Lecture 1- Behaviour (How and why), Evolution (How it works), Tinbergen's four questions, Research methods and How do animals make decisions. Flashcards

1
Q

Approach to study animal behaviour:

What approach will we be adopting?

What is it?

Will we also be looking at the adaptationist perspective?

A

Behavioural ecology approach.

It is a modern approach to the study of animal behaviour from an evolutionary perspective.

Yes- this is the ways in which animals behave (adaptations).

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2
Q

Behaviour- How versus why:

What are the two types of questions we can ask about behaviour?

Explain an animals scientific name.

Give an example using animals.

Give another example.

In this module, what can you do with names?

A

How and why questions.

The scientific name is two words. The first is the genus and the second is the species.

Like an alpine marmot is called marmota marmota. The first part is the genus, the second part is the species.

Homo (genus) sapiens (species). This is humans.

You can refer to the scientific name or the common name as long as you are specific (can be with the way it looks) like saying black rats.

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3
Q

What is behaviour?

Essentially, what?

How can you look at behaviour?
Explain.

A

How animals interact with other organisms and the physical environment.

Essentially, everything you see animals doing.

Can look at behaviour at different levels. There are simple behaviours like moving a limb or you can look at how these simple things are integrated together into something like running or more specific like running away from a predator.

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4
Q

What do diggerbees do?

Does he defend his digging spot if needed?

What kind of questions can you ask about behaviour?

Explain the how part for diggerbees.

A

They dig to find females to mate with. After he will stroke her so she is not responsive to other males (courtship).

Yes.

How and why questions;
How does a male bee know where to dig?

Why do males in this species engage in this behaviour (rather than wait for females to emerge)?

How- find out using a dead female bee- essentially, you would bury her and see whether they find her through odour or sound- the answer is odour (because a dead female bee will smell like one but not sound like one).

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5
Q

How questions:

What are these?

Give examples.

Explain some examples further.

A

Proximate mechanisms.

E.g. anatomical, physiological, biochemical, neural and hormonal etc.

Anatomical- What bit of the brain is involved?

Neural- What neurons are involved in causing something to happen?

Hormonal- What hormones trigger a behaviour?

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6
Q

Why questions:

What are these?

Give examples.

Is this asking questions about how the behaviour evolved?

A

Ultimate causations- what is the function of a behaviour?

Maybe because they are competing for reproductive opportunities (mating opportunities).

Yes.

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7
Q

Give an example of something an animal does and how you can explain this behaviour through proximate and ultimate causations.

A

Behaviour- tiger rubbing its head against a tree.

Proximate causation- Feels good- Rubbing its neck could stimulate a sensory neuron connected to the pleasure centre in the brain which creates a reward feeling that makes the tiger want to keep doing it.

Ultimate causation- Marks territory- Scent is located in the neck- The tiger is leaving its scent all over the tree in order to mark its territory.

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8
Q

In order to answer questions about ultimate causations, what do you need to refer to?

Why?

Is this a scientific framework to account for why organisms appear to be adapted (designed) to survive and reproduce in their particular environment?

Can you also look at the developments of this theory which have occurred since then?

Are there other types of selection? Give an example.

A

Darwin’s theory of evolution by natural selection.

It helps us understand why animals behave in the way they do.

Yes.

Yes.

There are other types of selection such as sexual selection.

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9
Q

PT 2- Evolution- Natural selection:

What are the three essential ingredients for natural selection (for evolution to occur)?
Explain them all.

When darwin came up with the theory, did he know what a gene was?

A

1) Variation- Organisms vary in many ways.
2) Inheritance- Some of this variation can be passed onto offspring- Different versions of genes are called alleles.
3) Selection- Organisms with heritable variants leave more offspring because this variation means that some individuals have attributes which allow them to survive and reproduce more effectively.

No- he just knew organisms varied and some variation can be passed on.

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10
Q

What is a genotype?

What is a phenotype?

Does genotype influence the phenotype?

What can one thing cause another?
Look at slide 51 for this to be explained better (read the bottom as well).

A

Genotype- collection of genes that makes them up- their blueprint.

Phenotype- physical characteristics and how it behaves.

Yes.

Differences in genotype can cause differences in phenotype.

