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 --> 00:00:04.040 align:middle line:90% Commons license. 00:00:04.040 --> 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 --> 00:00:13.500 align:middle line:84% To make a donation or view additional materials from 00:00:13.500 --> 00:00:17.270 align:middle line:84% hundreds of MIT courses, visit MIT OpenCourseWare 00:00:17.270 --> 00:00:21.318 align:middle line:90% at ocw.mit.edu . 00:00:21.318 --> 00:00:22.550 align:middle line:90% PROFESSOR: OK. 00:00:22.550 --> 00:00:28.840 align:middle line:84% So we've started talking about many of the key concepts 00:00:28.840 --> 00:00:32.930 align:middle line:84% in behavioral studies of learning. 00:00:32.930 --> 00:00:36.750 align:middle line:84% And I'm basing this on Konrad Lorenz. 00:00:36.750 --> 00:00:47.360 align:middle line:90% And this is where we ended. 00:00:47.360 --> 00:00:50.100 align:middle line:84% We were about to talk about avoidance responses acquired 00:00:50.100 --> 00:00:52.120 align:middle line:90% through trauma. 00:00:52.120 --> 00:00:56.200 align:middle line:84% We had just talked about conditioned reflexes. 00:00:56.200 --> 00:01:00.180 align:middle line:84% Remember, he sees the conditioned reflex, 00:01:00.180 --> 00:01:04.860 align:middle line:84% as the way it has been studied in experimental situations, 00:01:04.860 --> 00:01:06.580 align:middle line:90% as a kind of stimulus selection. 00:01:06.580 --> 00:01:09.100 align:middle line:90% 00:01:09.100 --> 00:01:10.990 align:middle line:84% And that's always the way it's interpreted. 00:01:10.990 --> 00:01:13.410 align:middle line:84% And there are many, many experiments 00:01:13.410 --> 00:01:19.480 align:middle line:84% that perfectly fit the Lorenz definition, even 00:01:19.480 --> 00:01:22.210 align:middle line:84% though Pavlov's original experiment 00:01:22.210 --> 00:01:28.650 align:middle line:84% that so popularly described as an example 00:01:28.650 --> 00:01:31.360 align:middle line:90% of classical conditioning. 00:01:31.360 --> 00:01:33.860 align:middle line:84% So we'll bring that up again a little later because you'll 00:01:33.860 --> 00:01:36.780 align:middle line:90% see, then, what Lorenz calls it. 00:01:36.780 --> 00:01:39.200 align:middle line:84% But first let's finish talking about learning 00:01:39.200 --> 00:01:43.480 align:middle line:84% through association without feedback, without feedback 00:01:43.480 --> 00:01:48.230 align:middle line:84% reporting the success of the movement. 00:01:48.230 --> 00:01:52.380 align:middle line:84% So we'll talk about avoidance response 00:01:52.380 --> 00:01:53.750 align:middle line:90% acquired through trauma. 00:01:53.750 --> 00:01:55.950 align:middle line:84% It's very interesting kind of learning, 00:01:55.950 --> 00:01:59.990 align:middle line:84% because it's pretty irreversible. 00:01:59.990 --> 00:02:03.750 align:middle line:84% It's another type of stimulus selection. 00:02:03.750 --> 00:02:06.590 align:middle line:84% It can occur after just one experience, 00:02:06.590 --> 00:02:10.740 align:middle line:84% and then be considerably permanent. 00:02:10.740 --> 00:02:15.750 align:middle line:84% He talks about how trainers of dogs and horses-- 00:02:15.750 --> 00:02:18.610 align:middle line:84% just like psychoanalysts-- they know 00:02:18.610 --> 00:02:25.490 align:middle line:84% how, once an animal learns to avoid something, 00:02:25.490 --> 00:02:28.900 align:middle line:84% some stimulus in his environment becomes associated 00:02:28.900 --> 00:02:35.240 align:middle line:84% with avoidance, something that's frightened the animal a lot, 00:02:35.240 --> 00:02:38.670 align:middle line:84% or frightened the person, becomes associated 00:02:38.670 --> 00:02:42.345 align:middle line:84% with certain stimuli, it's very difficult to change that. 00:02:42.345 --> 00:02:45.550 align:middle line:90% 00:02:45.550 --> 00:02:49.750 align:middle line:84% In the laboratory usually it's done by pairing sound 00:02:49.750 --> 00:02:51.830 align:middle line:90% with electric shock. 00:02:51.830 --> 00:02:56.430 align:middle line:84% Sometimes it's not sound, it's another stimulus. 00:02:56.430 --> 00:03:00.280 align:middle line:84% And then later, with later presentations of the sound, 00:03:00.280 --> 00:03:04.785 align:middle line:84% you will get autonomic responses, increased heart rate 00:03:04.785 --> 00:03:06.500 align:middle line:90% and blood pressure. 00:03:06.500 --> 00:03:11.350 align:middle line:84% And at least some forms of it are just one trial learning, 00:03:11.350 --> 00:03:12.950 align:middle line:90% one experience. 00:03:12.950 --> 00:03:15.870 align:middle line:84% The most common type in the laboratory, as many of you 00:03:15.870 --> 00:03:18.250 align:middle line:84% know, is what we call the step down response, 00:03:18.250 --> 00:03:21.560 align:middle line:84% because a little rodent on a raised platform 00:03:21.560 --> 00:03:26.920 align:middle line:84% will tend to step down from a platform, unless his vision 00:03:26.920 --> 00:03:30.190 align:middle line:84% indicates that he's very high up, 00:03:30.190 --> 00:03:33.220 align:middle line:84% then he's much less likely to step down. 00:03:33.220 --> 00:03:37.210 align:middle line:84% But if he can step down fairly comfortably he will do it. 00:03:37.210 --> 00:03:40.500 align:middle line:84% But when he steps down, the grid-- 00:03:40.500 --> 00:03:43.530 align:middle line:84% he steps on an electrified grid-- 00:03:43.530 --> 00:03:46.670 align:middle line:84% then, just in that one trial, you bring him back later, 00:03:46.670 --> 00:03:51.700 align:middle line:84% and he'll just stay and stay and stay on the platform. 00:03:51.700 --> 00:03:55.790 align:middle line:84% So that's an example of avoidance responses acquired 00:03:55.790 --> 00:03:56.415 align:middle line:90% through trauma. 00:03:56.415 --> 00:03:58.940 align:middle line:90% 00:03:58.940 --> 00:04:02.486 align:middle line:84% And I just point out here that most psychologists-- 00:04:02.486 --> 00:04:05.470 align:middle line:90% 00:04:05.470 --> 00:04:07.730 align:middle line:84% anything I've added in red on these slides 00:04:07.730 --> 00:04:10.990 align:middle line:84% is not in the thing posted online, 00:04:10.990 --> 00:04:15.030 align:middle line:84% but I'll change that to the annotated version later on. 00:04:15.030 --> 00:04:17.620 align:middle line:84% So most psychologists include this kind 00:04:17.620 --> 00:04:19.940 align:middle line:84% of learning in the classical conditioning category. 00:04:19.940 --> 00:04:24.370 align:middle line:84% But it's got enough differences, as Lorenz points out, 00:04:24.370 --> 00:04:25.250 align:middle line:90% to separate it. 00:04:25.250 --> 00:04:28.710 align:middle line:90% 00:04:28.710 --> 00:04:32.380 align:middle line:84% In other words, animals appear to have evolved differences. 00:04:32.380 --> 00:04:35.280 align:middle line:84% That's why this type is so irreversible 00:04:35.280 --> 00:04:40.983 align:middle line:84% compared with other types of stimulus selection learning. 00:04:40.983 --> 00:04:43.275 align:middle line:84% And then imprinting, which we have talked about before. 00:04:43.275 --> 00:04:47.310 align:middle line:90% 00:04:47.310 --> 00:04:50.170 align:middle line:84% I said here-- this is on the posted slides, 00:04:50.170 --> 00:04:53.240 align:middle line:90% both of the previous two-- 00:04:53.240 --> 00:04:55.190 align:middle line:84% that is, both avoidance response acquired 00:04:55.190 --> 00:04:59.320 align:middle line:84% through trauma and conditioned reflexes are irreversible. 00:04:59.320 --> 00:05:02.090 align:middle line:84% It's certainly true of the avoidance responses acquired 00:05:02.090 --> 00:05:02.780 align:middle line:90% through trauma. 00:05:02.780 --> 00:05:04.560 align:middle line:84% Relatively speaking, it's irreversible. 00:05:04.560 --> 00:05:07.490 align:middle line:90% 00:05:07.490 --> 00:05:09.470 align:middle line:84% Other types of classical conditioning 00:05:09.470 --> 00:05:11.010 align:middle line:90% are perhaps less irreversible. 00:05:11.010 --> 00:05:14.600 align:middle line:90% 00:05:14.600 --> 00:05:18.490 align:middle line:84% But we know that imprinting will cause a fixation 00:05:18.490 --> 00:05:21.390 align:middle line:90% of specific responses. 00:05:21.390 --> 00:05:22.680 align:middle line:90% They're very specific. 00:05:22.680 --> 00:05:27.610 align:middle line:84% We've learned that birds don't become imprinted on humans. 00:05:27.610 --> 00:05:28.700 align:middle line:90% There's no such thing. 00:05:28.700 --> 00:05:32.400 align:middle line:84% They become imprinted for particular situations, 00:05:32.400 --> 00:05:38.610 align:middle line:84% particular kind of responses, like his jackdaws. 00:05:38.610 --> 00:05:40.940 align:middle line:84% Because of early imprinting, they 00:05:40.940 --> 00:05:47.060 align:middle line:84% can become fixated on companions for sex, 00:05:47.060 --> 00:05:50.590 align:middle line:84% or they can become separately imprinted on companions 00:05:50.590 --> 00:05:58.440 align:middle line:84% for flocking and flying, and separately for parental care. 00:05:58.440 --> 00:06:01.290 align:middle line:84% And these things are quite separable. 00:06:01.290 --> 00:06:04.260 align:middle line:84% And all that became clear in his studies of jackdaws. 00:06:04.260 --> 00:06:07.590 align:middle line:90% And it's also clear in geese. 00:06:07.590 --> 00:06:10.660 align:middle line:90% 00:06:10.660 --> 00:06:13.270 align:middle line:84% Geese that are raised with humans 00:06:13.270 --> 00:06:17.490 align:middle line:84% can become imprinted for what he calls 00:06:17.490 --> 00:06:19.760 align:middle line:90% filial and social responses. 00:06:19.760 --> 00:06:23.310 align:middle line:84% And yet in their sexual behavior they're not affected. 00:06:23.310 --> 00:06:27.540 align:middle line:84% They will have sexual behavior normally with other members 00:06:27.540 --> 00:06:29.030 align:middle line:90% of their species. 