1. Advanced Biology Winter 2013

2.  INNATE = Born with  LEARNED = Gained throughout life

3.  INNATE = Born with  LEARNED = Gained throughout life  Is discrimination an innate or learned behavior?  Is the ability to break barriers innate or learned?

4.  Take a few minutes to write down the ways animals could learn behaviors.  How did they learn these behaviors?  What causes a learned behavior?  Can you have a behavior that isn’t learned?

5. INNATE vs. LEARNED

6.  Rhythmic  Communication  Reproductive  Competitive  Dominance  Territoriality  Social Interaction  Conditioning Classical Operant  Habituation  Imprinting  Observational

7.  Sometimes called “inborn” behaviors.

8.  When the behavior is the same for all members of a species.

9.  Sometimes called “inborn” behaviors.  When the behavior is the same for all members of a species.  Genetically controlled.

10.  Sometimes called “inborn” behaviors.  When the behavior is the same for all members of a species.  Genetically controlled.  What would some innate behaviors be?

11.  Behaviors that develop or change as we experience events.

12.  Changed behavior = learning.

13.  Behaviors that develop or change as we experience events.  Changed behavior = learning.  Learning enables an animal to adapt to change.

14.  Repeated behaviors at regular intervals  This may be different for different species.  These may have adapted to obtain resources and avoid competition.  Regulated internally and externally: Internal - biological clock External – light

15.  Migration in many animal species. Birds, fish, eels, insects, mammals

16.  Migration in many animal species. Birds, fish, eels, insects, mammals  Migration = movement of large numbers of animals over long distances from one area to another with a return home. Usually the same route.

17.  Migration in many animal species. Birds, fish, eels, insects, mammals  Migration = movement of large numbers of animals over long distances from one area to another with a return home. Usually the same route.  Why migrate?

18.  Migration in many animal species. Birds, fish, eels, insects, mammals  Migration = movement of large numbers of animals over long distances from one area to another with a return home. Usually the same route.  Why migrate?

19. Arctic Tern Migration Map

20.  Hibernation in many species Bears, rodents, fish, birds

21.  Hibernation in many species Bears, rodents, fish, birds  Hibernation = a state of inactivity and metabolic depression. Usually shown by low body temperature, slowed breathing and heart rate, and low metabolic rate.

22.  Hibernation in many species Bears, rodents, fish, birds  Hibernation = a state of inactivity and metabolic depression. Usually shown by low body temperature, slowed breathing and heart rate, and low metabolic rate.  Can be due to lack of resources, time, or temperature and can last days, weeks or even months.

23.  An innate behavior that is a response to a stimulus.  Can be through any sense: Touch Posture / display Sound Chemical signals (taste and smell).

24. 1. A setting for the communication Where is this taking place?

25. 1. A setting for the communication Where is this taking place? 2. A sender Who’s sending the message?

26. 1. A setting for the communication Where is this taking place? 2. A sender Who’s sending the message? 3. A receiver Who’s receiving the message?

27. 1. A setting for the communication Where is this taking place? 2. A sender Who’s sending the message? 3. A receiver Who’s receiving the message? 4. Type of signal What is the purpose for the communication?

28. 1. A setting for the communication Where is this taking place? 2. A sender Who’s sending the message? 3. A receiver Who’s receiving the message? 4. Type of signal What is the purpose for the communication? 5. How the signal is sent (visual, auditory) What senses does the signal use?

29. 1. A setting for the communication Where is this taking place? 2. A sender Who’s sending the message? 3. A receiver Who’s receiving the message? 4. Type of signal What is the purpose for the communication? 5. How the signal is sent (visual, auditory) What senses does the signal use? 6. A behavior of the receiver What was the outcome?

30.  Touch :

31. Physical Aggression

32.  Touch : Billing in Birds

33.  Touch : Pysiological Needs (EATING) Red Spot on Glaucus Wing Gulls

34.  Posture and Display:  Dominance and Territoriality  Courtship Rituals

35.  Some animals create social hierarchies:  Caste: Each caste has a different structure and different, specialized job in the group. Bees, termites, ants, etc. Queen – Workers - Warriors

36. Pecking Orders: There is one dominant individual and it fights to keep other individuals in their ‘place’

37. Pecking Orders: There is one dominant individual and it fights to keep other individuals in their ‘place’ Higher in the pecking order = more food and resources Stronger individuals will more likely add to the next generation (higher fitness)

38.  Sexual Dimorphism: the two sexes in a species look physically different.

39.  Di- = two

40.  Sexual Dimorphism: the two sexes in a species look physically different.  Morphology = the size, shape, or structure of an organism or part.

41.  For some animals to mate, they must do an intricate and specified dance between the two sexes. Spider Courtship Dance

42.  Birds use many different sounds to communicate different feelings / actions.  Can be: Territorial Mating Family Singing

43.  Marine mammals use sound to communicate as well as “see”.

44.  Echolocation: the use of sound waves to determine distance.

45.  In a sense, animals can use taste and smell through chemical cues to communicate.  Dogs sniffing around…  Ants following each other.

