Teacher: Nicole Dorey PDF

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Teacher: Nicole Dorey...

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CBH Week 1 - Farm Fox Experiment o Belyaev- 1960s- Siberia bred for fur too wild and stressed to breed o Bred the foxes with least excitable temperaments, foxes that attacked him were excluded from breeding o Tolerance or curiosity were mated together o New generations of foxes looked different and in ten years the foxes showed new colors o Became highly playful no longer afraid of people- some answered to names, selecting for tameness set off other changes, Darwin was wrong evolution does go in leaps o Most domestic animals are black and white, adrenaline and melonin are connected together, wolves went similar transformation- calmer and more tame changed colors - Evolution in the Galapagos o 1831- age 22 Darwin went to the Galapagos o Mockingbirds- flick fight- species larger, feathers are specked, and beak is large and curved- different on different islands o Endemic plants- native and found only in one place o Darwin finches- they are all different, ground finch has a thick heavy beak, sharp beak ground finch eats small seeds o Darwin didn’t actually label the finches or pay much attention to them, but they became an example of his theory o Small seeds plentiful in rainy years then the beaks in the next years become smaller because smaller beaks do better- survival of the fittest - How Evolution Works o Natural selection- populations change in response to the environment o Ecuador rainforest- hummingbirds o Genetic variation  Individuals vary from one to another and those with an advantage have to be passed on from one generation to the next o Overproduction of offspring  Individuals must produce more offspring than will actually survive o Struggle for existence  Competition for food and space as well as mates, those who are the strongest survival- survival of the fittest o Differential survival and reproduction  Determined from DNA from parents o Small changes happen after every generation and the changes amount to enormous changes eventually - Evolution Part 1

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o Foxes- tame- tail wag open ears, other foxes low and growling o Artificial selection  Farm fox experiments  Tame- tamer attitude not aggressive  Domestic- differences in looks- ears, body, color- physiological changes o and natural selection  Charles Darwin- origin of species-within species no two are alike individual diffferences is suitable to environment- better suited are more likely to reproduce  First domestic animal was the common dog- familiaris  Environment changes so must animals- change through adaptations sculpted by natural selection Part 2: Evolution o Mutations are more harmful than good- introduce versions of genes that didn’t exist before o Sexual recombination  Half of parent’s genes are combined- didn’t previously exist in a species  Genetic drift- insects with multiple wing colors went to deserted island and become isolated groups and reproduce and create different combinations o Phylogeny- evolutionary history  Genetic tree depicts evolutionary history  Homology- trait shared by two or more species by an ancestordesired by a homology tree  Ex: four limbs of birds bats crocodiles, may not mean they are closely related to each other, but had common ancestor somewhere  But have structural dissimilarities  Separate origins but superficially similar  Analogies are convergent evolution- two distinct lineages evolve a similar characteristic independent of one another o Both face similar environmental changes and pressures  Behavioral traits can be understood as well- some can be learned or culturally transmitted and some are genetic  Genetic behaviors- if they affect fitness and are genetic then behavior can evolve by natural selection- different crickets can chirp at different rates- hybrid can have both pulse repitition  Behavioral similar and diff can be used to understand relationship between species and convergent evolution in ultimate

Not goal directed Constant evolving Does not require awareness or understanding to occur Small short term, often large long term changes Purpose of the organism: propagation of genes Evoultion:  Not goal directed  Constantly evolving  Does not require awareness or understanding to occur  Small short term, often large long term changes  Purpose of the organism: propagation of genes Proximate and Ultimate Questions o Proximate or how questions about behavior- environmental stimuli that triggers behavior, genetic, etc o Ultimate or why questions about behavior- evolutionary significance of the behavior  Ex: Geese follow and imprint on mother  Proximate: observing the mother and calling  Ultimate: geese that follow mother receive more care and learn more skills, and have a greater chance of surviving than those that do not follow their mother o Honeybees  Social bees- one queen and 80,000 workers have tasks  Behavior depends on event during the development  Levels of juvenile hormone increases with age, starved colony produces more foragers than well fed colonies Proximate and Ultimate Questions for bird songs o Proximate- how o Ultimate- why o Different birds sing different songs  How they sing?  Why they sing?- what advantage does singing provide o Genes and environment interact- and mechanisms have complex developmental processes o Difference between indiiduals and song can result from difference in genes or environment (or some combination)  Diff genes same environment different song  Same genes diff environment diff songs o Dialect of the white crowned sparrow  Bird song is different for each area in San Fran bay area  Genes or environments?- birds hatched at isolation and started signing at 150 days of age  Young birds exposed to tapes and they mimicked the song they heard when they were younger o o o o o o

