WEBVTT 00:00:00.000 --> 00:00:02.520 align:middle line:84% The following content is provided under a Creative 00:00:02.520 --> 00:00:04.030 align:middle line:90% Commons license. 00:00:04.030 --> 00:00:06.370 align:middle line:84% Your support will help MIT OpenCourseWare 00:00:06.370 --> 00:00:10.740 align:middle line:84% continue to offer high-quality educational resources for free. 00:00:10.740 --> 00:00:13.350 align:middle line:84% To make a donation or view additional materials 00:00:13.350 --> 00:00:17.258 align:middle line:84% from hundreds of MIT courses, visit MIT OpenCourseWare 00:00:17.258 --> 00:00:17.883 align:middle line:90% at ocw.mit.edu. 00:00:17.883 --> 00:00:22.060 align:middle line:90% 00:00:22.060 --> 00:00:26.350 align:middle line:84% PROFESSOR: So we're at the end of the Alcock book now. 00:00:26.350 --> 00:00:33.300 align:middle line:84% And I just want to go briefly through that chapter. 00:00:33.300 --> 00:00:37.730 align:middle line:84% And then we will start talking about Lorenz 00:00:37.730 --> 00:00:44.195 align:middle line:84% and his review of learning, which we didn't do much of when 00:00:44.195 --> 00:00:48.070 align:middle line:84% we talked about Konrad Lorenz and his treatment, 00:00:48.070 --> 00:00:51.740 align:middle line:84% his review of ecology earlier in the class. 00:00:51.740 --> 00:00:56.860 align:middle line:84% So I think the first paragraphs of the book 00:00:56.860 --> 00:01:00.910 align:middle line:84% are a very nice summary of a major argument of the book. 00:01:00.910 --> 00:01:07.000 align:middle line:90% 00:01:07.000 --> 00:01:09.850 align:middle line:84% Why would he call it the triumph of sociobiology? 00:01:09.850 --> 00:01:12.830 align:middle line:90% 00:01:12.830 --> 00:01:16.350 align:middle line:90% What's the basic idea here? 00:01:16.350 --> 00:01:20.580 align:middle line:84% It's been so heavily criticized, but it's basically-- 00:01:20.580 --> 00:01:22.430 align:middle line:90% it's withstood the criticisms. 00:01:22.430 --> 00:01:25.630 align:middle line:84% It's argued for this type of study. 00:01:25.630 --> 00:01:28.820 align:middle line:84% And if you look at actual publications, 00:01:28.820 --> 00:01:35.320 align:middle line:84% you can see there's been a big shift towards adapted reasons 00:01:35.320 --> 00:01:40.320 align:middle line:84% for behavior, basically tests of sociobiological theory, 00:01:40.320 --> 00:01:42.300 align:middle line:84% tests of Darwinian theory applied 00:01:42.300 --> 00:01:46.150 align:middle line:84% to social behavior of various sorts. 00:01:46.150 --> 00:01:51.440 align:middle line:84% But I want you to think about this sentence in that summary. 00:01:51.440 --> 00:01:56.410 align:middle line:84% He was talking about there are arguments about genetically 00:01:56.410 --> 00:02:00.220 align:middle line:84% determined behavior, accusing sociobiologists all the time 00:02:00.220 --> 00:02:02.490 align:middle line:90% of being genetic determinists. 00:02:02.490 --> 00:02:04.330 align:middle line:84% So then Alcock says, in fact, they 00:02:04.330 --> 00:02:07.205 align:middle line:84% could not study genetically determined behavior-- 00:02:07.205 --> 00:02:09.280 align:middle line:90% he means the sociobiologists. 00:02:09.280 --> 00:02:12.010 align:middle line:84% They couldn't study genetically determined behavior 00:02:12.010 --> 00:02:16.100 align:middle line:84% even if they wanted to, because it does not exist. 00:02:16.100 --> 00:02:17.830 align:middle line:84% And I want you to think about that. 00:02:17.830 --> 00:02:21.270 align:middle line:90% Is that a little extreme? 00:02:21.270 --> 00:02:22.200 align:middle line:90% I think it is. 00:02:22.200 --> 00:02:27.580 align:middle line:90% 00:02:27.580 --> 00:02:31.690 align:middle line:84% First of all, behavior is only indirectly influenced by genes. 00:02:31.690 --> 00:02:35.630 align:middle line:84% We know that it's determined by activity of the nervous system. 00:02:35.630 --> 00:02:37.840 align:middle line:84% And that nervous system developed according 00:02:37.840 --> 00:02:41.660 align:middle line:84% to genetic information, but with a lot 00:02:41.660 --> 00:02:44.625 align:middle line:84% of influences from the tissue and external environments. 00:02:44.625 --> 00:02:48.600 align:middle line:90% 00:02:48.600 --> 00:02:51.420 align:middle line:84% But I think the statement is still too extreme, 00:02:51.420 --> 00:02:54.706 align:middle line:84% because some behaviors have very little variation 00:02:54.706 --> 00:02:57.800 align:middle line:84% that you can attribute to learning 00:02:57.800 --> 00:03:00.270 align:middle line:84% or other influences of the external environment. 00:03:00.270 --> 00:03:03.750 align:middle line:84% For example, look at things like sneezing and yawning 00:03:03.750 --> 00:03:07.450 align:middle line:84% and withdrawal reflexes, grooming patterns in mice. 00:03:07.450 --> 00:03:10.720 align:middle line:84% They're not reflexes, they're fixed-action patterns. 00:03:10.720 --> 00:03:14.930 align:middle line:84% What we're seeing is the fixed motor pattern 00:03:14.930 --> 00:03:19.550 align:middle line:84% that's a major-- the final piece of a fixed-action pattern. 00:03:19.550 --> 00:03:22.710 align:middle line:90% 00:03:22.710 --> 00:03:25.770 align:middle line:84% The social signals in geese, various insect behaviors. 00:03:25.770 --> 00:03:30.260 align:middle line:84% There's a lot of things like that studied by ecologists. 00:03:30.260 --> 00:03:32.620 align:middle line:84% They're either reflexes or, on the output side, 00:03:32.620 --> 00:03:38.670 align:middle line:84% they're fixed motor patterns, which are basically genetically 00:03:38.670 --> 00:03:41.710 align:middle line:90% determined behavior patterns. 00:03:41.710 --> 00:03:44.900 align:middle line:84% So I think we can say that some behaviors are largely 00:03:44.900 --> 00:03:46.598 align:middle line:90% genetically determined. 00:03:46.598 --> 00:03:48.140 align:middle line:84% That's where I think Alcock is wrong. 00:03:48.140 --> 00:03:50.720 align:middle line:90% 00:03:50.720 --> 00:03:52.550 align:middle line:90% And he's an animal behaviorist. 00:03:52.550 --> 00:03:58.560 align:middle line:84% And he was an animal behaviorist before he started doing-- 00:03:58.560 --> 00:04:01.540 align:middle line:84% his research, like that of many animal behaviorist, 00:04:01.540 --> 00:04:07.090 align:middle line:84% shifted toward sociobiological questions in more recent years. 00:04:07.090 --> 00:04:10.010 align:middle line:90% 00:04:10.010 --> 00:04:13.000 align:middle line:84% Let's just remind ourselves the explanations 00:04:13.000 --> 00:04:17.209 align:middle line:84% for fitness-reducing behaviors that have been 00:04:17.209 --> 00:04:19.740 align:middle line:90% offered by a sociobiologist. 00:04:19.740 --> 00:04:22.370 align:middle line:90% Many of them are altruistic. 00:04:22.370 --> 00:04:24.850 align:middle line:84% Most altruism has been shown to be adaptive, 00:04:24.850 --> 00:04:30.220 align:middle line:84% either directly because it involves genetic relatives, 00:04:30.220 --> 00:04:33.485 align:middle line:84% or indirectly with unrelated people. 00:04:33.485 --> 00:04:36.810 align:middle line:90% 00:04:36.810 --> 00:04:41.190 align:middle line:84% We call that-- because of reciprocal altruism because 00:04:41.190 --> 00:04:44.150 align:middle line:84% of the likelihood that if you're nice to somebody, 00:04:44.150 --> 00:04:46.520 align:middle line:84% they're more likely to be nice to you. 00:04:46.520 --> 00:04:50.840 align:middle line:84% And that's what reciprocal altruism is. 00:04:50.840 --> 00:04:55.240 align:middle line:84% But there's also maladaptive altruism without doubt. 00:04:55.240 --> 00:04:58.870 align:middle line:84% And there, they have two basic kinds of hypotheses. 00:04:58.870 --> 00:05:02.400 align:middle line:84% One's called the byproduct hypotheses, 00:05:02.400 --> 00:05:05.860 align:middle line:84% behavioral byproducts, approximate mechanisms that 00:05:05.860 --> 00:05:07.105 align:middle line:90% evolve for adaptive reasons. 00:05:07.105 --> 00:05:13.740 align:middle line:84% So that's often been applied to pet love and love for dogs, 00:05:13.740 --> 00:05:15.650 align:middle line:84% for example, in spite of all the problems 00:05:15.650 --> 00:05:18.330 align:middle line:90% that it has caused people. 00:05:18.330 --> 00:05:21.130 align:middle line:84% And also, we have the novel environment hypothesis, 00:05:21.130 --> 00:05:26.390 align:middle line:84% that they were adaptive and they evolved in the environment 00:05:26.390 --> 00:05:29.090 align:middle line:84% where they evolved, but the environment has changed 00:05:29.090 --> 00:05:32.220 align:middle line:90% and made them not so adaptive. 00:05:32.220 --> 00:05:36.800 align:middle line:84% And we've talked about a number of those things. 00:05:36.800 --> 00:05:39.995 align:middle line:84% So why have many social scientists and people 00:05:39.995 --> 00:05:41.620 align:middle line:84% in the humanities ignored sociobiology? 00:05:41.620 --> 00:05:44.750 align:middle line:90% 00:05:44.750 --> 00:05:46.630 align:middle line:90% And this is from Alcock. 