аЯрЁБс > ўџ ! ўџџџ џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџмЅh Wр e Е+ < Е( 8 j 8 j j8 j8 j8 j8 Ь+ Р8 Р8 Р8 Р8 Р8 Р8
Ъ8 " Р8 V; 1 ь8 ь8 ь8 ь8 ь8 ь8 ь8 ь8 '9 )9 )9 )9 7 `9 ь L: ь 8; ; X п; 0 V; j8 ь8 ь8 ь8 ь8 ь8 V; ь8 j8 j8 ь8 ь8 ь8 ь8 ь8 ь8 j8 ь8 j8 ь8 '9 1[гдфМj8 8 6 j8 j8 j8 j8 ь8 '9 ь8 ; ь8
Lecture Outline: Animal Behavior Chapter 41 11/18/96
Back to Biology Home Page
Biology Courses
Bio 102 Syllabus
Lecture Outline: Animal Behavior Chapter 41 11/18/96
I. INTRODUCTION. Brief History of Behavioral Studies
II. Behavior
A. Behavior - What an animal does and how it does it.
B. To some extent ALL behavior has a Genetic Basis
C. In general, behavior is a response to some environmental stimulus
III. Innate Behaviors - inherited, instinctive
A. programmed by genes;
B. highly stereotyped (similar each time in many individuals)
C. Four Categories
1. Kinesis: "change the speed of random movement in response to environmental stimulus"
2. Taxis: "a directed movement toward or away from a stimulus; positive and negative taxes
3. Reflex: "movement of a body part in response to stimulus".
4. Fixed Action Pattern (FAP): "stereotyped and often complex series of movements.,
responses to a specific stimulus - Releaser"
D. Characteristics of Innate Behaviors - especially FAPs:
1. The behavior is performed without prior experience
2. There is a stereotypic releaser stimulus
3. breeding crosses produce hybrid behaviors
4. the behavior is adaptive - signs that natural selection is at work
IV. Learning - Learned Behavior: Five Categories
A. Imprinting
B. Habituation
C. Conditioning - laboratory setting
1. classical conditioning
2. operant conditioning
D. Trial and Error Learning - nature
E. Insight, reasoning
Lecture Notes: Animal Behavior Chapter 41 11/18/96
I. INTRODUCTION. Behavior:
What is Behavior?
How do we study it?
Why do we study it?
For centuries, humans have made effort to understand their/our essence.
What we think of as ourselves is not kidney, intestine or foot... or nerve cell.
To study behavior, to study the nervous system...
this is a quest to understand our essence.
The study of behavior has a long history, linked closely with our "evolving" view of what we are in relationship to the universe - often closely intertwined with our view of God and religion. But biology and church began to split in the mid -1800s, as interests shifted from cataloging biological diversity for the clarification of God's plan to the questioning of how biological diversity arose. (Kepler had already presented a scientific challenge to church view around 1600, showing that the earth was not the physical center of the solar system).
Mid - 1800s,
scientists such as Darwin, suggested that all organisms were inter-related, that different organisms, including humans, derived/evolved from common ancestors.
Mid - 1800s,
Mendell is credited with introducing the idea of inheritance.
Late - 1800s,
scientists began struggling with the neural basis of behavior -
what was the mechanism of walking? was it simple reflex or some internal program?
Ramon y Cajal - histology of the brain: neuron as the fundamental unit
Early - mid 1900s,
several German scientists, especially Konrad Lorenz, Niko Tinbergen, and Karl von Frisch observed animals behavior and suggested suggest that behavior can innate, born with rather than learned. Established a field of Ethology; describing animal behavior in nature and tending to focus on behaviors that were most likely inherited rather than learned.
