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The notion of a system adapting itself to provide support for learning has always been an important issue of research for technology-enabled learning. One approach to provide adaptivity is to use social navigation approaches and techniques which involve analysing data of what was previously selected by a cluster of users or what worked for previous users or learners of such system and to use such analysis to guide and help the current user. New techniques are now available that rely on emergent or self-organising methods to analyse a large amount of interaction data being generated by large-scale online learning communities, interactions with learning resources or learning management mechanisms. One such technique is swarm intelligence, a set of computing algorithms in the form of multi-agent systems that simulate how swarms of insects or birds move or work. It has been applied to various intelligent functionalities such as adaptive content planning, computer-adaptive testing and assessment paper generation. In this article, we provide a survey of the various approaches in swarm intelligence that explores potential mechanisms to adapt and individualise learning and assessment. We hope that this article can inspire future studies in this exciting area. (Contains 3 tables.)

This article highlights a core lesson that has been used in a number of Lincoln Park Zoo educational programs. The lesson teaches students to conduct an ethological, or animal behavior, study on a bird. This study can be implemented in a variety of outdoor settings, including a park, schoolyard, or zoo. Using an ethogram, students will practice inquiry skills such as making observations, collecting and analyzing data, and sharing results. This type of inquiry-based research is commonly conducted at Lincoln Park Zoo and allows students to make a connection between their work and that of our practicing researchers. Furthermore, this lesson supports the recommendations of the National Research Council by providing students with an opportunity to engage in scientific inquiry and to utilize research skills in an outdoor setting. (Contains 1 figure and 3 online resources.)

Pheromones are chemicals used to communicate with members of the same species. First described in insects, pheromones are often used to attract mates but in social insects, such as ants and bees, pheromone use is much more sophisticated. For example, ants use pheromones to make foraging trails and the chemical and physical properties of the pheromone molecules provide ants with a remarkable level of control. Pheromones are not a separate class of compounds; indeed, many pheromones are familiar and commonplace compounds. It is the way these compounds are used that makes them pheromones, and that makes them of interest to biologists. (Contains 1 figure.)

The anterior thalamic nuclei (ATN) are important for learning and memory as damage to this region produces a persistent amnestic syndrome. Dense connections between the ATN and the hippocampus exist, and importantly, damage to the ATN can impair hippocampal functioning. Acetylcholine (ACh) is a key neurotransmitter in the hippocampus, and in vivo measures of ACh are correlated to learning and memory performance. In the present study, complete lesions of the ATN impaired performance on two measures of hippocampal-dependent learning and memory (spontaneous alternation and delayed alternation) and severely disrupted behaviorally evoked ACh efflux within the hippocampus of adult male rats. In contrast, incomplete ATN lesions did not impair spontaneous alternation performance but did impair delayed alternation performance while blunting hippocampal ACh efflux. Interestingly, ATN lesions of any size did not affect basal concentrations of ACh in the hippocampus. These results demonstrate that the ATN have the capacity to modulate behaviorally relevant neuronal transmission within the hippocampus.

Delay discounting is the decline in the present value of a reward with delay to its receipt. Across a variety of species, populations, and reward types, value declines hyperbolically with delay. Value declines steeply with shorter delays, but more shallowly with longer delays. Quantitative modeling provides precise measures to characterize the form of the discount function. These measures may be regarded as higher-order dependent variables, intervening variables, or hypothetical constructs. I suggest the degree of delay discounting may be a personality trait. In the end, the ontological status of measures of delay discounting is irrelevant. Whatever delay discounting may be, its study has provided the field of behavior analysis and other areas measures with robust generality and predictive validity for a variety of significant human problems. Research on moderating the degree of delay discounting has the potential to produce substantial societal benefits. (Contains 1 table and 1 figure.)

A go/no-go procedure with compound stimuli typically establishes emergent behavior that parallels in structure and typical outcome that of conventional tests for symmetric, transitive, and equivalence relations in normally capable adults. The present study employed a go/no-go compound stimulus procedure with pigeons. During training, pecks to two-component compounds A1B1, A2B2, B1C1, and B2C2 were followed by food. Pecks to compounds A1B2, A2B1, B1C2, and B2C1 re-started the 30-s stimulus presentation interval. The absence of pecking to those compounds for 30 s ended the trial. Subsequent tests presented these components in new spatial arrangements and/or in recombinative compounds that together corresponded to conventional tests of symmetry, transitivity, and equivalence: B1A1, B2A2, C1B1, C2B2, A1C1, A2C2, C1A1, C2A2 vs. B1A2, B2A1, C1B2, C2B1, A1C2, A2C1, C1A2, C2A1 (positive vs. negative instances of symmetric, transitive, and equivalence relations). On tests for symmetric relations, all pigeons behaved in a manner consistent with training on both positive instances (i.e., by responding) and on negative instances (i.e., by not responding). By contrast, the pigeons' behavior on tests for transitivity and equivalence was inconsistent with baseline training, thus failing to show the recombinative discrimination performance that is typical of normally capable humans when trained and tested using the go/no-go procedure with compound stimuli. (Contains 5 figures.)