00:05:46.630 --> 00:05:51.030 align:middle line:84% He says evolutionary biology, not just sociobiology, 00:05:51.030 --> 00:05:53.480 align:middle line:84% but evolutionary biology in general 00:05:53.480 --> 00:05:57.870 align:middle line:84% is alien and disquieting to many social scientists, including 00:05:57.870 --> 00:06:00.990 align:middle line:84% some psychologists and cultural anthropologists, 00:06:00.990 --> 00:06:08.720 align:middle line:84% as well as many philosophers and academicians in humanities. 00:06:08.720 --> 00:06:11.140 align:middle line:84% The real cost of the continuing assaults 00:06:11.140 --> 00:06:13.420 align:middle line:84% is the resistance to incorporating 00:06:13.420 --> 00:06:16.230 align:middle line:84% evolutionary theory in other disciplines. 00:06:16.230 --> 00:06:19.130 align:middle line:84% People prefer to retain a worldview that's 00:06:19.130 --> 00:06:20.305 align:middle line:90% familiar and comfortable. 00:06:20.305 --> 00:06:29.390 align:middle line:90% 00:06:29.390 --> 00:06:33.360 align:middle line:84% Let me check page 221 and find that quote. 00:06:33.360 --> 00:06:36.370 align:middle line:84% It was a pretty interesting little episode there. 00:06:36.370 --> 00:07:11.480 align:middle line:90% 00:07:11.480 --> 00:07:15.343 align:middle line:84% Well, I said it was here, and I thought I had marked it. 00:07:15.343 --> 00:07:22.920 align:middle line:90% 00:07:22.920 --> 00:07:23.520 align:middle line:90% Oh, yeah. 00:07:23.520 --> 00:07:29.470 align:middle line:90% 00:07:29.470 --> 00:07:36.060 align:middle line:84% Sanford was the guy arguing sociobiological points 00:07:36.060 --> 00:07:36.710 align:middle line:90% at a meeting. 00:07:36.710 --> 00:07:39.920 align:middle line:84% And he was told, apes are mere animals. 00:07:39.920 --> 00:07:42.660 align:middle line:90% People alone possess culture. 00:07:42.660 --> 00:07:46.720 align:middle line:84% And only culture, not biology, not evolution 00:07:46.720 --> 00:07:47.990 align:middle line:90% can explain humanity. 00:07:47.990 --> 00:07:51.360 align:middle line:90% 00:07:51.360 --> 00:07:55.810 align:middle line:84% And that is still actually fairly common. 00:07:55.810 --> 00:08:01.470 align:middle line:90% 00:08:01.470 --> 00:08:05.240 align:middle line:84% So why is it so alien and disquieting? 00:08:05.240 --> 00:08:08.400 align:middle line:84% First of all, it's because of the perception 00:08:08.400 --> 00:08:10.320 align:middle line:84% that it conflicts with ideologies, 00:08:10.320 --> 00:08:14.810 align:middle line:84% including religious doctrines, but other ideologies as well. 00:08:14.810 --> 00:08:19.260 align:middle line:84% Another among scientists is that they think sociobiologists are 00:08:19.260 --> 00:08:20.670 align:middle line:90% going to take over their field. 00:08:20.670 --> 00:08:24.400 align:middle line:84% You know, stay out of my field, this is my backyard. 00:08:24.400 --> 00:08:29.080 align:middle line:84% And also, in America especially, the extreme environmentalism, 00:08:29.080 --> 00:08:33.570 align:middle line:84% rejection of nature, with an exclusive emphasis on nurture. 00:08:33.570 --> 00:08:35.760 align:middle line:90% That is on learning. 00:08:35.760 --> 00:08:40.320 align:middle line:84% We've talked about that several times in the class. 00:08:40.320 --> 00:08:43.539 align:middle line:84% So what are the causes of extreme environmentalism 00:08:43.539 --> 00:08:45.030 align:middle line:90% in America? 00:08:45.030 --> 00:08:47.020 align:middle line:84% More extreme in America than Europe? 00:08:47.020 --> 00:08:50.168 align:middle line:84% This has come out several times near the beginning 00:08:50.168 --> 00:08:50.710 align:middle line:90% of the class. 00:08:50.710 --> 00:08:55.140 align:middle line:90% 00:08:55.140 --> 00:08:57.310 align:middle line:84% One was the opposition to attitudes 00:08:57.310 --> 00:09:02.970 align:middle line:84% in European aristocratic society because of the elitism based 00:09:02.970 --> 00:09:06.110 align:middle line:84% on inheritance, still common in European countries. 00:09:06.110 --> 00:09:09.370 align:middle line:90% 00:09:09.370 --> 00:09:14.170 align:middle line:84% In America, ideas of democracy included the belief 00:09:14.170 --> 00:09:16.870 align:middle line:90% that all are equal. 00:09:16.870 --> 00:09:19.220 align:middle line:84% And that should mean, of course, equal opportunity 00:09:19.220 --> 00:09:21.890 align:middle line:84% under the law, but it is often taken 00:09:21.890 --> 00:09:24.800 align:middle line:84% to mean we're equal at birth, with everything 00:09:24.800 --> 00:09:28.810 align:middle line:84% possible to anyone, to everyone who has the will 00:09:28.810 --> 00:09:31.570 align:middle line:90% and can find the opportunity. 00:09:31.570 --> 00:09:34.500 align:middle line:84% Many of us were brought up that way with, I hope, 00:09:34.500 --> 00:09:37.510 align:middle line:90% very good effects. 00:09:37.510 --> 00:09:40.230 align:middle line:84% And this was applied to the education system with, I think, 00:09:40.230 --> 00:09:42.875 align:middle line:84% good outcomes despite the inaccuracy of the beliefs. 00:09:42.875 --> 00:09:46.580 align:middle line:90% 00:09:46.580 --> 00:09:50.310 align:middle line:84% And then there's a very brief chapter 00:09:50.310 --> 00:09:53.406 align:middle line:84% that he has a very interesting appendix to. 00:09:53.406 --> 00:09:55.980 align:middle line:84% It won't take you very long to read the chapter. 00:09:55.980 --> 00:09:58.330 align:middle line:84% You should also look at these Appendix questions. 00:09:58.330 --> 00:10:03.210 align:middle line:84% I've picked this question, question three 00:10:03.210 --> 00:10:07.120 align:middle line:84% about the arguments of Ian Tattersall. 00:10:07.120 --> 00:10:09.900 align:middle line:84% He's arguing against sociobiology. 00:10:09.900 --> 00:10:15.340 align:middle line:84% He describes how women in a surviving hunter-gatherer tribe 00:10:15.340 --> 00:10:19.490 align:middle line:84% breastfeed their infants for four or more years, 00:10:19.490 --> 00:10:22.590 align:middle line:84% a practice that blocks ovulation during this time 00:10:22.590 --> 00:10:25.260 align:middle line:84% and prevents them from becoming pregnant. 00:10:25.260 --> 00:10:27.250 align:middle line:84% He writes that their genes hardly 00:10:27.250 --> 00:10:30.530 align:middle line:84% seem to be screaming out for replication, 00:10:30.530 --> 00:10:35.216 align:middle line:84% and economic considerations is virtually always [INAUDIBLE].. 00:10:35.216 --> 00:10:37.180 align:middle line:84% For hunters and gatherers then, it's 00:10:37.180 --> 00:10:41.140 align:middle line:84% fertility not at slack that is the enemy. 00:10:41.140 --> 00:10:44.990 align:middle line:84% Individual San women show no sign, conscious or unconscious, 00:10:44.990 --> 00:10:49.720 align:middle line:84% of wishing to maximize their output of progeny. 00:10:49.720 --> 00:10:54.220 align:middle line:84% So he thinks he's identified a major weakness of sociobiology. 00:10:54.220 --> 00:10:56.920 align:middle line:90% 00:10:56.920 --> 00:11:00.380 align:middle line:90% So how do you deal with that? 00:11:00.380 --> 00:11:03.710 align:middle line:84% First of all, we know that individual awareness concerns 00:11:03.710 --> 00:11:08.330 align:middle line:84% proximate mechanisms, not evolved adaptations. 00:11:08.330 --> 00:11:11.100 align:middle line:84% And we've also-- I think I talked about this before. 00:11:11.100 --> 00:11:14.030 align:middle line:84% There are fitness-enhancing advantages 00:11:14.030 --> 00:11:17.080 align:middle line:90% of spacing of offspring. 00:11:17.080 --> 00:11:19.230 align:middle line:84% So he's certainly wrong about fertility 00:11:19.230 --> 00:11:22.600 align:middle line:90% itself being the enemy. 00:11:22.600 --> 00:11:25.550 align:middle line:84% There are other benefits of breastfeeding. 00:11:25.550 --> 00:11:28.440 align:middle line:84% Mother-child bonding, which promotes 00:11:28.440 --> 00:11:30.510 align:middle line:84% the welfare of the child, and thereby 00:11:30.510 --> 00:11:32.570 align:middle line:84% increasing his potential for reproduction. 00:11:32.570 --> 00:11:35.110 align:middle line:90% 00:11:35.110 --> 00:11:38.220 align:middle line:84% In fact, various problems occur in children 00:11:38.220 --> 00:11:42.310 align:middle line:84% that aren't able to bond with a parent, 00:11:42.310 --> 00:11:48.392 align:middle line:84% like children in homes where the caretaker is changing a lot, 00:11:48.392 --> 00:11:52.330 align:middle line:84% so they don't have a stable caretaker. 00:11:52.330 --> 00:11:54.630 align:middle line:84% Many of those people have great difficulties 00:11:54.630 --> 00:11:58.500 align:middle line:84% forming strong bonds later on in their lives. 00:11:58.500 --> 00:12:01.100 align:middle line:90% 00:12:01.100 --> 00:12:03.350 align:middle line:84% There's also a transfer of immunities 00:12:03.350 --> 00:12:06.090 align:middle line:84% when the infant's immune system is not yet mature. 00:12:06.090 --> 00:12:12.045 align:middle line:90% Very important for survival. 00:12:12.045 --> 00:12:16.960 align:middle line:90% 00:12:16.960 --> 00:12:20.150 align:middle line:84% This is actually for Chapter Nine, 00:12:20.150 --> 00:12:21.770 align:middle line:90% but I didn't deal with it then-- 00:12:21.770 --> 00:12:24.167 align:middle line:84% Defending Sociobiology Against the-- 00:12:24.167 --> 00:12:25.750 align:middle line:84% defended against the following charge. 