Author(s): Barber-Meyer, Shannon; Schmidt, Lori | Abstract: Mirror self-recognition (MSR) tests have been conducted with a variety of species with the aim of examining whether subject animals have the capacity for self-awareness. To date, the majority of animals that have convincingly passed are highly social mammals whose wild counterparts live in complex societies, though there is much debate concerning what constitutes passing and what passing means in terms of self-awareness. Amid recent reports that a fish (cleaner wrasse, Labroides dimidiatus) passed, it is intriguing that a mammal as highly social, tolerant, attentive, and cooperative as the grey wolf (Canis lupus) reportedly failed the test. Given the many possible reasons for failure, we aimed to elucidate the wolves’ responses at various stages of the MSR test to pinpoint potential problem areas where species-appropriate modifications to the test may be needed. Thus, we evaluated 6 socialized, captive grey wolves as a case study of failed MSR in socially complex canids. At a minimum, wolves did not respond to their reflection as an unfamiliar conspecific. Unfortunately, the wolves rapidly lost interest in the mirror and were uninterested in the applied marks. We note limitations of the MSR test for this species, recommend changes for future MSR tests of wolves, discuss other emerging self-cognizance methods for socially complex canids, and highlight the need for a suite of ecologically relevant, potentially scalable self-cognizance methods. Our findings and recommendations may aid in understanding self-cognizance in other untested highly social, cooperatively-hunting, coursing, terrestrial carnivores such as African wild dogs (Lycaon pictus), spotted hyenas (Crocuta crocuta), and African lions (Panthera leo).
{"title":"Fish out of water: Insights from a case study of a highly social animal that failed the mirror self-recognition test","authors":"S. Barber-Meyer, Lori J. Schmidt","doi":"10.5070/P4331048295","DOIUrl":"https://doi.org/10.5070/P4331048295","url":null,"abstract":"Author(s): Barber-Meyer, Shannon; Schmidt, Lori | Abstract: Mirror self-recognition (MSR) tests have been conducted with a variety of species with the aim of examining whether subject animals have the capacity for self-awareness. To date, the majority of animals that have convincingly passed are highly social mammals whose wild counterparts live in complex societies, though there is much debate concerning what constitutes passing and what passing means in terms of self-awareness. Amid recent reports that a fish (cleaner wrasse, Labroides dimidiatus) passed, it is intriguing that a mammal as highly social, tolerant, attentive, and cooperative as the grey wolf (Canis lupus) reportedly failed the test. Given the many possible reasons for failure, we aimed to elucidate the wolves’ responses at various stages of the MSR test to pinpoint potential problem areas where species-appropriate modifications to the test may be needed. Thus, we evaluated 6 socialized, captive grey wolves as a case study of failed MSR in socially complex canids. At a minimum, wolves did not respond to their reflection as an unfamiliar conspecific. Unfortunately, the wolves rapidly lost interest in the mirror and were uninterested in the applied marks. We note limitations of the MSR test for this species, recommend changes for future MSR tests of wolves, discuss other emerging self-cognizance methods for socially complex canids, and highlight the need for a suite of ecologically relevant, potentially scalable self-cognizance methods. Our findings and recommendations may aid in understanding self-cognizance in other untested highly social, cooperatively-hunting, coursing, terrestrial carnivores such as African wild dogs (Lycaon pictus), spotted hyenas (Crocuta crocuta), and African lions (Panthera leo).","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70773322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.01
C. Abramson
This special issue of the International Journal of Comparative Psychology is devoted to the teaching of comparative psychology. The 12 papers in this issue represent a wide range of activities and collectively provide the teacher of comparative psychology with over 50 inquiry-based activities. These activities include a variety of animal demonstrations using both vertebrates and invertebrates and those related to teaching the history of comparative psychology. To help increase interest in comparative psychology within a psychology department, there is a paper describing how aspects of clinical psychology can be incorporated into a course on comparative psychology. Teachers of comparative psychology will also find a paper on how the oriental art of origami can help students understand aspects of evolution. For teachers of comparative psychology that wish to incorporate behavioral technology into their classrooms, there are papers that describe how to construct low-cost animal robots and to incorporate 3D printers, respectively. The issue closes with a paper on how to teach behavioral observation techniques.