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11
Q

Natural selection in action:

Give an example.

Is there variation here?

A

There was a drought in the Galapagos island which reduced the number of small seeds available to finches- This caused many small beak finches to die (can only break into small seeds to eat, not bigger ones)- There was an increase in finches average beak size in the years following.

Yes- when selection (drought) happened, those with a variation were more successful (heritable).

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12
Q

What is the trait that evolution produces called?

What is an adaptation?

Why did it evolve?

Does it have a genetic basis?

Does it regularly develops in members of the same species?

Can behavioural traits also be seen as adaptations?

A

Adaptations.

Characteristic that has arisen through and been shaped by natural and/or sexual selection. Part of the design of the species.

It helps to solve problems of survival and reproduction in the evolutionary ancestry of the organism.

Yes.

Yes.

Yes.

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13
Q

Say the equation for evolution.

Do adaptations have evolved functions?

What do they increase?

What is fitness (Darwinian fitness)?

What is it simply about?

Does fitness also depend on the success of close (genetically similar) kin?

A

Variation + Inheritance + Selection (natural or sexual) = Adaptations (therefore evolution happened).

Yes.

Survival and/or reproductive success (i.e. fitness).

When traits evolve because they increase survival and/or reproductive success.

It is simply about successful survival and reproduction.

Yes.

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14
Q

What is a sophisticated definition of fitness (Darwinian fitness)?

How does evolution work?
Explain.

Is natural selection trying to achieve anything?

What can selection not do?

Does evolution happen in gradual steps?

A

Genetic contribution

Evolution generates lots of variation and the stuff that works best is kept and the stuff that does not gets lost (does not leave much descendants). Its aim was not there to solve a problem. It is a blind process.

No.

Selection cannot anticipate future needs, it can only act on existing variation.

Yes.

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15
Q

Does adaptations evolve for the good of the species?

What kind of traits does selection favour?

Could it favour traits which are bad for species?

A

No.

Traits which enhance the ability of individuals to survive and reproduce (i.e. leave more descendants than competitors).

Yes- e.g. being a super efficient predator- will wipe out the prey population.

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16
Q

Why do some species look similar (or behave in similar ways):

What can this be down to?

What is convergent evolution?

When does convergent evolution occur?

Does it lead to evolution of similar traits?

A

Convergent evolution or homologous traits.

It is when species that are not closely related evolve similar traits (look and behave alike) that solve similar problems.

It occurs when different species are exposed to similar selection pressures.

Yes.

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17
Q

Continuation from convergent evolution:

Give an example of convergent evolution in animals.

Are hippos and crocodiles closely related?

What issue did they have and what was the solution?

A

Example is that hippos and crocodiles both have their eyes above the water (on top of their head) but keep their bodies underwater.

No- Crocodiles are not mammals whilst hippos are.

They had the issue of how do I look around if my body is under water. The solution was to have eyes on the top of your head, they evolved these solutions separately.

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18
Q

Homologous traits:

What is this?

What are homologous traits similar in?
Explain.

Give an example.

A

Species may possess similar traits because they inherited them from a recent common ancestor, are closely related (NOT due to convergent evolution).

Homologous traits are similar in structure and/or genetic basis, but may have very different functions and appearances.

Example- Think about the four limbs of a mammal (human) and the wings of a bird.

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19
Q

Tinbergen’s four questions:

What is further subdivided into 4 types of questions?

Behavioural ecology:
What does behavioural ecology attempt to do?

A

How and why questions.

Attempts to work out what traits are for.

20
Q

Continuation from Tinbergen’s four questions:

What is the table split into?

For proximate and current, what is it and what types of questions would you ask?

For proximate and historical, what is it and what types of questions would you ask?

For ultimate and current, what is it and what types of questions would you ask?

For ultimate and historical, what is it and what types of questions would you ask?

LOOK AT THE TABLE ON SLIDE 77.

A

Proximate, ultimate, current and historical.

Causations (mechanisms)- How does it work?

Ontogeny (development)- How did it develop?

Function (fitness value)- What is it for?

Phylogeny (evolutionary history)- How did it evolve?

21
Q

Continuation from Tinbergen’s four questions:

What is a mechanism example, essentially some questions you would ask yourself?

