The Exploratory Behavior is the tendency to explore or investigate a novel environment. It is considered a motivation not clearly distinguishable from curiosity. The habituation process of exploratory activity causes a gradual decrease in the intensity of locomotor activity, which reflects the stage of the central nervous system. The observed changes in exploratory behaviour are strongly connected with alterations in particular brain areas. There are many other responses that show habituation over time. When rats are placed in an novel environment, they explore a lot. As the environment becomes more familiar, the frequency of exploratory behaviors diminishes.This decrease is not due to fatigue or inactivation of sensory mechanism, but it is …show more content…
The rats are developing Cognitive maps are mental representations of physical locations or environment. Habituation is defined as “the decrement in response following repeated stimulation with the same stimulus” and it is considered to be a basic form of learning.” Many experiments were done before this one. One similar to this one is “ A study of exploratory behavior as an index of spatial knowledge in hamsters “ This experiment investigated the role of exploration in the formation of maps of the a particular environment. The effects of spatial rearrangement of four familiar objects in an open field on subsequent exploratory behavior were studied in hamsters. During two exploratory sessions, four groups of subjects were exposed to objects in a particular spatial relation to each other and to a distal pattern. The reinvestigated objects whether they were displaced or nondisplaced support the hypothesis that, through exploration, a long-lasting representation of the environment is built up on the basis of the topological relations among and the objects, the overall geometric structure provided by the arrangement of the objects, and the relations between the objects and extra-apparatus landmarks. Another experiment done is “Short-term and long-term habituation of exploration in rats, hamsters and gerbils.” This Investigated short-term that was within-sessions and long-term that was between-session. The habituation of exploratory behavior in rats, hamsters, and gerbils, was also measured. The open field contained 4 different objects during 3 15-min sessions with an 8–24 hr interval between each session.The concept of dishabituation is also measured in this experiment and it is when the rats respond to an old stimulus as if it were new again. The results show that the 3 species differed from each other in both their
Two dolphins were exposed to a life size mirror for 36 hours over an 11-day period. On the 11th day, the dolphins were marked with white Zinc Oxide. The animals were already habituated with the marking procedure from previous sham marking to Neo Blue. One drawback of the experiment (besides the fact that there was a relatively small sample size) was the fact that the dolphins could feel the Zinc Oxide on their skin, and thus there was also tactile stimulation. All behaviors during the period were video taped and analyzed via a behavioral ethogram.
Spatial learning is the ability of an organism to memorize their environment and to use this information to navigate within it. Boal et al. (2000) notes that this type of learning has been demonstrated by other inverts. It has been demonstrated that through spatial learning, octopuses can remember where they have been and have an understanding of distance, likely by utilizing a cognitive map and a working memory (Boal et al., 2000; Mather, 2006; Mather & Kuba, 2013; Stolzenburg, 1993). They also have the ability to orient themselves in space, even when displaced by experimenters and have been shown to use moving landmarks to do so (Alves et al., 2008; Boal et al., 2000; Mather, 2006; Mather & Kuba, 2013). These abilities allow them to navigate many different areas and consistently find their way home. Octopuses often forage far from home and their paths to and from the den do not usually overlap nor do they use the same route multiple times, indicating that they know where they have been and that food will no longer be available there (Boal et al., 2000; Hvorency et al., 2007; Mather, 2006; Mather & Kuba,
Levine states that children have two ways in which they organize the information they receive from the world around them. He refers to these methods as sequential ordering and spatial ordering. He defines spatial patterns as, “assembled parts that occupy space and settle on the doorsteps of our minds all at once” (Levine, p.151). Many examples are given of when spatial ordering is prevalent, for instance, when a student draws a map or recognizes the features of a person’s face. Levine defines sequential patterns as information gaining “admission to the minds one bit at a time and in an order that’s meant not to be missed” (Levine, p.151). He says that sequential ordering is used when students try to master a science project or learn a telephone number. Neurologically, Levine states that sequential ordering is carried out on the left side of the brain and spatial ordering is carried out on the right side of the brain. He also makes references to the possibility of childr...
The term ‘place cell’ usually refers to pyramidal neurons in the hippocampus that show increased activity when an animal, generally a rodent, is in a particular location on an experimental track or arena. The regions within which the cells fire are known as place fields, it is thought that place cells are active in response to sensory cues and particularly to complex stimuli. This suggests place cell function is dependent on sensory input and integration. Counterintuitively, place cell activation is not static to any objective or relative place field locations, as when transferred to a novel environment any particular place cell may be activated by a completely unrelated place field or ‘remapped’. This suggests the place cells integrate information with a contextual component and a metric component relating sensory and distance data. (Jeffery, 2007)
Humans subconsciously go in search for an exciting location after having become bored of theirs. Humanity goes in search of an exciting location their satisfaction tank is not filled anymore because of their daily boring routines. In a sense one becomes so familiar with a place that he or she is part of the location, like walking the same path to work or home or seeing the same people doing the same thing every day. When discussing how people become too habituated to an environment, De Botton wonders “What would it cost those who are out for a walk or crowding out of the theatre, to look up for a moment and admire the brilliant constellation which gleams above their head?” (De Botton, 66.)