{"title":"The Teaching of Comparative Psychology: Exercises, Experiences, and Philosophy: An Introduction to the Special Issue","authors":"C. Abramson","doi":"10.46867/ijcp.2020.33.05.01","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.01","url":null,"abstract":"This special issue of the International Journal of Comparative Psychology is devoted to the teaching of comparative psychology. The 12 papers in this issue represent a wide range of activities and collectively provide the teacher of comparative psychology with over 50 inquiry-based activities. These activities include a variety of animal demonstrations using both vertebrates and invertebrates and those related to teaching the history of comparative psychology. To help increase interest in comparative psychology within a psychology department, there is a paper describing how aspects of clinical psychology can be incorporated into a course on comparative psychology. Teachers of comparative psychology will also find a paper on how the oriental art of origami can help students understand aspects of evolution. For teachers of comparative psychology that wish to incorporate behavioral technology into their classrooms, there are papers that describe how to construct low-cost animal robots and to incorporate 3D printers, respectively. The issue closes with a paper on how to teach behavioral observation techniques.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.12
H. Vora, C. Abramson
The past decade has witnessed remarkable advancements in 3D printing or more scientifically called as additive manufacturing. Surprisingly, few comparative psychologists have taken advantage of 3D printing in the design of apparatus. Our paper discusses the advantages of 3D printing, the type of 3D printers (printing technologies) we have found most useful for various applications, offers practical suggestions on how engineers and comparative psychologists can communicate with each other on apparatus design issues and discuss how apparatus design with 3D printing can increase student interest in the STEM field. We first document that comparative/experimental psychologists seldom use 3D printer technology and then offer recommendations on how to increase the use of such technology in the behavioral sciences.
{"title":"The Use of 3D Printing in Comparative Research and Teaching","authors":"H. Vora, C. Abramson","doi":"10.46867/ijcp.2020.33.05.12","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.12","url":null,"abstract":"The past decade has witnessed remarkable advancements in 3D printing or more scientifically called as additive manufacturing. Surprisingly, few comparative psychologists have taken advantage of 3D printing in the design of apparatus. Our paper discusses the advantages of 3D printing, the type of 3D printers (printing technologies) we have found most useful for various applications, offers practical suggestions on how engineers and comparative psychologists can communicate with each other on apparatus design issues and discuss how apparatus design with 3D printing can increase student interest in the STEM field. We first document that comparative/experimental psychologists seldom use 3D printer technology and then offer recommendations on how to increase the use of such technology in the behavioral sciences.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.11
Divija Brahmandam, Riley J Wincheski, C. Latino, C. Abramson
This project focuses on the use of robots to increase student interest in comparative psychology. Robots facilitate the development of critical thinking skills, problem solving ability, and apparatus design. Moreover, as behavioral apparatuses become more sophisticated, the use of robots can help increase the interactions between comparative psychologists and engineers. We provide details on how to construct a robotic squirrel. Our squirrel is a ground-based motion robot driven at variable speeds utilizing slip steering. It supports an on-board video system to record and monitor various behavioral patterns of small animals, primarily squirrels in this project, from a distance. It also includes an audio system, which can record and playback sounds to the animals, and a simple robot arm-like structure with two degree of freedom controlled by servos. An Android smart phone application was developed to control the motion and speed of the robot and other operational controls in the system, such as record, playback control, and movement of the robot arm. We suggest that robots can be used as a source for independent projects, be incorporated into a class lecture on behavioral apparatuses, and/or be designed as a class project.