00:06:29.030 --> 00:06:32.097 align:middle line:84% And so there are real species differences in this. 00:06:32.097 --> 00:06:36.530 align:middle line:90% 00:06:36.530 --> 00:06:42.240 align:middle line:84% You can separate imprinting from conditioning with reward 00:06:42.240 --> 00:06:44.940 align:middle line:84% by simply pitting them against each other. 00:06:44.940 --> 00:06:48.910 align:middle line:84% For example, you can have animals 00:06:48.910 --> 00:06:57.090 align:middle line:84% that are imprinted on, say, humans as sexual partners. 00:06:57.090 --> 00:07:01.570 align:middle line:84% And we've had examples of that, especially in the jackdaws. 00:07:01.570 --> 00:07:04.190 align:middle line:90% 00:07:04.190 --> 00:07:06.390 align:middle line:84% But it's been done with a number of other species. 00:07:06.390 --> 00:07:10.390 align:middle line:84% And in his book, he describes specific species 00:07:10.390 --> 00:07:16.015 align:middle line:84% where a species was imprinted for mating on another species, 00:07:16.015 --> 00:07:19.060 align:middle line:90% a similar species but different. 00:07:19.060 --> 00:07:22.110 align:middle line:84% Well, if you deprive the animal for a long period of time, 00:07:22.110 --> 00:07:25.910 align:middle line:84% you never expose him anymore to that species he's imprinted 00:07:25.910 --> 00:07:31.640 align:middle line:84% on, he eventually will-- because his action-specific-- 00:07:31.640 --> 00:07:32.340 align:middle line:90% what happens? 00:07:32.340 --> 00:07:35.020 align:middle line:84% You deprive an animal for a very long time, 00:07:35.020 --> 00:07:36.640 align:middle line:84% the action-specific potential, that 00:07:36.640 --> 00:07:38.800 align:middle line:84% is, the internal drive becomes so high, 00:07:38.800 --> 00:07:42.710 align:middle line:84% thresholds are lowered, he's likely to start mating 00:07:42.710 --> 00:07:43.980 align:middle line:90% with its own species. 00:07:43.980 --> 00:07:44.480 align:middle line:90% OK. 00:07:44.480 --> 00:07:46.650 align:middle line:84% So you let him do that for a while, 00:07:46.650 --> 00:07:49.710 align:middle line:84% taking care of young, everything. 00:07:49.710 --> 00:07:54.710 align:middle line:84% And now you bring back the other species 00:07:54.710 --> 00:07:56.810 align:middle line:90% that he was imprinted on. 00:07:56.810 --> 00:07:58.390 align:middle line:90% What happens? 00:07:58.390 --> 00:08:03.670 align:middle line:84% Either immediately or gradually, he switches over, 00:08:03.670 --> 00:08:05.170 align:middle line:90% he switches back. 00:08:05.170 --> 00:08:07.630 align:middle line:84% With all the reward and everything associated 00:08:07.630 --> 00:08:11.540 align:middle line:84% with mating with his own species, 00:08:11.540 --> 00:08:14.650 align:middle line:84% he still will switch back to the imprint 00:08:14.650 --> 00:08:19.380 align:middle line:84% of species, which shows the independence of these two 00:08:19.380 --> 00:08:21.840 align:middle line:90% processes. 00:08:21.840 --> 00:08:25.090 align:middle line:84% Then he gives the example of innate releasing mechanisms 00:08:25.090 --> 00:08:29.150 align:middle line:90% in mallard males and females. 00:08:29.150 --> 00:08:31.255 align:middle line:84% The males can be sexually imprinted 00:08:31.255 --> 00:08:35.330 align:middle line:84% to other species, but not the females. 00:08:35.330 --> 00:08:37.860 align:middle line:84% The reason is they're so dominated 00:08:37.860 --> 00:08:42.630 align:middle line:84% by innate releasing mechanisms that 00:08:42.630 --> 00:08:46.740 align:middle line:84% respond to the mallard drake's colors, 00:08:46.740 --> 00:08:51.310 align:middle line:84% his mating colors, nuptial colors. 00:08:51.310 --> 00:08:56.240 align:middle line:84% So it's a very different situation for male and female. 00:08:56.240 --> 00:08:59.710 align:middle line:84% Just like there are differences from one species to the other, 00:08:59.710 --> 00:09:03.990 align:middle line:84% there can be differences between the two sexes. 00:09:03.990 --> 00:09:07.250 align:middle line:84% So and then finally what he calls conditioned inhibition. 00:09:07.250 --> 00:09:09.760 align:middle line:90% 00:09:09.760 --> 00:09:16.000 align:middle line:84% And we train domestic animals and circus animals. 00:09:16.000 --> 00:09:23.640 align:middle line:84% We even train tigers and bears for circus performance. 00:09:23.640 --> 00:09:30.870 align:middle line:84% And they learn, they are taught, to inhibit natural responses. 00:09:30.870 --> 00:09:33.710 align:middle line:84% Obviously you're going to be in a circus, 00:09:33.710 --> 00:09:37.990 align:middle line:84% you don't want them to be showing prey-catching responses 00:09:37.990 --> 00:09:41.290 align:middle line:84% and so forth to a little child running 00:09:41.290 --> 00:09:43.330 align:middle line:90% in front of the audience. 00:09:43.330 --> 00:09:49.400 align:middle line:84% So you can suppress, you can condition them 00:09:49.400 --> 00:09:52.990 align:middle line:84% so they're inhibiting their normal responses. 00:09:52.990 --> 00:09:56.490 align:middle line:84% The problem is, if the action-specific potentials 00:09:56.490 --> 00:10:02.380 align:middle line:84% build up and build up and build up because of long suppression, 00:10:02.380 --> 00:10:06.410 align:middle line:84% you can sometimes have very dangerous consequences. 00:10:06.410 --> 00:10:11.720 align:middle line:84% And his examples are pack animals, like wolves. 00:10:11.720 --> 00:10:17.690 align:middle line:84% A dominant pack member can totally suppress resistance 00:10:17.690 --> 00:10:19.520 align:middle line:90% by other members of the pack. 00:10:19.520 --> 00:10:21.810 align:middle line:84% And so you'll have passive members of the pack. 00:10:21.810 --> 00:10:26.130 align:middle line:84% But they're really-- if he's at the bottom of the totem 00:10:26.130 --> 00:10:28.980 align:middle line:90% pole he's really repressed. 00:10:28.980 --> 00:10:36.890 align:middle line:84% He can suddenly-- his desire to respond more 00:10:36.890 --> 00:10:41.590 align:middle line:84% normally and oppose that leader can suddenly break out, 00:10:41.590 --> 00:10:43.380 align:middle line:84% and basically all hell breaks loose 00:10:43.380 --> 00:10:46.728 align:middle line:84% and the animal becomes very dangerous, 00:10:46.728 --> 00:10:48.770 align:middle line:84% because the normal inhibitions can suddenly fail. 00:10:48.770 --> 00:10:52.910 align:middle line:84% And there are specific examples Lorenz goes through. 00:10:52.910 --> 00:10:56.710 align:middle line:84% Hugo Van Lawick studied this in African hunting dogs. 00:10:56.710 --> 00:10:58.770 align:middle line:90% And he showed examples of it. 00:10:58.770 --> 00:11:01.050 align:middle line:84% They're another group-living animal. 00:11:01.050 --> 00:11:05.320 align:middle line:84% There's a dominant animal, and the animals 00:11:05.320 --> 00:11:09.230 align:middle line:84% low down on the social hierarchy can occasionally 00:11:09.230 --> 00:11:13.010 align:middle line:84% do this if their normal behavior is suppressed for too long. 00:11:13.010 --> 00:11:14.900 align:middle line:84% We mentioned they're already in wolves. 00:11:14.900 --> 00:11:17.470 align:middle line:84% It happens in humans, too, in a situation 00:11:17.470 --> 00:11:23.840 align:middle line:84% that certainly has legal consequences, namely 00:11:23.840 --> 00:11:25.370 align:middle line:90% spousal murder. 00:11:25.370 --> 00:11:29.940 align:middle line:84% So it usually happens when a woman is so totally controlled 00:11:29.940 --> 00:11:35.580 align:middle line:84% by a spouse that her normal reactions are totally 00:11:35.580 --> 00:11:36.280 align:middle line:90% suppressed. 00:11:36.280 --> 00:11:40.680 align:middle line:84% Her normal drives she cannot express. 00:11:40.680 --> 00:11:44.150 align:middle line:84% And if this goes on and on and on, 00:11:44.150 --> 00:11:48.310 align:middle line:84% especially if she's cruelly treated, she eventually-- 00:11:48.310 --> 00:11:54.600 align:middle line:84% her inhibitions can suddenly fail, and she just kills him. 00:11:54.600 --> 00:11:59.670 align:middle line:84% And when that comes to the court, women in that situation 00:11:59.670 --> 00:12:03.240 align:middle line:90% are often acquitted. 00:12:03.240 --> 00:12:05.790 align:middle line:84% So this does have some recognition 00:12:05.790 --> 00:12:12.480 align:middle line:84% in our legal system, this consequences of basically 00:12:12.480 --> 00:12:16.110 align:middle line:84% conditioned inhibition, although in the legal sense 00:12:16.110 --> 00:12:17.070 align:middle line:90% it's not called that. 00:12:17.070 --> 00:12:19.740 align:middle line:90% 00:12:19.740 --> 00:12:24.430 align:middle line:84% So now, learning affected by the consequences of behavior. 00:12:24.430 --> 00:12:27.110 align:middle line:90% These are the common kinds. 00:12:27.110 --> 00:12:30.040 align:middle line:84% Conditioned appetitive behavior we'll deal with first. 00:12:30.040 --> 00:12:33.500 align:middle line:84% Conditioned aversion, conditioned action. 00:12:33.500 --> 00:12:35.310 align:middle line:84% Conditioned aversion we've talked about. 00:12:35.310 --> 00:12:39.390 align:middle line:84% Conditioned taste aversion is the usual phenomenon 00:12:39.390 --> 00:12:40.060 align:middle line:90% we talk about. 00:12:40.060 --> 00:12:43.300 align:middle line:84% Then conditioned action, conditioned appetitive behavior 00:12:43.300 --> 00:12:44.890 align:middle line:84% directed at quiescence, when there's 00:12:44.890 --> 00:12:52.700 align:middle line:84% some very strong annoyer like hunger or thirst, 00:12:52.700 --> 00:12:57.400 align:middle line:84% or anything that's extremely bothersome 00:12:57.400 --> 00:12:59.960 align:middle line:90% and difficult and uncomfortable. 00:12:59.960 --> 00:13:01.850 align:middle line:84% And finally operant conditioning, 00:13:01.850 --> 00:13:04.560 align:middle line:84% which is not stimulus conditioning at all 00:13:04.560 --> 00:13:08.940 align:middle line:84% but response selection, which Lorenz claims is much less 00:13:08.940 --> 00:13:15.600 align:middle line:84% common than people tend to be taught 00:13:15.600 --> 00:13:19.500 align:middle line:84% that learn about what they call instrumental conditioning. 