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Birds deafened after 50 days in age they cant develop songs White crowned sparrows are selective to songs they learn, if exposed to many species as well as its own they make the common song  Sparrows during critical period selectively store songs o Proximate- influenced when young and memorize the song they sing and later use it to develop their own song o Lorenz- critical period is a brief phase of susceptibility to environmental stimuli that causes irreversible effects on behavior  Social and sexual imprinting  Dogs have a period of 7 to 14 weeks and wolves is 7 to 14 days o Behavior is flexible- phylogenetic selection-innate- inflexible  

Objectives 1.

Name and describe the four types of questions and the two different type of analysis. Ultimate and proximate analysis-

Immediate stiumuli Development Survival function Evolutionary history 2. Name and describe the three foundations.- Natural Selction- Individual Learning - Cultural transmission 3. Compare and Contrast the three different approaches that every question in science can be studied using. 4. Compare and contrast natural and artificial selection. Describe the history of comparative psychology. CBH- Exam 2- Week ¾ Unit 2 Perception video -

Perception o What we ourselves see changes with experience and development o Umvelt- surrounding world or environment- Jacob von Uexkull o Invelt- internalized for the animals

o Vision    

Limited by eyes and brains ability to perceive Light through rods, colors through cones Eyes alignment, visual field, and acuity- sharpness Pigeon Vision  Humans 330-720- violet to red  Birds are shorter and less than six different color types but they can see UV- only see up to orange- 650  Birds can see polarization of sunlight- important for homing  Eye alignment of 340 degrees- helps from predators, almost all the way around head  Can focus near and far-good for flight  Can use polarization of sun as a compass  Perceive- 3D and 2D- approaching and retreating  Dog Vision  Dogs do have color vision- not just black and whitered/green colorblind- most mammals are- yellows and blues  Cat vision Less of a range of color than humans- red green colorblind- less cones, but more rods, can see in low lighttapetum lucidum- eyes glowing  Shark vision  Have few retinal cones- much larger rod receptors pictures, truly see in black and white- have no color vision o Smell (Olfactory)  Ants can smell a dead smell- dog can smell in 10,000 and 100,000 times better , parts per trillion- can smell an apple in two million barrels- 300 million receptors compared to 6 million in humans and brain part is 40 times bigger  Applied functions in smell for dogs Bed bugs- study them and trainer has developed a bed bug sniffing dog  Bombs, drugs, food,  Cancer sniffing dogs  Can only smell one or a few compounds o HearingF  Humans between 100 Hertz- 20Khz  Fruit bats- up to 64 kHz  Dolphins up to 100 kHz  Echolocation Bats can detect a difference of .3 mm can hear wings and detect moths

Noctude moth evolved a tympanic organ for emitting own clicks to confuse the bats o Electrical Sense  Electric African fish has electric organ in its tail and uses echo to form impressions of sounds o Navigation Many animals are evolved for navigation- pigeons have homing abilities and bees have good foraging skills- magnet on head only affects by 3 degrees, can use more than one source  Use sun compass- type of day, magnetic compass, sunspot activity, can detect cooler regions, odor maps  Foraging bees- sun compass, use dead recogning- track of distance traveled and directions, can use landmarks Week 4- TED TalkF o Darwin- strange inversion of reasoning  Design requires intelligent designer  Sweet, sexy, cute, funny  Sweet tooth- involved sugar detector- honey is sweet because we like it  Nothing intrinsically sexy about girls in bikinis  “supernormal stimulus” gulls with orange spots on beak  important that we love babies- babies have to attract our affection- if babies look different we would have to find them cute  Funny- a neural system wired up to reward the brain for doing a  Use humor for scientific probe we turn on and off- Matthew Hurley 

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Bats help us understand how brain interprets sound o Christine Portfurs- WSU Vancouver  Batlab- study the mustache bat  Large auditory system- echolocation (ultrasonic and audible) at night  Sound waves bounce off objects  How brain encodes complex sounds  Inferiror colliculus responds to specific volacizations and not others  Use microphone to record sounds- wide variety o Bats vs moth  Batspecies that whispers its clicks- not so loud  Ate moths with ears  Can avoid the moths sonar jammer- Barbastelle bats  As close as 11 feet without being detected o What does a honey bee see?

