Answer 5

• relational matching 81%
• identity matching 75%

Question 6

pepperberg (2021)

Answer 6

• concepts of same/different
• objects have multiple features: colour, material, shape
• trials where 2 corr answers e.g. shape & material 90% accuracy

Question 7

transitive inference

Answer 7

• work out information from that given
• relationships from given info

Question 8

are monkeys logical?

McGonigle & Chalmers (1977)

Answer 8

• pairs of containers (either + or -)
• • = peanut under
• AB BC CD…
• pick A over B, B over C…
• training telling value of container on particular trials
• value transfer: reinforcement history matters, B>D

Question 9

social dominance in birds

paz-y-mino et al. (2004)

Answer 9

• letter or number group
• most dominant A–>B–>…
• 1–>2–>…
• B submissive to A
• 2 submissive to B
• test observer against member of other group
• experimental group (own group lose obseves) show more submissive beh

Question 10

social learning

heves (1994)

Answer 10

learning that is influenced by observation of, or interaction with, another animal

Question 11

social learning

shettleworth

Answer 11

• Requires an observer & demonstrator - performs the beh later reproduced in whole or part by observer
• To be learning not socially elicited/facilitated beh: observer’s performance must take place at later time, away from direct influence of demonstrator

Question 12

social facilitation

social influence

Answer 12

• Increase in beh due to presence of others performing that beh
• e.g. Humans yawning

Question 13

social enhancement

social influence

Answer 13

Increase in tendency to interact with object because of presence/actions of others

Question 14

local enhancement

social learning

Answer 14

increase in tendency to approach location because of presence/actions of others

Question 15

affordance learning

social influence

Answer 15

• Learning about what can be done with objects or the environment
• Not necessary to have observed from another

Question 16

food preferences

wrenn et al. (2003)

Answer 16

• Mice ate cinnamon or cocoa flavoured food
• Then placed in a cage with another mouse
• 24hrs later observer given a choice of food
• Observer mice at more of cued food than novel
• Amount consumed correlated with num of sniffs

Question 17

fear of predators

mineka & cook (1988)

Answer 17

• Monkeys fear of snakes - observational conditioning
• Lab-reared monkeys observed a wild-reared monkey’s reactions to a real snake (boa constrictor), a model snake & toy snake
• After the observation, observer monkeys displayed more avoidance & fear behs than before the observations
• Can explain the things through CC
• Learning depends on the stim - e.g. not going to have the fear when flowers are the stim

Question 18

copying

zentall (2006)

Answer 18

• imitation increases productivity
• emulation - exact actions not reproduced by observer but aims for same goal or actions are reproduced but for a diff goal

Question 19

bidirectional task

Answer 19

• acquisition & reversal
• controls for local enhancement
• response-reinforcer learning occurs via social means

Question 20

2-action procedure

atkins & zentall (1996)

Answer 20

• Trained japanese quail to manipulate a treadle for a food reward
• Peck with beak or step with foot - to get food reward
• Observers made more responses with the same part of their body as used by the demonstrator
• Not stim enhancement
• Quail more likely to beh if they observed the demonstrator get a reward

Question 21

chimps & children

horner & whiten (2005)

Answer 21

• shown demonstrations of how to open a puzzle box
• Demonstrations included unnessary behs
• When box was opaque, chimps & children imitate sequence
• When box was transparent, only children imitated
• Could see what actions were irrelevant
• But chimps didn’t perform the unneccessary behs

Question 22

dogs

huber et al. (2020)

Answer 22

• Overimitation - copying of irrelevant actions
• Relevant - moving sliding door leftwards
• Irrelevant - touching dot with nose
• Dogs performed irrelevant actions more when owner was the demonstrator
• Owner is the demonstrator
• Measure what dogs copied

Question 23

teaching

caro & hauser (1992)

Answer 23

• Teacher must modify its beh in presence of naïve observer
• Cost to teacher (or no immediate benefit)
• Pupil acquires knowledge or learns a skill earlier or faster or more efficiently than it otherwise would have/not learn at all

Question 24

meerkats stages of teaching

how to handle prey

Answer 24

• helpers modify their behaviour in presence of pups
• helpers gain no direct benefit & incur costs
• helper provision helps pups develop prey handling skills

Question 25

ants

teaching

Answer 25

• Tandem running in temnothorax albipennis
• Ants shown naïve ants where food is located
• teacher modifies beh: runs slowly
• Cost to teacher: runs 4x slower
• Pupil learns skill: route is learned