Pub Date : 2020-01-01DOI: 10.46867/ijcp.2020.33.05.08
A. M. Daniel
Pattern and process are central concepts to understanding the evolution of behavioral traits for comparative psychologists. Origami is an art form which involves application of pattern and process to produce a wide array of objects using paper. Because of origami’s parallels with evolution, both of morphology and behavior, it can serve as a concrete and accessible analogy for students of comparative psychology. Origami’s processes can be reversed by unfolding the paper, thereby revealing patterns common across designs. Likewise, by studying pattern and process in evolution, scientists unfold nature’s origami. Application to comparative psychology and pedagogy are discussed.
{"title":"Pattern and Process in Evolution: Unfolding Nature’s Origami","authors":"A. M. Daniel","doi":"10.46867/ijcp.2020.33.05.08","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.08","url":null,"abstract":"Pattern and process are central concepts to understanding the evolution of behavioral traits for comparative psychologists. Origami is an art form which involves application of pattern and process to produce a wide array of objects using paper. Because of origami’s parallels with evolution, both of morphology and behavior, it can serve as a concrete and accessible analogy for students of comparative psychology. Origami’s processes can be reversed by unfolding the paper, thereby revealing patterns common across designs. Likewise, by studying pattern and process in evolution, scientists unfold nature’s origami. Application to comparative psychology and pedagogy are discussed.","PeriodicalId":39712,"journal":{"name":"International Journal of Comparative Psychology","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70622532","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.2020.33.05.05
Julia E Meyers-Manor
As money for animal facilities at colleges and universities has declined, so too has the accessibility of students to hands-on experiences with animals. However, we know that laboratory experiences with animals provide students with better ideas of the challenges and joys of animal research. Faculty can be creative about using local resources or even their own pets to teach simple experiments in comparative cognition. This paper describes an animal lab utilizing locally available animals to test understanding of the human communicative gesture of a point. Outcomes of the lab provide interesting discussion for students, and students enjoy the experiences of using live animals to learn about comparative psychology.
{"title":"Animal Farm: Using Common Domestic Animals to Teach Comparative Psychology","authors":"Julia E Meyers-Manor","doi":"10.46867/ijcp.2020.33.05.05","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.05","url":null,"abstract":"As money for animal facilities at colleges and universities has declined, so too has the accessibility of students to hands-on experiences with animals. However, we know that laboratory experiences with animals provide students with better ideas of the challenges and joys of animal research. Faculty can be creative about using local resources or even their own pets to teach simple experiments in comparative cognition. This paper describes an animal lab utilizing locally available animals to test understanding of the human communicative gesture of a point. Outcomes of the lab provide interesting discussion for students, and students enjoy the experiences of using live animals to learn about comparative 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":"70622630","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.2020.33.00.01
M. Kathleen, M. Heather, A. Zaccaroni, Radhika N. Makecha, Malin Lilly, J. Almunia, Erin E. Frick, Todd Feucht, Grey Stafford, I. A. Charles
We contest publication of Marino et al. regarding captive killer whale (Orcinus orca) welfare because of misrepresentations of available data and the use of citations that do not support assertions. Marino et al. misrepresent stress response concepts and erroneously cite studies, which appear to support Marino et al.’s philosophical beliefs regarding the cetacean hypothalamic–pituitary–adrenal axis. To be clear, these misrepresentations are not differences of scientific opinion, as the authors’ conclusions lack any scientific basis. More extensive review of Marino et al.’s citations reveal a dearth of empirical evidence to support their assertions. Further, Marino et al.’s approach to animal welfare is not consistent with conventional veterinary approaches to animal welfare, including their apparent opposition to use of preventative and therapeutic veterinary interventions. While Marino et al. argue that killer whales’ cognitive and spatial needs preclude management of this species under human care, misrepresentation of the citations used to support this opinion invalidates their arguments. Misleading interpretations of data relative to killer whales’ cognitive and emotional needs and specious and unsubstantiated comparisons with states experienced by humans with posttraumatic stress disorder and other conditions, represent a number of strategies used to misrepresent knowledge regarding killer whale welfare. These misrepresentations and fallacies are inconsistent with scientific ethical standards for credible, peer-reviewed journals (ICMJE, 2018), and are barriers to rigorous discourse and identification of strategies for optimizing killer whale welfare. Assertions in the paper amount to nothing more than a compilation of conclusory, philosophical statements. We would also like to mention that manuscripts such as Marino et al.’s do great damage to the fields of comparative psychology and to behavioral science as a whole.
