Animal models Flashcards

1
Q

What percentage of psychological research is done on animals? (1)

A

~ 7.5%

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2
Q

List 3 popular animals used in research (3)

A
  • Rats, mice, (1)
  • Pigeons, cats, rabbits, hamsters, dogs, (1)
  • Chimpanzees, baboons (1)
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3
Q

What is the purpose of the comparative psychology field? (3)

A

The field is interested in
animal research (1) by either
focusing on a particular species (1) or compare this
species to humans (1)

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4
Q

What is the expectation of using animals as human models?

A

Findings will be universal and generalizable to humans

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5
Q

Can we obtain knowledge on human diseases through animal models? If so how? If not why? (5)

A

There is a possibility of obtaining knowledge on the topic of certain diseases by observing a species with said disease (1) over it’s short life span (1), or how certain factors affect the diseased sample (1). However, animal physiology can differ from the animal sample (1) thus prohibiting us to directly generalize findings to humans (1)

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6
Q

What is the concept of an animal model? (3)

A

The use of animal research to test a certain cause–effect hypothesis about a certain human behavior (2).
An animal model is not just broadly using
animals to understand human behavior (1). It is
a specific model.

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7
Q

What are the four major types of experimental

manipulation used in animal models (6)

A

-Genetic manipulation (when animals are bred
in a certain way)
-Invasive manipulations with the nervous
system (parts of the brain are stimulated with
electrodes, lesioned or removed)
-Invasive manipulations with other body parts
(parts may be stimulated by substances or
damaged)
-Behavioral and environmental manipulations
(such as electric shocks for rats depending
on their performance in a maze-learning task).
(4) all points (2) all understanding

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8
Q

Why is it said that the deeper we go into the brain the more “primitive” structures we will find? (2)

A

As species evolved (1), new structures were built on top of older structures (1)

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9
Q

Explain the Triune brain theory (5)

A

This theory by MacLean (1990) (1) divides the human brain into three parts: (2)
-Reptilian complex, [deepest in brain]
-Paleomammalian complex (the limbic system),
-Neocortex. [closest to surface]
The idea is that the deeper brain
structures can be found in animals as well (1); and
the further down you go inside the brain, the
further down you see in evolution (1)

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10
Q

What evidence against the Triune brain theory and similar is there? (5)

A

The discovery of microscopic differences between animals and humans in certain brain areas (2). For example, some brain areas that both humans and primates have in common were found to be different in terms of how neurons are structured within them (2). This suggests that the evolution of the brain might have
been more complex than simply building newer
structures upon older structures (1)

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11
Q

What does it mean to look at psychological functions?

A

To look at the problem from

the cognitive and the social perspective

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12
Q

Discuss and explain Premack’s (2007) comparison (5)

A

Focus on the important areas of difference between humans and animals relevant to psychological research (1). Every time we find a similarity, we need to ask ourselves: what is the dissimilarity (1)?

-Animals predominantly teach one thing—eating,
while in humans the targets of teaching are very
diverse (1). There is a similarity in that animals and humans teach their young (1), but humans have a much more complex method (1).

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13
Q

Advantages of animal models (6)

A
  • Humans and animals are identical in many
    ways, both in terms of brain structure and
    genetically
    -Useful models of human behavior
    and life-saving treatments have been
    developed based on animal experimentation
  • Laboratory mice live 2–3 years and this
    presents an opportunity to see their behavior
    across their lifespan and even across
    generations
    -Animal research may be highly controlled leading to higher internal validity of
    experiments
    -Animal subjects are relatively inexpensive
  • Animal subjects are easily accessible, easy to handle and manage.
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14
Q

Disadvantages of animal models (5)

A

-Animals and humans are never exactly the
same, therefore findings still needs to be replicated with humans in order to be sure that findings are
generalizable
-Difference in physiology
-Results from animal models are
never directly applied to humans. Even if
models yield successful results, the research must be repeated with a variety of species closer to the size of humans
- laboratory environments may put samples under stress. As a result, their reactions to experimental manipulations may not be quite the same as in their natural environments: there may be an issue with
ecological validity.
-Positive results in animals may not mean positive results in humans, like wise negative results in animals may not mean negative results in humans.