{"title":"The Use of Robotic Animals to Increase Interest in Comparative Psychology","authors":"Divija Brahmandam, Riley J Wincheski, C. Latino, C. Abramson","doi":"10.46867/ijcp.2020.33.05.11","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.11","url":null,"abstract":"This project focuses on the use of robots to increase student interest in comparative psychology. Robots facilitate the development of critical thinking skills, problem solving ability, and apparatus design. Moreover, as behavioral apparatuses become more sophisticated, the use of robots can help increase the interactions between comparative psychologists and engineers. We provide details on how to construct a robotic squirrel. Our squirrel is a ground-based motion robot driven at variable speeds utilizing slip steering. It supports an on-board video system to record and monitor various behavioral patterns of small animals, primarily squirrels in this project, from a distance. It also includes an audio system, which can record and playback sounds to the animals, and a simple robot arm-like structure with two degree of freedom controlled by servos. An Android smart phone application was developed to control the motion and speed of the robot and other operational controls in the system, such as record, playback control, and movement of the robot arm. We suggest that robots can be used as a source for independent projects, be incorporated into a class lecture on behavioral apparatuses, and/or be designed as a class project.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70623287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Washburn, G. G. Rudiman, J. Salamanca, W. Whitham
Author(s): Washburn, David A.; Rudiman, G. Gracya; Salamanca, J. Antonio; Whitham, Will | Abstract: The history of psychology is fascinating, and replete with important content for students to learn. The scholars and events that highlight the history of comparative psychology is no less compelling. However, there are many challenges in teaching the field’s history in a way that is engaging, inclusive, and comprehensive. One strategy for addressing these issues is to develop and employ a library of student-generated electronic tutorials that allow the introduction of under-represented groups and under-discussed contributors. In the present paper, we report the effectiveness of this strategy compared to several other class activities. Learning-outcome and student-evaluation data indicate that information introduced exclusively in these “Ten Minute of History” e-tutorials and academic ancestry presentations is learned to degrees at least comparable to those topics and contributors discussed in traditional lectures and readings. Without contending that these instructional activities are either particularly novel or uniquely suited to this particular course, the data reported here are encouraging for instructors who are facing obstacles to active learning and student engagement in a stand-alone course on psychology’s history broadly, or comparative psychology more specifically.
作者:Washburn, David A.;格拉西亚·鲁迪曼;安东尼奥·萨拉曼卡;摘要:心理学的历史是引人入胜的，并且充满了学生学习的重要内容。那些突出比较心理学历史的学者和事件同样引人注目。然而，要以一种吸引人的、包容的、全面的方式教授该领域的历史，存在许多挑战。解决这些问题的一个策略是开发和使用一个学生生成的电子教程库，允许引入代表性不足的群体和讨论不足的贡献者。在本文中，我们报告了与其他几种课堂活动相比，这种策略的有效性。学习成果和学生评价数据表明，这些“十分钟历史”电子教程和学术祖先报告中专门介绍的信息，在一定程度上至少可以与传统讲座和阅读中讨论的主题和贡献者相媲美。虽然这些教学活动不是特别新颖，就是特别适合这门特殊的课程，但这里报告的数据对那些在积极学习和学生参与心理学历史或更具体的比较心理学独立课程方面面临障碍的教师来说是鼓舞人心的。
{"title":"History in ten minutes: Two activities for promoting learning about the history of comparative psychology","authors":"D. Washburn, G. G. Rudiman, J. Salamanca, W. Whitham","doi":"10.5070/P4331050120","DOIUrl":"https://doi.org/10.5070/P4331050120","url":null,"abstract":"Author(s): Washburn, David A.; Rudiman, G. Gracya; Salamanca, J. Antonio; Whitham, Will | Abstract: The history of psychology is fascinating, and replete with important content for students to learn. The scholars and events that highlight the history of comparative psychology is no less compelling. However, there are many challenges in teaching the field’s history in a way that is engaging, inclusive, and comprehensive. One strategy for addressing these issues is to develop and employ a library of student-generated electronic tutorials that allow the introduction of under-represented groups and under-discussed contributors. In the present paper, we report the effectiveness of this strategy compared to several other class activities. Learning-outcome and student-evaluation data indicate that information introduced exclusively in these “Ten Minute of History” e-tutorials and academic ancestry presentations is learned to degrees at least comparable to those topics and contributors discussed in traditional lectures and readings. Without contending that these instructional activities are either particularly novel or uniquely suited to this particular course, the data reported here are encouraging for instructors who are facing obstacles to active learning and student engagement in a stand-alone course on psychology’s history broadly, or comparative psychology more specifically.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70772946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.01.01
M. Burch
Canine temperament testing has historically been linked to the predictability of future behavior. A predictive model of canine temperament testing assumes that a dog’s behavior in one situation will likely be similar to its behavior in a variety of other situations. An alternative model is proposed for a canine temperament test that could identify areas in which a dog might fail to perform certain test items, but by using modern behavior analysis techniques, behaviors could be modified through a prescriptive approach. This article describes the AKC Temperament Test (ATT), which is the first prescriptive canine temperament test. The ATT is designed to provide pet dog owners with information about potential problem areas that can be modified through training.