{"title":"Distinguishing personal belief from scientific knowledge for the betterment of killer whale welfare – a commentary","authors":"M. Kathleen, M. Heather, A. Zaccaroni, Radhika N. Makecha, Malin Lilly, J. Almunia, Erin E. Frick, Todd Feucht, Grey Stafford, I. A. Charles","doi":"10.46867/ijcp.2020.33.00.01","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.00.01","url":null,"abstract":"We contest publication of Marino et al. regarding captive killer whale (Orcinus orca) welfare because of misrepresentations of available data and the use of citations that do not support assertions. Marino et al. misrepresent stress response concepts and erroneously cite studies, which appear to support Marino et al.’s philosophical beliefs regarding the cetacean hypothalamic–pituitary–adrenal axis. To be clear, these misrepresentations are not differences of scientific opinion, as the authors’ conclusions lack any scientific basis. More extensive review of Marino et al.’s citations reveal a dearth of empirical evidence to support their assertions. Further, Marino et al.’s approach to animal welfare is not consistent with conventional veterinary approaches to animal welfare, including their apparent opposition to use of preventative and therapeutic veterinary interventions. While Marino et al. argue that killer whales’ cognitive and spatial needs preclude management of this species under human care, misrepresentation of the citations used to support this opinion invalidates their arguments. Misleading interpretations of data relative to killer whales’ cognitive and emotional needs and specious and unsubstantiated comparisons with states experienced by humans with posttraumatic stress disorder and other conditions, represent a number of strategies used to misrepresent knowledge regarding killer whale welfare. These misrepresentations and fallacies are inconsistent with scientific ethical standards for credible, peer-reviewed journals (ICMJE, 2018), and are barriers to rigorous discourse and identification of strategies for optimizing killer whale welfare. Assertions in the paper amount to nothing more than a compilation of conclusory, philosophical statements. We would also like to mention that manuscripts such as Marino et al.’s do great damage to the fields of comparative psychology and to behavioral science as a whole.","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":"70622259","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.2020.33.05.07
C. Abramson, Alleah C. Hilker, B. Becker, Kelsey R. Barber, Charles Miskovsky
The principles of the comparative analysis of behavior are as relevant now as it was in the time of Charles Darwin, George Romanes, and C. Lloyd Morgan. This article presents class exercises using animal and human action figures to provide students with hands-on experience demonstrating the importance of such principles and issues as classification, identification of independent and dependent variables, systematic variation, differences between homologies and analogies, the value of making valid comparisons, the importance of ethics, and the role of environmental and subject variables in the interpretation of species differences. Students are presented with a prescribed sequence of action figures differing in, for example, gender, race, and species. Initially, a single figure is presented, and students asked to consider various questions. A second figure is added which they must compare to the first. A third figure is subsequently presented and so on until the end of the exercise. The figures we have used include men, women, children, rats, pigeons, elephants, and assorted invertebrates. Students report that the exercise is effective in helping them acquire skills in experimental design and issues related to conducting comparisons. They also report that the exercise is difficult because it tests their assumptions at each level of comparison.
{"title":"Cost-Effective Laboratory Exercises to Teach Principles in the Comparative Analysis of Behavior","authors":"C. Abramson, Alleah C. Hilker, B. Becker, Kelsey R. Barber, Charles Miskovsky","doi":"10.46867/ijcp.2020.33.05.07","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.07","url":null,"abstract":"The principles of the comparative analysis of behavior are as relevant now as it was in the time of Charles Darwin, George Romanes, and C. Lloyd Morgan. This article presents class exercises using animal and human action figures to provide students with hands-on experience demonstrating the importance of such principles and issues as classification, identification of independent and dependent variables, systematic variation, differences between homologies and analogies, the value of making valid comparisons, the importance of ethics, and the role of environmental and subject variables in the interpretation of species differences. Students are presented with a prescribed sequence of action figures differing in, for example, gender, race, and species. Initially, a single figure is presented, and students asked to consider various questions. A second figure is added which they must compare to the first. A third figure is subsequently presented and so on until the end of the exercise. The figures we have used include men, women, children, rats, pigeons, elephants, and assorted invertebrates. Students report that the exercise is effective in helping them acquire skills in experimental design and issues related to conducting comparisons. They also report that the exercise is difficult because it tests their assumptions at each level of comparison.","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":"70622860","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}
H. Lyn, Hannah Bahe, Megan S. Broadway, Mystera M. Samuelson, Jamie K. Shelley, Tim Hoffland, E. Jarvis, Kelly Pulis, D. Shannon, M. Solangi
Author(s): Lyn, Heidi; Bahe, Hannah; Broadway, Megan S.; Samuelson, Mystera M.; Shelley, Jamie K.; Hoffland, Tim; Jarvis, Emma; Pulis, Kelly; Shannon, Delphine; Solangi, Mobashir | 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.
