ch 16 and 17 Flashcards
(51 cards)
how can we learn from studying primates
when human studies are limited ethically or practically
how do primates learn
classical conditioning
operant conditioning
observational learning
famous case of Imo
took sweet potatoes to the water to remove sand. Took handfuls of wheat to the water to remove sand. Over time others started to do the same thing. Learned by observing Imo, and possibly through operant conditioning from human caretakers
is observational learning innate or learned
study of pecking for grains in newborn chickens
chicks begin to peck as soon as they can stand and walk
normally display no color preferences in pecking. at 30 hours old, chicks allowed to observe mechanical hen peck at either green or orange grains. Afterwards, chicks chose color pecked by mechanical hen 2/3 of time. No experience to learn imitation prior to this experience, so must be innate
observational learning, where does it occur
occurs in species other than primates, but relatively rare and confined mostly to mammals an birds. appears to be hallmark of primate learning. Gives primates an advantage-don’t have to spend time trial and error
tradition
over time individuals in a group build up a large repertoire of learned and socially transmitted behaviors, learning from each other and across generations
tool use in primates
Jane Goodall’s observations of chimps
stripping the leaves of a stick and using it to poke into a crack in a log or termite nest, getting food. Inventing other tools as needed. tool use previously believed to be limited to humans. Considered a sign of exceptional intelligence
tool use in other species
sea otter: cracks open shellfish by smashing them on a rock while floating on their backs
Egyptian vulture picks up rocks and drops them on ostrich eggs to break open their tough shells
woodpecker finch: uses sticks to extract larvae from dead wood and may modify the stick before using it
crow: makes hooks and probes out of twigs and leaves to search for insects under bark and in holes
Boesche and Boesche: tool use
field studies of wild chimps in forests
seek out highly nutritious large nuts, with thick shells
heave learned to use hammer and anvil method hitting nut with tree branch against a rock or hard surface. Young chimps learn by observing adult chimps, usually mothers
also observed mothers actively instructing young in the technique, correcting their errors, demonstrating proper methods
tool use as adaptive mechanism
no longer thought of as an indicator of intelligence. Used in species without special physical means to get prey. Use behavioral strategy rather than physical adaptation. Allows them to retain the flexibility to eat a variety of odds
generalization rather than specialization
humans most generalizes species in animal kingdom
unique intellectual and language abilities
ability to manipulate objects to suit our purposes
ability to invent tools to solve our problems
Harry harlow observations
studied social development in rhesus monkeys
mothers normally carry infants around clinging to bellies, nursing at will
infant explores visually at first and then actively, but always stays near mother, returning when startled
becomes independent by 2-4 years of age
Used METHOD OF DEPRIVATION take away something animal normally has and observe the impact
wire mother with bottle. wire mother with cloth
infant monkey needed comfort of warm soft mother figure CONTACT COMFORT
Mason and Berkson
added to Harlow’s work. compared stationary and moving surrogate mothers. with moving surrogate mother more normal development, more interaction with other infant monkeys
Harry Harlow five love systems
infant love peer love heterosexual love maternal love personal love
drastic effects of isolation from peers never learned to get along with others
Harry Harlow correcting isolation problem
effects of social isolation could be corrected if caught before 6-7 months. Normal development with minimum of few minutes each day with peers PRINCIPLES OF RESILIENCE
Harry Harlow Mother deprivation
motherless mother monkey (mmm’s) with the birth of mmm’s first infant, ignore or sit on infant, throw against wall, sometimes try and kill. mmm’s were normal mother with birth of second infant. experiential interactions of first offspring may have provided significant experience to mmm.
drastic effects of separation from mother after period of normal mothering. Infant developed disability similar to anaclitic depression. becomes passive, sad, upset, tearful, depressed. Human infants show same effects
implications for Harlow’s research
normal monkey peer relationships do not develop without social interactions during infancy, including opportunity for observational learning to occur. if deprivation last long enough, permanent damage to ability to become functioning adult
deprivation in human children
raised in orphanages basic needs met but little attention and stimulated. isolation prevented attachment. showed similarities to deprived monkeys. socially inept and unable to form close relationships. cognitively retarded to some degree, passive, lacking self control and tolerance for frustration. constantly in need of care
study of antisocial personalities
behave selfishly and impulsively hurt others without conscience. typical early experiences include lacking mother figure significant lack of constructive social learning experiences social isolation, child abuse
Steele and Pollock study of child abuse
60 families with well documented abuse studied for 5.5 years. consistent behavior patterns of abusing children. Parents own childhoods followed same pattern. Lacked social skills, asocial and isolated lives. unable to seek help from friends or relatives
Skeel compare orphanage with institution
compared children remaining in orphanage with those transferred to insitution where they received mothering from mentally retarded adults and older children. 1.5 years later IQs of orphanage children decreased 26 points. IQs of transferred children increased 27 points
20 yrs later orphange children half had not completed 3rd grade, some still institutionalized. transferred children were self supporting half completed high school, most functioning as normal adults
The critical role of early experiences
each study varies according to the specific nature of deprivation and the measures used to identify effects. not all findings have been replicated. however, finding seem parallel to harlow’s studies in monkeys- custodial care not sufficient, development of social behaviors requires early social interactions. effects of deprivation can be permanent depending on length of deprivation
the role of play in development
bodily movemebts involving leaps, running, climbing, thorwing wrestling and other movements either alone with objects or with other animals.
may be:
primarily social interaction- wrestling chasing mock fighting
exercise- throwing climbing running
exploration- sensory inspection and manipulation
play behaviors are done for their own sake, for the pure pleasure of it, not to accomplish any particular thing (no goal)
costs of play
loss of fuel or energy required for active movement and sometimes noisemaking. greater risk of injury in slipping or falling. greater exposure to predators, may be misinterpreted within the species, potentially leading to aggression. Many species have evolved clear signal to delineate playfulness called METACOMMUNICATION