00:13:19.500 --> 00:13:22.090 align:middle line:84% It's usually operant conditioning, which 00:13:22.090 --> 00:13:25.430 align:middle line:90% involves response selection. 00:13:25.430 --> 00:13:27.770 align:middle line:84% This is just an introduction to that. 00:13:27.770 --> 00:13:28.880 align:middle line:90% Lorenz. 00:13:28.880 --> 00:13:33.890 align:middle line:84% We've been talking mainly about Type S or stimulus selection 00:13:33.890 --> 00:13:36.830 align:middle line:90% types of learning. 00:13:36.830 --> 00:13:40.200 align:middle line:84% He says much exploratory behavior is that way, 00:13:40.200 --> 00:13:42.320 align:middle line:90% and it's the most common. 00:13:42.320 --> 00:13:44.700 align:middle line:84% Type R conditioning, response selection, 00:13:44.700 --> 00:13:48.170 align:middle line:90% is a little more rare. 00:13:48.170 --> 00:13:50.620 align:middle line:84% It includes operant conditioning, 00:13:50.620 --> 00:13:52.700 align:middle line:84% like with a confined animal that's 00:13:52.700 --> 00:13:55.195 align:middle line:84% trying every response he can in order to escape. 00:13:55.195 --> 00:13:59.300 align:middle line:90% 00:13:59.300 --> 00:14:02.540 align:middle line:84% It involves reinforcement, some kind of reward. 00:14:02.540 --> 00:14:05.136 align:middle line:84% He likes the word encouraging rather than reinforcement. 00:14:05.136 --> 00:14:08.050 align:middle line:90% 00:14:08.050 --> 00:14:10.540 align:middle line:84% And then he talks about, applies this 00:14:10.540 --> 00:14:13.300 align:middle line:84% to the study of fixed action patterns, where you have-- 00:14:13.300 --> 00:14:18.690 align:middle line:84% it starts with the drive, the action-specific potential which 00:14:18.690 --> 00:14:23.640 align:middle line:84% leads to appetitive behavior, which basically he's 00:14:23.640 --> 00:14:25.680 align:middle line:84% looking for the stimulus that can release 00:14:25.680 --> 00:14:31.620 align:middle line:84% the response of that response side of the fixed action 00:14:31.620 --> 00:14:33.110 align:middle line:90% pattern. 00:14:33.110 --> 00:14:35.740 align:middle line:84% So then his innate releasing mechanism 00:14:35.740 --> 00:14:40.215 align:middle line:84% is activated, which causes the consummatory behavior, 00:14:40.215 --> 00:14:42.410 align:middle line:90% the consummatory response. 00:14:42.410 --> 00:14:49.520 align:middle line:84% And then the feedback from that behavior, a the feedback 00:14:49.520 --> 00:14:52.560 align:middle line:84% affects the action-specific potential. 00:14:52.560 --> 00:14:53.430 align:middle line:90% It lowers it. 00:14:53.430 --> 00:14:58.860 align:middle line:90% 00:14:58.860 --> 00:15:02.740 align:middle line:84% It usually stops the consummatory behavior, 00:15:02.740 --> 00:15:03.735 align:middle line:90% reduces the drive. 00:15:03.735 --> 00:15:07.880 align:middle line:90% 00:15:07.880 --> 00:15:11.620 align:middle line:84% And so it reduces appetitive behavior. 00:15:11.620 --> 00:15:16.630 align:middle line:84% And it can actually shape the original releasing mechanism, 00:15:16.630 --> 00:15:17.630 align:middle line:90% because there's-- 00:15:17.630 --> 00:15:21.350 align:middle line:84% learning in these innate behavior sequences 00:15:21.350 --> 00:15:24.200 align:middle line:90% is mostly on the stimulus side. 00:15:24.200 --> 00:15:31.150 align:middle line:84% Like an animal that has built-in responses. 00:15:31.150 --> 00:15:34.600 align:middle line:84% We talked about the smiling response. 00:15:34.600 --> 00:15:36.570 align:middle line:90% It's a fixed action pattern. 00:15:36.570 --> 00:15:38.555 align:middle line:84% They will smile spontaneously sometimes, 00:15:38.555 --> 00:15:41.880 align:middle line:84% but they normally respond in almost reflex fashion 00:15:41.880 --> 00:15:44.650 align:middle line:90% to this specific configuration. 00:15:44.650 --> 00:15:48.390 align:middle line:84% And yet over time it acquires other characteristics, 00:15:48.390 --> 00:15:50.420 align:middle line:84% and his smiling becomes more limited, 00:15:50.420 --> 00:15:53.410 align:middle line:84% restricted to certain situations. 00:15:53.410 --> 00:15:54.570 align:middle line:90% OK 00:15:54.570 --> 00:15:56.440 align:middle line:84% And he has this interesting statement 00:15:56.440 --> 00:15:59.940 align:middle line:84% about why behaviorists have oversimplified the problem 00:15:59.940 --> 00:16:01.820 align:middle line:90% of learning and instinct. 00:16:01.820 --> 00:16:05.480 align:middle line:84% And he's talking about American comparative psychology. 00:16:05.480 --> 00:16:09.040 align:middle line:84% He says, they hope to be able to abstract generally valid laws 00:16:09.040 --> 00:16:12.780 align:middle line:84% prevailing in all learning processes, if not all behavior. 00:16:12.780 --> 00:16:16.420 align:middle line:84% And there have been many books written like this, almost all 00:16:16.420 --> 00:16:17.935 align:middle line:90% over here in America. 00:16:17.935 --> 00:16:22.280 align:middle line:90% 00:16:22.280 --> 00:16:24.650 align:middle line:84% In this way they hope to find a shortcut 00:16:24.650 --> 00:16:27.110 align:middle line:84% to an understanding of animal and human behavior 00:16:27.110 --> 00:16:30.740 align:middle line:84% without going to the trouble of analyzing the immensely 00:16:30.740 --> 00:16:33.090 align:middle line:84% complicated physiological machinery 00:16:33.090 --> 00:16:35.870 align:middle line:90% whose function is behavior. 00:16:35.870 --> 00:16:37.440 align:middle line:84% And I couldn't agree with him more. 00:16:37.440 --> 00:16:41.370 align:middle line:90% 00:16:41.370 --> 00:16:43.410 align:middle line:84% So these are the different kinds of learning 00:16:43.410 --> 00:16:47.260 align:middle line:84% affected by the consequences of behavior, the major categories. 00:16:47.260 --> 00:16:50.100 align:middle line:84% Start with conditioned appetitive behavior. 00:16:50.100 --> 00:16:54.290 align:middle line:84% And he says that that and conditioned appetitive 00:16:54.290 --> 00:16:58.440 align:middle line:84% behavior directed at quiescence are the most common types. 00:16:58.440 --> 00:17:02.020 align:middle line:84% And I also point out that usually operant conditioning 00:17:02.020 --> 00:17:04.079 align:middle line:84% is lumped together with conditioned appetitive 00:17:04.079 --> 00:17:07.800 align:middle line:84% behavior, even though they really are quite separable, 00:17:07.800 --> 00:17:09.250 align:middle line:90% as Lorenz points out. 00:17:09.250 --> 00:17:11.880 align:middle line:90% 00:17:11.880 --> 00:17:14.400 align:middle line:90% And as you know, sometimes-- 00:17:14.400 --> 00:17:16.589 align:middle line:84% like the Russians interpreted all behavior 00:17:16.589 --> 00:17:20.400 align:middle line:84% in terms of conditioned reflexes for many, many, many years. 00:17:20.400 --> 00:17:23.680 align:middle line:90% 00:17:23.680 --> 00:17:26.585 align:middle line:84% I don't know, people are natural lumpers, maybe. 00:17:26.585 --> 00:17:28.990 align:middle line:84% But Lorenz is more of a splitter here. 00:17:28.990 --> 00:17:30.980 align:middle line:84% He likes to divide it up because-- 00:17:30.980 --> 00:17:34.400 align:middle line:84% and I think this is much more relevant to any brain studies, 00:17:34.400 --> 00:17:37.190 align:middle line:84% because if you can't separate them, 00:17:37.190 --> 00:17:39.890 align:middle line:84% you won't be looking for different brain mechanisms. 00:17:39.890 --> 00:17:42.980 align:middle line:84% And in fact there are many distinct brain mechanisms 00:17:42.980 --> 00:17:47.480 align:middle line:84% going on, which we'll talk about at the end here. 00:17:47.480 --> 00:17:49.810 align:middle line:84% So these are examples of conditioned appetitive 00:17:49.810 --> 00:17:50.830 align:middle line:90% behavior. 00:17:50.830 --> 00:17:55.560 align:middle line:84% Von Frisch, Karl Von Frisch, had kept a pet fish. 00:17:55.560 --> 00:18:00.880 align:middle line:84% And he always whistled for it before he fed it. 00:18:00.880 --> 00:18:05.400 align:middle line:84% So the fish learned to begin searching for food as 00:18:05.400 --> 00:18:06.760 align:middle line:90% soon as he heard that whistle. 00:18:06.760 --> 00:18:09.760 align:middle line:90% 00:18:09.760 --> 00:18:13.650 align:middle line:84% The honey bees studied by Von Frisch. 00:18:13.650 --> 00:18:17.240 align:middle line:84% The insect searches for the stimulus situation which 00:18:17.240 --> 00:18:18.690 align:middle line:90% proved rewarding in the past. 00:18:18.690 --> 00:18:22.290 align:middle line:84% For example, you could teach it to fly to specifically 00:18:22.290 --> 00:18:24.190 align:middle line:90% colored patches. 00:18:24.190 --> 00:18:30.220 align:middle line:84% It's a type of learning that he's rewarded 00:18:30.220 --> 00:18:33.840 align:middle line:90% if he goes to those colors. 00:18:33.840 --> 00:18:37.350 align:middle line:90% Now the study of Pavlov's dogs. 00:18:37.350 --> 00:18:42.255 align:middle line:84% There's an interesting story about that from Howard Liddell. 00:18:42.255 --> 00:18:48.580 align:middle line:90% 00:18:48.580 --> 00:18:52.290 align:middle line:84% I can actually read what he said about that, because it's 00:18:52.290 --> 00:18:53.110 align:middle line:90% pretty interesting. 00:18:53.110 --> 00:18:53.985 align:middle line:90% He's quoting Liddell. 00:18:53.985 --> 00:18:58.570 align:middle line:90% 00:18:58.570 --> 00:19:03.172 align:middle line:84% In most of Pavlov's experiments, active appetitive behavior 00:19:03.172 --> 00:19:06.390 align:middle line:84% is made invisible by shackling the dog 00:19:06.390 --> 00:19:10.200 align:middle line:84% to a framework, the experimental apparatus, 00:19:10.200 --> 00:19:14.840 align:middle line:84% so that salivation is just about the only response which is not 00:19:14.840 --> 00:19:15.590 align:middle line:90% precluded. 00:19:15.590 --> 00:19:17.070 align:middle line:90% He can't do anything else. 00:19:17.070 --> 00:19:20.360 align:middle line:90% He's locked in the apparatus. 