{"title":"When is enrichment enriching? Effective enrichment and unintended consequences 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":"10.5070/P4331044121","DOIUrl":"https://doi.org/10.5070/P4331044121","url":null,"abstract":"Author(s): Lyn, Heidi; Bahe, Hannah; Broadway, Megan S.; Samuelson, Mystera M.; Shelley, Jamie K.; Hoffland, Tim; Jarvis, Emma; Pulis, Kelly; Shannon, Delphine; Solangi, Mobashir | 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":"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":"70773267","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.2020.33.00.04
Vinícius Warisaia, Vítor Pansarim, Davi C. Aragon, F. S. Zucoloto, A. Schmidt
The food choice of animals is influenced by several factors including the quantity and nutrients available. It is not known, however, whether faced with alternatives that present the same amount of food, with similar flavor and obtained with the same response cost, rats would discriminate between diets with different energetic quantities. The aim was to verify whether female and male Wistar rats (Rattus norvegicus) discriminate between three types of food that differ in their energetic content (whether or not they prefer one) and whether the flavor could affect the choice between two diets with equal energetic quantities. Twelve Wistar rats (six of each sex) underwent tests of choice between pairs of diets of different energetic values. After the tests, the animals had at their disposal, in the home cage, two diets with the same energetic content, which differed in flavor (one contained sucrose) - Flavor test. The consumption of each diet was measured for five consecutive days. All the subjects demonstrated a preference for the more energetic alternative, regardless of the combination of diets presented. In the Flavor test the animals did not show significant preference for any diet, i.e., the consumption of both the S and N diets were statistically equal for all subjects. It was concluded that the animals, regardless of sex, discriminated between the diets with different energetic values and that the flavor did not seem to be a determinant variable in the food choice.
{"title":"Female and Male Wistar Rats (Rattus norvegicus) Discriminate Diets According to Energetic Quantity","authors":"Vinícius Warisaia, Vítor Pansarim, Davi C. Aragon, F. S. Zucoloto, A. Schmidt","doi":"10.46867/ijcp.2020.33.00.04","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.00.04","url":null,"abstract":"The food choice of animals is influenced by several factors including the quantity and nutrients available. It is not known, however, whether faced with alternatives that present the same amount of food, with similar flavor and obtained with the same response cost, rats would discriminate between diets with different energetic quantities. The aim was to verify whether female and male Wistar rats (Rattus norvegicus) discriminate between three types of food that differ in their energetic content (whether or not they prefer one) and whether the flavor could affect the choice between two diets with equal energetic quantities. Twelve Wistar rats (six of each sex) underwent tests of choice between pairs of diets of different energetic values. After the tests, the animals had at their disposal, in the home cage, two diets with the same energetic content, which differed in flavor (one contained sucrose) - Flavor test. The consumption of each diet was measured for five consecutive days. All the subjects demonstrated a preference for the more energetic alternative, regardless of the combination of diets presented. In the Flavor test the animals did not show significant preference for any diet, i.e., the consumption of both the S and N diets were statistically equal for all subjects. It was concluded that the animals, regardless of sex, discriminated between the diets with different energetic values and that the flavor did not seem to be a determinant variable in the food choice.","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":"70622018","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.2020.33.02.01
Mansi Shah, M. Commons, W. Harrigan
The Model of Hierarchical Complexity is a behavioral model of development and evolution of the complexity of behavior. It is based on task analysis. Tasks are ordered in terms of their hierarchical complexity, which is an ordinal scale that measures difficulty. The hierarchical difficulty of tasks is categorized as the order of hierarchical complexity. Successful performance on a task is called the behavioral stage. This model can be applied to non-human animals, and humans. Using data from some of the simplest animals and also somewhat more complex ones, this analysis describes the four lowest behavioral stages and illustrate them using the behaviors of a range of simple organisms. For example, Stage 1 tasks, and performance on them, are addressed with automatic unconditioned responses. Behavior at this Stage includes sensing, tropisms, habituation and, other automatic behaviors. Single cell organisms operate at this Stage. Stage 2 tasks include these earlier behaviors, but also include respondent conditioning but not operant conditioning. Animals such as some simple invertebrates have shown respondent conditioning, but not operant conditioning. Stage 3 tasks coordinate three instances of these earlier tasks to make possible operant conditioning. These stage 3 performances are similar to those of some invertebrates and also insects. Stage 4 tasks organisms coordinate 2 or more circular sensory-motor task actions into a superordinate “concept”. This explanation of the early stages of the Model of Hierarchical Complexity may help future research in animal behavior, and comparative psychology.