This research investigated the source of an ostensible reflexivity effect in pigeons reported by Sweeney and Urcuioli (2010). In Experiment 1, pigeons learned two symmetrically reinforced symbolic successive matching tasks (hue-form and form-hue) using red-green and triangle-horizontal line stimuli. They differed in their third concurrently trained baseline task: form-form matching with stimuli appearing in the symbolic tasks (triangle and horizontal) for one group versus hue-hue matching with stimuli not appearing in the symbolic tasks (blue and white) for the other. During subsequent nonreinforced probe tests, all pigeons in the former group and most pigeons in the latter group responded more to the comparisons on matching than on nonmatching red-green probes. In Experiment 2, the latter group was tested on nonreinforced form-form probes. One of the 4 pigeons responded significantly more to the comparisons on matching than on nonmatching triangle-horizontal probes. These data are consistent with generalized identity and at least one other interpretation of the reflexivity results and question the functional stimulus assumption of Urcuioli's (2008) stimulus-class theory. (Contains 1 table and 4 figures.)

The association of specific events with the context in which they occur is a fundamental feature of episodic memory. However, the underlying network mechanisms generating what-where associations are poorly understood. Recently we reported that some hippocampal principal neurons develop representations of specific events occurring in particular locations (item-position cells). Here, we investigate the emergence of item-position selectivity as rats learn new associations for reward and find that before the animal's performance rises above chance in the task, neurons that will later become item-position cells have a strong selective bias toward one of two behavioral responses, which the animal will subsequently make to that stimulus. This response bias results in an asymmetry of neural activity on correct and error trials that could drive the emergence of particular item specificities based on a simple reward-driven synaptic plasticity mechanism.

Adult chimpanzees produce a unique vocal signal, the pant-grunt, when encountering higher-ranking group members. The behaviour is typically directed to a specific receiver and has thus been interpreted as a "greeting" signal. The alpha male obtains a large share of these calls, followed by the other adult males of the group. In this study, we describe the development of pant-grunting behaviour from the first grunt-like calls of newborn babies to the fully developed pant-grunts in adults. Although babies produce grunts from very early on, they are not directed to others until about 2 months of age. Subsequently, socially directed grunting steadily increases in frequency to peak around 7 months of age, but then decreases again to reach a nadir in older infants and juveniles, while the specificity in use increases. During adolescence, grunt production increases again with grunts given most frequently to socially relevant individuals. As young chimpanzees are closely affiliated to their mothers for the first decade of their lives, we also compared the grunting patterns of mothers and their offspring, which revealed some influences in pant-grunt production. In conclusion, the acquisition of pant-grunting behaviour in chimpanzees is a long-lasting process with distinct developmental phases in which social influences by the mother and other group members are likely to play a role.

The primary theoretical framework for the study of human physical attraction is currently Darwinian sexual selection. Not only has this perspective enabled the discovery of what appear to be strong universals in human mate choice but it has also facilitated our understanding of systematic variation in preferences both between and within individuals. Here we briefly summarise the background to the area and then discuss two key examples of where an evolutionary and comparative approach to understanding our behaviour has been particularly useful. Classroom activity suggestions and links to key stage 4 (age 14-16 years) teaching requirements are also explored. (Contains 3 figures, 1 table, and 3 boxes.)

Recent studies have demonstrated that the expectation of reward delivery has an inverse relationship with operant behavioral variation (e.g., Stahlman, Roberts, & Blaisdell, 2010). Research thus far has largely focused on one aspect of reinforcement--the likelihood of food delivery. In two experiments with pigeons, we examined the effect of two other aspects of reinforcement: the magnitude of the reward and the temporal delay between the operant response and outcome delivery. In the first experiment, we found that a large reward magnitude resulted in reduced spatiotemporal variation in pigeons' pecking behavior. In the second experiment, we found that a 4-s delay between response-dependent trial termination and reward delivery increased variation in behavior. These results indicate that multiple dimensions of the reinforcer modulate operant response variation. (Contains 10 figures.)

Two-way active avoidance (2WAA) involves learning Pavlovian (association of a sound cue with a foot shock) and instrumental (shock avoidance) contingencies. To identify regions where dopamine (DA) is involved in mediating 2WAA, we restored DA signaling in specific brain areas of dopamine-deficient (DD) mice by local reactivation of conditionally inactivated "Th" genes using viral gene therapy. Among all targeted areas--prefrontal cortex (PFC), amygdala, ventral striatum, dorsal striatum, and whole striatum--only restoration of DA signaling to both the whole striatum together with the amygdala enabled DD mice to acquire 2WAA. However, after prolonged overtraining during which DD mice had DA synthesis systemically reconstituted pharmacologically with L-3, 4-dihydroxyphenylalanine (L-Dopa), DA signaling in the striatum alone was sufficient to maintain 2WAA, whereas DA signaling in the PFC together with the amygdala was insufficient to maintain 2WAA. Our results indicate that learning 2WAA requires DA signaling in both the amygdala and the entire striatum; however, after sufficient training, DA signaling in the striatum alone can maintain the learned avoidance behavior.