What is some questions you would ask yourself in terms of ontogeny?

What is two phylogeny example questions you can ask yourself?

In this module, will we be focusing on function (like of what animals do)?

A

Mechanisms example- what bit of the brain is involved in the generating of this behaviour- like are the digger bees relying on smell or sound.

Ontogeny- Do they learn it from other animals? Is it coded somewhere in their genes?

Phylogeny example questions- Did it evolve through convergent evolution? Did it evolve recently or old?

Yes.

22
Q

Levels of analysis:

What are the four questions?

Essentially, what are they?

What does a complete explanation require?

A

Complementary explanations- One answer is not an alternative explanation to another.

Different levels of analysis.

Complete explanation requires proximate and ultimate perspective.

23
Q

How do animals make decisions?

When making a decision, what do animals need to be mindful of?

What do animals use to make decisions rather than running through lots of reasoning?

What is a rule of thumb essentially?

A

Costs and benefits.

Rules of thumb.

A simple rule to guide your behaviour.

24
Q

Continuation from how animals make decisions.

What is a technical term for rule of thumb?

What is the definition of rules of thumb?

Is it the most cost-effective means of decision making in terms of fitness costs and benefits?

But what is it specific to?
Explain.

So if they are in a novel environment like a lab, what can their rule of thumb do to them?

A

Heuristic.

Approximations of perfect decisions.

Yes.

It is specific to the environment in which they evolved. Moving them to a different environment, that behaviour may no longer be functional.

Lead to bad outcomes. There is evolutionary lag.

25
Q

Continuation from rules of thumb.

Do animals use a rule of thumb to determine which food items are worth eating (highest energetic value)?

What can these rules of thumb be?

What can rules of thumb result in?

Have they evolved rules of thumb which have worked well in the past?

A

Yes.

Colour and size.

Occasional mistakes. But the benefits may outweigh the costs.

Yes.

26
Q

Continuation from rules of thumb.

Give an example of an animal and their rule of thumb leading to unexpected outcomes.

A

Shrew- they eat mealworms- These can be small or large- Large ones take time to eat and are harder to deal with but get more energy from it- A clever shrew would eat small and large ones but avoid middle size ones as they are not worth it and too fiddley- However they don’t and have a rule of thumb of biggest is the best.

27
Q

When do rules of thumb fail?

How does this work?

Give an example of an animal and their rule of thumb which was optimal in an old but not so much the new environment.

A

Fail due to evolutionary lags (i.e. in novel environments).

Sudden changes in the environment can make a previously optimal solution, non-optimal.

Armadillo’s- When surprised by predators, they would jump into the air which works well- It does not work well when surprised by a car leading to their deaths.

28
Q

What does the adaptationist perspective lead us to view?

What should you not assume?

Do animals know anything about their function of behaviour?

A

Leads us to view behaviours as having evolved functions. It looks like the behaviour is designed to achieve a goal.

That the animal has an understanding of these goals.

No- they just do it.

29
Q

Goal-achieving systems:

When a desired outcome is reached for animals, what happens?

Give an example of an insect which does this.

As they recognize their objective (goal) when they come across it, is an internal representation of the goal needed to initiate the behaviour?

Can this all be demonstrated experimentally by mimicking the outcome?

Without interference, does the normal result act as a negative feedback mechanism?

A

A behaviour will get turned off.

Woodlice- they run around in circles- when they find something dark, they stop running.

No.

Yes.

Yes.

30
Q

Research methods:

Is it easy to sometimes work out the function (fitness value) of something?

A

Yes. Like a polar bear being white we know is to creep up on prey.

31
Q

Study of animal behaviour:

What does it involve addressing?

Is it an empirical science?

Where can data be gathered from?

A

Tinbergen’s 4 questions.

Yes.

Experiments, observations, comparisons and theoretical/computational models.

32
Q

Cost-benefit approach:

What is a fitness benefit?

What is a fitness benefit essentially?

A

Positive effects of a trait on reproductive (and therefore genetic) success.

Essentially good things that a trait can cause to happen to an animal like helping it survive and reproduce more effectively.

33
Q

Continuation from the cost-benefit approach:

What is a fitness cost?