{"title":"Comparisons of Animal “Smart” Using The First Four Stages of the Model of Hierarchical Complexity","authors":"Mansi Shah, M. Commons, W. Harrigan","doi":"10.46867/ijcp.2020.33.02.01","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.02.01","url":null,"abstract":"The Model of Hierarchical Complexity is a behavioral model of development and evolution of the complexity of behavior. It is based on task analysis. Tasks are ordered in terms of their hierarchical complexity, which is an ordinal scale that measures difficulty. The hierarchical difficulty of tasks is categorized as the order of hierarchical complexity. Successful performance on a task is called the behavioral stage. This model can be applied to non-human animals, and humans. Using data from some of the simplest animals and also somewhat more complex ones, this analysis describes the four lowest behavioral stages and illustrate them using the behaviors of a range of simple organisms. For example, Stage 1 tasks, and performance on them, are addressed with automatic unconditioned responses. Behavior at this Stage includes sensing, tropisms, habituation and, other automatic behaviors. Single cell organisms operate at this Stage. Stage 2 tasks include these earlier behaviors, but also include respondent conditioning but not operant conditioning. Animals such as some simple invertebrates have shown respondent conditioning, but not operant conditioning. Stage 3 tasks coordinate three instances of these earlier tasks to make possible operant conditioning. These stage 3 performances are similar to those of some invertebrates and also insects. Stage 4 tasks organisms coordinate 2 or more circular sensory-motor task actions into a superordinate “concept”. This explanation of the early stages of the Model of Hierarchical Complexity may help future research in animal behavior, and comparative 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":"70622173","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.2020.33.05.06
D. Washburn, G. G. Rudiman, J. Salamanca, W. Whitham
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.
{"title":"Ten Minutes of History: Activities for Promoting Learning About the History of Comparative Psychology","authors":"D. Washburn, G. G. Rudiman, J. Salamanca, W. Whitham","doi":"10.46867/ijcp.2020.33.05.06","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.05.06","url":null,"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":"70622776","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.2020.33.00.07
S. Nakajima
Wheel running establishes aversion in rats to a flavored solution consumed shortly before the running. Many studies have shown that this is a case of Pavlovian conditioning, in which the flavor and running respectively act as the conditioned stimulus (CS) and the unconditioned stimulus (US). The present article introduces some procedural variables of this running-based flavor aversion learning (FAL), including subjects, CS agents, US agents, and drive operations. This article also summarize various behavioral features of Pavlovian conditioning demonstrated in running-based FAL including the law of contiguity despite long-delay learning, extinction and spontaneous recovery, CS-preexposure effect, remote and proximal US-preexposure effects, degraded contingency effect, inhibitory learning by backward conditioning, stimulus overshadowing, associative blocking, and higher-order contextual control. Also reviewed are several hypotheses proposed for the underlying psychophysiological causes of running-based FAL (activation of mesolimbic dopamine system, gastrointestinal discomfort, motion sickness, energy expenditure, general stress, and anticipatory contrast). At the end of the article, we visit the question of most general interest about running-based FAL: why pleasurable activity of voluntary running yields aversive learning in rats.
