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Bio Psych JP
| Term | Definition |
|---|---|
| Why study animal intelligence? | essential starting point for understanding the origins of human intelligence. important if we are to understand the neural mechanisms of intelligence |
| Charles Darwin | proposed that the principles of evolution, which apply to the development of physical characteristics over generations, will also apply to mental abilities |
| Romanes (1800s) | argued that animals can be arranged on a scale according to their intelligence. anthropomorphism |
| Lloyd Morgan (1890s) | critical of Romanes’ work. Lloyd Morgan’s canon --> concluded that animals solve problems through trial and error. |
| Anthropomorphism | attribution of human characteristics to non-human entities, especially animals. |
| Lloyd Morgan’s canon | “In no case may we interpret an action as the outcome of the exercise of a higher psychical faculty, if it can be interpreted as the outcome of one which stands lower in the psychological scale” In other words, always look for the simplest explanation |
| Thorndike (1874-1949) | first person to study the intelligence of animals in the laboratory. “coup de grace to the despised notion that animals reason” Thorndike's law of effect. Animals solve problems through trial and error (1898) |
| Thorndike's Law of Effect | If a response is favoured, it will be strengthened. Had a big effect on psych as a whole. |
| John B. Watson (1878-1958) | Rejected introspection. Advocated behaviourism --> founded behaviourist movement. Advocated that psychologists should focus on how behaviour can be changed through learning, by means of reward and punishment |
| Burrhus Frederick Skinner (1904-1990) | Studied learning and behaviour. Developed the Skinner Box |
| Response Shaping | training an organism to perform a specific response (behavior) by reinforcing any responses that are similar to the desired response. |
| Schedule of Reinforcement | a tool in operant conditioning that allows the trainer to control the timing and frequency of reinforcement in order to elicit a target behavior. |
| Operant/Instrumental Conditioning | Conditioning where the relative frequency of a response increases as a result of reinforcement or reward. Animal learns that an action is related to an outcome Favourable consequences = behaviour strengthened Unfavourable = behaviour weakened |
| Ivan Pavlov (1849-1936) | Conducted study of dog salivating, regarded this salivation as evidence of learning. Used a neutral stimulus to signal the imminent delivery of a small amount of food to a dog. Eventually, the dog would salivate whenever the stimulus was presented |
| Pavlovian/Classical conditioning | A form of conditioning where the subject learns the association between two stimuli. |
| Conditioning | Animals are trained to react in a certain way to a stimulus. If they react in the way they are trained, we can infer that they have learnt the association. Two main types: classical (Pavlovian) conditioning, and instrumental (operant) conditioning |
| Learning | A long-lasting change in behaviour that results from experience |
| Stimulus Generalisation | When a stimulus can be substituted for another stimulus and produce the same response from the subject. Magnitude can be determined by similarity between the stimuli. |
| Unconditioned Simulus (US) | a biologically significant event (such as food). Will elicit a response from the subject (such as eating). Signalled by a conditioned stimulus. |
| Conditioned Stimulus (CS) | neutral stimulus (such as a tone); signals a US. |
| Unconditioned Response (UR) | The subject elicits a response to the US. |
| Conditioned Response (CR) | After a number of pairings of the CS and US, a response, such as salivation (CR). Provides evidence of learning about the relationship between the CS and US, and the strength of this learning is reflected by the strength of the CR. |
| Extinction | If the CS should be repeatedly presented by itself, the strength of the CR will weaken. |
| Animal Memory | When a current behaviour is under the influence of past experiences. |
| Clarks’ nutcrackers | Nutcrackers were able to remember the location of food they buried in 3,500 out of 7,000 caches. |
| Fagot and Cook (2006) | Birds learnt to peck left/right depending on the images they were presented with. Could remember 1,200 images for 2 years. |
| Vaughan and Greene (1984) | Birds learnt to peck when shown certain images and received food as reward. |
| Piley and Reid | Dog named Chaser learnt to retrieve objects based on their names. Learnt names of over 1000 objects. |
| Church and Deluty (1977) | Rats learnt to press one of two levers based on the duration of a tone (short or long duration). Suggested that animals may understand the concept of time. |
| Clever Hans | Horse trained by Von Osten to answer sums by tapping foot to count. Could read sums as well as answer verbal sums. Pfungst argued that Clever Hans would detect changes in Von Ostens posture in order to determine when to stop tapping. |
| Meck and Church (1983) | Study showing that rats are able to tell the difference between a sequence of two pulses of noise and eight pulses of noise. Suggested that animals may understand the concept of numbers. |
| Pepperburg (1994) | Taught a parrot named Alex the names of colours and trained a parrot to count coloured blocks. Suggested that animals may understand the concept of numbers. |
| Herrnstein (1976) | Pigeons learnt to peck/not peck based on the category of image they were shown (such as tree/no tree in image) |
| Watanbe and Sakamoto (1995) | Pigeons learnt to peck/not peck based if painting was by Monet or Picasso. |
| Explanations for Categories | Not lang based. Not rote learning. Feature/exemplar learning. |
| Associative Learning | When 2 events occur together ----> Animal learns |
| Wagner Theory of Attention | Attention is high to novel stimuli. Attention is low to familiar stimuli. |
| Latent Inhibition | Repeated presentation of CS before the beginning of conditioning process, effects learning. |
| Mackintosh Theory of Attention | Attention high when stimulus signals importance. Attention low when stimulus signals not important. |
| Pearce and Hall Theory of Attention | Attention is important for learning. When something is learnt, attention goes down. |
| Observational Conditioning | learning that occurs through observing the behavior of others. |
| Orienting Response | An organism's immediate response to a new stimulus. |
| Deductive Reasoning | The conclusion necessarily follows from the premises. |
| Inductive reasoning | The conclusion is likely to follow from the premises. |
| Navigation | Animals remember direction (by using sun) and distance (by counting steps) to navigate. Wehner and Srinivasan (1981): Ants study |
| Piloting | Using landmarks to navigate. Cartwright and Collett (1983): Gerbil study. |
| Kohler (1925) | banana on ceiling, group of monkeys given boxes, showed insight in monkeys. |
| Weir et al. (2002) | Bird given straight wire to get bucket of food out of tube ----> bird learns to bend wire into hook to retrieve food. Suggests animal insight. |
| Communication | takes place when one organism transmits a signal that another organism responds to appropriately |
| Seyfarth and Cheney (1993) | vervet monkeys make different sounds when they see three different predators. Other monkeys then either climb trees, or look up/down based on call. |
| Hockett's Criteria | Discrete units. Arbitrary units. semanticity. displacement (in time/space). productivity through syntax (grammar). |
| Furness (1916) | taught an orang-utan to say a few words. |
| Hayes and Hayes (1951) | Taught a chimp (Vicki) a few words. |
| Gardner and Gardner (1969 | taught a chimpanzee (Washoe) 130 words in sign language. |
| Premack (1971) | taught an ape to communicate by organizing tokens into correct grammatical sequence. |
| Noam Chomsky | Argued that language is unique to humans. Language acquisition device (LAD). Did not have much evidence. |
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lachlanbramley
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