Here we incorporate recent advances in "Drosophila" neurogenetics and "optogenetics" into neuroscience laboratory exercises. We used the light-activated ion channel channelrhodopsin-2 (ChR2) and tissue-specific genetic expression techniques to study the neural basis of behavior in "Drosophila" larvae. We designed and implemented exercises using inexpensive, easy-to-use systems for delivering blue light pulses with fine temporal control. Students first examined the behavioral effects of activating glutamatergic neurons in "Drosophila" larvae and then recorded excitatory junctional potentials (EJPs) mediated by ChR2 activation at the larval neuromuscular junction (NMJ). Comparison of electrically and light-evoked EJPs demonstrates that the amplitudes and time courses of light-evoked EJPs are not significantly different from those generated by electrical nerve stimulation. These exercises introduce students to new genetic technology for remotely manipulating neural activity, and they simplify the process of recording EJPs at the "Drosophila" larval NMJ. Relatively little research work has been done using ChR2 in "Drosophila," so students have opportunities to test novel hypotheses and make tangible contributions to the scientific record. Qualitative and quantitative assessment of student experiences suggest that these exercises help convey principles of synaptic transmission while also promoting integrative and inquiry-based studies of genetics, cellular physiology, and animal behavior. (Contains 7 figures, 1 table, and 1 footnote.)

The Theory of Planned Behavior was used as a framework for investigating recreationists' attitudes, subjective norms, and behavioral control beliefs pertaining to behaviors that reduce the spread of invasive species. A series of focus groups comprised of gardeners, fishers, hunters, and boaters was convened in Oregon, USA. Findings indicate six belief barriers to changing leisure behaviors. These are the attitudes that: (1) behaviors, such as using pesticides, may be worse for the environment than invasive species; and (2) the fight against invasive species is a losing battle. Also, the norm beliefs that: (3) invasive species management is a low priority for many institutions; and (4) the general public does not know and does not care about invasive species. Finally, the behavioral control beliefs that: (5) one does not know enough about invasive species preventive behaviors to be effective; and (6) recommended preventive behaviors are too difficult to perform. Understanding the beliefs that inhibit behavior changes can help inform the creation of effective campaigns to engage stakeholders in finding solutions to halt the spread of invasive species, as well as provide a foundation on which to build additional research. Findings suggest that the first steps to overcoming these belief barriers include developing targeted education and communication to influence existing norms and beliefs. (Contains 1 table.)

This study examines first graders' epistemic reasoning, in tacit "practical epistemologies" reflected in thinking about an investigation of their own design. I analyzed children's epistemic reasoning, following a design experiment scaffolding increasing regulation of scientific inquiry in a domain they studied in depth. Participants consisted of children in two first grade classes (n = 35). The study capitalizes on the final phase of the design experiment, wherein pairs assumed substantial responsibility for design and implementation of an investigation pursuing their own question. I conducted structured interviews with each pair, eliciting their thinking about their investigation. Forty-three percent of the children attributed uncertainty to their findings. Forty-nine percent transcended phenomenon-based reasoning in thinking about how to improve their study, reasoning instead in terms of relation between variables. Forty percent posited additional potentially influential variables, reflecting a tacit understanding of the lack of any straightforward one-to-one correspondence between cause and effect. These findings suggest that epistemic reasoning is plastic, sensitive to instructional opportunities. I argue that the children's relatively deep familiarity with the domain, experience in assuming increasing responsibility for structuring scientific inquiry, and investment they had in their own investigations contributed to the surprisingly robust epistemic reasoning they revealed in this context. (Contains 3 tables, 11 figures, and 10 footnotes.)

Preschool children (N = 104) read a book that described and illustrated color camouflage in animals (frogs and lizards). Children were then asked to indicate and explain which of 2 novel animals would be more likely to fall prey to a predatory bird. In Experiment 1, 3- and 4-year-olds were tested with pictures depicting animals in camouflage and noncamouflage settings; in Experiment 2, 4-year-olds were tested with real animals. The results show that by 4 years of age, children can learn new biological facts from a picture book. Of particular importance, transfer from books to real animals was found. These findings point to the importance that early book exposure can play in framing and increasing children's knowledge about the world.

Property is rare in most nonhuman primates, most likely because their lifestyles are not conducive to it. Nonetheless, just because these species do not frequently maintain property does not mean that they lack the propensity to do so. Primates show respect for possession, as well as behaviors related to property, such as irrational decision making regarding property (e.g., the endowment effect) and barter. The limiting factor in species other than humans is likely the lack of social and institutional controls for maintaining property. By comparing primates and humans, we gain a better understanding of how human property concepts have evolved. (Contains 2 footnotes.)