Mid - 1900s,
Ethology combined with neurobiology: Neuroethology. Efforts to understand the neurocircuitry that was responsible for behavior. Tended towards reduction: defining behavior as coordinated movement. Creative use of oscilloscopes/electronics and histology allowed people to identify and follow neurocircuits. Behavioral studies focused on repetitive movements: swimming, walking, flying. Focused on simple animals with "simple" nervous systems; mostly a variety of invertebrates; a few vertebrate systems (lamprey swimming, tadpole swimming, bird song). Comparative biology: for any given problem there is an ideal animal in which to study it.
Concurrent (in parallel), long history (since 1700s)
of trying to understand learning, memory, cognition. Late - 1900s, neurobiological models emerged to understand how neurocircuitry can account for learning and memory: Aplysia (sea slug) - Gill withdrawal response (simple associative learning - habituation, facilitation); rat hippocampus - long term memory - synapses that show associative learning.
Present (Today),
all of these efforts intertwine with computational (computer) and theoretical scientists seeking to understand complex brain function / cognition. Language, emotion, learning, memory.
Consider: Annual Neuroscience Meeting in Washington, DC this week, 25,000 participants.
II. Behavior
What an animal does and how it does it.
- some behavior is learned, some behavior is inherited
B. To some extent ALL behavior has a Genetic Basis
1. some is totally genetic - which implies heritable
2. some is learned but relies ENTIRELY on genetically based mechanisms
C. In general, behavior is a response to some environmental stimulus
III. Innate Behaviors - inherited, instinctive
A. programmed by genes;
B. highly stereotyped
(similar each time in many individuals)
C. Four Categories
"change the speed of random movement in response to
2. Taxis: "a directed movement toward or away from a stimulus;
positive and negative taxes
3. Reflex: "movement of a body part in response to stimulus".
4. Fixed Action Pattern (FAP): "stereotyped and often complex series of
movements, responses to a specific stimulus"
a. programmed response to a stimulus
b. stimulus of FAP = "releaser", sometimes called "sign stimulus"
c. examples:
- courtship behavior
- rhythms - daily (circadian); annual (circannual)
D. Characteristics of Innate Behaviors - especially FAPs:
1. The behavior is performed without prior experience
(no opportunity to learn)
2. There is a stereotypic releaser stimulus
response is dependent on a defined stimulus each time and in all individuals
3. breeding crosses produce hybrid behaviors
4. the behavior is adaptive - signs that natural selection is at work
a. survival may depend on behavior, learning not an option (one chance only)
b. animals with simple NS may not have capacity to learn
- not strictly true, "simple" animals learn
c. social interactions dependent on survival require rigid performance of roles
mating rituals, termite mounds
IV. Learning - Learned Behavior: Five Categories
1. a strong association learned during a specific developmental period
a. "sensitive period" or "critical period"
b. imprinting of baby geese on mother - Lorenz
baby geese imprint on mother within hours of hatching
will imprint on any object during that period
2. learning a releaser for an innate FAP
B. Habituation
1. decline in response to a harmless, repeated stimulus
filter - prevents animal from wasting energy/attention on irrelevant stimuli
adaptive
C. Conditioning - laboratory setting
1. classical conditioning
a. animal learns to perform an "old" response to a new stimulus
b. Pavlov's dog
- place dried meat powder in dog mouth - salivation
- associate with bell - salivation to bell
c. Stimulus first, behavior second
(but of course there is an expectation of reward second)
2. operant conditioning
a. perform behavior to receive reward or avoid punishment
b. Skinner Box - levers, reward - self training
c. behavior first, reward second
(but of course there is a stimulus, if only a thought of reward)
D. Trial and Error Learning - nature setting
1. natural operant conditioning
2. modify responses to specific stimuli (releasers) - making both more adaptive
3. modify releaser to specific FAP - making both more adaptive
E. Insight, reasoning
1. manipulating concepts in the mind to arrive at adaptive behavior
2. mental trial-and-error
3. internal memory stores are used as additional sensory/information source
V. All of these distinctions are likely inappropriate, because all are historic, originating at times when understanding was far less than that of today (or tomorrow...). Concepts were formulated in an imprecise understanding of underlying mechanisms.