00:12:25.750 --> 00:12:31.240 align:middle line:84% Sociobiology predicts that only immoral or amoral actions 00:12:31.240 --> 00:12:33.205 align:middle line:90% can evolve. 00:12:33.205 --> 00:12:36.410 align:middle line:84% And when sociologists are confronted with the existence 00:12:36.410 --> 00:12:39.095 align:middle line:84% of true altruism and moral behavior by true altruism-- 00:12:39.095 --> 00:12:43.180 align:middle line:84% he means not with genetic relatives-- 00:12:43.180 --> 00:12:45.495 align:middle line:84% and moral behavior, then they change their tune 00:12:45.495 --> 00:12:47.460 align:middle line:84% to say that these cases illustrate 00:12:47.460 --> 00:12:51.680 align:middle line:84% that human beings are able to resist evolved impulses. 00:12:51.680 --> 00:12:54.620 align:middle line:84% Why would we resist if our actions really have evolved 00:12:54.620 --> 00:12:56.940 align:middle line:90% by way of natural selection? 00:12:56.940 --> 00:13:00.820 align:middle line:84% Well, first of all, sociobiologists 00:13:00.820 --> 00:13:05.690 align:middle line:84% argue that morality itself has evolved with proximate causes. 00:13:05.690 --> 00:13:10.410 align:middle line:84% And sociobiologists have studied the adaptive values 00:13:10.410 --> 00:13:12.840 align:middle line:84% of altruism and moral behavior and may 00:13:12.840 --> 00:13:13.965 align:middle line:90% have found explanations. 00:13:13.965 --> 00:13:17.030 align:middle line:90% 00:13:17.030 --> 00:13:19.010 align:middle line:84% And finally, I would point out that we've 00:13:19.010 --> 00:13:22.160 align:middle line:84% evolved with multiple proximate systems 00:13:22.160 --> 00:13:25.900 align:middle line:84% in our central nervous systems, each for adaptive reasons, 00:13:25.900 --> 00:13:29.610 align:middle line:90% but these can conflict. 00:13:29.610 --> 00:13:32.370 align:middle line:84% In fact, conflict's common among these systems, 00:13:32.370 --> 00:13:34.260 align:middle line:84% because we didn't evolve to be happy, 00:13:34.260 --> 00:13:37.860 align:middle line:90% we evolved to pass on our genes. 00:13:37.860 --> 00:13:41.300 align:middle line:84% And so we have conflicting conflicts. 00:13:41.300 --> 00:13:44.390 align:middle line:84% And the mechanisms in the nervous system 00:13:44.390 --> 00:13:47.460 align:middle line:84% for handling those conflicts, interconnections 00:13:47.460 --> 00:13:50.015 align:middle line:84% are only partially successful at doing that. 00:13:50.015 --> 00:13:54.530 align:middle line:90% 00:13:54.530 --> 00:13:57.550 align:middle line:84% Now, Alcock, in this final chapter, 00:13:57.550 --> 00:14:02.890 align:middle line:84% brings up the area of evolutionary psychology. 00:14:02.890 --> 00:14:05.480 align:middle line:84% I will say a little bit about it after this slide. 00:14:05.480 --> 00:14:10.020 align:middle line:84% But I've also posted on Stellar an extra credit project. 00:14:10.020 --> 00:14:11.480 align:middle line:90% You don't have to do it. 00:14:11.480 --> 00:14:13.210 align:middle line:84% But some of you have talked to me. 00:14:13.210 --> 00:14:18.535 align:middle line:84% You're concerned about thinking your grade might be in between, 00:14:18.535 --> 00:14:20.820 align:middle line:84% you know, the high end of the B's and you 00:14:20.820 --> 00:14:28.170 align:middle line:84% want an A, or at the high end of C and you want a B. 00:14:28.170 --> 00:14:31.360 align:middle line:84% If you want to do the project, you 00:14:31.360 --> 00:14:33.080 align:middle line:84% would have to read at least two articles. 00:14:33.080 --> 00:14:37.110 align:middle line:84% And they can be online, but there's plenty 00:14:37.110 --> 00:14:38.100 align:middle line:90% that you can find. 00:14:38.100 --> 00:14:40.340 align:middle line:84% You can find the article I'm going 00:14:40.340 --> 00:14:42.060 align:middle line:90% to cite next, for example. 00:14:42.060 --> 00:14:47.780 align:middle line:84% A good article by David Buss on evolutionary psychology. 00:14:47.780 --> 00:14:50.430 align:middle line:84% And I want you to write a brief review, including 00:14:50.430 --> 00:14:54.160 align:middle line:84% the definition and origins of the term. 00:14:54.160 --> 00:14:57.490 align:middle line:84% I want you to distinguish between sociobiology and 00:14:57.490 --> 00:14:59.930 align:middle line:90% evolutionary psychology. 00:14:59.930 --> 00:15:03.060 align:middle line:84% And also, describe a couple of the controversies 00:15:03.060 --> 00:15:06.640 align:middle line:90% that this field has generated. 00:15:06.640 --> 00:15:09.250 align:middle line:90% I posted it. 00:15:09.250 --> 00:15:13.110 align:middle line:84% I had it listed as Posted a couple of days ago, 00:15:13.110 --> 00:15:14.230 align:middle line:90% but I guess I didn't. 00:15:14.230 --> 00:15:15.970 align:middle line:90% So I posted it this morning. 00:15:15.970 --> 00:15:19.180 align:middle line:90% 00:15:19.180 --> 00:15:21.935 align:middle line:84% But I want you to get your report ready first, 00:15:21.935 --> 00:15:24.670 align:middle line:84% so don't worry about this right now. 00:15:24.670 --> 00:15:30.870 align:middle line:84% Get that report done before you do this. 00:15:30.870 --> 00:15:33.490 align:middle line:84% And if you want to propose other extra credit based 00:15:33.490 --> 00:15:38.880 align:middle line:84% on, especially, these questions at the end of the Alcock book, 00:15:38.880 --> 00:15:39.640 align:middle line:90% you can do that. 00:15:39.640 --> 00:15:43.520 align:middle line:90% Just talk to me about it. 00:15:43.520 --> 00:15:45.500 align:middle line:84% Because if you decide to do it, then I 00:15:45.500 --> 00:15:50.490 align:middle line:84% would post that anybody else could do it also. 00:15:50.490 --> 00:15:53.460 align:middle line:90% This is the David Buss article. 00:15:53.460 --> 00:15:56.940 align:middle line:84% Listed at the top, he published it in '95 on "Evolutionary 00:15:56.940 --> 00:15:57.750 align:middle line:90% Psychology-- 00:15:57.750 --> 00:16:01.820 align:middle line:84% A New Paradigm for Psychological Science." 00:16:01.820 --> 00:16:05.980 align:middle line:84% And in it, he includes a critique 00:16:05.980 --> 00:16:10.800 align:middle line:84% of one aspect he perceives in sociobiology. 00:16:10.800 --> 00:16:14.240 align:middle line:84% He says, "to quote one well-known sociobiologist, 00:16:14.240 --> 00:16:19.710 align:middle line:84% humans are inclusive fitness-maximizing blobs. 00:16:19.710 --> 00:16:23.530 align:middle line:84% I have labeled this view the sociobiological fallacy"-- 00:16:23.530 --> 00:16:26.080 align:middle line:90% he did that in 1991-- 00:16:26.080 --> 00:16:29.980 align:middle line:84% "because it conflates the theory of the origins of mechanisms"-- 00:16:29.980 --> 00:16:32.230 align:middle line:84% that is inclusive fitness theory-- 00:16:32.230 --> 00:16:35.010 align:middle line:84% "with a theory of the nature of those mechanisms. 00:16:35.010 --> 00:16:40.620 align:middle line:84% If men had, as a goal, the maximization of fitness, 00:16:40.620 --> 00:16:42.050 align:middle line:84% then why aren't they all lined up 00:16:42.050 --> 00:16:44.390 align:middle line:84% to give donations to sperm banks? 00:16:44.390 --> 00:16:47.855 align:middle line:84% Why do some individuals decide to forgo reproduction 00:16:47.855 --> 00:16:48.355 align:middle line:90% entirely?" 00:16:48.355 --> 00:16:53.560 align:middle line:90% 00:16:53.560 --> 00:16:56.090 align:middle line:90% It reminds me of the-- 00:16:56.090 --> 00:16:58.550 align:middle line:84% they were advertising a new movie 00:16:58.550 --> 00:17:01.520 align:middle line:84% that there's this guy that's found out 00:17:01.520 --> 00:17:04.369 align:middle line:90% he's the father of 250? 00:17:04.369 --> 00:17:05.250 align:middle line:90% Anyway. 00:17:05.250 --> 00:17:07.520 align:middle line:90% So some people do. 00:17:07.520 --> 00:17:15.300 align:middle line:84% So he continues and quotes two very well-known evolutionary 00:17:15.300 --> 00:17:17.300 align:middle line:90% psychologists. 00:17:17.300 --> 00:17:21.710 align:middle line:84% They were early into that area and helped get it going, 00:17:21.710 --> 00:17:22.210 align:middle line:90% really. 00:17:22.210 --> 00:17:23.400 align:middle line:90% Tooby and Cosmides. 00:17:23.400 --> 00:17:27.849 align:middle line:90% 00:17:27.849 --> 00:17:30.810 align:middle line:84% "The nature of mechanisms as end products 00:17:30.810 --> 00:17:34.540 align:middle line:84% should not be confused with the causal process that 00:17:34.540 --> 00:17:36.040 align:middle line:90% created them. 00:17:36.040 --> 00:17:40.260 align:middle line:84% The sociobiological fallacy has led to some dubious speculating 00:17:40.260 --> 00:17:43.530 align:middle line:84% about how, if one really looks closely enough, 00:17:43.530 --> 00:17:46.700 align:middle line:84% we will see that person x really is maximizing fitness 00:17:46.700 --> 00:17:49.560 align:middle line:84% even though the behavior seems anomalous with respect 00:17:49.560 --> 00:17:51.460 align:middle line:90% to the goal." 00:17:51.460 --> 00:17:54.680 align:middle line:84% That is, like, suicidal behaviors, 00:17:54.680 --> 00:17:57.330 align:middle line:84% schizophrenic behavior, dysfunctional behavior. 