To assess the role of the prelimbic (PL) and infralimbic (IL) cortices in mediating strategy switching, rats were trained in a new automated task in a Y-maze allowing a careful analysis of rats' behavior. In this situation, rats can only use two egocentric (Right, Left) and two visual (Light, Dark) strategies. In the first experiment, rats with PL, IL, or PL/IL lesions were compared with sham-operated rats when trained to reach a criterion of 10 consecutive correct responses with a light strategy before being trained with a response strategy (rule shifting), and finally with the reversed response strategy (reversal). In the second experiment, sham-operated and PL-lesioned rats had their first two strategy switches in the reverse order, which was followed by a second rule shifting and reversal. The results indicate that lesions did not affect initial acquisition, but impaired the first rule shifting and reversal. Thorough analyses of rats' performance indicate that lesioned rats were still able to demonstrate some behavioral flexibility but have difficulties in solving response conflicts, which in turn may affect behavioral flexibility. Both areas were differentially involved in the resolution of response conflict, with the IL involved in the choice of strategy previously known to be nonvalid, and the PL in the selection and maintenance of that strategy.

An early-twentieth-century movement for social purity in England, Canada and the United States aimed to eradicate prostitution, the double standard of sexual morals and their dreaded corollary, the venereal diseases. Social purists suggested that "purity education" for children was the best pedagogical prophylaxis against such medico-moral impurity. Popular purity education guides like the "Self and Sex" Series configured purity education as nature study lessons on reproduction in flora and fauna complemented by a back-to-nature regimen of diet, dress and exercise. Social purists hoped that purity education would induce children to adopt an abstinence agenda promoting heterosexual conventions of chastity before marriage, procreative marital sex and sound parenthood. The Series is used to investigate the ways in which the social purity movement turned to a highly selective vision of the natural order to naturalize the abstinence agenda.

In many nonhuman species of vertebrates, females are attracted to red on male conspecifics. Red is also a signal of male status in many nonhuman vertebrate species, and females show a mating preference for high-status males. These red-attraction and red-status links have been found even when red is displayed on males artificially. In the present research, we document parallels between human and nonhuman females' response to male red. Specifically, in a series of 7 experiments we demonstrate that women perceive men to be more attractive and sexually desirable when seen on a red background and in red clothing, and we additionally show that status perceptions are responsible for this red effect. The influence of red appears to be specific to women's romantic attraction to men: Red did not influence men's perceptions of other men, nor did it influence women's perceptions of men's overall likability, agreeableness, or extraversion. Participants showed no awareness that the research focused on the influence of color. These findings indicate that color not only has aesthetic value but can carry meaning and impact psychological functioning in subtle, important, and provocative ways. (Contains 1 footnote, 3 tables, and 3 figures.)

Recent research suggests that witnessing events of fission (e.g., the splitting of a solid object) impairs human infants', human adults', and non-human primates' object representations. The present studies investigated the reactions of gorillas and orangutans to cohesion violation across different types of fission events implementing a behavioral paradigm previously used with human infants. Results suggest that fission events vary in their impact on representational abilities but do not destroy apes' representations of continuously existing objects. (Contains 5 figures.)

Here, we examined the effect of a daytime nap on changes in virtual maze performance across a single day. Participants either took a short nap or remained awake following training on a virtual maze task. Post-training sleep provided a clear performance benefit at later retest, but only for those participants with prior experience navigating in a three-dimensional (3D) environment. Performance improvements in experienced players were correlated with delta-rich stage 2 sleep. Complementing observations that learning-related brain activity is reiterated during post-navigation NREM sleep in rodents, the present data demonstrate that NREM sleep confers a performance advantage for spatial memory in humans.

It is currently being debated whether human newborns' preference for faces is due to an unlearned, domain-specific and configural representation of the appearance of a face, or to general mechanisms, such as an up-down bias (favouring top-heavy stimuli, which have more elements in their upper part). Here we show that 2-day-old domestic chicks, visually "naive" for the arrangement of inner facial features, spontaneously prefer face-like, schematic, stimuli. This preference is maintained when the up-down bias is controlled for (Experiment 1) or when put in direct conflict with "facedness" (Experiment 4). In contrast, we found no evidence for the presence of an up-down bias in chicks (Experiment 2). Moreover, our results indicate that the eye region of stimuli is crucial in determining the expression of spontaneous preferences for faces (Experiments 3 and 4).

We explored whether rhesus monkeys (Macaca mulatta) share one important feature of human essentialist reasoning: the capacity to track category membership across radical featural transformations. Specifically, we examined whether monkeys--like children (Keil, 1989)--expect a transformed object to have the internal properties of its original category. In two experiments, monkeys watched as an experimenter visually transformed a familiar fruit (e.g. apple) into a new kind of fruit (e.g. coconut) either by placing a fruit exterior over the original, or by removing an exterior shell and revealing the inside kind of fruit. The experimenter then pretended to place an inside piece of the transformed fruit into a box which the monkey was allowed to search. Results indicated that monkeys searched the box longer when they found a piece of fruit inconsistent with the inside kind, suggesting that the monkeys expected that the inside of the transformed fruit would taste like the innermost kind they saw. These results suggest that monkeys may share at least one aspect of psychological essentialism: They maintain category-specific expectations about an object's internal properties even when that object's external properties change. These results therefore suggest that some essentialist expectations may emerge in the absence of language, and thus raise the possibility that such tendencies may emerge earlier in human development than has previously been considered.