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15
Q

Ethical considerations of using animal models (8)

A

-Clear scientific purpose
-The chosen species is
the best choice to address the research question,
the minimum required number of non-human
participants is used
-Ethics Committee
-Familiar with the species
-Humane care
-Minimal discomfort
-Euthanizing when in chronic pain
-Animals reared in the laboratory must not be
released into the wild

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16
Q

Endophenotype

A

An endophenotype is the measurable biological, behavioral or cognitive markers that are
found more often in individual organisms with a disease than in the general population.

17
Q

Discuss the use of animal models in genetic research.

A

X

18
Q

To what extent does animal research provide insight into human behavior?

A

Caspi et al 2003 looked at the genotype of boys which produced the same enzyme that was studied in Cases 1995. His results showed that those with low MAOA enzyme were more aggressive and struggled to form social bonds, just like the male pups in Cases. This example provides evidence for the fact that there are similarities between human and mice behavior.

19
Q

Discuss ethical considerations in animal research.

A

X

20
Q

Rosenzweig, Bennet & Diamond’s (1972) A.M.P.P.R.E.E

A

Aim: Do environmental factors such as a rich or an impoverished environment would affect the development of neurons in the cerebral cortex

Method: Experiment, Independent measure design

Participants: Male rats from a common litter

Procedure: Three male rats from a common litter were randomly allocated to one of three environments with adequate access to food and water.:
-Impoverished (individual cages)
-Enriched (Toys and maze)
-Controlled Condition (Rats in plain cage)
The rats typically spent 30 to 60 days in their respective environments before they were killed in order to observe their brains’ anatomy.

Results: There was an increased thickness and higher
weight of the cortex in EC rats compared to that of IC rats. EC condition had developed significantly greater activity in the neurons in the cerebral cortex associated with transmission of acetylcholine, important for learning and memory.

Evaluation:
-Highly controlled laboratory experiment, possible to establish a cause and effect relationship.
-The research results have been replicated many times.
-Difficult to generalize to humans unless research with
humans provides the same results.
-Variables of social interaction, environmental stimulation and exercise may interact.

Ethics: Rats were isolated and put into an impoverished environment, but they were killed at the end of the
study

21
Q

Brady (1958) A.M.P.P.R.E.E

A

Aim: Determine the effect of stress on business executives

Method: Experiment, Independent measures design

Participants: Monkeys

Procedure: Monkeys were
allocated to – either the “executive monkey” or the “yoked monkey.
Both monkeys would receive an electric shock every 20 seconds for six hours at a time over a three week period
The executive monkey could pull a lever to stop the shock, but the yoked monkey could not.

Results: Executive monkeys developed ulcers and eventually died. The yoked monkeys showed no negative health effects. Brady concluded that high levels of stomach acid as the result of stress
led to the ulcers.

Evaluation:
-Monkeys were not randomly allocated to conditions
-Assumes that being in charge is
more stressful than not being in control of one’s environment.
-Not realistic situation for actual business executives
-Poor operationalization of stress
-Small sample

Ethics:

  • Ulcers could have caused horrible pain
  • Constant distress
22
Q

Harlow (1958) A.M.P.P.R.E.E

A

Aim: Test the effect of isolation on infant monkeys.

Method: Experiment, Independent measure design

Participants: rhesus macaque monkeys

Procedure: Immediately after birth, he removed
infant monkeys from their mother. He kept these infants away from any contact with monkeys for a time period ranging from three months to one year. Then he put them in an environment with other monkeys.

Results: Monkeys displayed abnormal behavior, including rocking compulsively and self-
mutilation. They were afraid of the other monkeys unable to socialize and often attacked them.

Ethics: Some argue that this was important research in
understanding the role of attachment in mental health and therefore justified others have argued that the studies were unnecessarily cruel.

23
Q

Cases et al (1995) A.M.P.P.R.E.E

A

Aim:
Method: Experiment
Participants: Transgenic mouse where the gene that regulates the production of (MAOA), an enzyme
was ‘knocked out.