00:17:57.330 --> 00:18:00.500 align:middle line:84% "Evolutionary psychologists see humans 00:18:00.500 --> 00:18:05.670 align:middle line:84% as adaptive executors or mechanism-activators 00:18:05.670 --> 00:18:09.610 align:middle line:84% rather than as fitness strivers." 00:18:09.610 --> 00:18:12.420 align:middle line:84% But actually, that's pretty similar to what Alcock 00:18:12.420 --> 00:18:15.010 align:middle line:90% has been arguing in the book. 00:18:15.010 --> 00:18:18.340 align:middle line:84% He says pretty similar things, distinguishing 00:18:18.340 --> 00:18:22.970 align:middle line:84% between ultimate causes and proximate causes 00:18:22.970 --> 00:18:23.765 align:middle line:90% and mechanisms. 00:18:23.765 --> 00:18:26.330 align:middle line:90% 00:18:26.330 --> 00:18:30.085 align:middle line:84% This is a little more from that Buss paper. 00:18:30.085 --> 00:18:32.635 align:middle line:90% 00:18:32.635 --> 00:18:35.730 align:middle line:84% "Selection cannot produce mechanisms 00:18:35.730 --> 00:18:39.120 align:middle line:84% of the domain-general form of fitness maximizers 00:18:39.120 --> 00:18:41.840 align:middle line:84% for the simple reason there's never existed any 00:18:41.840 --> 00:18:44.420 align:middle line:84% domain-general way to maximize fitness. 00:18:44.420 --> 00:18:47.380 align:middle line:84% An implication of the sociobiological fallacy 00:18:47.380 --> 00:18:52.280 align:middle line:84% is that many sociobiologists have skipped or neglected 00:18:52.280 --> 00:18:54.040 align:middle line:84% the psychological level of analysis. 00:18:54.040 --> 00:18:57.170 align:middle line:90% 00:18:57.170 --> 00:19:00.070 align:middle line:84% Many go directly from principles of evolution 00:19:00.070 --> 00:19:02.050 align:middle line:84% to patterns of social organization, 00:19:02.050 --> 00:19:05.970 align:middle line:84% such as the nature of the mating system, polygyny 00:19:05.970 --> 00:19:10.450 align:middle line:84% versus monogamy, or the social system, like male dominance, 00:19:10.450 --> 00:19:12.920 align:middle line:84% or the legal system without a description or account 00:19:12.920 --> 00:19:16.250 align:middle line:84% of the psychological mechanisms on which these aggregate end 00:19:16.250 --> 00:19:18.470 align:middle line:90% products are presumably founded. 00:19:18.470 --> 00:19:21.070 align:middle line:84% In contrast, evolutionary psychologists 00:19:21.070 --> 00:19:25.130 align:middle line:84% see psychological mechanisms as central to the analysis, 00:19:25.130 --> 00:19:28.480 align:middle line:84% not something that can be skipped past over or omitted." 00:19:28.480 --> 00:19:31.250 align:middle line:84% And so some evolutionary psychologists 00:19:31.250 --> 00:19:36.040 align:middle line:84% that you see, they consider themselves psychologists, not 00:19:36.040 --> 00:19:39.330 align:middle line:84% sociobiologists, because they don't think you 00:19:39.330 --> 00:19:45.050 align:middle line:84% can really jump over the study of approximate mechanisms. 00:19:45.050 --> 00:19:46.950 align:middle line:84% But they're influenced in what things 00:19:46.950 --> 00:19:52.810 align:middle line:84% they choose to study by evolutionary adaptations. 00:19:52.810 --> 00:20:00.150 align:middle line:84% Anyway, this finishes our discussions about sociobiology. 00:20:00.150 --> 00:20:07.640 align:middle line:84% And what I want to do now is review the various types 00:20:07.640 --> 00:20:10.890 align:middle line:84% of learning, using Konrad Lorenz's book, 00:20:10.890 --> 00:20:12.280 align:middle line:90% Foundations of Ethology. 00:20:12.280 --> 00:20:14.520 align:middle line:84% It's his third part, is called "Adaptive 00:20:14.520 --> 00:20:15.650 align:middle line:90% Modifications of Behavior." 00:20:15.650 --> 00:20:19.050 align:middle line:90% 00:20:19.050 --> 00:20:22.080 align:middle line:84% And then on Friday and the following 00:20:22.080 --> 00:20:25.945 align:middle line:84% Monday, we'll see videos of field studies of great apes 00:20:25.945 --> 00:20:27.570 align:middle line:90% and talk about some of that. 00:20:27.570 --> 00:20:28.945 align:middle line:84% But mostly, we'll see the videos. 00:20:28.945 --> 00:20:32.170 align:middle line:90% 00:20:32.170 --> 00:20:38.270 align:middle line:84% And then I've canceled next Wednesday's, not this Wednesday 00:20:38.270 --> 00:20:41.490 align:middle line:84% but the following Wednesday, because many of you 00:20:41.490 --> 00:20:43.755 align:middle line:84% like to leave early for Thanksgiving. 00:20:43.755 --> 00:20:49.700 align:middle line:90% 00:20:49.700 --> 00:20:53.005 align:middle line:84% And some of you will still be struggling with your reports. 00:20:53.005 --> 00:20:58.430 align:middle line:84% So another good reason to cancel that class. 00:20:58.430 --> 00:21:02.110 align:middle line:84% So then the plan is, which I mentioned before, each of you 00:21:02.110 --> 00:21:03.770 align:middle line:84% will go to one of three classrooms-- 00:21:03.770 --> 00:21:05.990 align:middle line:84% I still have to get that arranged-- 00:21:05.990 --> 00:21:07.170 align:middle line:90% to hear reports. 00:21:07.170 --> 00:21:08.920 align:middle line:84% So you'll always be in the same classroom. 00:21:08.920 --> 00:21:11.910 align:middle line:84% Each of you will hear about a third of them that way. 00:21:11.910 --> 00:21:15.560 align:middle line:84% That's the only way we can do it with a class of this size, 00:21:15.560 --> 00:21:20.635 align:middle line:84% because we can't fit more than four into one session. 00:21:20.635 --> 00:21:24.580 align:middle line:90% 00:21:24.580 --> 00:21:26.660 align:middle line:84% A key point made in each student report 00:21:26.660 --> 00:21:29.570 align:middle line:84% should be learned, as I will ask you something. 00:21:29.570 --> 00:21:32.320 align:middle line:84% You will have some choice, but I still 00:21:32.320 --> 00:21:38.380 align:middle line:84% expect you to listen and learn a little bit from those reports. 00:21:38.380 --> 00:21:45.866 align:middle line:90% 00:21:45.866 --> 00:21:47.520 align:middle line:90% So we have a little time. 00:21:47.520 --> 00:21:48.940 align:middle line:90% Let's start going through. 00:21:48.940 --> 00:21:53.520 align:middle line:90% 00:21:53.520 --> 00:21:56.760 align:middle line:84% The view of learning by Konrad Lorenz, which is a broader 00:21:56.760 --> 00:22:02.180 align:middle line:84% view than you will find in most textbooks 00:22:02.180 --> 00:22:06.540 align:middle line:84% of learning, most general studies of learning. 00:22:06.540 --> 00:22:09.700 align:middle line:84% When I was a graduate student, I got a textbook on learning, 00:22:09.700 --> 00:22:13.380 align:middle line:84% and it was almost everything was on classical conditioning, 00:22:13.380 --> 00:22:17.750 align:middle line:84% and instrumental conditioning, and maybe a little bit 00:22:17.750 --> 00:22:23.082 align:middle line:84% about some observational learning, 00:22:23.082 --> 00:22:24.870 align:middle line:90% a little bit on mimicry. 00:22:24.870 --> 00:22:26.740 align:middle line:84% But some of them even admitted that they 00:22:26.740 --> 00:22:27.823 align:middle line:90% were very non-ethological. 00:22:27.823 --> 00:22:30.200 align:middle line:90% 00:22:30.200 --> 00:22:32.460 align:middle line:90% Lorenz felt the need-- 00:22:32.460 --> 00:22:33.810 align:middle line:90% he was aware of all that. 00:22:33.810 --> 00:22:41.810 align:middle line:84% And before he wrote this book in the late-1970s, published 00:22:41.810 --> 00:22:48.610 align:middle line:84% in 1981, he made sure he included an ethologist's view 00:22:48.610 --> 00:22:49.160 align:middle line:90% of learning. 00:22:49.160 --> 00:22:52.360 align:middle line:90% 00:22:52.360 --> 00:22:55.150 align:middle line:84% And rather than just put them online and go 00:22:55.150 --> 00:22:59.920 align:middle line:84% right to the videos, I want to go through them, 00:22:59.920 --> 00:23:02.675 align:middle line:84% so you have a chance to think about them 00:23:02.675 --> 00:23:05.640 align:middle line:84% and discuss them with me if you want to. 00:23:05.640 --> 00:23:10.565 align:middle line:84% He emphasizes the various, specific forms of learning 00:23:10.565 --> 00:23:14.070 align:middle line:84% have each evolved in order to produce what are normally 00:23:14.070 --> 00:23:17.470 align:middle line:90% adaptive responses. 00:23:17.470 --> 00:23:21.350 align:middle line:84% And he emphasizes especially that you cannot reduce all 00:23:21.350 --> 00:23:24.950 align:middle line:90% learning to one or two types. 00:23:24.950 --> 00:23:31.390 align:middle line:84% So here's the major types of learning as he classifies them. 00:23:31.390 --> 00:23:35.740 align:middle line:84% Learning without association, learning through association 00:23:35.740 --> 00:23:39.370 align:middle line:84% but without feedback, reporting success. 00:23:39.370 --> 00:23:42.660 align:middle line:84% That is without reward or punishment. 00:23:42.660 --> 00:23:46.090 align:middle line:84% Learning affected by the consequences of behavior. 