What needs to happen for a trait to have an adaptive value?

A

Negative effects of a trait on reproductive (and therefore genetic) success.

If the benefits are more than the costs then a trait evolves and has an adaptive value.

34
Q

Measuring fitness:

What can you not do?

When you are trying to work out what a trait is for, what should you do?

What do you need to rely on?

What do proxies provide?

A

You cannot measure fitness directly.

Measure the effect it has on fitness- if it has a positive effect on fitness then you can get an idea of what it evolved for.

Proxies.

Proxies provide units with which to measure benefits and costs.

35
Q

Measuring behaviour:

What is data used for?

Should the world be measured reliably (i.e. repeatable measurements)?

What needs to be agreed?

What might the units be and what does this mean?

A

Test hypotheses.

Yes.

What a behaviour is needs to be agreed so researchers can go and quantify it the same way- Essentially need repeatable, recognisable units of behaviour.

Units may be species-typical- means it is only relevant to the species we are studying.

36
Q

Defining units of behaviour:

What is there not?

Give an example of a unit of behaviour.

A

No particular level of complexity- It depends on the behaviour (hypothesis) you are trying to test.

Moving a limb.

37
Q

Ethogram:

What is an ethogram?

What else is it a catalogue of?

When is an ethogram used?

What does the behaviour need to be?

A

A catalogue or inventory of behaviours that animals of a particular species engage in.

Agreed behaviours- researchers can agree, recognise and document when it happens.

When studying behaviour in the wild. In observational studies.

Clearly defined- objective definitions.

38
Q

Continuation from ethogram:

What should you avoid?

What is anthropomorphism?

Can you use the catalogue in two ways (the techniques below)?

A

Anthropomorphism or inferring goals. Just say what it is doing.

This is when you infer human like motivations into the mind of animals.

Yes.

39
Q

Observation techniques:

What is continuous focal sampling?

A

This is when you follow an individual (or two) around and record everything they do- Essentially the time they stop and start doing things.

40
Q

Continuation from observation techniques:

Who is instantaneous (scan) sampling used on?

What is instantaneous (scan) sampling?

A

Used on a large group of animals.

This is when you record what animals are doing at fixed, predetermned, time intervals- Essentially at one particular moment of time, you would scan them and see what they are doing.

41
Q

Continuous (usually focal) sampling:

What happens here?

What do they record?

What else do they record?

A

Watch one (focal) animal at a time or a pair for a pre-set period of time.

Record all behaviours + the time each occurs.

They record with whom each animal interacts.

42
Q

Continuation from continuous (usually focal) sampling:

For you to do this, what is important?

Who does it work well for?

What is it good for?

A

Important to be able to distinguish individual animals from each other.

Small groups or individual animals.

Good for observing interactions between animals.

43
Q

Continuation from continuous (usually focal) sampling:

What does it capture?

Give an example of a behavioural state.

Give an example of a behavioural event.

Essentially what is an event and state.

A

Behavioural states and events.

Sleeping.

The moment you wake up.

Events are when things start and stop, states are an animal like being.

44
Q

Instantaneous (usually scan) sampling:

What happens here?

When do they record the behaviour?

What do they only record?

A

Observe a single animal (“focal”) or a group of animals (“scan”).

Record at pre-set intervals over a given period of time- like every 5 minutes.

Record only the behaviour they see when they scan not at other times (ignore this).

45
Q

Continuation from instantaneous (usually scan) sampling:

What is an advantage?

Who does it work well for?

What else does it work well for?

A

Do not need to be able to identify individual animals.

Works well for observing large groups.

Works well for creating time budgets- Like how much time animals spend eating, fighting, etc.

46
Q

Continuation from instantaneous (usually scan) sampling:

What does it capture and what would you miss?

What can it tell us and what can it not?

A

Captures behavioural states only and rarely events (miss it).

It can tell us, for example, how many are asleep but would not tell us the particular time they fell asleep.

47
Q

Comparing methods:

Go on the last slide and complete the table!!!

Using these sorts of methods, what can you get a good idea of?

What is a behavioural event?
Example.

A

Done it?

How animals spend their time in the wild.

A behavioural event is a change from one state to another state like from being awake to falling asleep or a discrete event like biting another animal.