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Exam 1 WB
Wildlife Behavior
| Question | Answer |
|---|---|
| Observational Behavior Studies | Watching an animal within a setting and relate them to a an internal, developmental, or external environment or state |
| Experimental Studies | manipulate conditions to test a hypothesis to determine a causal relationship |
| Comparative Studies | Determining adaptive basis of behavior across different species ◦ May utilize a phylogeny to determine new traits or extinction of old |
| What is unique about WCS calls? | Only males sing |
| Oscillogram | function of amplitude (height of wave), (distance between amplitude waves is frequency) |
| Spectrogram | Sound frequencies across time |
| Genetic Difference Hypothesis | Differences in song are the result of genetic differences |
| Acoustic Stimulus Hypothesis | Differences in song are the result of differences in bird's acoustic environment |
| Social Interaction Hypothesis | Differences in song are the result of social interactions between a young bird and its tutor |
| Proximate explanation examples | Physiological, genetic, neurosensory, cognitive (learning) |
| Ultimate | evolutionary reasoning |
| How to test for genetic difference hypothesis | Select neutral genetic marker to determine population differences, attain genetic samples from different populations, determine if population differentiation occurs |
| In WCS, __________ genetic differentiation existed between the groups | little; so next to test was acoustic stimulus |
| Young males learn to sing the dialect of that region due to surrounding male songs of that region | |
| What was the neural template open time period (critical period) | 10-50 days post hatch |
| What is the time for the matching phase | 150-200 days post-hatch |
| What happened when the chicks were exposed to different dialects during the critical period? | They would be able to mimic the dialect |
| What are ZENK genes? | genes that encode for protein ZENK (transcription factor) and controls which proteins are produced in synapses Expressed after a bird hears a song from itself or same species song Encoded in both auditory and vocal regions of the brain |
| FoxP2 gene | used a virus to insert short sections of RNA into FoxP2 gene to reduce its expression Knockdown birds had much lower FoxP2 expression than control tended to omit specific syllables in their songs (Conc. FoxP2 is required for normal song development) |
| Song system of the avian brain | HVC- high vocal center RA- Arcopallium Hpyoglossal nucleus Center (nXIIts) circuit of synapses |
| Size difference of RA between male and female WCS | Males larger Females still need to process what they hear, but males have to process and physically produce the song |
| Three avian orders that song learning occurs | Parrots, hummingbirds, songbirds (does show some genetic similarity) |
| Environmental adaptation hypothesis | vocal learning promotes acoustic adaptation of vocal signals to the local habitat |
| Bowerbirds | calls differed in different plant density |
| Recognition hypothesis | vocal learning allows signals to become more recognizable and thereby promotes identification of neighbors or social cohesion within groups |
| Information sharing hypothesis | Vocal learning enables expansion of the vocal repertoire in systems where living with kin favors greater information sharing |
| Animal behavior | • Any internally coordinated, externally visible pattern of activity that responds to changing internal or external condition |
| George Romanes | Examined animal consciousness • Animal Intelligence (1882) • Protozoans to mammals • An animal's actions have purpose • “a mind” • Learn and modify behavior rather than depending on a reflex |
| E. L. Thorndike | Pioneered use of standardized methodology and experimental method • Puzzle Boxes |
| Konrad Lorenz | • Rapid learning of animals during an early “sensitive” period that leads • “Imprinting” of graylag geese (Anser anser) |
| Ivan Pavlov | • Classical or Pavlovian conditioning • Occurs when novel stimulus is paired with existing stimulus |
| B.F. Skinner | Operant Conditioning • Skinner boxes • Pioneered use of standardized methodology and experimental method |
| Ethogram | ◦ Formal description or inventory of an animal’s behavior ◦ Defined and discrete behaviors ◦ Provides a frequency or length of time for a behavior ◦ May describe an intensity |
| Focal, continuous, instantaneous sampling techniques | Focal animal sampling collects data on a random focal individual for a specific period and record pertinent behaviors ◦ Can calculate frequency, duration, rate of behavior, or latency of behavior Continuous focal-animal sampling records all behaviors for non- random individual within a given period ◦ Can calculate frequency, duration, rate, or latency of behavior Instantaneous or scan sampling collects data on individuals at regular time intervals ◦ Can record data on individuals or groups |
| Elephant behavior results | Elephants spent about one-quarter of their time feeding • Stereotypic behavior negatively correlated with feeding behavior |
| Emotions are NOT behavior | |
| Warning! • Anthropomorphism occurs when we attribute human motivations, characteristics, or emotions to anima | |
| Result of the dog and treat experiment | Results: Mean number of guilty looks same whether or not the dog ate the treat “Guilty looks” most common after owner scolded dog Conclusion: “Guilty look” likely represents submissive behavior in response to scolding |
| Research hypothesis Alternate hypothesis Null hypothesis | Explanation based on assumptions that makes a testable prediction Statistical hypothesis that the proposed explanation for observations does have a significant effect Statistical hypothesis that observations result from chance |
| Why is a hypothesis not just an educated guess? (avoid if, then statements) | Is it testable? Is it falsifiable |
| Tinbergen’s four questions Niko Tinbergen articulated four basic questions that can be asked | 1. What is the mechanism that causes the behavior? 2. How does the behavior develop? 3. How does the behavior affect survival and reproduction? 4. How did the behavior evolve? |
| Tinbergen’s four questions | Proximate explanation- Underlying mechanism for a behavior - Genetic, cognitive, neurosensory Ultimate explanation- Evolutionary reasoning (increased survival and reproduction |
| What is fitness? ◦ Measure of an individual to contribute to future generations (adaptive value) ◦ Adaptive value- characteristics contribution to fitness How can individuals be more “fit”? | |
| Warning! Animal behavior research requires ethical animal use | |
| How can animals be affected by research? | Habituation Injury Poor health ◦ Loss of weight Traumatic experience Increased predation after release ◦ Poachers ◦ Natural predators Death ◦ Sacrifice ◦ Mortality event during research |
| IACUC- Institutional Animal Care and Use Committee | Inspects animal facilitates ◦ Reports concerns ◦ Reviews protocols from researches and provides guides ◦ Suspends activities if needed Veterinarian Scientist with animal research experience Non-Scientist (ethics, lawyer) IACUC individual not affiliated with institution |
Created by:
llamaandlearning