00:23:46.090 --> 00:23:48.920 align:middle line:84% So there, you have rewards or punishment. 00:23:48.920 --> 00:23:51.060 align:middle line:90% Then motor learning. 00:23:51.060 --> 00:23:53.230 align:middle line:84% And finally, the kind of learning you 00:23:53.230 --> 00:23:58.000 align:middle line:84% get with exploratory behavior, learning 00:23:58.000 --> 00:24:00.600 align:middle line:90% motivated by curiosity. 00:24:00.600 --> 00:24:03.510 align:middle line:84% So he goes through each of these. 00:24:03.510 --> 00:24:08.750 align:middle line:84% Let's start with learning without association. 00:24:08.750 --> 00:24:11.265 align:middle line:84% There's two types of learning without association 00:24:11.265 --> 00:24:12.015 align:middle line:90% that he describes. 00:24:12.015 --> 00:24:15.320 align:middle line:90% 00:24:15.320 --> 00:24:20.690 align:middle line:84% Facilitation and sensitization he groups together. 00:24:20.690 --> 00:24:21.740 align:middle line:90% And habituation. 00:24:21.740 --> 00:24:27.290 align:middle line:84% So in one, a response is becoming enhanced, but not 00:24:27.290 --> 00:24:29.900 align:middle line:90% because of any associations. 00:24:29.900 --> 00:24:33.050 align:middle line:90% In another, there's habituation. 00:24:33.050 --> 00:24:34.915 align:middle line:84% With repeated presentation of the stimulus, 00:24:34.915 --> 00:24:38.100 align:middle line:90% the response decreases. 00:24:38.100 --> 00:24:40.820 align:middle line:84% And he treats habituation very broadly. 00:24:40.820 --> 00:24:44.060 align:middle line:84% He includes stimulus adaptation with it. 00:24:44.060 --> 00:24:47.070 align:middle line:90% So first of all, facilitation. 00:24:47.070 --> 00:24:52.800 align:middle line:84% We'll deal with facilitation and sensitization separately. 00:24:52.800 --> 00:24:55.130 align:middle line:84% So by facilitation, he means things 00:24:55.130 --> 00:24:59.700 align:middle line:84% like the prey-catching response of newly hatched squid. 00:24:59.700 --> 00:25:02.290 align:middle line:84% It's performed with flawless coordination 00:25:02.290 --> 00:25:06.150 align:middle line:84% when it's first released for the first time. 00:25:06.150 --> 00:25:10.030 align:middle line:84% It's preceded by intention movements for several seconds. 00:25:10.030 --> 00:25:14.460 align:middle line:84% All the characteristics of a fixed-action pattern. 00:25:14.460 --> 00:25:20.070 align:middle line:84% But the response is lower at first, and then it speeds up. 00:25:20.070 --> 00:25:24.150 align:middle line:84% It's facilitated just with repetition. 00:25:24.150 --> 00:25:27.250 align:middle line:90% 00:25:27.250 --> 00:25:29.000 align:middle line:84% And then with maturation, there's 00:25:29.000 --> 00:25:34.430 align:middle line:84% improvements in the way this functions. 00:25:34.430 --> 00:25:40.130 align:middle line:84% But it appears that it's due just to the maturation. 00:25:40.130 --> 00:25:42.900 align:middle line:84% And there's a number of things like that in behavior. 00:25:42.900 --> 00:25:44.556 align:middle line:90% They change with maturation. 00:25:44.556 --> 00:25:48.290 align:middle line:84% The nervous system takes time for all levels to mature, 00:25:48.290 --> 00:25:50.390 align:middle line:90% and the responses can change. 00:25:50.390 --> 00:25:55.040 align:middle line:90% 00:25:55.040 --> 00:25:58.410 align:middle line:84% Another example is the pecking by recently hatched chicks. 00:25:58.410 --> 00:26:02.140 align:middle line:84% There's been a few nice studies of this. 00:26:02.140 --> 00:26:07.320 align:middle line:84% In this, they peck at seeds, but their pecking 00:26:07.320 --> 00:26:09.180 align:middle line:84% is very scattered at first, and then 00:26:09.180 --> 00:26:12.110 align:middle line:84% it becomes more and more focused. 00:26:12.110 --> 00:26:15.850 align:middle line:84% And it doesn't matter whether they're being rewarded or not. 00:26:15.850 --> 00:26:19.400 align:middle line:84% You can put displacing prisms on them, 00:26:19.400 --> 00:26:25.530 align:middle line:84% so they're pecking at the wrong place than where 00:26:25.530 --> 00:26:27.508 align:middle line:84% the seeds actually are, because they see them 00:26:27.508 --> 00:26:28.300 align:middle line:90% in the wrong place. 00:26:28.300 --> 00:26:35.120 align:middle line:84% And yet, you still get this more and more focused pecking. 00:26:35.120 --> 00:26:37.447 align:middle line:84% So it doesn't depend on feedback, but only 00:26:37.447 --> 00:26:38.030 align:middle line:90% on repetition. 00:26:38.030 --> 00:26:44.410 align:middle line:90% 00:26:44.410 --> 00:26:49.170 align:middle line:84% So then we go on to sensitization. 00:26:49.170 --> 00:26:51.710 align:middle line:84% Take the escape response in the earthworm. 00:26:51.710 --> 00:26:55.850 align:middle line:90% 00:26:55.850 --> 00:26:59.520 align:middle line:84% If a blackbird has just pecked the worm, the response 00:26:59.520 --> 00:27:07.060 align:middle line:84% the next time he gets pecked at, he responds much more quickly. 00:27:07.060 --> 00:27:08.885 align:middle line:84% And it's triggered with a lower threshold. 00:27:08.885 --> 00:27:12.920 align:middle line:90% 00:27:12.920 --> 00:27:15.580 align:middle line:84% Again, it doesn't involve feedback. 00:27:15.580 --> 00:27:20.050 align:middle line:90% 00:27:20.050 --> 00:27:22.110 align:middle line:90% It changes with repetition. 00:27:22.110 --> 00:27:25.690 align:middle line:90% Again, becomes sensitized. 00:27:25.690 --> 00:27:28.580 align:middle line:84% There's this phenomenon called a feeding frenzy, 00:27:28.580 --> 00:27:37.710 align:middle line:84% especially in fish, that they feed on species that 00:27:37.710 --> 00:27:39.680 align:middle line:90% occur in swarms or schools. 00:27:39.680 --> 00:27:46.000 align:middle line:84% And you will see, when they encounter prey in such a group, 00:27:46.000 --> 00:27:47.960 align:middle line:90% they seem to go wild. 00:27:47.960 --> 00:27:53.120 align:middle line:84% And their responses-- they're sensitized 00:27:53.120 --> 00:27:55.180 align:middle line:84% to respond more and more strongly. 00:27:55.180 --> 00:27:57.190 align:middle line:90% In fact, they seem to be-- 00:27:57.190 --> 00:27:58.870 align:middle line:84% before very long, they're totally 00:27:58.870 --> 00:28:03.340 align:middle line:90% dominated by their feeding. 00:28:03.340 --> 00:28:06.430 align:middle line:84% You see it in sharks, you see it in tuna. 00:28:06.430 --> 00:28:10.330 align:middle line:84% And it's certainly a phenomenon exploited by fishermen, 00:28:10.330 --> 00:28:15.070 align:middle line:84% because it brings together a lot of these predatory fish, 00:28:15.070 --> 00:28:16.170 align:middle line:90% especially tuna. 00:28:16.170 --> 00:28:20.095 align:middle line:84% And there's a few other fish that are like fish like that 00:28:20.095 --> 00:28:21.260 align:middle line:90% also. 00:28:21.260 --> 00:28:24.840 align:middle line:84% The lower thresholds are probably also due 00:28:24.840 --> 00:28:28.730 align:middle line:84% to social facilitation and of course, 00:28:28.730 --> 00:28:32.110 align:middle line:84% specific key stimuli from the prey objects. 00:28:32.110 --> 00:28:34.970 align:middle line:84% But the point is there's a sensitization. 00:28:34.970 --> 00:28:37.040 align:middle line:90% It is a simple form of learning. 00:28:37.040 --> 00:28:40.192 align:middle line:90% 00:28:40.192 --> 00:28:41.775 align:middle line:84% If you don't like to call it learning, 00:28:41.775 --> 00:28:43.175 align:middle line:90% you can call it plasticity. 00:28:43.175 --> 00:28:47.827 align:middle line:84% But it's just as well to call it a simple form of learning 00:28:47.827 --> 00:28:48.660 align:middle line:90% without association. 00:28:48.660 --> 00:28:51.640 align:middle line:90% 00:28:51.640 --> 00:28:55.675 align:middle line:84% And then finally, the second major type, 00:28:55.675 --> 00:28:59.480 align:middle line:84% if we lump the first two together, habituation. 00:28:59.480 --> 00:29:02.076 align:middle line:84% And here, he includes stimulus adaptation. 00:29:02.076 --> 00:29:06.390 align:middle line:84% But the studies of it often separate these. 00:29:06.390 --> 00:29:08.150 align:middle line:90% And he gives us examples. 00:29:08.150 --> 00:29:12.250 align:middle line:84% He gives several examples in this slide and the next. 00:29:12.250 --> 00:29:16.580 align:middle line:84% First, reflex habituation in hydra. 00:29:16.580 --> 00:29:20.640 align:middle line:84% It responds to contacts by, say, water movement, touch, 00:29:20.640 --> 00:29:23.430 align:middle line:84% or any shaking of the substrate just 00:29:23.430 --> 00:29:27.078 align:middle line:84% by contracting its tentacles and body. 00:29:27.078 --> 00:29:28.370 align:middle line:90% You know what hydra looks like? 00:29:28.370 --> 00:29:31.740 align:middle line:84% It looks like a tiny, little octopus. 00:29:31.740 --> 00:29:35.680 align:middle line:84% It's got the tentacles it uses in its movement. 00:29:35.680 --> 00:29:41.670 align:middle line:90% A very tiny, little cnidarian. 00:29:41.670 --> 00:29:45.970 align:middle line:84% Well, if it lives in fairly turbulent brooks, 00:29:45.970 --> 00:29:47.250 align:middle line:90% it does habituate. 