00:19:20.360 --> 00:19:24.500 align:middle line:84% And then Howard Liddell told him how he once conditioned the dog 00:19:24.500 --> 00:19:28.130 align:middle line:84% to salivate, using the conventional Pavlovian 00:19:28.130 --> 00:19:34.370 align:middle line:84% method, whenever a constantly ticking metronome was 00:19:34.370 --> 00:19:37.180 align:middle line:90% made to accelerate its beat. 00:19:37.180 --> 00:19:39.660 align:middle line:84% So he trained it, and he got the salivation 00:19:39.660 --> 00:19:42.190 align:middle line:90% in the typical Pavlovian sense. 00:19:42.190 --> 00:19:45.910 align:middle line:90% 00:19:45.910 --> 00:19:49.780 align:middle line:84% Then he untied the dog, and as soon 00:19:49.780 --> 00:19:52.480 align:middle line:84% as the dog was released from the apparatus, 00:19:52.480 --> 00:19:55.920 align:middle line:84% it ran up to the metronome at once, 00:19:55.920 --> 00:19:58.480 align:middle line:84% whined, wagged its tail violently, 00:19:58.480 --> 00:20:00.750 align:middle line:84% and pushed against the metronome with its nose, 00:20:00.750 --> 00:20:03.400 align:middle line:84% salivating intensely all the while, 00:20:03.400 --> 00:20:07.140 align:middle line:84% even though the metronome had not changed its rhythm. 00:20:07.140 --> 00:20:10.150 align:middle line:84% What had really been conditioned is that the dog was-- 00:20:10.150 --> 00:20:12.010 align:middle line:90% and the dog wasn't a reflex. 00:20:12.010 --> 00:20:15.060 align:middle line:84% There's no conditioned reflex here. 00:20:15.060 --> 00:20:18.470 align:middle line:84% But rather it was a complex and specific system 00:20:18.470 --> 00:20:22.728 align:middle line:84% of appetitive behavior by which a dog begs for food. 00:20:22.728 --> 00:20:23.895 align:middle line:90% That's what was conditioned. 00:20:23.895 --> 00:20:27.610 align:middle line:90% 00:20:27.610 --> 00:20:32.810 align:middle line:84% It's an interesting contrast, because what 00:20:32.810 --> 00:20:36.410 align:middle line:84% we call classical conditioning now in the laboratory, 00:20:36.410 --> 00:20:41.470 align:middle line:84% like conditioned eye blink in response to specific stimuli, 00:20:41.470 --> 00:20:43.360 align:middle line:84% is really very different from this. 00:20:43.360 --> 00:20:46.100 align:middle line:90% 00:20:46.100 --> 00:20:48.215 align:middle line:84% Anyway, this is conditioned appetitive behavior. 00:20:48.215 --> 00:20:51.590 align:middle line:90% 00:20:51.590 --> 00:20:54.680 align:middle line:84% He talks then about nest building in social weaver 00:20:54.680 --> 00:20:57.110 align:middle line:90% birds, or corvine birds. 00:20:57.110 --> 00:20:59.900 align:middle line:90% like crows and ravens. 00:20:59.900 --> 00:21:02.130 align:middle line:84% The weavers have an innate preference 00:21:02.130 --> 00:21:04.180 align:middle line:90% for a particular kind of grass. 00:21:04.180 --> 00:21:06.310 align:middle line:84% So if they get that grass, that's 00:21:06.310 --> 00:21:07.860 align:middle line:90% what they bring to the nest. 00:21:07.860 --> 00:21:10.540 align:middle line:84% But the corvines, like the jackdaws and the ravens, 00:21:10.540 --> 00:21:13.790 align:middle line:84% they use whatever nest material gives good feedback 00:21:13.790 --> 00:21:16.850 align:middle line:90% during nest-building actions. 00:21:16.850 --> 00:21:21.420 align:middle line:84% So they get twigs of the right shape and size, little twigs. 00:21:21.420 --> 00:21:24.432 align:middle line:84% He says it causes an orgastic climax when 00:21:24.432 --> 00:21:26.390 align:middle line:84% they're stuck in the nest because it gives them 00:21:26.390 --> 00:21:27.760 align:middle line:90% the right feedback. 00:21:27.760 --> 00:21:34.060 align:middle line:84% It gives them a real joy, and it rewards them. 00:21:34.060 --> 00:21:38.830 align:middle line:84% In fact, they can get supernormal feedback 00:21:38.830 --> 00:21:41.670 align:middle line:84% if they use soft metal wire because it gives 00:21:41.670 --> 00:21:43.885 align:middle line:84% such strong feedback, it works so well 00:21:43.885 --> 00:21:46.250 align:middle line:90% on that particular response. 00:21:46.250 --> 00:21:50.210 align:middle line:84% They become addicted to it, just like what 00:21:50.210 --> 00:21:53.800 align:middle line:84% happens in human addictions, even though the wire doesn't 00:21:53.800 --> 00:21:56.380 align:middle line:90% make a very good nest. 00:21:56.380 --> 00:21:59.890 align:middle line:90% But it gives the right feedback. 00:21:59.890 --> 00:22:02.800 align:middle line:84% Now when they evolved, of course, 00:22:02.800 --> 00:22:04.525 align:middle line:90% there wasn't wire mesh around. 00:22:04.525 --> 00:22:08.010 align:middle line:90% 00:22:08.010 --> 00:22:09.590 align:middle line:84% So there wasn't anything like that 00:22:09.590 --> 00:22:11.600 align:middle line:84% that could give that super normal feedback 00:22:11.600 --> 00:22:15.190 align:middle line:84% and result in maladaptive behavior. 00:22:15.190 --> 00:22:19.520 align:middle line:84% But because of humans, now they can 00:22:19.520 --> 00:22:26.890 align:middle line:84% acquire this kind of abnormal addiction to the wire. 00:22:26.890 --> 00:22:27.400 align:middle line:90% All right. 00:22:27.400 --> 00:22:32.100 align:middle line:84% So that's conditioned appetitive behavior. 00:22:32.100 --> 00:22:36.610 align:middle line:84% Now a little bit about conditioned aversion, 00:22:36.610 --> 00:22:39.610 align:middle line:84% the second kind of learning affected by the consequences 00:22:39.610 --> 00:22:41.900 align:middle line:90% of behavior. 00:22:41.900 --> 00:22:45.490 align:middle line:84% This is John Garcia's discovery that we've talked about, 00:22:45.490 --> 00:22:47.420 align:middle line:90% the poison bait effect. 00:22:47.420 --> 00:22:53.070 align:middle line:84% I just want to point out that the sickness, the response 00:22:53.070 --> 00:23:01.040 align:middle line:84% here, the nausea, the illness, that becomes 00:23:01.040 --> 00:23:04.650 align:middle line:84% associated with a stimulus, not the most recently 00:23:04.650 --> 00:23:08.050 align:middle line:90% encountered stimulus. 00:23:08.050 --> 00:23:12.550 align:middle line:84% It associates the most novel previous stimulus. 00:23:12.550 --> 00:23:16.780 align:middle line:84% Now I'd like to know, are there other cases 00:23:16.780 --> 00:23:19.280 align:middle line:84% of conditioned aversion other than 00:23:19.280 --> 00:23:22.810 align:middle line:90% ingestion-related behaviors? 00:23:22.810 --> 00:23:25.530 align:middle line:84% It's likely that there are, but this is the one 00:23:25.530 --> 00:23:29.000 align:middle line:90% that's been most studied. 00:23:29.000 --> 00:23:30.790 align:middle line:84% Lorenz believes that conditioned aversion 00:23:30.790 --> 00:23:33.990 align:middle line:84% is more common in many animals in nature 00:23:33.990 --> 00:23:36.870 align:middle line:84% than is something like operant conditioning, which 00:23:36.870 --> 00:23:38.290 align:middle line:90% we will talk about in a minute. 00:23:38.290 --> 00:23:41.890 align:middle line:90% 00:23:41.890 --> 00:23:45.500 align:middle line:84% And I just remind you that Garcia's discovery of this 00:23:45.500 --> 00:23:49.190 align:middle line:84% was initially suppressed by the editors of American behavior 00:23:49.190 --> 00:23:50.260 align:middle line:90% magazines. 00:23:50.260 --> 00:23:56.960 align:middle line:84% It didn't fit the beliefs about conditioning and learning. 00:23:56.960 --> 00:24:00.100 align:middle line:90% 00:24:00.100 --> 00:24:02.290 align:middle line:84% They're not supposed to become conditioned 00:24:02.290 --> 00:24:05.220 align:middle line:84% to something that occurred a lot earlier, but only the most 00:24:05.220 --> 00:24:05.990 align:middle line:90% recent stimuli. 00:24:05.990 --> 00:24:08.930 align:middle line:90% 00:24:08.930 --> 00:24:11.330 align:middle line:84% But actually they become conditioned 00:24:11.330 --> 00:24:14.770 align:middle line:84% to the more novel stimulus, even though it might 00:24:14.770 --> 00:24:21.620 align:middle line:90% have occurred much earlier. 00:24:21.620 --> 00:24:25.620 align:middle line:90% And then conditioned action. 00:24:25.620 --> 00:24:28.970 align:middle line:84% This is usually an artificial kind of motor learning, 00:24:28.970 --> 00:24:32.830 align:middle line:84% like you shape actions by circus animals. 00:24:32.830 --> 00:24:37.580 align:middle line:84% You-- I said initially elicit a fixed action pattern 00:24:37.580 --> 00:24:39.110 align:middle line:90% in response to a command. 00:24:39.110 --> 00:24:44.230 align:middle line:84% You're actually eliciting a fixed motor pattern in response 00:24:44.230 --> 00:24:45.000 align:middle line:90% to a command. 00:24:45.000 --> 00:24:49.410 align:middle line:84% So the horse's capriole, that is the leap 00:24:49.410 --> 00:24:51.660 align:middle line:84% and kicking that a horse does to try 00:24:51.660 --> 00:24:58.690 align:middle line:84% to get rid of a predator that's attacking it-- 00:24:58.690 --> 00:25:01.370 align:middle line:84% they will learn to perform that just to get sugar. 00:25:01.370 --> 00:25:03.105 align:middle line:90% So that's a conditioned action. 00:25:03.105 --> 00:25:05.980 align:middle line:90% 00:25:05.980 --> 00:25:08.360 align:middle line:84% Von Frisch conditioned a parakeet 00:25:08.360 --> 00:25:11.620 align:middle line:84% to defecate in order to be released from his stage. 00:25:11.620 --> 00:25:14.590 align:middle line:84% The reward was getting released from his cage. 00:25:14.590 --> 00:25:16.985 align:middle line:84% So that was certainly a conditioned action, 00:25:16.985 --> 00:25:19.870 align:middle line:90% a kind of artificial learning. 00:25:19.870 --> 00:25:23.000 align:middle line:84% But then he points out that a lot of actions you just 00:25:23.000 --> 00:25:23.900 align:middle line:90% can't do that with. 00:25:23.900 --> 00:25:25.550 align:middle line:84% You can't condition them like that. 00:25:25.550 --> 00:25:30.260 align:middle line:84% Like tendon reflexes, sexual action 00:25:30.260 --> 00:25:31.670 align:middle line:90% patterns in most animals. 