{"title":"Assessment of Canine Temperament: Predictive or Prescriptive?","authors":"M. Burch","doi":"10.46867/ijcp.2020.33.01.01","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.01.01","url":null,"abstract":"Canine temperament testing has historically been linked to the predictability of future behavior. A predictive model of canine temperament testing assumes that a dog’s behavior in one situation will likely be similar to its behavior in a variety of other situations. An alternative model is proposed for a canine temperament test that could identify areas in which a dog might fail to perform certain test items, but by using modern behavior analysis techniques, behaviors could be modified through a prescriptive approach. This article describes the AKC Temperament Test (ATT), which is the first prescriptive canine temperament test. The ATT is designed to provide pet dog owners with information about potential problem areas that can be modified through training.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70621993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/IJCP.2020.33.00.06
Maria Aleksandrova-Howell, C. Abramson, Lisa D. Cota, Douglas A. Braches, Igor N. Karitsky, I. V. Antonenko, V. Mazilov
The Psychology as Science Scale (Friedrich, 1996) was administered to 525 psychology students from nine Russian universities to assess their beliefs about the nature of the discipline. About half of students (49.6%) generally agreed that psychology may be called a scientific discipline. Specifically, 71. 5% of the students agreed that psychology is a natural science, similar to biology, chemistry, and physics, 39. 9% of students agreed that psychological research is important and training in psychological methodology is necessary, and 43.1% of students agreed that human behavior is highly predictable. Students who took three methodology courses shared significantly stronger beliefs in the need for psychological research and the importance of training in methodology compared to students who did not take any methodology courses. Furthermore, students with a specialist degree had significantly stronger beliefs that psychology is a science compared to students who have just finished school. In terms of the effect of students’ career aspirations, students who wanted to be academic psychologists and clinicians had significantly stronger beliefs that psychology is a science compared to students who did not have clarity about their future careers. Regardless of the study limitations, these findings have potential implications for Russian psychology instructors.
{"title":"The View of Russian Psychology Students on Whether Psychology is a Science","authors":"Maria Aleksandrova-Howell, C. Abramson, Lisa D. Cota, Douglas A. Braches, Igor N. Karitsky, I. V. Antonenko, V. Mazilov","doi":"10.46867/IJCP.2020.33.00.06","DOIUrl":"https://doi.org/10.46867/IJCP.2020.33.00.06","url":null,"abstract":"The Psychology as Science Scale (Friedrich, 1996) was administered to 525 psychology students from nine Russian universities to assess their beliefs about the nature of the discipline. About half of students (49.6%) generally agreed that psychology may be called a scientific discipline. Specifically, 71. 5% of the students agreed that psychology is a natural science, similar to biology, chemistry, and physics, 39. 9% of students agreed that psychological research is important and training in psychological methodology is necessary, and 43.1% of students agreed that human behavior is highly predictable. Students who took three methodology courses shared significantly stronger beliefs in the need for psychological research and the importance of training in methodology compared to students who did not take any methodology courses. Furthermore, students with a specialist degree had significantly stronger beliefs that psychology is a science compared to students who have just finished school. In terms of the effect of students’ career aspirations, students who wanted to be academic psychologists and clinicians had significantly stronger beliefs that psychology is a science compared to students who did not have clarity about their future careers. Regardless of the study limitations, these findings have potential implications for Russian psychology instructors.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.03
D. Marston, Margaret T Gopaul