The ‘where visual pathway’ is concerned with constructing three dimensional representations of the environment and helps our brain to navigate where things are, independently of what they are, in space in relation to itself (Mishkin & Ungerleider & Macko, 1983).... ... middle of paper ... ... The 'Standard' of the 'Standard'.
According to Marcus et al. (1988), habituation and sensitization are behaviorally dissociated in three ways: the time of their onset, stimulus requirements, and their developmental timetables. To test this experimenters used two different series of experiments. In each of the experiments the magnitude of reflex responsiveness following tail stimuli was the dependent variable being measured. The first series of experiments tested dishabituation in adult aplysia by producing habituation of a stimulus, then administering a stimulus to the tail varying in intensity from a mild, tactile stimulus to a variety of electrical shocks. The manipulation of the time between habituation series and the next stimuli was the independent variable in this experiment. The various stimuli were administered at three different times following habituation: 90 seconds, 10 minutes, and 20 minutes. To analyze the time of onset of dishabituation, experimenters utilized two different conditions: dishabituation in which the Aplysia received tail stimulation following habituation to ...
Baillargeon, R. (1994). How do infants learn about the physical world? Current Directions in Psychological Science, 3, 133-140.
For the following experiments, 44 virtual rat subjects, each supervised by its own experimenter, were subjected to operant conditioning techniques, followed by extinction, secondary reinforcement and spontaneous recovery. Since the same program was used for each of the 22 subjects,
Prior knowledge plays a pivotal role in every aspect of human life. Knowledge can be stored in various formats like images, features, statistical patterns, all these formats help in making sense of the environment. Using prior knowledge humans can perform various activities including, but not limited to: focusing attention, organizing information in to groups, categorizing objects around, hypothesizing, understanding language, and generating inferences(Smith & Kosslyn, 2007). Processing of information is influenced by prior knowledge during the top down processing. Once signal has been detected by the biological visual system, we try to infer meaning using the prior related knowledge which has been stored in the long term memory based on category, association and similarity in features and statistical patterns(Wickens, Lee, Liu, & Becker, 2004). Prior knowledge has no boundaries and it keeps on changing based on experience with the environment making it easier for us humans to understand our surrounding better and quicker as time passes.
The research documented that children remember better places than people or objects so it is a very important organization of space in which children are staying (Olds, 2001), but it is important and how zone of the school (kindergarten) looks and how children perceive space. Spatial memory as a cognitive process is formed after a
According to the video entitled Behaviorism: A general overview of behaviorist learning theory, this approach to learning rejects the emphasis on the conscious and unconscious mind and focuses on the observable behavior of the subject. The principle of the behaviorism theory is that there is a direct association between a stimulus and the response an individual makes, the change in an individual’s behavior indicates that learning has occurred, and that individuals are not born with disposition to act in particular ways (Ormrod, 2012). In classrooms where the behavioral technique is used, there are often behavior modification and token reward systems in place (Campana, 2011).
The relationship between personality and behavior. Does our personality cause the behavior to stay calm or go on a rampage? People all over the world have different types of disorders and a certain disorder is called a personality disorder. Arguments from researchers have been made whether or not with someone who has a personality disorder has anger problems and is a danger to others (Davison, 2012). Behavioral problems come from social-cultural influences such as presence of others, the media and peer influences (Myers, 2014).
In handling his students’ inappropriate behavior, Mr. Swan should follow this approach. If the students continue to talk loudly, use tools inappropriately, and hit at each other, he should use a punisher. These behaviors could include the verbal or nonverbal communications for the purpose of stopping behaviors or even a detention. When the students start doing well, they should be reinforced and rewarded for doing good. Reinforcement improves student motivation and it will be effective in helping Mr. Swan handle these students’ inappropriate behaviors.
Edward C. Tolman shaped the field of cognitive psychology by presenting a theory of the cognitive map. The cognitive map is an organism’s mental picture of a specific area. Therefore, the cognitive map aids in memorization of one’s environment. The cognitive map can be broken down into how a person’s spatial memory records the location of their surroundings. Hence, a cognitive map is not a physical place, but rather how an organism perceives their environment.