00:25:31.670 --> 00:25:34.270 align:middle line:90% You can't condition like that. 00:25:34.270 --> 00:25:36.190 align:middle line:90% Bill shaking in mallards. 00:25:36.190 --> 00:25:38.910 align:middle line:84% And I did a lot of work on hamsters. 00:25:38.910 --> 00:25:41.095 align:middle line:84% And I tried to condition their orienting. 00:25:41.095 --> 00:25:45.950 align:middle line:90% 00:25:45.950 --> 00:25:50.280 align:middle line:84% For example, normally you present the stimulus here, 00:25:50.280 --> 00:25:50.780 align:middle line:90% he turns. 00:25:50.780 --> 00:25:52.470 align:middle line:90% It's an innate response. 00:25:52.470 --> 00:25:55.080 align:middle line:84% And we know the pathway in the brain from retina 00:25:55.080 --> 00:25:57.830 align:middle line:84% to the midbrain tectum and the superior colliculus 00:25:57.830 --> 00:25:58.690 align:middle line:90% that controls it. 00:25:58.690 --> 00:26:02.950 align:middle line:84% And then we know the output pathway as well. 00:26:02.950 --> 00:26:06.110 align:middle line:84% But what if you never rewarded them when they turn? 00:26:06.110 --> 00:26:11.815 align:middle line:84% You reward them over here and stimulate their whiskers 00:26:11.815 --> 00:26:12.315 align:middle line:90% afterwards. 00:26:12.315 --> 00:26:15.300 align:middle line:84% So you present it visually over here. 00:26:15.300 --> 00:26:17.230 align:middle line:84% And then you immediately touch the whiskers 00:26:17.230 --> 00:26:19.320 align:middle line:84% and they turn and get the reward. 00:26:19.320 --> 00:26:20.470 align:middle line:90% What happens? 00:26:20.470 --> 00:26:25.180 align:middle line:84% Well, you've seen the conditioning action. 00:26:25.180 --> 00:26:27.100 align:middle line:90% He does learn. 00:26:27.100 --> 00:26:29.340 align:middle line:84% But if you look at the behavior in detail, 00:26:29.340 --> 00:26:33.050 align:middle line:84% you'll see that actually there's a little hesitation. 00:26:33.050 --> 00:26:35.560 align:middle line:84% He'll usually start to turn the correct direction, 00:26:35.560 --> 00:26:39.080 align:middle line:90% and then he'll inhibit that. 00:26:39.080 --> 00:26:41.780 align:middle line:84% He learns to inhibit the behavior 00:26:41.780 --> 00:26:44.040 align:middle line:90% and then turn to get the reward. 00:26:44.040 --> 00:26:47.860 align:middle line:84% And if he's really learned that and there's 00:26:47.860 --> 00:26:50.650 align:middle line:84% any disturbance, like a novel stimulus, something 00:26:50.650 --> 00:26:56.100 align:middle line:84% that changes the environment a little bit, 00:26:56.100 --> 00:26:59.940 align:middle line:84% the normal behavior comes right back. 00:26:59.940 --> 00:27:02.160 align:middle line:90% You can't release press. 00:27:02.160 --> 00:27:07.930 align:middle line:84% You can't condition it in the sense of the earlier examples 00:27:07.930 --> 00:27:09.580 align:middle line:90% here. 00:27:09.580 --> 00:27:11.290 align:middle line:84% The innate responses will dominate. 00:27:11.290 --> 00:27:16.180 align:middle line:90% 00:27:16.180 --> 00:27:18.120 align:middle line:84% The other situation was when I was 00:27:18.120 --> 00:27:21.620 align:middle line:84% able to get the optic tract to literally go 00:27:21.620 --> 00:27:25.020 align:middle line:84% to the wrong side of the brain by an early brain lesion. 00:27:25.020 --> 00:27:27.138 align:middle line:84% So again, you present the stimulus, 00:27:27.138 --> 00:27:28.680 align:middle line:84% they always turn the wrong direction. 00:27:28.680 --> 00:27:31.290 align:middle line:84% But they never get rewarded for that 00:27:31.290 --> 00:27:33.230 align:middle line:90% unless you do it artificially. 00:27:33.230 --> 00:27:35.030 align:middle line:90% So what happens? 00:27:35.030 --> 00:27:40.010 align:middle line:84% I found that in that area of the visual field that's affected, 00:27:40.010 --> 00:27:43.510 align:middle line:84% they never do learn, in spite of them always being rewarded. 00:27:43.510 --> 00:27:47.748 align:middle line:90% 00:27:47.748 --> 00:27:49.040 align:middle line:90% Because they're never rewarded. 00:27:49.040 --> 00:27:52.430 align:middle line:84% They never learn to turn in the right direction 00:27:52.430 --> 00:27:55.590 align:middle line:84% even though it would be adaptive to do so, 00:27:55.590 --> 00:27:59.150 align:middle line:84% because the connection won't change just 00:27:59.150 --> 00:28:01.580 align:middle line:90% because of learning. 00:28:01.580 --> 00:28:04.555 align:middle line:84% So that's what's underlying the innate behavior. 00:28:04.555 --> 00:28:07.250 align:middle line:90% 00:28:07.250 --> 00:28:12.420 align:middle line:84% And even if he learns to totally suppress, 00:28:12.420 --> 00:28:14.960 align:middle line:90% that you will bring out-- 00:28:14.960 --> 00:28:17.550 align:middle line:90% it's very easy to train him. 00:28:17.550 --> 00:28:22.350 align:middle line:84% One reward where you're getting the wrong direction training 00:28:22.350 --> 00:28:24.460 align:middle line:90% and it all comes right back. 00:28:24.460 --> 00:28:26.722 align:middle line:84% So conditioned appetitive behavior 00:28:26.722 --> 00:28:27.680 align:middle line:90% directed at quiescence. 00:28:27.680 --> 00:28:30.050 align:middle line:90% Now this is very common. 00:28:30.050 --> 00:28:35.580 align:middle line:84% We're talking here about annoyers, tension reduction. 00:28:35.580 --> 00:28:40.215 align:middle line:84% The tension or the annoyer is hunger or thirst or stress, 00:28:40.215 --> 00:28:44.040 align:middle line:90% a state of stress or conflict. 00:28:44.040 --> 00:28:48.530 align:middle line:84% You classify habitat selection this way 00:28:48.530 --> 00:28:51.400 align:middle line:84% because when an animal's searching for a habitat, 00:28:51.400 --> 00:28:54.290 align:middle line:84% it's another drive that's not being satisfied. 00:28:54.290 --> 00:28:55.180 align:middle line:90% He's uncomfortable. 00:28:55.180 --> 00:28:57.190 align:middle line:84% The drive is high, and it can only 00:28:57.190 --> 00:29:01.450 align:middle line:84% be satisfied if he finds a satisfactory habitat. 00:29:01.450 --> 00:29:07.490 align:middle line:84% And that reduces the tension and causes his reward. 00:29:07.490 --> 00:29:09.910 align:middle line:84% So that's conditioned appetitive behavior 00:29:09.910 --> 00:29:11.880 align:middle line:90% directed at quiescence. 00:29:11.880 --> 00:29:15.560 align:middle line:84% So it usually involves a search for a stimulus situation 00:29:15.560 --> 00:29:16.770 align:middle line:90% that leads to a reward. 00:29:16.770 --> 00:29:20.400 align:middle line:84% It's another kind of stimulus selection. 00:29:20.400 --> 00:29:24.280 align:middle line:84% The reward is the reduction in the tension, the stress, 00:29:24.280 --> 00:29:28.970 align:middle line:84% the anxiety, the annoyance, whatever it is. 00:29:28.970 --> 00:29:34.920 align:middle line:84% So most of the kind of learning studied in rats, 00:29:34.920 --> 00:29:37.980 align:middle line:84% where they're looking at what we call instrumental conditioning, 00:29:37.980 --> 00:29:41.350 align:middle line:90% is actually stimulus selection. 00:29:41.350 --> 00:29:46.110 align:middle line:84% So we'll talk about response selection. 00:29:46.110 --> 00:29:50.120 align:middle line:90% Now, operant conditioning. 00:29:50.120 --> 00:29:51.385 align:middle line:90% Very different from this. 00:29:51.385 --> 00:29:54.550 align:middle line:90% 00:29:54.550 --> 00:29:58.750 align:middle line:84% Even though a lot of scientists group these two, conditioned 00:29:58.750 --> 00:30:01.360 align:middle line:84% appetitive behavior directed at quiescence and operant 00:30:01.360 --> 00:30:03.640 align:middle line:90% conditioning, together. 00:30:03.640 --> 00:30:06.270 align:middle line:84% So this is a kind of response selection. 00:30:06.270 --> 00:30:09.570 align:middle line:84% Very highly studied, like in Skinnerian conditioning. 00:30:09.570 --> 00:30:12.540 align:middle line:84% Like you put a cat in a puzzle box, 00:30:12.540 --> 00:30:17.960 align:middle line:84% and he will try every response that he's able. 00:30:17.960 --> 00:30:19.960 align:middle line:84% He will try everything in order to-- 00:30:19.960 --> 00:30:23.380 align:middle line:84% and eventually, if possible, he'll 00:30:23.380 --> 00:30:25.080 align:middle line:84% discover some response that helps 00:30:25.080 --> 00:30:27.310 align:middle line:90% him get out of the puzzle box. 00:30:27.310 --> 00:30:33.050 align:middle line:84% You put a male dog eager to mate, 00:30:33.050 --> 00:30:37.760 align:middle line:84% and the female dog, the bitch, is confined, 00:30:37.760 --> 00:30:39.670 align:middle line:84% but there is some way to get to her, 00:30:39.670 --> 00:30:44.210 align:middle line:84% he will try every response in order to get to her. 00:30:44.210 --> 00:30:45.700 align:middle line:90% So that's response selection. 00:30:45.700 --> 00:30:49.820 align:middle line:84% He's trying to find a response that works. 00:30:49.820 --> 00:30:55.040 align:middle line:84% He points out that in nature operant conditioning is rarer 00:30:55.040 --> 00:30:58.190 align:middle line:90% than generally assumed. 00:30:58.190 --> 00:31:00.970 align:middle line:84% It occurs in situations of appetitive behavior directed 00:31:00.970 --> 00:31:03.360 align:middle line:84% at quiescence, or in exploratory behavior. 00:31:03.360 --> 00:31:06.460 align:middle line:90% 00:31:06.460 --> 00:31:08.885 align:middle line:84% Now we come to real motor learning, 00:31:08.885 --> 00:31:13.510 align:middle line:84% where the motor responses themselves can change. 00:31:13.510 --> 00:31:16.560 align:middle line:90% 00:31:16.560 --> 00:31:19.086 align:middle line:84% We know that skilled movements can be shaped. 00:31:19.086 --> 00:31:23.350 align:middle line:90% 00:31:23.350 --> 00:31:27.710 align:middle line:84% We try this in sports all the time. 00:31:27.710 --> 00:31:32.070 align:middle line:84% In nature you'll see animals acquire path habits. 