46.  Ant’s will follow each other using pheromones (chemicals secreted by the body), sometimes to their own death.death

47. AWESOME VIDEO OF BIRDS! Birds of Paradise DisplaysBirds of Paradise Displays:

48.  Talk with your neighbor about what conditioning might be and what types of conditioning you see.  This can be for humans, insects, mammals, fish, etc.

49.  Behaviors that develop or change as we experience events.  Changed behavior = learning.  Learning enables an animal to adapt to change.

50.  Conditioning: getting a desired response or behavior.  TWO MAIN TYPES: 1. CLASSICAL 2. OPERANT

51.  Has mainly to do with stimulus and response.

52.  Stimulus: something (object or event) that causes a behavior to happen.

53.  Has mainly to do with stimulus and response.  Stimulus: something (object or event) that causes a behavior to happen.  Response: The behavior that results from the stimulus.

55. U.S.=> U.R. Starts with an Unconditioned Stimulus (U.S.) that gives us an Unconditioned Response (U.R.)

56. N.S.=>N.R. We also have a Neutral Stimulus (N.S.) that gives us a Neutral Response (N.R.)

57. N.S. + U.S. =>U.R. When we condition the subject, we pair the Neutral Stimulus (N.S.) with the Unconditioned Stimulus (U.S.) which still gives us the Unconditioned Response (U.R.)

58. N.S. = C.S. C.S.=>C.R. Because they were paired together for a long time, Neutral Stimulus (N.S.) then becomes the Conditioned Stimulus (C.S.). And when used alone, it will give us a Conditioned Response (C.R.)

59.  THE OFFICE: THE OFFICE Jim classically conditions Dwight

60.  Has to do with rewards and punishments

61.  In nature, it is mainly trial and error.

62.  Has to do with rewards and punishments  In nature, it is mainly trial and error.  Animals make responses that result in a consequence.

63.  Has to do with rewards and punishments  In nature, it is mainly trial and error.  Animals make responses that result in a consequence. This consequence will increase or decrease the chance of the response happening again.

64.  Punishment: Decreases the likelihood of the response happening again.

65.  Punishment: Decreases the likelihood of the response happening again.  Reinforcement: Increases the likelihood of the response happening again.

66.  Punishment: Decreases the likelihood of the response happening again.  Reinforcement: Increases the likelihood of the response happening again. Two types of each consequence: Positive and Negative

67.  TYPES OF REINFORCEMENT/PUNISHMENT:

68.  Positive: When you add something to reinforce or punish.

69.  TYPES OF REINFORCEMENT/PUNISHMENT:  Positive: When you add something to reinforce or punish.  Negative: When you remove something to reinforce or punish.

70.  Positive Reinforcement?  Positive Punishment?  Negative Reinforcement?  Negative Punishment?

71.  Positive Reinforcement Giving candy to students / treats to seeing eye dogs! ADDING: REINFORCING:

72.  Positive Reinforcement Giving candy to students / treats to seeing eye dogs! ADDING: Candy or treat REINFORCING:

73.  Positive Reinforcement Giving candy to students / treats to seeing eye dogs! ADDING: Candy or treat REINFORCING: Good answers or good behavior

74.  Positive Punishment:  Taking a charge in basketball or shock collars or choke chains.  ADDING:  PUNISHMENT:

75.  Positive Punishment:  Taking a charge in basketball or shock collars or choke chains.  ADDING: Me in the lane or shock or choking.  PUNISHMENT:

76.  Positive Punishment:  Taking a charge in basketball or shock collars or choke chains.  ADDING: Me in the lane or shock or choking.  PUNISHMENT: Offense going into the key or the dog barking or walking too fast.

77.  Negative Reinforcement:  Putting on sunscreen or scraping off burnt toast.  REMOVING:  REINFORCMENT:

78.  Negative Reinforcement:  Putting on sunscreen or scraping off burnt toast.  REMOVING: The sunburn or the burnt toast.  REINFORCMENT:

79.  Negative Reinforcement:  Putting on sunscreen or scraping off burnt toast.  REMOVING: The sunburn or the burnt toast.  REINFORCMENT: Will keep putting on sunscreen or keep taking a knife out to scrape off burnt toast.

80.  Negative Punishment:  Being grounded or taking away a dog’s chewtoy or food if begging.  REMOVING:  PUNISHMENT:

81.  Negative Punishment:  Being grounded or taking away a dog’s chewtoy or food if begging.  REMOVING: Child’s privileges or dog’s toy / food.  PUNISHMENT:

82.  Negative Punishment:  Being grounded or taking away a dog’s chewtoy or food if begging.  REMOVING: Child’s privileges or dog’s toy / food.  PUNISHMENT: Decreases bad behavior or dog’s begging for food.