This article reviews the literature on learning and memory in the soil-dwelling nematode "Caenorhabditis elegans." Paradigms include nonassociative learning, associative learning, and imprinting, as worms have been shown to habituate to mechanical and chemical stimuli, as well as learn the smells, tastes, temperatures, and oxygen levels that predict aversive chemicals or the presence or absence of food. In each case, the neural circuit underlying the behavior has been at least partially described, and forward and reverse genetics are being used to elucidate the underlying cellular and molecular mechanisms. Several genes have been identified with no known role other than mediating behavior plasticity.

This is a set of animal behavior investigations in which students will practice scientific inquiry as they observe crayfish, ask questions, and discuss territoriality, social interactions, and other behaviors. In doing this, they hone their skills of observation, learn to record and analyze data, control for variables, write hypotheses, make tentative conclusions, and then design and carry out original experiments. This set of activities and experiments is designed for middle school through high school life science or biology classrooms.

Stress is a biologically significant social-environmental factor that plays a pervasive role in influencing human and animal behaviors. While stress effects on various types of memory are well characterized, its effects on other cognitive functions are relatively unknown. Here, we investigated the effects of acute, uncontrollable stress on subsequent decision-making performance in rats, using a computer vision-based water foraging choice task. Experiencing stress significantly impaired the animals' ability to progressively bias (but not maintain) their responses toward the larger reward when transitioning from equal to unequal reward quantities. Temporary inactivation of the amygdala during stress, however, blocked impairing effects on decision making.

Cannabinoid CB1 receptor is abundantly expressed throughout the CNS and is implicated in numerous physiological and behavioral functions, including appetite and feeding. In the present study, wild-type and CB1 heterozygous and homozygous knockout mice were tested on an instrumental outcome-selective devaluation task to assess changes in acquired instrumental response levels for a distinct food reward following selective satiation. Deletion of CB1 receptor, as well as reduction in CB1 expression (HET), produced deficits in outcome-selective instrumental devaluation. These results identify a critical role for CB1 receptor in the ability of animals to represent, update, and/or use sensory-specific outcome representations to alter appetitive behaviors.

In rodents, the novel object recognition task (NOR) has become a benchmark task for assessing recognition memory. Yet, despite its widespread use, a consensus has not developed about which brain structures are important for task performance. We assessed both the anterograde and retrograde effects of hippocampal lesions on performance in the NOR task. Rats received 12 5-min exposures to two identical objects and then received either bilateral lesions of the hippocampus or sham surgery 1 d, 4 wk, or 8 wk after the final exposure. On a retention test 2 wk after surgery, the 1-d and 4-wk hippocampal lesion groups exhibited impaired object recognition memory. In contrast, the 8-wk hippocampal lesion group performed similarly to controls, and both groups exhibited a preference for the novel object. These same rats were then given four postoperative tests using unique object pairs and a 3-h delay between the exposure phase and the test phase. Hippocampal lesions produced moderate and reliable memory impairment. The results suggest that the hippocampus is important for object recognition memory.

The use of inquiry in life science can be particularly daunting because of the additional management and care living systems require. However, there are some low-maintenance organisms that work well in the classroom. One of these is the common fruit fly, "Drosophila melanogaster." Its small size, low cost, easy availability and maintenance, and short life cycle make the fruit fly ideal for the middle school classroom. This article describes a two-part classroom inquiry investigation on population growth using fruit flies. (Contains 4 figures.)

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naive, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates. (Contains 3 tables and 2 figures.)

In 1992, Dr. Marian Breland Bailey, assisted by her husband Robert E. Bailey, gave the following presentation at the Psi Chi Banquet of the University of Central Arkansas. She and her first husband, Keller Breland, were students of B. F. Skinner and established Animal Behavior Enterprises (ABE) in 1947 and the IQ Zoo in 1955. Unknown to many historians of psychology, most of ABE's projects extended outside the confines of the IQ Zoo and included work for the military, fairs, parks, businesses, and entertainment venues. Dr. Bailey's Psi Chi lecture should prove invaluable to students, researchers, and scholars, for it is one of the few places where the extensive nature of ABE is described in an overarching fashion. (Contains 2 figures and 5 footnotes.)

Psychology texts often cite the work of Marian and Keller Breland and their business, Animal Behavior Enterprises (ABE), to demonstrate operant conditioning and the "misbehavior of organisms" from an evolutionary perspective. Now available on the Internet at the official IQ Zoo website (http://www3.uca.edu/iqzoo/), the artifacts of ABE's work, in the form of photographs, documents, and audio/video recordings, provide a wealth of concrete examples of operant and evolutionary contingencies. Included in this site is the related work of Robert E. Bailey. These exhibits and their associated learning materials are relevant to many courses, including introductory psychology, psychology of learning, behavior modification, and history and systems of psychology. (Contains 2 figures and 2 footnotes.)