00:31:32.070 --> 00:31:35.630 align:middle line:84% When they acquire a path habit they can follow that path 00:31:35.630 --> 00:31:36.905 align:middle line:90% with much greater speed. 00:31:36.905 --> 00:31:40.300 align:middle line:90% 00:31:40.300 --> 00:31:42.860 align:middle line:84% It includes things like recitation from memory. 00:31:42.860 --> 00:31:45.360 align:middle line:84% You can learn to rattle off a poem. 00:31:45.360 --> 00:31:47.690 align:middle line:84% Even if you forget even what the poem's about, 00:31:47.690 --> 00:31:51.290 align:middle line:84% you can learn all the words and everything. 00:31:51.290 --> 00:31:53.200 align:middle line:84% And there are examples in animal behavior. 00:31:53.200 --> 00:31:57.920 align:middle line:84% For example, a little vole kept as a pet by, 00:31:57.920 --> 00:32:02.340 align:middle line:84% I think it was Lorenz, always followed, 00:32:02.340 --> 00:32:06.450 align:middle line:84% ran in a certain pattern to get back to his nest. 00:32:06.450 --> 00:32:08.243 align:middle line:84% And animals learn this all the time. 00:32:08.243 --> 00:32:09.910 align:middle line:84% When they're in their local environment, 00:32:09.910 --> 00:32:14.600 align:middle line:84% they learn actions that bring them rapidly back to the nest. 00:32:14.600 --> 00:32:17.380 align:middle line:84% And if there's one action that they are commonly 00:32:17.380 --> 00:32:22.400 align:middle line:84% done-- like it might involve leaping onto an obstacle 00:32:22.400 --> 00:32:24.760 align:middle line:90% on their way to the nest. 00:32:24.760 --> 00:32:28.210 align:middle line:84% Well, suddenly you just take the obstacle away. 00:32:28.210 --> 00:32:32.610 align:middle line:84% This is how you show it's a learned motor pattern. 00:32:32.610 --> 00:32:35.060 align:middle line:84% He has shaped his motor behavior, because he still 00:32:35.060 --> 00:32:36.460 align:middle line:90% goes through the whole thing. 00:32:36.460 --> 00:32:39.870 align:middle line:84% And suddenly that object's not there to land on. 00:32:39.870 --> 00:32:40.750 align:middle line:90% And what happens? 00:32:40.750 --> 00:32:44.840 align:middle line:84% He leaps anyway and hits a big surprise, 00:32:44.840 --> 00:32:49.140 align:middle line:84% because he falls further and lands on the ground. 00:32:49.140 --> 00:32:52.200 align:middle line:84% These kinds of learned habits can 00:32:52.200 --> 00:32:54.650 align:middle line:90% be pretty resistant to change. 00:32:54.650 --> 00:32:57.330 align:middle line:84% They have a lot of similarities to fixed motor patterns. 00:32:57.330 --> 00:33:01.220 align:middle line:84% In fact, they acquire their own appetitive behavior, 00:33:01.220 --> 00:33:01.955 align:middle line:90% in many cases. 00:33:01.955 --> 00:33:05.020 align:middle line:90% 00:33:05.020 --> 00:33:08.140 align:middle line:84% People that learn particular patterns of movement in sports 00:33:08.140 --> 00:33:10.440 align:middle line:84% can become very motivated to do those things. 00:33:10.440 --> 00:33:14.780 align:middle line:90% 00:33:14.780 --> 00:33:17.860 align:middle line:84% And we know that different parts of the brain 00:33:17.860 --> 00:33:23.370 align:middle line:84% are involved in changing motor patterns, especially 00:33:23.370 --> 00:33:24.925 align:middle line:90% cerebellar mechanisms. 00:33:24.925 --> 00:33:31.070 align:middle line:90% 00:33:31.070 --> 00:33:34.340 align:middle line:84% Just more about shaping of motor patterns. 00:33:34.340 --> 00:33:37.650 align:middle line:84% There's a lot of species differences here. 00:33:37.650 --> 00:33:42.250 align:middle line:84% Let's just remind ourselves of species differences 00:33:42.250 --> 00:33:47.560 align:middle line:84% in locomotion, because it gives an example of what you can 00:33:47.560 --> 00:33:50.970 align:middle line:84% train and what you cannot train an animal to do. 00:33:50.970 --> 00:33:54.450 align:middle line:84% So horses are very adapted to running on flat ground. 00:33:54.450 --> 00:33:57.210 align:middle line:84% They can't adjust well to uneven terrain 00:33:57.210 --> 00:33:59.270 align:middle line:84% no matter how much you try to train them. 00:33:59.270 --> 00:34:04.320 align:middle line:84% They're very limited in the responses available to them, 00:34:04.320 --> 00:34:06.530 align:middle line:84% the types of movements they can make. 00:34:06.530 --> 00:34:08.500 align:middle line:84% Donkeys are more sure-footed because they've 00:34:08.500 --> 00:34:10.639 align:middle line:90% got more responses available. 00:34:10.639 --> 00:34:15.415 align:middle line:84% Goats, the chamois, they're adapted to hills and mountains. 00:34:15.415 --> 00:34:16.719 align:middle line:90% They're very sure-footed. 00:34:16.719 --> 00:34:19.159 align:middle line:90% So what is that sure-footedness? 00:34:19.159 --> 00:34:23.110 align:middle line:90% Smaller units of action. 00:34:23.110 --> 00:34:31.980 align:middle line:84% And with smaller units, they can adjust direction, 00:34:31.980 --> 00:34:38.330 align:middle line:84% adjust for foot placement more readily in these rapid actions. 00:34:38.330 --> 00:34:41.780 align:middle line:84% In other words, higher control has more possibilities. 00:34:41.780 --> 00:34:45.030 align:middle line:84% There's more movement patterns to control. 00:34:45.030 --> 00:34:46.960 align:middle line:84% And that leads to a discussion of what 00:34:46.960 --> 00:34:49.830 align:middle line:90% we mean by voluntary action. 00:34:49.830 --> 00:34:53.065 align:middle line:84% He points out that arboreal creatures, 00:34:53.065 --> 00:34:59.360 align:middle line:84% they need a lot more action patterns 00:34:59.360 --> 00:35:00.965 align:middle line:90% to negotiate the trees. 00:35:00.965 --> 00:35:06.030 align:middle line:90% 00:35:06.030 --> 00:35:10.000 align:middle line:84% So it's a lot easier to shape movements 00:35:10.000 --> 00:35:13.000 align:middle line:84% in primates and squirrels and tree shrews 00:35:13.000 --> 00:35:14.780 align:middle line:90% and so forth that live in trees. 00:35:14.780 --> 00:35:18.780 align:middle line:90% 00:35:18.780 --> 00:35:22.140 align:middle line:84% We talk about will or volition when 00:35:22.140 --> 00:35:25.340 align:middle line:84% it really amounts to higher level initiation of fixed motor 00:35:25.340 --> 00:35:30.050 align:middle line:84% patterns, or learned sequences, skilled movements. 00:35:30.050 --> 00:35:32.930 align:middle line:84% And we've already talked about species differences 00:35:32.930 --> 00:35:37.050 align:middle line:84% on how small the elements of movements are. 00:35:37.050 --> 00:35:40.950 align:middle line:84% And the example he gives about voluntary movement and insight 00:35:40.950 --> 00:35:46.110 align:middle line:90% concerns his studies of geese. 00:35:46.110 --> 00:35:50.020 align:middle line:84% He says that their spatial insight can exceed their motor 00:35:50.020 --> 00:35:54.050 align:middle line:84% abilities because they don't have so many different motor 00:35:54.050 --> 00:35:55.310 align:middle line:90% patterns available to them. 00:35:55.310 --> 00:35:58.520 align:middle line:84% So you can teach them to climb stairs fairly well. 00:35:58.520 --> 00:36:01.000 align:middle line:84% But when you try to teach them how to descend a stairway, 00:36:01.000 --> 00:36:05.290 align:middle line:84% they can't even learn to adjust the length of their stride 00:36:05.290 --> 00:36:05.790 align:middle line:90% well enough. 00:36:05.790 --> 00:36:08.950 align:middle line:90% 00:36:08.950 --> 00:36:10.910 align:middle line:90% And they will stumble. 00:36:10.910 --> 00:36:14.065 align:middle line:84% They have a lot of trouble going down the stairs. 00:36:14.065 --> 00:36:16.840 align:middle line:90% 00:36:16.840 --> 00:36:20.550 align:middle line:84% So species differ a lot in how much 00:36:20.550 --> 00:36:25.520 align:middle line:84% they can control when they want to. 00:36:25.520 --> 00:36:27.390 align:middle line:90% Voluntary control, we call it. 00:36:27.390 --> 00:36:32.200 align:middle line:84% It's the influence of motivational systems on higher 00:36:32.200 --> 00:36:35.080 align:middle line:90% level control systems. 00:36:35.080 --> 00:36:36.800 align:middle line:84% And then he comes to a discussion 00:36:36.800 --> 00:36:38.090 align:middle line:90% of exploratory behavior. 00:36:38.090 --> 00:36:48.800 align:middle line:90% 00:36:48.800 --> 00:36:50.550 align:middle line:84% Exploratory behavior or curiosity. 00:36:50.550 --> 00:36:53.793 align:middle line:90% 00:36:53.793 --> 00:36:55.085 align:middle line:90% And this is pretty interesting. 00:36:55.085 --> 00:36:58.820 align:middle line:90% 00:36:58.820 --> 00:37:01.880 align:middle line:84% When you study exploratory behavior, of course, 00:37:01.880 --> 00:37:04.000 align:middle line:90% it's very influenced by novelty. 00:37:04.000 --> 00:37:05.690 align:middle line:84% Many animals are, in fact, highly 00:37:05.690 --> 00:37:09.570 align:middle line:84% motivated to explore novel situations, 00:37:09.570 --> 00:37:14.770 align:middle line:84% and they will direct multiple different patterns of behavior, 00:37:14.770 --> 00:37:16.170 align:middle line:90% sometimes unrelated. 00:37:16.170 --> 00:37:17.290 align:middle line:90% Even the little hamster. 00:37:17.290 --> 00:37:20.500 align:middle line:84% You put them in a novel room with different objects 00:37:20.500 --> 00:37:24.300 align:middle line:84% that they're not accustomed to seeing. 00:37:24.300 --> 00:37:25.460 align:middle line:90% It's amazing. 00:37:25.460 --> 00:37:30.960 align:middle line:84% Their initial response, if it's very novel, will be fright. 00:37:30.960 --> 00:37:33.520 align:middle line:90% Their tension levels go way up. 00:37:33.520 --> 00:37:37.200 align:middle line:84% But in fact, if you've got them in a situation 00:37:37.200 --> 00:37:39.206 align:middle line:84% that they're used to, you test them 00:37:39.206 --> 00:37:42.370 align:middle line:84% in an apparatus they're very familiar with, 00:37:42.370 --> 00:37:43.830 align:middle line:90% they will explore. 