Vocabulary
behavior
inheritance
reflex
internal program
ethology
neuroethology
genetic basis of behavior
innate behavior
learning
learned behavior
kinesis
taxis
reflex
Fixed Action Pattern (FAP)
releaser (sign stimulus)
circadian rhythm
circannual rhythm
adaptive behavior
imprinting
habituation
conditioning
classical conditioning
operant conditioning
trail-and-error learning
insight
Pavlov's Dog
Skinner Box
Konrad Lorenz
Karl von Frisch
Niko Tinbergen
genetic cross
hybrid behavior
Єа/Ѕр=ІЇЈ Љ Њ {) Е+ џџџџ Е+ р+ ў u J K P о ) . / К Л њ O б з 1 t ю O я ( 3 s Д ч f q Ћ У и
'
F
u
р
ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы -р
с
! 9 U Z В = m r Ј Х p x и р ї = ш № ~ / 4 u к т ќ К 6 y О џ ? ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы -? у э ю ) K § $ s ю A } Ў ї , g z К џ ( d П ї G р t Д ё
! ^! ! Ъ! " B" |" " м" 4# ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы -4# G# z# Ѓ# ю# $ E$ x$ Ј$ №$ % a% % И% ц% 3& F& |& І& ќ& D' h' Ж' ж' (( /( :( >) ?) D) E) Y) f) v) ) ) Ѓ) Е) г) ч) є) * * * ** I* ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы -I* f* {* * Ї* Ж* Ц* з* ђ* + (+ 4+ E+ U+ g+ {+ + + Д+ Е+ ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы ў Р!ы K @ёџ Normal a " A@ђџЁ " Default Paragraph Font џџ џџ џџ џџ џџ 9 6 z (( {) D *
р+ р
? 4# I* Е+ ; Valued Gateway 2000 CustomerC:\users\default\41-ol.htmlџ@HP LaserJet 4/4M PS LPT1: winspool HP LaserJet 4/4M PS HP LaserJet 4/4M PS P| p Я ъ
od X etter ъ
od X L PRIVр ''' ' HP LaserJet 4/4M PS P| p Я ъ
od X etter ъ
od X L PRIVр ''' ' . . . . 1 Times New Roman Symbol & Arial " 1 а h g№шьf 4" H $ 0 Valued Gateway 2000 Customer
ўџџџ§џџџ# ўџџџ+ ўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџR o o t E n t r y Z Г Ч ћ %! q! ! Ъ! ў! /" џџџџџџџџ Р F нkдфМ 1[гдфМ" @ П% W o r d D o c u m e n t ' ' "' 8' F' Y' x' ' ' џџџџѕ' ( )( @( W( g( x( ( І( < ы( C o m p O b j ]) r) u) ы Р!ы Р!ы Р!ы Р!ы Р!ы џџџџџџџџџџџџы Р!ы Р!ы Р!ы j Р!ы S u m m a r y I n f o r m a t i o n ы Р!ы Р!ы Р!ы Р!( џџџџ џџџџР!ы Р!ы Р!ы Р! И ы ўџџџ ўџџџ
ўџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ ўџ
џџџџ Р F Microsoft Word Document
MSWordDoc Word.Document.6 є9Вq аЯрЁБс ўџ 3 р
ђљOhЋ +'Гй0 Є А М Ш д ш
D P
\ h p x ф m N pro Normal.dot Valued Gateway 2000 Customer 000 3 Microsoft Word for Windows 95 d @ FУ# D o c u m e n t S u m m a r y I n f o r m a t i o n 8 џџџџџџџџџџџџ м џџџџџџџџџџџџ џџџџџџџџџџџџ џџџџџџџџџџџџ ўџ 3 еЭе. +,љЎ0 Ќ H P h p x ф
Your Company ћ |) H @ јтхМ@ и МдфМ 4" аЯрЁБсўџ 3 еЭе. +,љЎ0 Ќ H P h p x ф
Your Company ћ |) H аЯрЁБс > ўџ џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџ