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Animal intelligence
Uni of Notts, fundamentals of neuroscience, first year
| Term | Definition |
|---|---|
| How intelligence is assessed (3 criteria) | Adaptability: Altering behaviour patterns to fit circumstances Learning speed: How quickly adaptation can occur in response to a challenging situation Information processing: Storing & integrating useful environmental data for use in survivability |
| Types of behavioural learning (2 criteria) | Associative: Pavlovian conditioning, pairing 2 stimuli to cause the same behavioural outcome to both Non-associative: Habituation (decreased reaction to repeated exposure) & sensitisation (different responses to different intensities) of a stimulus |
| Non-associative learning experiment on sea slugs: Kandel | Repeated harmless touching of the Aplysia's syphon caused decrement of the gill withdrawing reflex. Exposing the syphon to a noxious stimulus caused a greater than normal response & further harmless touching caused the same |
| Neural basis for habituation & sensitisation | Habituation: Reduces Ca++ influx in neurones involved Sensitisation: Noxious stimulus releases serotonin, triggers cAMP synthesis, protein kinases phosphorylate K+ channels delaying K+ leakage & prolonging the action potential |
| Cognitive map | Internal mental representation of spatial relationships between objects in the environment due to integration of clues in the hippocampus & entorhinal cortex |
| Specialised cognitive map cells | Place cell: Fires at specific location Grid cell: Fires in hexagonal patterns to track movement across a space Head direction cell: Fires when the animal's oriented in a specific direction Border cell: Fires when the animal is close to a boundary |
| Sensory integration of spatial memory | The animal uses landmarks (external cues), proprioception (sense of position of body parts), & vestibular input (sensing motion using the cochlea) to track movement across a cognitive map |
| Cat puzzle box experiment: Thorndike | A hungry cat was placed in a puzzle box with visible food on the outside & had to learn how to trigger mechanisms to escape showing that reinforcing behaviours increase the likelihood of learning |
| Law of effect | Behaviours associated with satisfaction are more firmly associated to the situation they were performed in. This is the basis of operant conditioning |
| Animal ability to problem solve | Requires insight & "folk physics" (understanding of the physical world) knowledge. This is different from just learning through trial & error to get a reward |
| Proof of problem solving in primates experiment: Premack (1976) | Provided a cup, pencil, & knife to apes to cut an apple. The apes always used the knife first, demonstrating understanding for physical & causal properties of objects without needing trial & error |
| Refutation to problem solving in primates: Epstein et al. (1984) | Learning by imitating role models who have previously done the action to condition & generalise a response rather than insight or abstract thought |
| Testing abstract thought in animals | Training animals to categorise stimuli by relationship to each other then testing different stimuli (to avoid trial & error learning) with the same rules. Pigeons did badly but corvids & primates did well |
| Analogical reasoning | The logic of finding commonality between a situation with a known solution & one without to adapt the solution to the unknown situation |
| Social learning (+phenomenon of animals mimicking humans) | Mimicking role models to form a copied behavioural response to a situation without leading to a tangible reward. Since animals are anatomically different, mimicking humans demonstrates reasoning |
| Foraging behaviour experiment: Sherry & Galef (1990) | Great tits don't peck through tin-foil tops of milk bottles in isolation, only in a group due to learning by copying other & demonstrating cultural transmission of skills |
| Theory of mind (+experiment in monkeys) | Personal belief of the thoughts & intentions of others. Monkeys led a cooperative trainer to a pot containing food but a competitive trainer to an empty pot since they believe they will eat the food |
| Discrimination learning | Type of conditioning where the person learns the difference between multiple conditions rather than understanding the intentions of the experimenter |
| Self recognition (+experiment in Chimps) | Ability to recognise oneself in a mirror. Paint was used on sections of chimps' faces & when in front of a mirror, they try to wipe the paint off. This isn't present in infants & mixed evidence for other animals |
| Assumptions of distribution of intelligence (3 assumptions) | Correlated with brain size (though is more complicated) Is graduated in the animal kingdom (varies on a spectrum of different types depending on ecological need & evolution) All vertebrates share similar intelligence levels |
| Procedure in terms of animal studies | Any scientific protocol or method that may cause pain, suffering, distress, or lasting harm |
| Categories of procedures in animal studies (4 types) | Non-recovery: Is anesthetised for the procedure then euthanised before regaining consciousness Mild: Small distress e.g., injection Moderate: trauma or impairment Severe: Large permanent impact on health & wellbeing e.g., death |
| Modern standards for animal husbandry (3Rs *there's a national centre for the 3Rs*) | Reduction: Using minimal number of animals possible for statistically significant results Refinement: Changing procedure to minimise animal suffering while still obtaining valuable results Replacement: Using non-sentient alternatives where possible |
| Reasons for animal studies (3 reasons) | Basic: Better understanding the world around us Translational: Applying findings to better human or animal health treatments & preventions Regulatory: Fulfilling legal requirements to use certain products on humans & other animals (but never cosmetics) |
| AWERB | Animal Welfare & Ethical Review Board. Required by every establishment experimenting on animals. Holds all licenses from the Home Office. Maintains the 3Rs & all animal care duties |
| Establishment license | Authorises premises, facilities, & rooms for research to be carried out in to ensure they meet legal welfare standards & covers all animal housing & care |
| Project license | Defines the objectives & necessity of the experiment while justifying each step of the protocol with severity limits for the animals & potential adverse effects (+ how to mediate them) |
| Personal license | Authorises the experimental & all assistants to work with the animals. However, this requires appropriate examined training & education |
| Condition under which the home office won't provide any licenses regardless of ethical mediation | If there's any practical alternative for using animals in this research |
Created by:
Beech47
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