january 20

StudyBlue printing of january 20 html, body, div, span, applet, object, iframe, h1, h2, h3, h4, h5, h6, p, blockquote, pre, a, abbr, acronym, address, big, cite, code, del, dfn, em, font, img, ins, kbd, q, s, samp, small, strike, strong, sub, sup, tt, var, b, u, i, center, fieldset, form, label, legend, table, caption, tbody, tfoot, thead, tr, th, td { margin: 0; padding: 0; border: 0; outline: 0; font-size: 100%; background: transparent; } body { line-height: 1; } blockquote, q { quotes: none; } blockquote:before, blockquote:after, q:before, q:after { content: ''; content: none; } /* remember to define focus styles! */ :focus { outline: 0; } /* remember to highlight inserts somehow! */ ins { text-decoration: none; } del { text-decoration: line-through; } /* tables still need 'cellspacing="0"' in the markup */ table { border-collapse: collapse; border-spacing: 0; } /* end RESET */ .header { min-width:800px; } .logo { padding:6px 20px 2px 20px; margin:0; font-size:25px; font-weight:bold; color:#808285; position:relative; border-bottom: 1px solid #c5c5c5; } .logo-blue { color:#70adc4; } .logo-desc { font-weight:normal; font-size:19px; color:#cccccc; margin-top:50px; position:absolute; display: none; } .back-button { position:absolute; top:20px; right:20px; font-size:13px; line-height:25px; color:rgb(0,175,225); font-weight:normal; } .back-button a { color:rgb(0,175,225); } .instructions { padding:0; margin:0; width:100%; position:relative; color:rgb(100,100,100); } .step-holder { border-left:1px solid #ededed; margin-left:20px; } .steps { padding:15px 0; float:left; width:24%; border-right:1px solid #ededed; text-align:center; } .steps-01 { } .steps-02 { } .steps-03 { } .steps-04 { } .label { padding:5px 10px; } .print-button { } .print-button a { background-color:rgb(0,175,225); color:white; line-height: 19px; padding:9px 8px 5px 30px; font-size:14px; text-decoration:none; background-image: url(images/printer.png); background-repeat: no-repeat; background-position: 7px 50%; -moz-border-radius: 5px; -webkit-border-radius: 5px; } .print-button a:hover { background-color:black; } .theNote .content { width: 8.0in !important; margin: 5px auto; padding:20px; background-color:white; } .theNote .header { border-bottom: 1px dashed #C8C8C8; font-size: 17px; padding: 0 0 10px; line-height: 19px; color: #00ADE1; min-width:500px; } .theNote .body { font-size: 14px; line-height: 19px; padding: 10px 0; } .theNote{ padding:6px 0; clear:both; background-color: rgb(200,200,200); } .theNote h3{ color: rgb(100,100,100); } .theNote h1, .theNote h3{ background-color:white; padding:2px 20px; width:8.0in !important; margin: 0 auto; font-size: 15px; } .theNote h1{ padding-top: 10px; font-size: 15px; } .theNote h1:first-child{ font-size: 20px; } .theNote h3 { font-size: 14px; font-weight: normal; } #options { border: 3px double #ccc; padding: 5px 12px; margin: 10px 50px 10px 20px; float: left; } #info { border-top: 1px solid #ccc; padding-top: 5px; font-style: italic; } li { margin: 5px 10px 5px 25px; } ul li { list-style: disc; } ol li { list-style: decimal; } img { border: 0; } table { clear: both; width: 100%; border: 1px solid #c5c5c5; border-width: 1px 0; margin: 0; page-break-after: always; } table#page { page-break-after: auto; } td { text-align: center; font-size: 12px; border-bottom: 1px dashed #c5c5c5; height: 1.75in; width: 50%; padding-left: 15px; } .leftside { border-right: 1px solid #cccccc; padding: 0 15px 0 0; } .bottom td { border-bottom: none; } .clearfix { clear:both; line-height:1px; height:1px; } img { max-width:80%; max-height:150px; margin:20px; } @media print {.header { display: none; } .content .header{ display:inherit; } table { border: 1px dashed #bbb; border-width: 1px 0; } .theNote{ background-color:white; } } null behavioral adaptation and egg dumbing in the wood ducks brood paratisim benefit to biological parent hypothesized reasons for egg dumping: reduce risk of predawns on all eggs at once forced to paratiszed because of lack of suitable nests benefits gained by dumping eggs in nests of relatives enhance reproduction success by laying eggs in any nest they encounter *semel and sherman proved none of these was true, parasitized nests actualy had lower reproductive success population dynamics and nest parasitism high density- frequent paratism- low repordcutive success- low density- inferquent paratism- high reproductive success Genetic techniques to test hypothesis about animal behavior Kinship and the naked mole rat -the animals show increased cooperative and alturistic behaviors -digging tunnels -sweeping dirt and debris out of tunnels -grooming the queen -defending against preditors all these generally performed by non reproducing individuals (who happen to live shorter lives) High levels of genetic relatedness may promote cooperation -Eusociality reproductive division of labor overlapping generations communal care of young Coalition Formation pair + 3rd -benefit to recipient of aid Cooperative coalitions among male lions -makeup -benefit of kinship LEARNING (individual learning) What is learning? -a relatively permanent change in behavior as a result of experience (shettleworth, 1998) recall definition of phenotype -any measurable characteristic or trait phenotypic plasticity- changes in phenotype ex. bryozoan-grow in colonies and usually lack horns (when they are in the absence of predators) -grow spike relatively quickly when exposed to predatory ques Learning can be considered a type of phenotypic plasticity, but... not all phenotypic plasticity involves learning ex. Flushing behavior of foraging birds HOW DO ANIMALS LEARN? single stimulas experience stimulus- stimulus experience (classical conditioning) response- reinforcer experience (operate conditioning) ex. rate and blue sticks cages of rate and introduced blue stick to cage and observed how likely how the rate will observes what they will do with the blue stick...then later they reintroduce it to see response.. sensitization-if it occurred it will be more likely to pay attention to blue stick when its reintroduced to the cage again habituation-less time paying attention to the stick and observing it. simple form of learning. if stimulus is introduced over and over again they pay less attention to it and get used to it like its nothing new consequences of sensitization and habituation on future learning: if paying so much attention on teh blue stick, it could interfere with learning bout other stimuli STIMULUS-STIMULUS EXPERIENCE aka pavolian conditioning aka classical conditioning uncondtioned stimulus (us) Uncondtioned Response (UCR) -ex steak Conditoned stimulus (CS) Condtioned Response (CR) Neutral Stimulus (NS) a dog + a steak= salivates UCR a dog + a steak + a bell (neutral stimulus)= salivation UCR they do this over and over again and every time they feed the dog they ring the bell so that eventually you can just ring the bell and he dog salivates...bc the bell was associated with the steak, it is now a conditioned response because he learned that.. Types of Stimulus -Appetitive -Aversive Relationships between stimuli and outcomes: -excitatory conditioning-more likely to relate to a positive outcome -inhibitory conditioning-more negative outcome Second-order Condtioning: Group 1: blue stick and cat odor Group 2: red light, blue stick, cat odor group 3: blue stick with the cat odor then the blue stick, red light then cat odor group 4: blue stick only (long time); then blue stick and cat odor possible outcomes: -overshadowing compare groups 1 and 2, (just blue stick) if 2<1, then overshadowing -blocking compare groups 2 and 3 (just red light) if 3<4, then blocking