Eight western diamondback rattlesnakes ("Crotalus atrox") were exposed to 6 stimuli: (1) clean, unused bedding; (2) an adult male mouse; (3) an adult lactating female mouse; (4) an adult lactating female mouse with a litter; (5) 2 adult nonlactating female mice, to control for the extra surface area in Condition 4; and (6) a litter of newborn mice. All stimuli were presented in opaque plastic boxes with 18 perforations in each side; hence, chemical but not visual cues were available to the snakes. Our goal was to examine if chemical cues from rodents of different genders, lactating female rodents, and rodent litters influence predatory behavior in rattlesnakes. Results indicated that "C. atrox" responded to odors arising from adult mice ("Mus musculus") with higher rates of tongue flicking than were seen in the control condition, but the 4 conditions involving adult mice did not differ significantly from each other. Neonatal mice did not produce consistently higher rates of tongue flicking than did the control condition. (Contains 4 figures.)

Considerable attention has been devoted to behaviors in which tools are used to perform actions in extrapersonal space by extending the reach. Evidence suggests that these behaviors result in an expansion of the body schema and peripersonal space. However, humans often use tools to perform tasks within peripersonal space that cannot be accomplished with the hands. In some of these instances (e.g., cooking), a tool is used as a substitute for the hand in order to pursue actions that would otherwise be hazardous. These behaviors suggest that even during the active use of tools, we maintain non-isomorphic representations that distinguish between our hands and handheld tools. Understanding whether such representations are a human specialization is of potentially great relevance to understand the evolutionary history of technological behaviors including the controlled use of fire. We tested six captive adult chimpanzees to determine whether they would elect to use a tool, rather than their hands, when acting in potentially hazardous vs. nonhazardous circumstances located within reach. Their behavior suggests that, like humans, chimpanzees represent the distinction between the hand vs. tool even during active use. We discuss the implications of this evidence for our understanding of tool use and its evolution. (Contains 3 figures.)

Research on human and animal behavior has long emphasized its hierarchical structure--the divisibility of ongoing behavior into discrete tasks, which are comprised of subtask sequences, which in turn are built of simple actions. The hierarchical structure of behavior has also been of enduring interest within neuroscience, where it has been widely considered to reflect prefrontal cortical functions. In this paper, we reexamine behavioral hierarchy and its neural substrates from the point of view of recent developments in computational reinforcement learning. Specifically, we consider a set of approaches known collectively as "hierarchical reinforcement learning," which extend the reinforcement learning paradigm by allowing the learning agent to aggregate actions into reusable subroutines or skills. A close look at the components of hierarchical reinforcement learning suggests how they might map onto neural structures, in particular regions within the dorsolateral and orbital prefrontal cortex. It also suggests specific ways in which hierarchical reinforcement learning might provide a complement to existing psychological models of hierarchically structured behavior. A particularly important question that hierarchical reinforcement learning brings to the fore is that of how learning identifies new action routines that are likely to provide useful building blocks in solving a wide range of future problems. Here and at many other points, hierarchical reinforcement learning offers an appealing framework for investigating the computational and neural underpinnings of hierarchically structured behavior. (Contains 6 figures.)

A sensitivity to the intentions behind human action is a crucial developmental achievement in infants. Is this intention reading ability a unique and relatively recent product of human evolution and culture, or does this capacity instead have roots in our non-human primate ancestors? Recent work by Call and colleagues (2004) lends credence to the latter hypothesis, providing evidence that chimpanzees are also sensitive to human intentions. Specifically, chimpanzees remained in a testing area longer and exhibited fewer frustration behaviors when an experimenter behaved as if he intended to give food but was unable to do so, than when the experimenter behaved as if he had no intention of giving food. The present research builds on and extends this paradigm, providing some of the first evidence of intention reading in a more distant primate relative, the capuchin monkey ("Cebus apella"). Like chimpanzees, capuchin monkeys distinguish between different goal-directed acts, vacating an enclosure sooner when an experimenter acts unwilling to give food than when she acts unable to give food. Additionally, we found that this pattern is specific to animate action, and does not obtain when the same actions are performed by inanimate rods instead of human hands (for a similar logic, see Woodward, 1998). Taken together with the previous evidence, the present research suggests that our own intention reading is not a wholly unique aspect of the human species, but rather is shared broadly across the primate order.