Compound eyes- ommatidia- each own lens and looking in diff direction- each is pixel not own picture though- a lot fewer om than we have photoreceptors- see color different Pigeon vision  Birds can see close up and far away both in focus- while humans in slightly near or far sighted Ultraviolet vision  UV is past violet in the spectrum  Insects see in ultraviolet but not the same as we see flowers  Hidden patterns in flowers that are invisible to humansmarkings are caused by flavinoids and show the nectar and pollen in a flower  Evolution of the eye- the lens- filters ultraviolet light What to get laid… don’t cry!  Tears are unique at certain emotional moments  Function of tears remains unknown  Found a chemo signal in human tears- when emitted you can smell them and influence hormonal state  Reduces sexual arousal in men- lowers brain activity arousal  Tears are a chemical word that means no  What are active compounds in tears- reduce aggression? UF dog sniffing research  Strong sniffer valuable tool- trained to smell out termite  Sells dogs to pest control companies  Properly trained canines are 96% accurate- can find any species of termites- only love activity  All studies involved beagles Elephant Vocalization  Communicate through their feet  Lifted feet off the ground  Goal is to see if they can sense vibrations in the ground  Use speakers with microphones  Barely audible to the human ear- elephant rumbles  Skin of elephants foot acts like drum head- move through toenails- up to ear through bones, elephants stomp feet to send urgent messages 

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Christine Portfors- bats have rich acoustic communication and large auditory system  Aggressive sounds- humans can not hear it o Dogs hearing  All dogs can hear sounds we don’t hear  Exterior ears move independently so they can pinpoint- can hear 60 Htz- we cant hear about 15 kHtz

Can hear a car before human can- can hear sounds 4x farther away than we can Bats echolocation at work  Fruit bats track the target by echolocation Dolphin echolocation  Ganges- muddy water and dolphins do not have lens on their eyes at all  Relies exclusively on echolocation- head has sending and receiving equipment- sound guided into a narrow beam from the melon- heard through lower jaw which is connected to the ears  Can see things in sand because of the sonar Using electricity to communicate  Fish that communicate using electrical signals  Electric fish from Africa- electricity from the tail  Navigation system is based on these pulses and to communicate with other fish  Spots on the fish are electroreceptors Secrets of the bat genome  Mammal is essential  Remove mammal they will not work  Unique sensory abilities- blindness and deafness research in humans  Everlasting youth lies within DNA- 1/5 all living mammals is a bat  Been around for 64 million years- fly as a mammal- bats birds pterodactyls- orient in complete darkness- use sounds to move around at night and we didn’t believe it- looks alien- big ears nose and small eyes  Group of bats that do not use echolocation- flying foxes- larger eyes and smaller ears  Bats have been demonized- Dracula- come out at night  In Chinese culture- bats bring wealth health longevity good luck, virtue, serenity  Bats in tropics are pollinators- pollinate the tequila plant- insect predators- over 1 million insects a year, threatened by a disease in America- 1300 tons of insects a year now remain in ecosystems  Cost 22 billion US dollars if we remove bats  Health- Genome- possible to sequence our own genomevariations within genome, natural selection-sieves bad variations out  Bats to look at blindness- deafness- can predict which sites may have the disease  Future- longevity- everlasting youth- lived for up to 42 yearsrelation between body size and how long it can live for-bats live up to 9 times longer than expected 