00:29:47.250 --> 00:29:51.100 align:middle line:84% It's not constantly responding to that moving water. 00:29:51.100 --> 00:29:53.730 align:middle line:90% Those responses decrease. 00:29:53.730 --> 00:29:55.520 align:middle line:84% So the stimuli of the flowing water 00:29:55.520 --> 00:29:59.295 align:middle line:84% lose their releasing properties, but the thresholds 00:29:59.295 --> 00:30:02.180 align:middle line:84% with all the other key stimuli, like being 00:30:02.180 --> 00:30:09.760 align:middle line:84% touched by another animal or something, they stay unchanged. 00:30:09.760 --> 00:30:12.430 align:middle line:84% Just that particular stimulus, the moving water, 00:30:12.430 --> 00:30:19.030 align:middle line:84% stops eliciting that reflex response. 00:30:19.030 --> 00:30:23.580 align:middle line:84% And then he has several properties of turkeys, 00:30:23.580 --> 00:30:26.530 align:middle line:90% their response to novel sounds. 00:30:26.530 --> 00:30:28.820 align:middle line:84% They start gobbling if they're exposed 00:30:28.820 --> 00:30:33.058 align:middle line:90% to any novel kind of sound. 00:30:33.058 --> 00:30:35.840 align:middle line:84% It habituates with repeated presentations. 00:30:35.840 --> 00:30:39.320 align:middle line:90% 00:30:39.320 --> 00:30:41.970 align:middle line:84% It's very specific to the sound frequency. 00:30:41.970 --> 00:30:44.990 align:middle line:84% So you can actually plot a generalization gradient. 00:30:44.990 --> 00:30:48.360 align:middle line:84% You'll see that if you move the frequency 00:30:48.360 --> 00:30:52.840 align:middle line:84% of the sound stimulus, the further you move it away 00:30:52.840 --> 00:30:55.810 align:middle line:84% from the original stimulus, the more strongly they 00:30:55.810 --> 00:30:56.490 align:middle line:90% will respond. 00:30:56.490 --> 00:30:58.840 align:middle line:84% So you can show that the habituation 00:30:58.840 --> 00:31:02.400 align:middle line:90% is very specific to a tone. 00:31:02.400 --> 00:31:05.690 align:middle line:90% And then it loses its-- 00:31:05.690 --> 00:31:07.332 align:middle line:84% the habituation gets less and less 00:31:07.332 --> 00:31:09.540 align:middle line:84% when you get further and further from that frequency. 00:31:09.540 --> 00:31:12.310 align:middle line:90% 00:31:12.310 --> 00:31:18.990 align:middle line:84% So even if you suddenly reduce the amplitude of the sound, 00:31:18.990 --> 00:31:21.985 align:middle line:90% they will start gobbling. 00:31:21.985 --> 00:31:23.785 align:middle line:84% They just use that to demonstrate 00:31:23.785 --> 00:31:27.040 align:middle line:84% that the habituation isn't stimulus adaptation 00:31:27.040 --> 00:31:28.350 align:middle line:90% but a real habituation. 00:31:28.350 --> 00:31:30.760 align:middle line:84% They're responding to the novelty, 00:31:30.760 --> 00:31:35.770 align:middle line:84% and they are able to detect, in a fairly sophisticated way, 00:31:35.770 --> 00:31:39.840 align:middle line:84% the novelty of the sound, as do humans. 00:31:39.840 --> 00:31:44.880 align:middle line:84% And then he goes on and talks about the flight responses 00:31:44.880 --> 00:31:50.580 align:middle line:84% in turkeys, flight responses to aerial raptors, 00:31:50.580 --> 00:31:53.680 align:middle line:84% so birds of prey when they appear. 00:31:53.680 --> 00:31:59.760 align:middle line:84% Of course, they can be very dangerous to turkeys. 00:31:59.760 --> 00:32:02.590 align:middle line:84% And you remember, when we talked about this, 00:32:02.590 --> 00:32:04.800 align:middle line:84% talking about ecology, and people 00:32:04.800 --> 00:32:07.480 align:middle line:84% tried to show that they respond specifically 00:32:07.480 --> 00:32:08.665 align:middle line:90% to particular shapes. 00:32:08.665 --> 00:32:11.390 align:middle line:90% 00:32:11.390 --> 00:32:15.950 align:middle line:84% Like they don't respond to the goose- or duck-like shape, 00:32:15.950 --> 00:32:20.100 align:middle line:84% but they do respond to the hawk-like shape. 00:32:20.100 --> 00:32:23.850 align:middle line:84% But it's been shown that most of that, or perhaps all of it, 00:32:23.850 --> 00:32:25.935 align:middle line:84% is just explained by stimulus novelty. 00:32:25.935 --> 00:32:28.550 align:middle line:90% 00:32:28.550 --> 00:32:32.000 align:middle line:84% They habituate the frequently occurring stimuli. 00:32:32.000 --> 00:32:35.930 align:middle line:84% So they habituate to buzzards, because they see them 00:32:35.930 --> 00:32:36.640 align:middle line:90% all the time. 00:32:36.640 --> 00:32:39.108 align:middle line:84% They habituate to a fly on a white ceiling 00:32:39.108 --> 00:32:40.900 align:middle line:84% even though they respond to it like it were 00:32:40.900 --> 00:32:43.242 align:middle line:90% a predator at the beginning. 00:32:43.242 --> 00:32:46.540 align:middle line:84% They habituate to balloons in the sky, 00:32:46.540 --> 00:32:48.550 align:middle line:84% which, again, they respond to them initially 00:32:48.550 --> 00:32:49.550 align:middle line:90% like they're a predator. 00:32:49.550 --> 00:32:52.420 align:middle line:90% 00:32:52.420 --> 00:32:55.180 align:middle line:84% So the least frequently occurring stimulus 00:32:55.180 --> 00:32:58.200 align:middle line:84% from a raptor is probably that of a bald eagle. 00:32:58.200 --> 00:33:03.970 align:middle line:84% Now, he's talking about the turkeys in Seewiesen, Germany, 00:33:03.970 --> 00:33:10.780 align:middle line:84% where Konrad Lorenz, under the auspices of the Max Planck 00:33:10.780 --> 00:33:16.100 align:middle line:84% Institute, established a behavioral laboratory 00:33:16.100 --> 00:33:17.970 align:middle line:84% for field studies of various sorts 00:33:17.970 --> 00:33:22.760 align:middle line:84% and experimental ethological studies of animals. 00:33:22.760 --> 00:33:26.310 align:middle line:84% And he was joined there by a number of very good scientists. 00:33:26.310 --> 00:33:29.310 align:middle line:84% And the whole series of ethological studies 00:33:29.310 --> 00:33:34.640 align:middle line:84% have been reported that were done there at Seewiesen. 00:33:34.640 --> 00:33:37.090 align:middle line:84% I actually visited there a long time ago. 00:33:37.090 --> 00:33:40.670 align:middle line:90% 00:33:40.670 --> 00:33:42.780 align:middle line:84% Didn't meet Konrad Lorenz, but I did 00:33:42.780 --> 00:33:45.150 align:middle line:84% meet some of the people that worked with him. 00:33:45.150 --> 00:33:50.660 align:middle line:90% 00:33:50.660 --> 00:33:54.710 align:middle line:84% So the only stronger response than the response 00:33:54.710 --> 00:34:01.200 align:middle line:84% he got to a bald eagle was to something even more novel-- 00:34:01.200 --> 00:34:02.410 align:middle line:90% a dirigible. 00:34:02.410 --> 00:34:05.530 align:middle line:84% It flew over Seewiesen about twice per year. 00:34:05.530 --> 00:34:10.370 align:middle line:84% And that led to this vigorous flight reactions of the turkeys 00:34:10.370 --> 00:34:11.300 align:middle line:90% they kept there. 00:34:11.300 --> 00:34:15.530 align:middle line:90% 00:34:15.530 --> 00:34:18.470 align:middle line:84% The blimp, the most novel stimulus. 00:34:18.470 --> 00:34:22.770 align:middle line:90% 00:34:22.770 --> 00:34:26.550 align:middle line:84% So then he discusses learning through association 00:34:26.550 --> 00:34:30.489 align:middle line:84% without feedback-reporting reporting success. 00:34:30.489 --> 00:34:31.550 align:middle line:90% And these are the types. 00:34:31.550 --> 00:34:34.060 align:middle line:90% 00:34:34.060 --> 00:34:35.440 align:middle line:90% This is what he calls them. 00:34:35.440 --> 00:34:38.710 align:middle line:84% And this is where we will talk about the conditioned reflex. 00:34:38.710 --> 00:34:40.429 align:middle line:84% Simple learning through association 00:34:40.429 --> 00:34:43.570 align:middle line:84% without feedback reporting success. 00:34:43.570 --> 00:34:47.120 align:middle line:84% So it's not instrumental conditioning, 00:34:47.120 --> 00:34:48.905 align:middle line:90% it's not problem-solving. 00:34:48.905 --> 00:34:51.389 align:middle line:90% He includes imprinting there. 00:34:51.389 --> 00:34:54.449 align:middle line:84% Avoidance responses acquired through trauma. 00:34:54.449 --> 00:34:56.489 align:middle line:90% Condition inhibition. 00:34:56.489 --> 00:34:58.530 align:middle line:84% Let's deal with, first, habituation 00:34:58.530 --> 00:35:01.850 align:middle line:84% to associated stimuli where animals 00:35:01.850 --> 00:35:06.560 align:middle line:84% habituate to the background, to the environment. 00:35:06.560 --> 00:35:14.950 align:middle line:84% And so for example, when we tame a bird, for example, 00:35:14.950 --> 00:35:17.970 align:middle line:84% there's habituation to flight-eliciting stimuli 00:35:17.970 --> 00:35:23.420 align:middle line:84% that is normally associated with humans. 00:35:23.420 --> 00:35:26.080 align:middle line:84% The tameness can just suddenly disappear 00:35:26.080 --> 00:35:28.490 align:middle line:84% if you move the animal to a more novel 00:35:28.490 --> 00:35:30.725 align:middle line:84% environment or the environment suddenly changes. 