Procedure: An intruder mouse was introduced into the cage of another mouse.

Results: With control mice, when the “intruder” was introduced, the mice would “check out” the other mouse, sniffing and engaging with the mouse. In the transgenic mice, the mice
adopted a threatening hunched position and would engage in aggressive behavior.

Evaluation:
-Majority of people who have the MAOA polymorphism do not exhibit aggressive
behavior. This does not mean that the gene does not have this potential effect on human behavior, but it
means that there must be a gene x environment interaction for the behavior to occur.
-Cause and effect can be established

Ethics: Permanent damage to animals

24
Q

Ferguson (2000) A.M.P.P.R.E.E

A

Method: Experiment, mixed design

Aim: Investigate the role of oxytocin in social memory in rodents.

Participants: 42 oxytocin gene knockout mice and 42 mice with normal genotype. All mice were male.

Procedure: Female mouse was introduced into the cage for one minute. This was done 4 times with the same mouse. On the fifth trial a new female mouse was introduced.

Behavior was scored and recorded by trained raters. Time spent sniffing the female mouse was the operationalization

Results: Mice with normal genotype spent less and less time sniffing the female mouse with each trial. On the fifth trial the time spent sniffing was the same as the original time
Oxytocin knockout mice spent the same amount of time sniffing on all trials

Conclusion: Oxytocin is necessary for developing social memory in mice and plays a role in recognizing members of the same species.

Evaluation: Generalization to humans is not viable as humans interact in a much different way.

Ethics: Gene manipulation and permanent damage

25
Q

Utilitarian argument

A

Utilitarian argument takes the position that if the experimentation results in a greater good, then it was
appropriate.

26
Q

Cost-benefit analysis

A

Cost–benefit analysis is a systematic approach to estimating the strengths and weaknesses of alternatives.

27
Q

Animal rights argument

A

Animal rights argument argues that the utilitarian argument is an example of speciesism – that
is, the idea that being human is a good enough reason for human animals to have greater rights than non-
human animals. The animal rights argument believes that all animals have rights

28
Q

Rogers & Kesner (2003) A.M.P.P.R.E.E

A

Aim: Determine the role of acetylcholine in the formation of spatial memory

Method: Exp, Independent measure design

Participants: 30 rats acclimate to a Hebb Williams maze

Procedure:
The rats were randomly allocated to one of two conditions.
The rats were either injected with scopolamine or
with a placebo directly into the hippocampus ten minutes before running the maze.
Encoding of memory was assessed by the average number of errors made on the first five trials of Day 1
compared to the last five trials of Day 1, whereas the average number of errors made on the first five trials of
Day 2 compared to the last five trials of Day 1 was used to assess retrieval.

Results: Scopolamine group took longer and made more mistakes in the learning of the maze
However, it did not appear to have an effect on retrieval of memories that had already been created. It
appears that acetylcholine may play an important role in the consolidation of spatial memories.

Evaluation:
-Well controlled experiment
-Reductionist approach to
understanding memory

Ethics: No note worthy limitations

29
Q

Transgenic mice

A

Mice that have been artificially modified at a genetic

level to include a foreign sequence, or transgene

30
Q

Romero et al (2014) A.M.P.P.R.E.E

A

Aim: Investigate the role of oxytocin
in promoting social bonds in mammals

Method: Experiment, Repeated measures, double-blind
counterbalanced design

Participants: 16 dogs
Procedure: Dogs were sprayed intra-nasally either with oxytocin or a placebo. They were placed with
their owner and another dog in the same room and their behavior was recorded by four cameras
during one hour. The room was empty except for
a chair on which the dog owner sat. The owner
was instructed to move the chair in pre-designated
positions every 10 minutes, but otherwise sit
quietly and not actively interact with the dog.

Results: Results showed
that dogs sprayed with oxytocin showed higher
afliation towards their owner. Affiliation was
operationalized as snifng, licking, gentle touching
with the nose or paw, play bouts and body
contact. They also spent significantly more time
in close proximity to the owner
Evaluation:
Ethics:

31
Q

Scopolamine

A

Blocks the acetylcholine receptor

sites and thus inhibits any response