00:37:43.830 --> 00:37:48.750 align:middle line:84% And you will see them trying all different kinds 00:37:48.750 --> 00:37:49.500 align:middle line:90% of motor patterns. 00:37:49.500 --> 00:37:52.000 align:middle line:84% You'll see rapid switching between different behavior 00:37:52.000 --> 00:37:53.395 align:middle line:90% patterns or motor patterns. 00:37:53.395 --> 00:37:58.610 align:middle line:90% 00:37:58.610 --> 00:38:02.510 align:middle line:84% And when there's a strong action-specific potential 00:38:02.510 --> 00:38:06.130 align:middle line:84% behind that's causing those motor patterns, 00:38:06.130 --> 00:38:09.580 align:middle line:84% you don't see that switching from one to the other. 00:38:09.580 --> 00:38:13.050 align:middle line:84% So in exploratory behavior, there's 00:38:13.050 --> 00:38:21.030 align:middle line:84% a difference in the structure of what's behind the movement. 00:38:21.030 --> 00:38:24.350 align:middle line:84% And exploratory behavior is not as well understood 00:38:24.350 --> 00:38:28.600 align:middle line:84% as fixed action patterns, because now the motor part 00:38:28.600 --> 00:38:32.710 align:middle line:84% can become uncoupled with the normal action. 00:38:32.710 --> 00:38:34.320 align:middle line:84% The motivation here is curiosity. 00:38:34.320 --> 00:38:37.020 align:middle line:90% 00:38:37.020 --> 00:38:40.150 align:middle line:90% Very similar to play behavior. 00:38:40.150 --> 00:38:44.600 align:middle line:84% He says it occurs in a field devoid of tension. 00:38:44.600 --> 00:38:46.660 align:middle line:84% And yet the motivation to explore 00:38:46.660 --> 00:38:50.730 align:middle line:84% can be so strong, an animal sometimes prefer 00:38:50.730 --> 00:38:53.740 align:middle line:84% that rather than eating, even if he's hungry. 00:38:53.740 --> 00:38:56.430 align:middle line:90% 00:38:56.430 --> 00:39:00.340 align:middle line:84% And it does have a function, very important functions. 00:39:00.340 --> 00:39:02.835 align:middle line:84% When the environment changes, it helps the animal, 00:39:02.835 --> 00:39:07.890 align:middle line:84% it's adaptive for the animal to explore it. 00:39:07.890 --> 00:39:10.570 align:middle line:84% He needs to learn the spatial layout of the environment 00:39:10.570 --> 00:39:13.910 align:middle line:84% around him in relation to visual landmarks 00:39:13.910 --> 00:39:16.490 align:middle line:84% and other sensory cues, because if they change, 00:39:16.490 --> 00:39:19.200 align:middle line:84% then he's in trouble if he gets mixed up trying to get home, 00:39:19.200 --> 00:39:21.830 align:middle line:90% trying to escape. 00:39:21.830 --> 00:39:23.735 align:middle line:84% It makes his life a lot more efficient 00:39:23.735 --> 00:39:27.090 align:middle line:84% if he stays familiar with the novel situation. 00:39:27.090 --> 00:39:29.930 align:middle line:84% There were experiments on this using hamsters 00:39:29.930 --> 00:39:33.660 align:middle line:90% because they're so curious. 00:39:33.660 --> 00:39:35.480 align:middle line:84% Actually, my first publication's called 00:39:35.480 --> 00:39:37.330 align:middle line:90% "Curiosity and the Hamster." 00:39:37.330 --> 00:39:41.130 align:middle line:84% I was using exploratory behavior to reward them 00:39:41.130 --> 00:39:43.160 align:middle line:90% for doing other things. 00:39:43.160 --> 00:39:45.470 align:middle line:84% Reward them for pressing a bar, reward them 00:39:45.470 --> 00:39:47.380 align:middle line:90% for going through doors. 00:39:47.380 --> 00:39:49.750 align:middle line:84% It was so novel at the time, people still 00:39:49.750 --> 00:39:53.015 align:middle line:84% believed that this wasn't supposed to be possible. 00:39:53.015 --> 00:39:55.740 align:middle line:90% 00:39:55.740 --> 00:39:58.005 align:middle line:84% I had to play around at home with a pet hamster, 00:39:58.005 --> 00:39:59.550 align:middle line:84% and I found out I could teach him 00:39:59.550 --> 00:40:04.603 align:middle line:84% to press a bar made out of a knife taped to a baby rattle. 00:40:04.603 --> 00:40:06.020 align:middle line:84% And I could teach them to do this. 00:40:06.020 --> 00:40:08.900 align:middle line:84% And my professor was so intrigued by that, 00:40:08.900 --> 00:40:11.600 align:middle line:84% he got me to write a paper about it. 00:40:11.600 --> 00:40:13.140 align:middle line:84% And that was because of the theories 00:40:13.140 --> 00:40:21.030 align:middle line:84% that were dominating American psychology at that time. 00:40:21.030 --> 00:40:23.060 align:middle line:90% But Catherine Blanc in Europe-- 00:40:23.060 --> 00:40:26.140 align:middle line:84% I think it was in France, but I don't 00:40:26.140 --> 00:40:28.650 align:middle line:84% remember for sure anymore-- but she studied this 00:40:28.650 --> 00:40:29.550 align:middle line:90% experimentally. 00:40:29.550 --> 00:40:35.830 align:middle line:84% And she found out that in their exploratory behavior, 00:40:35.830 --> 00:40:37.730 align:middle line:84% they are acquiring knowledge that they 00:40:37.730 --> 00:40:40.070 align:middle line:90% can use in other situations. 00:40:40.070 --> 00:40:42.590 align:middle line:84% They become more efficient in finding their way 00:40:42.590 --> 00:40:43.465 align:middle line:90% in another situation. 00:40:43.465 --> 00:40:46.030 align:middle line:90% 00:40:46.030 --> 00:40:49.040 align:middle line:84% And then Lorenz points out that exploratory behavior 00:40:49.040 --> 00:40:55.550 align:middle line:84% is especially highly developed in unspecialized species. 00:40:55.550 --> 00:41:01.130 align:middle line:84% He says their specialization is being versatile, like humans, 00:41:01.130 --> 00:41:03.650 align:middle line:90% like rats, like ravens. 00:41:03.650 --> 00:41:06.350 align:middle line:84% These are animals that aren't so limited 00:41:06.350 --> 00:41:08.960 align:middle line:90% to one type of environment. 00:41:08.960 --> 00:41:12.900 align:middle line:90% We should add crows to that. 00:41:12.900 --> 00:41:22.010 align:middle line:84% Mice are certainly more general than most voles, for example, 00:41:22.010 --> 00:41:25.900 align:middle line:84% because they can adapt to more different situations. 00:41:25.900 --> 00:41:28.880 align:middle line:84% And all of this type of animal shows 00:41:28.880 --> 00:41:30.360 align:middle line:90% a lot of exploratory behavior. 00:41:30.360 --> 00:41:35.080 align:middle line:90% 00:41:35.080 --> 00:41:38.426 align:middle line:84% AUDIENCE: What would be a specialized species? 00:41:38.426 --> 00:41:41.060 align:middle line:84% PROFESSOR: Most of the species we've been talking about 00:41:41.060 --> 00:41:43.830 align:middle line:90% are pretty specialized. 00:41:43.830 --> 00:41:49.010 align:middle line:90% Every species will show some-- 00:41:49.010 --> 00:41:52.640 align:middle line:84% I think all of the mammals show some curiosity. 00:41:52.640 --> 00:41:55.930 align:middle line:84% But the amount that they will show will vary. 00:41:55.930 --> 00:42:01.460 align:middle line:90% 00:42:01.460 --> 00:42:04.460 align:middle line:84% What is characteristic about ravens, rats, and humans? 00:42:04.460 --> 00:42:08.320 align:middle line:90% 00:42:08.320 --> 00:42:10.190 align:middle line:84% The first thing you think of is that they've 00:42:10.190 --> 00:42:13.320 align:middle line:84% adapted to so many different environments, 00:42:13.320 --> 00:42:15.710 align:middle line:84% especially if you group the corvids together, 00:42:15.710 --> 00:42:16.925 align:middle line:90% the ravens and the crows. 00:42:16.925 --> 00:42:20.950 align:middle line:90% 00:42:20.950 --> 00:42:25.530 align:middle line:84% We know that rats can be found everywhere. 00:42:25.530 --> 00:42:28.420 align:middle line:84% The same is true for different corvids. 00:42:28.420 --> 00:42:31.690 align:middle line:84% They have specific adaptations, of course, 00:42:31.690 --> 00:42:36.670 align:middle line:84% that makes the jackdaw common in parts of Europe 00:42:36.670 --> 00:42:40.120 align:middle line:84% and the crow much more common over here. 00:42:40.120 --> 00:42:43.630 align:middle line:84% Humans, of course, are the most versatile, 00:42:43.630 --> 00:42:45.820 align:middle line:90% the least specialized. 00:42:45.820 --> 00:42:51.480 align:middle line:84% That doesn't mean-- we do depend a lot on learning. 00:42:51.480 --> 00:42:53.320 align:middle line:90% But what is different about-- 00:42:53.320 --> 00:42:55.110 align:middle line:84% for example, back here, when we're 00:42:55.110 --> 00:43:02.750 align:middle line:84% talking about shaping of motor learning here. 00:43:02.750 --> 00:43:08.360 align:middle line:84% It depends a lot on how many fixed action patterns you have. 00:43:08.360 --> 00:43:12.740 align:middle line:84% The more fixed action patterns that make up your movements, 00:43:12.740 --> 00:43:16.140 align:middle line:84% the more versatile you are, which is one reason humans 00:43:16.140 --> 00:43:17.980 align:middle line:90% are so versatile. 00:43:17.980 --> 00:43:21.165 align:middle line:84% We actually have more fixed action patterns than animals. 00:43:21.165 --> 00:43:23.700 align:middle line:90% 00:43:23.700 --> 00:43:26.875 align:middle line:84% At least on the motor side, we have many more choices. 00:43:26.875 --> 00:43:38.840 align:middle line:90% 00:43:38.840 --> 00:43:40.700 align:middle line:84% Some of the most specialized animals 00:43:40.700 --> 00:43:42.740 align:middle line:84% are the ones that are specialized for feeding 00:43:42.740 --> 00:43:46.820 align:middle line:84% on very particular things, like the koala. 00:43:46.820 --> 00:43:49.060 align:middle line:84% They only can eat certain things, 00:43:49.060 --> 00:43:52.260 align:middle line:84% and they don't survive well in other situations. 00:43:52.260 --> 00:43:55.530 align:middle line:84% Why aren't hamsters-- why haven't they 00:43:55.530 --> 00:43:58.320 align:middle line:90% spread all over the US? 00:43:58.320 --> 00:44:05.530 align:middle line:84% They're just not adaptable like the rat, or even the mouse. 