00:35:30.725 --> 00:35:34.330 align:middle line:90% 00:35:34.330 --> 00:35:37.200 align:middle line:84% I've noticed this a number of times in hamsters. 00:35:37.200 --> 00:35:40.390 align:middle line:90% 00:35:40.390 --> 00:35:45.840 align:middle line:84% Even if the sound environment changes in the lab, 00:35:45.840 --> 00:35:49.280 align:middle line:84% there are strange sounds, strange people talking around, 00:35:49.280 --> 00:35:51.750 align:middle line:84% the animal, it's like he just gets nervous, 00:35:51.750 --> 00:35:53.800 align:middle line:90% and his whole behavior changes. 00:35:53.800 --> 00:35:58.350 align:middle line:84% His habituation to me, for example, the stimuli I 00:35:58.350 --> 00:36:02.475 align:middle line:84% provide changes, and he starts responding very differently. 00:36:02.475 --> 00:36:05.700 align:middle line:90% 00:36:05.700 --> 00:36:09.860 align:middle line:84% And this can be a real problem for your pet, for example. 00:36:09.860 --> 00:36:14.242 align:middle line:84% If you move them to a very novel environment, 00:36:14.242 --> 00:36:15.825 align:middle line:84% their behavior can change drastically. 00:36:15.825 --> 00:36:19.880 align:middle line:90% 00:36:19.880 --> 00:36:23.980 align:middle line:84% He talks about mobbing in wild geese. 00:36:23.980 --> 00:36:29.780 align:middle line:84% They do habituate to particular dogs. 00:36:29.780 --> 00:36:32.390 align:middle line:84% In the film, I think, we saw a dog and the way 00:36:32.390 --> 00:36:33.740 align:middle line:90% the geese responded. 00:36:33.740 --> 00:36:35.650 align:middle line:84% Well, that was clearly a novel dog, 00:36:35.650 --> 00:36:37.730 align:middle line:84% because they will get used to a dog like that 00:36:37.730 --> 00:36:39.480 align:middle line:90% and they'll stop mobbing. 00:36:39.480 --> 00:36:43.820 align:middle line:84% But the mobbing can reappear to the same dog 00:36:43.820 --> 00:36:45.850 align:middle line:90% if the environment changes. 00:36:45.850 --> 00:36:49.900 align:middle line:84% And that's the point here, that the environment, 00:36:49.900 --> 00:36:55.990 align:middle line:84% the associated stimuli, stimuli associated with the habituation 00:36:55.990 --> 00:36:59.270 align:middle line:90% do make a difference. 00:36:59.270 --> 00:37:01.130 align:middle line:84% And then he talks about a problem 00:37:01.130 --> 00:37:04.475 align:middle line:84% that some flight responses appear to habituate too much. 00:37:04.475 --> 00:37:07.280 align:middle line:90% It doesn't seem to be adaptive. 00:37:07.280 --> 00:37:09.520 align:middle line:84% But he concludes that this may be 00:37:09.520 --> 00:37:12.900 align:middle line:84% due to an unnatural constancy of the environment in this 00:37:12.900 --> 00:37:16.560 align:middle line:90% when we study animals. 00:37:16.560 --> 00:37:20.145 align:middle line:84% And he talks about the way all chaffinches respond 00:37:20.145 --> 00:37:22.600 align:middle line:84% to owls, something studied by Robert Hinde. 00:37:22.600 --> 00:37:26.500 align:middle line:90% 00:37:26.500 --> 00:37:39.470 align:middle line:84% Studies of gosling using the warning call of parents. 00:37:39.470 --> 00:37:41.000 align:middle line:90% And this was studied by Lorenz. 00:37:41.000 --> 00:37:43.670 align:middle line:90% 00:37:43.670 --> 00:37:45.730 align:middle line:84% I put it in brackets here, because this 00:37:45.730 --> 00:37:46.825 align:middle line:90% didn't come from Lorenz. 00:37:46.825 --> 00:37:49.770 align:middle line:90% 00:37:49.770 --> 00:37:57.530 align:middle line:84% With hamsters in the laboratory, again, they 00:37:57.530 --> 00:38:00.600 align:middle line:84% appear to habituate too much to the stimuli that 00:38:00.600 --> 00:38:02.970 align:middle line:90% can cause flight movements. 00:38:02.970 --> 00:38:06.160 align:middle line:84% And because of the importance of anti-predator behavior, 00:38:06.160 --> 00:38:08.390 align:middle line:90% it's a big puzzle. 00:38:08.390 --> 00:38:12.020 align:middle line:84% But I found that if you can set up 00:38:12.020 --> 00:38:14.040 align:middle line:84% a simulated natural environment-- 00:38:14.040 --> 00:38:17.230 align:middle line:90% 00:38:17.230 --> 00:38:22.750 align:middle line:84% so you eliminate their constant exposure 00:38:22.750 --> 00:38:24.695 align:middle line:84% to humans walking around in the laboratory-- 00:38:24.695 --> 00:38:27.600 align:middle line:90% 00:38:27.600 --> 00:38:31.400 align:middle line:84% then you can get very powerful responses 00:38:31.400 --> 00:38:33.730 align:middle line:90% to predator-like stimuli. 00:38:33.730 --> 00:38:38.470 align:middle line:84% But I found that's necessary in some form. 00:38:38.470 --> 00:38:44.090 align:middle line:84% You have to simulate aspects of a natural environment to get-- 00:38:44.090 --> 00:38:48.640 align:middle line:84% because they do habituate to the associated stimuli as well 00:38:48.640 --> 00:38:50.630 align:middle line:84% as the specific stimuli of the human. 00:38:50.630 --> 00:38:56.850 align:middle line:90% 00:38:56.850 --> 00:39:01.860 align:middle line:84% Another thing related to that is if you just 00:39:01.860 --> 00:39:03.620 align:middle line:90% move a hamster cage-- 00:39:03.620 --> 00:39:05.790 align:middle line:84% of course, in the laboratory, again, it's 00:39:05.790 --> 00:39:07.222 align:middle line:90% very artificial environments. 00:39:07.222 --> 00:39:08.680 align:middle line:84% We keep them in these little cages. 00:39:08.680 --> 00:39:11.320 align:middle line:90% And the cages are transparent. 00:39:11.320 --> 00:39:14.008 align:middle line:84% They can't get out of them, but they-- 00:39:14.008 --> 00:39:16.050 align:middle line:84% unless you give them a lot of time, in which case 00:39:16.050 --> 00:39:21.080 align:middle line:84% they were able to chew a hole right through the cage 00:39:21.080 --> 00:39:23.920 align:middle line:90% and eventually get out. 00:39:23.920 --> 00:39:27.560 align:middle line:84% But if you just move the cage across the room 00:39:27.560 --> 00:39:30.890 align:middle line:84% or you even just rotate it, you can totally 00:39:30.890 --> 00:39:34.530 align:middle line:84% change the behavior, because the novel positions 00:39:34.530 --> 00:39:38.680 align:middle line:84% of visual stimuli with respect to the gauge stimuli, 00:39:38.680 --> 00:39:42.710 align:middle line:84% it can cause the hamster to rearrange its cage just 00:39:42.710 --> 00:39:46.280 align:middle line:84% to regain the orientation of the nest and food horde 00:39:46.280 --> 00:39:48.590 align:middle line:84% with respect to visual landmarks. 00:39:48.590 --> 00:39:52.210 align:middle line:84% So they're very responsive to the entire environment, 00:39:52.210 --> 00:39:58.010 align:middle line:84% not just of the things that are immediately around them. 00:39:58.010 --> 00:40:01.310 align:middle line:84% And they can respond very differently to humans 00:40:01.310 --> 00:40:03.980 align:middle line:90% when you do that. 00:40:03.980 --> 00:40:05.430 align:middle line:90% You'll have a tame animal. 00:40:05.430 --> 00:40:09.810 align:middle line:84% You rotate the cage or move the cage across the room-- 00:40:09.810 --> 00:40:12.860 align:middle line:84% like animal caretakers will do this sometimes. 00:40:12.860 --> 00:40:14.410 align:middle line:84% Cleaning up, they'll move the racks. 00:40:14.410 --> 00:40:18.580 align:middle line:84% It changes the behavior of the animals. 00:40:18.580 --> 00:40:21.010 align:middle line:84% I just point out that this kind of habituation 00:40:21.010 --> 00:40:23.140 align:middle line:84% involves a kind of spatial learning. 00:40:23.140 --> 00:40:26.890 align:middle line:84% They use visual landmarks for knowledge of where they 00:40:26.890 --> 00:40:29.730 align:middle line:90% are in the local environment. 00:40:29.730 --> 00:40:31.640 align:middle line:90% An important kind of learning. 00:40:31.640 --> 00:40:34.900 align:middle line:84% And if we have time, I will go through some sort 00:40:34.900 --> 00:40:39.040 align:middle line:84% of a neuroscience-based view of the learning, 00:40:39.040 --> 00:40:42.660 align:middle line:84% because we've learned a lot about some 00:40:42.660 --> 00:40:45.010 align:middle line:84% of the brain mechanisms that involve 00:40:45.010 --> 00:40:48.550 align:middle line:84% this and other types of animal behavior. 00:40:48.550 --> 00:40:51.470 align:middle line:90% 00:40:51.470 --> 00:40:58.560 align:middle line:84% So then we have his category, adding stimuli to key stimuli. 00:40:58.560 --> 00:41:00.870 align:middle line:84% So now we're dealing with fixed-action patterns, 00:41:00.870 --> 00:41:03.250 align:middle line:84% key stimuli that elicit fixed-action patterns. 00:41:03.250 --> 00:41:07.100 align:middle line:84% But animals become accustomed to-- 00:41:07.100 --> 00:41:10.130 align:middle line:84% if certain other stimuli always occur 00:41:10.130 --> 00:41:14.740 align:middle line:84% when you're eliciting these action patterns. 00:41:14.740 --> 00:41:19.390 align:middle line:84% They don't become substitutes for the key stimuli, 00:41:19.390 --> 00:41:23.980 align:middle line:84% but they affect the way the response is being elicited. 00:41:23.980 --> 00:41:29.280 align:middle line:84% So you take, for example, the human smiling response 00:41:29.280 --> 00:41:31.400 align:middle line:90% and its role in social bonding. 