The integrity of the rodent anterior cingulate cortex (ACC) is essential for various aspects of instrumental behavior, but it is not clear if the ACC is important for the acquisition of a simple instrumental response. Here, it was demonstrated that post-session infusions of anisomycin into the rat ACC completely prevented the acquisition of instrumental responding. The experimental use of post-session intracranial infusions of plasticity inhibitors is assumed to affect local consolidation of plasticity, but not behavioral task performance. However, in associative appetitive conditioning, post-session intracranial infusion of pharmaco-active compounds could actually interfere with subsequent task performance indirectly through retrospective effects on the valuation of ingested rewards. Thus, it was subsequently demonstrated that the intracranial infusion of anisomycin into the ACC after sucrose pellet consumption significantly reduced subsequent pellet consumption, suggesting that the infusion of anisomycin into the ACC produced conditioned taste avoidance. In the third experiment, an innovative procedure was introduced that dissociated the effects of intracranial infusions after conditioning sessions on task-learning and unconditioned stimulus valuation. With this procedure, the infusion of anisomycin into the ACC after instrumental sessions did not affect instrumental reinforcer valuation or the acquisition of instrumental responding, suggesting that plasticity in the ACC is not necessary for the acquisition of instrumental behavior.

To test the hypothesis that pigeons will only code the more salient sample when samples differ markedly in salience, pigeons were trained with samples consisting of a 2-s presentation of food (highly salient sample) and an 8-s presentation of keylight (less salient sample). During retention testing, pigeons tended to respond at longer delays as if an 8-s keylight sample had been presented. This finding is consistent with use of a single-code/default strategy in which only the 2-s food sample was coded and the comparison associated with an 8-s keylight sample was selected by default in the absence of memory for the salient 2-s food sample. Hence, a marked difference in sample salience appears to encourage use of a single-code/default strategy. (Contains 2 figures.)

Appetitive contextual excitation supported by intertrial unconditioned stimuli was more easily overcome by timed conditioned responding in rats using quiet (Experiment 1) rather than noisy (Experiment 2) food pellet deliveries. Head-entry responding in acquisition peaked above the contextual baseline when pellet delivery occurred 10, 30, 60, or 90 s after the onset of the 120-s white-noise conditioned stimulus (CS). Special tests in extinction revealed CS onset and offset were conditioned by pellet delivery at 0 and 120 s, respectively. Responding was not undermined in Experiment 3 when noisy pellet deliveries replaced quiet pellet deliveries. Our results suggest that micro-stimuli occasioned at different times during the CS are vulnerable to overshadowing, but do not lose strength if they are already predictive. (Contains 4 figures and 1 table.)

Behavioral data suggest that distinguishable orientations may be necessary for place learning even when distal cues define different start points in the room and a unique goal location. We examined whether changes in orientation are also important in place learning and navigation in a water T-maze. In Experiment 1, rats were trained to locate a hidden platform and given a no-platform probe trial after 16 and 64 trials with the maze moved to a new position. Direction and response strategies were more prevalent than a place strategy. In Experiment 2, acquisition of place, response and direction strategies was assessed in a water T-maze that was moved between two locations during training. Rats were impaired on the place task when the maze was translated (moved to the L or R) but were successful when the maze was rotated across trials. These data are consistent with findings from appetitive tasks. (Contains 4 figures.)

Three Pavlovian fear conditioning experiments with rats as subjects explored the effect of extinction in the presence of a concurrent excitor. Our aim was to explore this particular treatment, documented in previous studies to deepen extinction, with novel control groups to shed light on the processes involved in extinction. Relative to subjects extinguished on the target CS alone, Experiments 1 and 2 found across a range of parameters that any appreciable effect of facilitated extinction due to the concurrent excitor was submerged by generalization decrement going from extinction to testing. In Experiment 3 we used different durations for the target and concurrent stimuli in order to discourage configuring and an ABC renewal design to increase sensitivity, and observed diminished renewal resulting from extinction in the presence of a second excitor. Our findings suggest that there are distinct limits to the observation of enhanced extinction in the presence of an excitor and identifies some of the sources of these limitations. (Contains 3 figures and 3 tables.)

arrow]US associations also survived The memories of the unconditioned stimulus (US) and its absence (No US), symbolized as S[superscript R] and S[superscript N], respectively, may be retrieved on US or No US trials giving rise to four types of associations, S[superscript R][right arrow]US, S[superscript R][right arrow]No US, S[superscript N][right arrow]US, and S[superscript N][right arrow]No US. Here, following acquisition under partial reward (PRF), rats were shifted either to different schedules of PRF (Experiment 1) or extinction (Experiments 1 and 2). Inhibitory S[superscript R][right arrow]No US associations formed in acquisition survived extinction and shifts to one, but not another type of PRF schedule (Experiments 1 and 2). Excitatory S[superscript R][right extinction (Experiment 2). These findings, as well as the acquisition findings of Experiment 2, are consistent with the sequential model but not with the only other two theories said to be able to explain PRF findings, the frustration hypothesis of Amsel and the attention hypothesis of Mackintosh [see Haselgrove, M., Aydin, A., & Pearce, J. M. (2004). A partial reinforcement extinction effect despite equal rates of reinforcement during Pavlovian conditioning. "Journal of Experimental Psychology: Animal Behavior Processes," 30, 240-250]. Also, the reacquisition findings obtained here are inconsistent with two views applied to several learning phenomena, the rule-learning view and the position-item view. (Contains 2 figures.)