00:44:05.530 --> 00:44:07.480 align:middle line:90% So they're only found-- 00:44:07.480 --> 00:44:10.660 align:middle line:84% they're native to Syria and the northern part 00:44:10.660 --> 00:44:14.080 align:middle line:90% of what is now Israel. 00:44:14.080 --> 00:44:18.560 align:middle line:84% And if you even move towards Turkey and that direction, 00:44:18.560 --> 00:44:19.730 align:middle line:90% the species changes. 00:44:19.730 --> 00:44:21.320 align:middle line:90% It's no longer Syrian hamster. 00:44:21.320 --> 00:44:24.730 align:middle line:84% It becomes a different hamster that has adapted specifically 00:44:24.730 --> 00:44:26.480 align:middle line:90% to the higher elevations. 00:44:26.480 --> 00:44:34.530 align:middle line:84% If you go north, northeast, you'll see the-- 00:44:34.530 --> 00:44:38.930 align:middle line:84% no, sorry, if you go further, you go, say, into Romania, 00:44:38.930 --> 00:44:41.160 align:middle line:90% again, another species appears. 00:44:41.160 --> 00:44:45.430 align:middle line:84% You go the other way, you start to get the Chinese hamster, 00:44:45.430 --> 00:44:47.890 align:middle line:84% or Siberian hamster if you go further. 00:44:47.890 --> 00:44:49.440 align:middle line:90% They're all different. 00:44:49.440 --> 00:44:50.910 align:middle line:90% They've adapted differently. 00:44:50.910 --> 00:44:53.068 align:middle line:84% But the rat, you keep finding the rat 00:44:53.068 --> 00:44:54.485 align:middle line:84% in all these different situations. 00:44:54.485 --> 00:44:57.460 align:middle line:90% 00:44:57.460 --> 00:44:59.790 align:middle line:84% So any species that's very limited to one 00:44:59.790 --> 00:45:05.080 align:middle line:84% habitat you wouldn't call a generalized species. 00:45:05.080 --> 00:45:09.400 align:middle line:84% And that's most of the ones that I'm talking about. 00:45:09.400 --> 00:45:09.900 align:middle line:90% OK. 00:45:09.900 --> 00:45:11.450 align:middle line:90% What about play behavior? 00:45:11.450 --> 00:45:15.740 align:middle line:90% Similar to explorative behavior. 00:45:15.740 --> 00:45:18.710 align:middle line:84% The very primitive play are simply-- 00:45:18.710 --> 00:45:21.530 align:middle line:84% you could call them in vacua reactions motivated 00:45:21.530 --> 00:45:26.880 align:middle line:84% by action-specific potentials or drives that are high. 00:45:26.880 --> 00:45:28.170 align:middle line:90% But there is a difference. 00:45:28.170 --> 00:45:35.540 align:middle line:84% You don't call it play if they execute the entire sequence 00:45:35.540 --> 00:45:41.440 align:middle line:84% from a high action-specific potential, a high drive level, 00:45:41.440 --> 00:45:45.040 align:middle line:84% to the motor pattern, like running and chasing 00:45:45.040 --> 00:45:47.610 align:middle line:84% playful fighting or prey catching. 00:45:47.610 --> 00:45:50.470 align:middle line:84% The animals will enjoy the motor patterns, 00:45:50.470 --> 00:45:52.400 align:middle line:84% and they will do this even before they're 00:45:52.400 --> 00:45:56.840 align:middle line:84% using them to catch prey, to feed and so forth. 00:45:56.840 --> 00:46:00.340 align:middle line:84% So it's very common in young animals. 00:46:00.340 --> 00:46:04.370 align:middle line:84% And he points out that play can shift to the real thing 00:46:04.370 --> 00:46:05.990 align:middle line:90% in some situations. 00:46:05.990 --> 00:46:07.610 align:middle line:84% There's a lot of danger in playing 00:46:07.610 --> 00:46:11.550 align:middle line:90% with an adult tomcat or badger. 00:46:11.550 --> 00:46:14.030 align:middle line:84% You might have tamed it and think it's your pet, 00:46:14.030 --> 00:46:22.900 align:middle line:84% but it can switch suddenly to the real thing 00:46:22.900 --> 00:46:24.840 align:middle line:84% when their motivation becomes high. 00:46:24.840 --> 00:46:27.420 align:middle line:90% 00:46:27.420 --> 00:46:29.630 align:middle line:84% So if you play with an adult tomcat, 00:46:29.630 --> 00:46:32.497 align:middle line:84% you have to be pretty careful because of that. 00:46:32.497 --> 00:46:33.580 align:middle line:90% You don't want to trigger. 00:46:33.580 --> 00:46:35.100 align:middle line:90% And that's certainly true. 00:46:35.100 --> 00:46:37.290 align:middle line:84% People get caught off guard all the time 00:46:37.290 --> 00:46:42.110 align:middle line:84% when they raise a tiger or other big cat in their home. 00:46:42.110 --> 00:46:47.310 align:middle line:84% Or even a champ or a monkey, because even though they 00:46:47.310 --> 00:46:49.650 align:middle line:84% seem to be playing, it can switch suddenly 00:46:49.650 --> 00:46:51.840 align:middle line:90% to the real thing. 00:46:51.840 --> 00:46:56.590 align:middle line:84% And they can kill you or your child or whatever. 00:46:56.590 --> 00:46:58.230 align:middle line:90% So it's dangerous to do that. 00:46:58.230 --> 00:47:04.310 align:middle line:90% 00:47:04.310 --> 00:47:08.335 align:middle line:84% He points out that, on the motivational side, 00:47:08.335 --> 00:47:13.310 align:middle line:84% a cat that has no opportunity to catch and kill prey 00:47:13.310 --> 00:47:16.970 align:middle line:90% can compensate by playing. 00:47:16.970 --> 00:47:19.190 align:middle line:84% It doesn't mean that it's always totally safe, 00:47:19.190 --> 00:47:20.773 align:middle line:90% but they appear to do that. 00:47:20.773 --> 00:47:22.190 align:middle line:84% So how do you tell the difference? 00:47:22.190 --> 00:47:25.530 align:middle line:84% Well, one way is physiologically. 00:47:25.530 --> 00:47:28.890 align:middle line:84% Because in play, the autonomic nervous system 00:47:28.890 --> 00:47:30.840 align:middle line:90% isn't involved in the same way. 00:47:30.840 --> 00:47:33.030 align:middle line:84% So if you major autonomic responses, 00:47:33.030 --> 00:47:38.730 align:middle line:84% you'll find big differences between the way the heart rate, 00:47:38.730 --> 00:47:40.430 align:middle line:84% the breathing, blood pressure changes, 00:47:40.430 --> 00:47:42.530 align:middle line:84% and so forth are responding in the two situations. 00:47:42.530 --> 00:47:45.062 align:middle line:90% 00:47:45.062 --> 00:47:46.520 align:middle line:84% Now what are the functions of play? 00:47:46.520 --> 00:47:49.260 align:middle line:90% And I just felt-- 00:47:49.260 --> 00:47:51.570 align:middle line:84% in the last half of his career studied humans 00:47:51.570 --> 00:47:54.270 align:middle line:84% and wrote the book Human Ecology. 00:47:54.270 --> 00:47:59.600 align:middle line:84% He studied development of play in cats and other carnivores. 00:47:59.600 --> 00:48:03.970 align:middle line:84% He found evidence of their learning of coordination, 00:48:03.970 --> 00:48:08.380 align:middle line:84% learning of stimulus selection, so they could change, 00:48:08.380 --> 00:48:11.605 align:middle line:84% so they would respond to more relevant stimuli. 00:48:11.605 --> 00:48:14.260 align:middle line:90% 00:48:14.260 --> 00:48:17.150 align:middle line:84% And also they would invent, in their play 00:48:17.150 --> 00:48:19.850 align:middle line:84% they would invent movement patterns simply 00:48:19.850 --> 00:48:25.940 align:middle line:84% by linking different elements, the different inherited 00:48:25.940 --> 00:48:29.070 align:middle line:90% elements of their behavior. 00:48:29.070 --> 00:48:31.120 align:middle line:84% And they will do that even though it 00:48:31.120 --> 00:48:32.530 align:middle line:90% doesn't lead to any reward. 00:48:32.530 --> 00:48:38.050 align:middle line:84% The reward is simply doing it in the play. 00:48:38.050 --> 00:48:41.675 align:middle line:84% And he has evidence for all these advantages of play. 00:48:41.675 --> 00:48:45.490 align:middle line:90% 00:48:45.490 --> 00:48:47.750 align:middle line:90% And then-- this is interesting-- 00:48:47.750 --> 00:48:51.400 align:middle line:84% he says human research is exploratory behavior plus play, 00:48:51.400 --> 00:48:53.800 align:middle line:90% mostly exploratory behavior. 00:48:53.800 --> 00:48:57.010 align:middle line:90% And human art is mostly playing. 00:48:57.010 --> 00:49:00.610 align:middle line:90% He's not putting it down at all. 00:49:00.610 --> 00:49:05.800 align:middle line:84% He's just pointed out the value of these things in animals. 00:49:05.800 --> 00:49:09.370 align:middle line:84% And now he says, well, if we talk about humans, 00:49:09.370 --> 00:49:11.665 align:middle line:84% this is how he sees human research and art. 00:49:11.665 --> 00:49:17.130 align:middle line:90% 00:49:17.130 --> 00:49:18.960 align:middle line:84% Just about all these types of learning, 00:49:18.960 --> 00:49:21.190 align:middle line:84% remember there are species differences, 00:49:21.190 --> 00:49:24.770 align:middle line:84% but we don't know fully all aspects of it. 00:49:24.770 --> 00:49:26.510 align:middle line:84% And what I will talk about next time 00:49:26.510 --> 00:49:29.040 align:middle line:84% is I'll talk a little bit about brain localization. 00:49:29.040 --> 00:49:32.180 align:middle line:84% We can at least make educated guesses in some cases. 00:49:32.180 --> 00:49:35.100 align:middle line:90% Real experiments have been done. 00:49:35.100 --> 00:49:39.750 align:middle line:84% And whether there are any general rules. 00:49:39.750 --> 00:49:41.380 align:middle line:84% The rules seem to be a little different 00:49:41.380 --> 00:49:43.720 align:middle line:84% for all of these different types of learning 00:49:43.720 --> 00:49:46.190 align:middle line:90% that Lorenz has described. 00:49:46.190 --> 00:49:53.370 align:middle line:84% So next time we'll be talking here more about brain pathways. 00:49:53.370 --> 00:49:57.440 align:middle line:84% Neuroscience has made studies, for example, 00:49:57.440 --> 00:49:59.670 align:middle line:84% of hippocampal function and the function 00:49:59.670 --> 00:50:04.340 align:middle line:84% of other parts of the brain-- have given us a different way 00:50:04.340 --> 00:50:06.730 align:middle line:90% to categorize types of learning. 00:50:06.730 --> 00:50:09.314 align:middle line:84% So we'll talk about that next time. 00:50:09.314 --> 00:50:09.814 align:middle line:90%