00:41:31.400 --> 00:41:34.300 align:middle line:90% It was studied by Rene Spitz. 00:41:34.300 --> 00:41:36.510 align:middle line:90% It's mentioned in the book. 00:41:36.510 --> 00:41:39.690 align:middle line:84% And the response over time becomes 00:41:39.690 --> 00:41:42.530 align:middle line:90% more and more selective. 00:41:42.530 --> 00:41:46.170 align:middle line:84% When a baby is born in a very early period, 00:41:46.170 --> 00:41:51.130 align:middle line:84% it will smile in response to just a dummy stimulus. 00:41:51.130 --> 00:41:55.560 align:middle line:84% You just construct a little face with just eyes 00:41:55.560 --> 00:41:56.620 align:middle line:90% and a smile on it. 00:41:56.620 --> 00:41:58.460 align:middle line:90% That's all you need. 00:41:58.460 --> 00:42:00.010 align:middle line:90% And they will smile back. 00:42:00.010 --> 00:42:03.500 align:middle line:90% 00:42:03.500 --> 00:42:06.720 align:middle line:84% You thought he was smiling, because he thought 00:42:06.720 --> 00:42:08.510 align:middle line:90% you were funny or he liked. 00:42:08.510 --> 00:42:13.000 align:middle line:84% Sorry, it's a fixed-action pattern response 00:42:13.000 --> 00:42:15.870 align:middle line:90% to your smiling mouth and eyes. 00:42:15.870 --> 00:42:18.490 align:middle line:90% 00:42:18.490 --> 00:42:23.730 align:middle line:90% Then that changes over time. 00:42:23.730 --> 00:42:27.050 align:middle line:84% They will respond to live humans only. 00:42:27.050 --> 00:42:31.390 align:middle line:84% They will stop responding to your dummy stimulus. 00:42:31.390 --> 00:42:36.590 align:middle line:84% And later, they'll respond just to familiar humans. 00:42:36.590 --> 00:42:39.570 align:middle line:84% In fact, the response to strangers 00:42:39.570 --> 00:42:42.210 align:middle line:90% can become quite opposite. 00:42:42.210 --> 00:42:44.176 align:middle line:84% Rather than smiling, they will start crying. 00:42:44.176 --> 00:42:49.630 align:middle line:90% 00:42:49.630 --> 00:42:52.240 align:middle line:84% He points out that their emotional problems-- 00:42:52.240 --> 00:42:54.680 align:middle line:84% you see in children raised in hospitals. 00:42:54.680 --> 00:42:56.500 align:middle line:90% And I mentioned this before. 00:42:56.500 --> 00:43:00.447 align:middle line:84% Because of the caretaker changes, 00:43:00.447 --> 00:43:02.030 align:middle line:84% they interfere with the bonding, which 00:43:02.030 --> 00:43:04.700 align:middle line:84% is crucial for formation of later bonds of friendship 00:43:04.700 --> 00:43:05.200 align:middle line:90% and love. 00:43:05.200 --> 00:43:08.050 align:middle line:90% 00:43:08.050 --> 00:43:14.460 align:middle line:84% And in imprinting, there's always 00:43:14.460 --> 00:43:17.792 align:middle line:84% stimuli associated with the stimulus 00:43:17.792 --> 00:43:20.080 align:middle line:90% that the animal is imprinting. 00:43:20.080 --> 00:43:24.965 align:middle line:84% And this leads to individual recognition in geese 00:43:24.965 --> 00:43:26.966 align:middle line:90% and actually in humans as well. 00:43:26.966 --> 00:43:31.370 align:middle line:90% 00:43:31.370 --> 00:43:33.590 align:middle line:84% And I point out here that in studies, they 00:43:33.590 --> 00:43:36.460 align:middle line:84% show that the critical stimuli for human individual 00:43:36.460 --> 00:43:38.700 align:middle line:84% recognition are the eyes, eyebrows, 00:43:38.700 --> 00:43:43.560 align:middle line:84% and nose, the parts covered by a carnival mask. 00:43:43.560 --> 00:43:45.580 align:middle line:84% Very effective in concealing identity 00:43:45.580 --> 00:43:50.030 align:middle line:84% unless people have a very prominent mustache or beard 00:43:50.030 --> 00:43:51.790 align:middle line:84% or something that characterizes them. 00:43:51.790 --> 00:43:55.221 align:middle line:84% Then you might learn to recognize them that way. 00:43:55.221 --> 00:43:59.740 align:middle line:84% Because it's mainly eyes, eyebrows, and nose. 00:43:59.740 --> 00:44:01.492 align:middle line:84% I've never been totally convinced of that, 00:44:01.492 --> 00:44:03.450 align:middle line:84% but I guess that's what the studies have shown. 00:44:03.450 --> 00:44:06.080 align:middle line:90% 00:44:06.080 --> 00:44:11.570 align:middle line:84% And then finally, conditioned reflexes. 00:44:11.570 --> 00:44:15.900 align:middle line:84% He calls this conditioning with stimulus selection. 00:44:15.900 --> 00:44:18.670 align:middle line:90% Pavlovian conditioning. 00:44:18.670 --> 00:44:21.978 align:middle line:84% It's also called type S conditioning, stimulus 00:44:21.978 --> 00:44:22.520 align:middle line:90% conditioning. 00:44:22.520 --> 00:44:27.280 align:middle line:90% 00:44:27.280 --> 00:44:29.955 align:middle line:84% And he talks about Pavlov's bell, 00:44:29.955 --> 00:44:32.680 align:middle line:84% the use of the bell as a conditional stimulus. 00:44:32.680 --> 00:44:35.700 align:middle line:84% Such regular sequences normally occur only 00:44:35.700 --> 00:44:38.100 align:middle line:84% when there's a causal connection. 00:44:38.100 --> 00:44:42.700 align:middle line:84% And here, you're exposing him to a very abnormal connection, 00:44:42.700 --> 00:44:45.175 align:middle line:84% but you're making the animal-- you're putting him 00:44:45.175 --> 00:44:50.270 align:middle line:84% in a situation which in nature, these correlations normally 00:44:50.270 --> 00:44:51.400 align:middle line:90% indicate some cause. 00:44:51.400 --> 00:44:53.970 align:middle line:90% 00:44:53.970 --> 00:44:56.300 align:middle line:84% And it was first studied by Pavlov 00:44:56.300 --> 00:44:58.670 align:middle line:84% in a situation that doesn't actually 00:44:58.670 --> 00:45:02.850 align:middle line:84% fit this ethological definition of a stimulus condition. 00:45:02.850 --> 00:45:08.100 align:middle line:90% 00:45:08.100 --> 00:45:12.705 align:middle line:84% And I just remind you of Hasenstein's very specific 00:45:12.705 --> 00:45:13.205 align:middle line:90% definition. 00:45:13.205 --> 00:45:17.470 align:middle line:84% If there's a reflex, it's not being subject to changes 00:45:17.470 --> 00:45:18.650 align:middle line:90% in internal readiness. 00:45:18.650 --> 00:45:21.745 align:middle line:84% In other words, there's not an action-specific potential. 00:45:21.745 --> 00:45:24.630 align:middle line:84% There's not a drive that builds up. 00:45:24.630 --> 00:45:27.010 align:middle line:84% That's why we say we wear a mantle of reflexes. 00:45:27.010 --> 00:45:28.120 align:middle line:90% It's always available. 00:45:28.120 --> 00:45:32.256 align:middle line:90% 00:45:32.256 --> 00:45:35.040 align:middle line:84% So it's based on built-in mechanisms 00:45:35.040 --> 00:45:37.440 align:middle line:90% underlying the reflex. 00:45:37.440 --> 00:45:40.050 align:middle line:90% 00:45:40.050 --> 00:45:43.680 align:middle line:84% And I also point out that some reflexes 00:45:43.680 --> 00:45:47.650 align:middle line:84% are impossible to connect with a conditioned stimulus, 00:45:47.650 --> 00:45:51.230 align:middle line:90% like a tendon reflex. 00:45:51.230 --> 00:45:53.380 align:middle line:84% When you learn it, you'll have a class 00:45:53.380 --> 00:45:55.830 align:middle line:84% in learning that talks about classical conditioning. 00:45:55.830 --> 00:45:59.390 align:middle line:84% And there's no reason why some reflexes couldn't 00:45:59.390 --> 00:46:02.020 align:middle line:84% be conditioned, like the tendon reflexes. 00:46:02.020 --> 00:46:03.780 align:middle line:84% But try as you might, when you try 00:46:03.780 --> 00:46:08.812 align:middle line:84% to get them associated with a new stimulus, it doesn't work. 00:46:08.812 --> 00:46:09.895 align:middle line:90% So they're quite specific. 00:46:09.895 --> 00:46:16.480 align:middle line:90% 00:46:16.480 --> 00:46:20.240 align:middle line:84% I think I talked about conditional reflexes 00:46:20.240 --> 00:46:22.390 align:middle line:90% once before. 00:46:22.390 --> 00:46:23.570 align:middle line:90% You remember what I said-- 00:46:23.570 --> 00:46:26.470 align:middle line:90% 00:46:26.470 --> 00:46:29.240 align:middle line:84% what was actually conditioned in the dog when 00:46:29.240 --> 00:46:32.660 align:middle line:84% the dog starts salivating in response to the bell 00:46:32.660 --> 00:46:35.420 align:middle line:90% in Pavlov's experiments. 00:46:35.420 --> 00:46:38.360 align:middle line:84% It was conditioned appetitive behavior. 00:46:38.360 --> 00:46:42.040 align:middle line:84% And so we will get to that a little later. 00:46:42.040 --> 00:46:45.950 align:middle line:84% It wasn't really stimulus conditioning 00:46:45.950 --> 00:46:49.170 align:middle line:84% and what's become known as conditioned reflexes, 00:46:49.170 --> 00:46:52.325 align:middle line:84% or classical conditioning, type S conditioning. 00:46:52.325 --> 00:46:56.510 align:middle line:90% 00:46:56.510 --> 00:46:58.530 align:middle line:84% We'll come back right to this point 00:46:58.530 --> 00:47:01.710 align:middle line:84% next time, starting with avoidance responses acquired 00:47:01.710 --> 00:47:03.490 align:middle line:90% through trauma. 00:47:03.490 --> 00:47:06.790 align:middle line:90%