{"title":"Flavor Aversion Learning Based on Running: A Review","authors":"S. Nakajima","doi":"10.46867/ijcp.2020.33.00.07","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.00.07","url":null,"abstract":"Wheel running establishes aversion in rats to a flavored solution consumed shortly before the running. Many studies have shown that this is a case of Pavlovian conditioning, in which the flavor and running respectively act as the conditioned stimulus (CS) and the unconditioned stimulus (US). The present article introduces some procedural variables of this running-based flavor aversion learning (FAL), including subjects, CS agents, US agents, and drive operations. This article also summarize various behavioral features of Pavlovian conditioning demonstrated in running-based FAL including the law of contiguity despite long-delay learning, extinction and spontaneous recovery, CS-preexposure effect, remote and proximal US-preexposure effects, degraded contingency effect, inhibitory learning by backward conditioning, stimulus overshadowing, associative blocking, and higher-order contextual control. Also reviewed are several hypotheses proposed for the underlying psychophysiological causes of running-based FAL (activation of mesolimbic dopamine system, gastrointestinal discomfort, motion sickness, energy expenditure, general stress, and anticipatory contrast). At the end of the article, we visit the question of most general interest about running-based FAL: why pleasurable activity of voluntary running yields aversive learning in rats.","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":"70621937","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.2020.33.00.02
KiriLi N. Stauch, H. Wells, C. Abramson
Previous research looking at expectancy in animals has used various experimental designs focusing on appetitive and avoidance behaviors. In this study, honey bees (Apis mellifera) were tested ina series of three proboscis extension response (PER) experiments to determine to what degree honey bees’ form a cognitive-representation of an unconditioned stimulus (US). Tthe first experiment, bees were presented with either a 2 sec. sucrose US or 2 sec. honey US appetitive reward and the proboscis-extension duration was measured under each scenario. The PER duration was longer for the honey US even though each US was presented for just 2 sec. Honey bees in the second experiment were tested during extinction trials on a conditioned stimulus (CS) of cinnamon or lavender that was paired with either the sucrose US or honey US in the acquisition trials. The proportion of bees showing the PER response to the CS was recorded for each extinction trial for each US scenario, as was the duration of the proboscis extension for each bee. Neither measure differed between the honey US and sucrose US scenarios, In experiment three, bees were presented with a cinnamon or lavender CS paired with either honey US or sucrose US in a set of acquisition trials, but here the US was not given until after the proboscis was retracted. The PER duration after the CS, and again subsequent after the US, were recorded. While the PER duration after the US was longer for honey, the PER duration after the CS did not differ between honey US and sucrose US.
{"title":"Do Honey Bees (Apis mellifera) Form Cognitive Representations of Unconditioned Stimuli?","authors":"KiriLi N. Stauch, H. Wells, C. Abramson","doi":"10.46867/ijcp.2020.33.00.02","DOIUrl":"https://doi.org/10.46867/ijcp.2020.33.00.02","url":null,"abstract":"Previous research looking at expectancy in animals has used various experimental designs focusing on appetitive and avoidance behaviors. In this study, honey bees (Apis mellifera) were tested ina series of three proboscis extension response (PER) experiments to determine to what degree honey bees’ form a cognitive-representation of an unconditioned stimulus (US). Tthe first experiment, bees were presented with either a 2 sec. sucrose US or 2 sec. honey US appetitive reward and the proboscis-extension duration was measured under each scenario. The PER duration was longer for the honey US even though each US was presented for just 2 sec. Honey bees in the second experiment were tested during extinction trials on a conditioned stimulus (CS) of cinnamon or lavender that was paired with either the sucrose US or honey US in the acquisition trials. The proportion of bees showing the PER response to the CS was recorded for each extinction trial for each US scenario, as was the duration of the proboscis extension for each bee. Neither measure differed between the honey US and sucrose US scenarios, In experiment three, bees were presented with a cinnamon or lavender CS paired with either honey US or sucrose US in a set of acquisition trials, but here the US was not given until after the proboscis was retracted. The PER duration after the CS, and again subsequent after the US, were recorded. While the PER duration after the US was longer for honey, the PER duration after the CS did not differ between honey US and sucrose US.","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":"70622300","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：