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Ch 7 o Monogamous mating systems- male and female mate with each other and only each other during a given breeding season  When resources scarce, males fitness is highest in monogamous relation where he cares for offspring- mate assistance hypothesis  Once bond is formed, they become aggressive to other animals o Polygamous mating systems- one in which male or female have more than one mate during a given breeding season  Polygyny- males mate with more than one female  Polyandry- females mate with more than one male  Simultaneous- individual maintains numerous mating partners in the same general time frame  Sequential- form many short term bonds during given breeding season  Increases variance in reproductive success  Intense competition among males o Lekking- males set up and defend small areas with no resources and females choose the male they want o Sexy son hyptothesis- females choose attractive mate in order to have attractive offspring to next generation o Monogamous in poor habitats ( more male care) and polygamous in better habitats o Promiscuous- polyandry and polygyny occur in same population of animals- 1- males and females mate with many partners but no bonds are formed, 2- polygynandry- several males form pairs with several females o Sperm known to carry diseases- menstruation common in promiscuous breeding systems o Female mating is more tied to resources than available males and males are the availability of females o Polygyny threshold model (PTM)- if males have available resources/abundant resource and there is already a female a female may still choose that territory because it contains more resources than other males anyway o Extra pair copulations (EPC)- males and females leave their mmates during season to mate with others  Increase probability of eggs fertilized  Maximize genetic diversity in their offspring  Use Epcs to select males who have good genes  Increase amounts of direct benefits o Sperm competition- direct competition of males sperm to fertilize female eggs  Kamikaze sperm hypothesis- natural selection may favor some sperm types that kill another’s  Cryptic choice- female mate choice that is not obvious to males

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Ch 8 o Kinship- genes shared by a common ancestry o Inclusive fitness- direct and indirect components of fitness CBH3003- Exam 3 Learning - 2 components of Behavior o Innate- without prior learning or experience- nature o Nurture- learned behavior- learning influence behavior o Not mutually exclusive but work together to influence beh - Herring Gull Models o Fixed action patterns- innate- occurs in all members of species, releaser, response dependent on stimulus each time and in all individual o Love bird- intermitten lengths to tuck them in feathers- breeding crosses produce hybrid of behavior- peach faced- short strips and other had long strips o Herring gull- red dot chicks peck at dot and elicit gull to regurgitateeven on inanimate objectso Behavior is adaptive o Criticisms  Not simply innate  Can be modified by experience  Sheep dogs- natural herding tendencies- can also be taught  Several variations within an animal  Not always triggered by external stimulus - What is learning? o A relatively permanent change in knowledge or behavior that results from experience o Knowledge gained by individual in its own lifetime, Learning requires brain, adaptive advantages for learning- learning about biological sense- food water mating, reinforces, must serve inclusive fitness or wouldn’t evolve- biology not omnipotent but uses short cuts that circumvent biological interests o Operant conditioning  Skinner- stimulus comes after- behavior operates on environment- consequences of behavior  If then relation between stimulus and what comes after  Reinforcement  Any stimulus that increases behavior  Punishment  Decreases the behavior  Positive  Adding something  Negative  Taking away something

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o Shaping  Reinforce closer and closer approximations  Elephants kill more zookeepers than any other animal- shape elephants behavior- teach to touch stick o What are reinforcers?  Primary  Food Fluid shelter sex- need for production- biological fitness  Secondary  Things that are often linked to primary reinforcers acquire the ability to act as reinforcers themselves Ex: money Object permanence o Abstract concepts  Areas of study in concept research  Object permanence o Out of sight out of mind- peek a boo- lack until about a year o Can be done with dogs also- invisible displacement task o Puppies show visible displacement at seven weeks o Adult dogs successful on invisible displacement task- when object is in container and then taken away- adult dogs, apes have mastered it  Same different o Stimulus equivalence  Perceptual concepts o Prototypes o Time  Number concepts o Relative and absolute number o Wright and colleagues- trained pigeons to identify pictures- peck stimulus and pair stimulus- one was the same the other was differentmust peck on the matching one- not just learning to respond to correct stimulus but whether the groups of pigeons had abstracted the conceptmonkeys chimpanzees, seals, and dolphins o Equivalence relations Recognition that some things may contain certain properties that make them equivalent  Reflexivity – A=A- banana matches banana  Symmetry- A=B then B=A- picture banana matches the word banana  Transitivity- A=B B=C then A=C picture matches word saying of banana matches word then picture matches saying

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