It has been established that comparative psychology is in danger of becoming a footnote in the history of psychology. Six pieces of evidence to support this problem are few graduate psychology programs; little of no mention in introductory psychology textbooks or courses; insufficient number of undergraduate courses in comparative psychology; few teaching exercises; declining membership in Division 6 of APA; no recent textbooks in comparative psychology. Therefore, this article sought a viable solution to promote comparative psychology’s interconnections to different psychology areas. Specifically, a solution for combining comparative psychology into clinical fields by creating a course that combines comparative and clinical psychology was conceptualized. The rationales, history, barriers, benefits of creating a comparative and clinical psychology course were all examined to make a case for this solution. Concrete approaches to a course development covering domains such as cognitive, behavioral analysis, and scientific reasoning were presented. Also, the consideration of a ‘capstone course’ that is approached from the perspective of ‘challenge-based learning’ was recommended. This capstone course could offer students flexibility and promote problem-solving and innovative-think skills needed for careers. The rationales and recommendations covered in the article established that providing a course on comparative and clinical psychology can actually facilitate students to think differently about psychology and how exactly the different areas of psychology interconnect. In conclusion, it was determined that developing a course on the connectedness of comparative and clinical psychology is one way to help strengthen comparative psychology’s rightful place in the broad field of psychology.
{"title":"Considerations for an Integrated Undergraduate Comparative and Clinical Psychology Course","authors":"D. Marston, Margaret T Gopaul","doi":"10.46867/ijcp.2020.33.05.03","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.03","url":null,"abstract":"It has been established that comparative psychology is in danger of becoming a footnote in the history of psychology. Six pieces of evidence to support this problem are few graduate psychology programs; little of no mention in introductory psychology textbooks or courses; insufficient number of undergraduate courses in comparative psychology; few teaching exercises; declining membership in Division 6 of APA; no recent textbooks in comparative psychology. Therefore, this article sought a viable solution to promote comparative psychology’s interconnections to different psychology areas. Specifically, a solution for combining comparative psychology into clinical fields by creating a course that combines comparative and clinical psychology was conceptualized. The rationales, history, barriers, benefits of creating a comparative and clinical psychology course were all examined to make a case for this solution. Concrete approaches to a course development covering domains such as cognitive, behavioral analysis, and scientific reasoning were presented. Also, the consideration of a ‘capstone course’ that is approached from the perspective of ‘challenge-based learning’ was recommended. This capstone course could offer students flexibility and promote problem-solving and innovative-think skills needed for careers. The rationales and recommendations covered in the article established that providing a course on comparative and clinical psychology can actually facilitate students to think differently about psychology and how exactly the different areas of psychology interconnect. In conclusion, it was determined that developing a course on the connectedness of comparative and clinical psychology is one way to help strengthen comparative psychology’s rightful place in the broad field of psychology.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.04.01
H. Lyn, Hannah Bahe, Megan S. Broadway, Mystera M. Samuelson, Jamie K. Shelley, Tim Hoffland, E. Jarvis, Kelly Pulis, D. Shannon, M. Solangi
Bottlenose dolphins (Tursiops truncatus) are viewed as a highly intelligent species, capable of complex behaviors, requiring marine parks to maintain dynamic environmental enrichment procedures in order to ensure their optimal psychological and physiological well-being in human care. In this study, two experiments were conducted to determine the effects of different forms of enrichment on the behavior of bottlenose dolphins. In Experiment 1, the most successful enrichment included highly novel items, which resulted in avoidance, but also what is frequently considered positive behavioral changes including a reduction in circle swimming and an increase in social behavior. In Experiment 2, the use of choice resulted in negative unintended social consequences. These two experiments together demonstrate that the results of deploying enrichment may not be as clear-cut as previously presumed. In order to maintain positive benefits of enrichment, the results of this study suggest that unique forms of enrichment should be implemented on a variable schedule that is offered several times a year and consistently evaluated for effectiveness.