A long delay inserted between conditioning and test phases of a 3-stage Latent Inhibition (LI) procedure produces differential effects on LI depending on the delay context. Thus, enhanced LI has been obtained when the delay is spent in a context that is different from the remaining experimental contexts, but not when it is the same. The present paper examined the effect of delayed testing using a conditioned taste preference procedure. In Experiment 1, three groups received preexposure to either water, or almond, or citrus solutions. Subsequently, the animals were conditioned by pairing the almond and the citrus solutions with sucrose. In a two-bottle preference test conducted 1 day after conditioning, the preexposed flavored solutions were consumed less than the non-preexposed flavors (LI). Experiments 2 and 3 used the same basic procedure, but varied the retention interval duration (1 and 21 days) and the delay context, similar (Experiment 2) and different (Experiment 3) from that of the other stages of the experiments. LI was greater after the long than the short-retention interval when the context was different, thereby demonstrating super-LI. The results were explained by a time-induced context differentiation process. (Contains 2 tables and 5 figures.)

Prior experience of unsignaled food can interfere with subsequent acquisition by birds of autoshaped key-pecking at a signal light. This has been understood to indicate that unsignaled food results in context conditioning, which blocks subsequent learning about the keylight-food relationship. In the present experiment with rats lever insertion as the conditioned stimulus (CS) preceded sucrose delivery as the unconditioned stimulus (US). Half the rats initially received unsignaled USs in the conditioning context, while the remainder did not. Both lever-presses (sign-tracking) and magazine-entries (goal-tracking) were recorded. Under immediate reinforcement conditions, prior unsignaled US interfered with sign-tracking, but had no effect on goal-tracking. In two further groups, a trace condition prevented development of sign-tracking. In this case, prior context conditioning interfered with goal-tracking. These results suggest that interference with sign-tracking may reflect response competition, while interference with goal-tracking under trace conditions may reflect failure to acquire a CS-US association. (Contains 3 figures.)

To this day, it remains unresolved whether experimental amnesia reflects failed memory storage or the inability to retrieve otherwise intact memory. Methodological as well as conceptual reasons prevented deciding between these two alternatives: The absence of recovery from amnesia is typically taken as supporting storage impairment interpretations; however, this absence of recovery does not positively demonstrate nonexistence of memory, allowing for alternative interpretations of amnesia as impairment of memory retrieval. To address this shortcoming, we present a novel approach to study the nature of amnesia that makes positive, i.e., falsifiable, predictions for the absence of memory. Applying this paradigm, we demonstrate here that infusing anisomycin into the dorsal hippocampus induces amnesia by impairing memory storage, not retrieval. (Contains 2 tables and 4 figures.)

The activation of cAMP-responsive element-binding protein (CREB)-dependent gene expression is thought to be critical for the formation of different types of long-term memory. To explore the consequences of chronic enhancement of CREB function on spatial memory in mammals, we examined spatial navigation in bitransgenic mice that express in a regulated and restricted manner a constitutively active form of CREB, VP16-CREB, in forebrain neurons. We found that chronic enhancement of CREB activity delayed the acquisition of an allocentric strategy to solve the hidden platform task. The ability to turn on and off transgene expression allowed us to dissect the role of CREB in dissociable memory processes. In mice in which transgene expression was turned on during memory acquisition, turning off the transgene re-established the access to the memory trace, whereas in mice in which transgene expression was turned off during acquisition, turning on the transgene impaired memory expression in a reversible manner, indicating that CREB enhancement specifically interfered with the retrieval of spatial information. The defects on spatial navigation in mice with chronic enhancement of CREB function were not corrected by conditions that increased further CREB-dependent activation of hippocampal memory systems, such as housing in an enriched environment. These results along with previous findings in CREB-deficient mutants indicate that the relationship of CREB-mediated plasticity to spatial memory is an inverted-U function, and that optimal learning in the water maze requires accurate regulation of this pathway. (Contains 6 figures.)

Mice communicate through visual, vocal, and olfactory cues that influence innate, nonassociative behavior. We here report that exposure to a recently fear-conditioned familiar mouse impairs acquisition of conditioned fear and facilitates fear extinction, effects mimicked by both an olfactory chemosignal emitted by a recently fear-conditioned familiar mouse and by the putative stress-related anxiogenic pheromone [beta]-phenylethylamine ([beta]-PEA). Together, these findings suggest social modulation of higher-order cognitive processing through pheromone communication and support the concurrent excitor hypothesis of extinction learning.

Charles Darwin made numerous seminal contributions to the study of animal behavior over his long career. This essay places these contributions in the context of Darwin's life, showing his long-standing interest in psychological and behavioral issues encompassing all species, including humans. Ten areas are highlighted: natural history; communication; sexual selection and courtship; comparative cognition; emotion; instinct and behavioral development; inheritance of behavior; phylogeny of behavior; sociobiology and behavioral ecology; and applied animal behavior, animal welfare, and conservation. Several newer emphases that Darwin anticipated are briefly discussed. Darwin, while not always correct by current standards, crucially aided the process of firmly embedding psychological phenomena in a naturalistic scientific ethos.