{"title":"Is Enrichment Always Enriching and How Would You Know? Unintended Consequences and the Importance of Formal Assessment of Enrichment Programs in Bottlenose Dolphins (Tursiops truncatus)","authors":"H. Lyn, Hannah Bahe, Megan S. Broadway, Mystera M. Samuelson, Jamie K. Shelley, Tim Hoffland, E. Jarvis, Kelly Pulis, D. Shannon, M. Solangi","doi":"10.46867/ijcp.2020.33.04.01","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.04.01","url":null,"abstract":"Bottlenose dolphins (Tursiops truncatus) are viewed as a highly intelligent species, capable of complex behaviors, requiring marine parks to maintain dynamic environmental enrichment procedures in order to ensure their optimal psychological and physiological well-being in human care. In this study, two experiments were conducted to determine the effects of different forms of enrichment on the behavior of bottlenose dolphins. In Experiment 1, the most successful enrichment included highly novel items, which resulted in avoidance, but also what is frequently considered positive behavioral changes including a reduction in circle swimming and an increase in social behavior. In Experiment 2, the use of choice resulted in negative unintended social consequences. These two experiments together demonstrate that the results of deploying enrichment may not be as clear-cut as previously presumed. In order to maintain positive benefits of enrichment, the results of this study suggest that unique forms of enrichment should be implemented on a variable schedule that is offered several times a year and consistently evaluated for effectiveness.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.04
C. Abramson
Since the mid-1990s, the Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University has developed a number of exercises appropriate for classroom use to demonstrate principles of learning and other forms of behavior. These activities have primarily focused on the use of invertebrates such as planarians, houseflies, earthworms, and honey bees. We have also developed exercises using fish based on an inexpensive apparatus called the “Fish Stick.” Other exercises to be discussed are “Salivary Conditioning in Humans;” “Project “Petscope” which turns local pet stores into animal behavior research centers; “Prey Preferences in Snakes”; and “Correspondence in the Classroom” which helps students learn to write letters to scientists in the field of learning research. These various teaching activities are summarized, and the advantages and limitations are discussed. Additional material developed since 2011 is included. This material includes a low cost microcontroller, history of comparative psychology projects, and additional animal exercises.
自20世纪90年代中期以来，俄克拉荷马州立大学(Oklahoma State University)的比较心理学和行为生物学实验室(Laboratory of Comparative Psychology and Behavioral Biology)开发了许多适合课堂使用的练习，以展示学习原理和其他形式的行为。这些活动主要集中在利用无脊椎动物，如涡虫、家蝇、蚯蚓和蜜蜂。我们还开发了一种用鱼做练习的廉价器械，叫做“鱼棒”。其他要讨论的练习有“人类唾液调节”、“Petscope”项目(将当地宠物店变成动物行为研究中心);“蛇的猎物偏好”;以及“课堂函授”，帮助学生学习给学习研究领域的科学家写信。对这些不同的教学活动进行了总结，并讨论了其优点和局限性。包括自2011年以来开发的其他材料。这个材料包括一个低成本的微控制器，比较心理学项目的历史，和额外的动物练习。
{"title":"From Flatworms to Humans: Demonstration of Learning Principles Using Activities Developed by the Laboratory of Comparative Psychology and Behavioral Biology – Additional Exercises","authors":"C. Abramson","doi":"10.46867/ijcp.2020.33.05.04","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.04","url":null,"abstract":"Since the mid-1990s, the Laboratory of Comparative Psychology and Behavioral Biology at Oklahoma State University has developed a number of exercises appropriate for classroom use to demonstrate principles of learning and other forms of behavior. These activities have primarily focused on the use of invertebrates such as planarians, houseflies, earthworms, and honey bees. We have also developed exercises using fish based on an inexpensive apparatus called the “Fish Stick.” Other exercises to be discussed are “Salivary Conditioning in Humans;” “Project “Petscope” which turns local pet stores into animal behavior research centers; “Prey Preferences in Snakes”; and “Correspondence in the Classroom” which helps students learn to write letters to scientists in the field of learning research. These various teaching activities are summarized, and the advantages and limitations are discussed. Additional material developed since 2011 is included. This material includes a low cost microcontroller, history of comparative psychology projects, and additional animal exercises.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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