scholarly journals Behavioural flexibility and problem-solving in a tropical lizard

2011 ◽  
Vol 8 (1) ◽  
pp. 28-30 ◽  
Author(s):  
Manuel Leal ◽  
Brian J. Powell
Keyword(s):  
Cognitive Abilities ◽  
Motor Task ◽  
Food Sources ◽  
Cognitive Tasks ◽  
Central Theme ◽  
Behavioural Flexibility ◽  
Cognitive Ecology ◽  
Multiple Strategies ◽  
Series Of Experiments

The role of behavioural flexibility in responding to new or changing environmental challenges is a central theme in cognitive ecology. Studies of behavioural flexibility have focused mostly on mammals and birds because theory predicts that behavioural flexibility is favoured in species or clades that exploit a diversity of habitats or food sources and/or have complex social structure, attributes not associated with ectothermic vertebrates. Here, we present the results of a series of experiments designed to test cognitive abilities across multiple cognitive modules in a tropical arboreal lizard: Anolis evermanni . This lizard shows behavioural flexibility across multiple cognitive tasks, including solving a novel motor task using multiple strategies and reversal learning, as well as rapid associative learning. This flexibility was unexpected because lizards are commonly believed to have limited cognitive abilities and highly stereotyped behaviour. Our findings indicate that the cognitive abilities of A. evermanni are comparable with those of some endothermic species that are recognized to be highly flexible, and strongly suggest a re-thinking of our understanding of the cognitive abilities of ectothermic tetrapods and of the factors favouring the evolution of behavioural flexibility.

scholarly journals Continuous versus discrete quantity discrimination in dune snail (Mollusca: Gastropoda) seeking thermal refuges

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Angelo Bisazza ◽  
Elia Gatto
Keyword(s):  
Cognitive Abilities ◽  
High Survival ◽  
Numerical Information ◽  
Sparse Vegetation ◽  
Soil Temperatures ◽  
Theba Pisana ◽  
Series Of Experiments ◽  
Continuous Quantities ◽  
Harsh Habitat

AbstractThe ability of invertebrates to discriminate quantities is poorly studied, and it is unknown whether other phyla possess the same richness and sophistication of quantification mechanisms observed in vertebrates. The dune snail, Theba pisana, occupies a harsh habitat characterised by sparse vegetation and diurnal soil temperatures well above the thermal tolerance of this species. To survive, a snail must locate and climb one of the rare tall herbs each dawn and spend the daytime hours in an elevated refuge position. Based on their ecology, we predicted that dune snails would prefer larger to smaller groups of refuges. We simulated shelter choice under controlled laboratory conditions. Snails’ acuity in discriminating quantity of shelters was comparable to that of mammals and birds, reaching the 4 versus 5 item discrimination, suggesting that natural selection could drive the evolution of advanced cognitive abilities even in small-brained animals if these functions have a high survival value. In a subsequent series of experiments, we investigated whether snails used numerical information or based their decisions upon continuous quantities, such as cumulative surface, density or convex hull, which co-varies with number. Though our results tend to underplay the role of these continuous cues, behavioural data alone are insufficient to determine if dune snails were using numerical information, leaving open the question of whether gastropod molluscans possess elementary abilities for numerical processing.

scholarly journals The Role of Infographics for the Development of Skills for Cognitive Modeling in Education

2018 ◽  
Vol 13 (01) ◽  
pp. 82 ◽  
Author(s):  
Ivo Damyanov ◽  
Nikolay Tsankov
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Cognitive Modeling ◽  
Visual Literacy ◽  
Cognitive Tasks ◽  
Visual Images ◽  
Contemporary Culture ◽  
Research Libraries ◽  
Modeling Process

Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students. Information images (infographics) are visual representations of information, data or knowledge. The use of infographics as a modeling method can develop different cognitive skills such as interpretation, analysis, assessment, conclusion, explanation, which are all part of the modeling process. In fact, they can be a tool for achieving the next stage of literacy - visual literacy. All this necessitates the exploration of infographics as an instrument in the development of a comprehensive system of cognitive tasks in education related to the formation of skills for modeling. In the paper, six types of cognitive tasks in education are analyzed as well as their relation to the visual literacy competence standards approved by the Association of College & Research Libraries. A comparison of freely available infographics tools is provided and the suitability of different infographics templates is discussed.

scholarly journals Brain size, innovative propensity and migratory behaviour in temperate Palaearctic birds

2005 ◽  
Vol 272 (1571) ◽  
pp. 1433-1441 ◽  
Author(s):  
Daniel Sol ◽  
Louis Lefebvre ◽  
J. Domingo Rodríguez-Teijeiro
Keyword(s):  
Comparative Analysis ◽  
Seasonal Changes ◽  
Evolutionary Ecology ◽  
Brain Size ◽  
Food Sources ◽  
Behavioural Flexibility ◽  
Migratory Behaviour ◽  
Resident Species ◽  
Feeding Behaviours

The evolution of migration in birds remains an outstanding, unresolved question in evolutionary ecology. A particularly intriguing question is why individuals in some species have been selected to migrate, whereas in other species they have been selected to be sedentary. In this paper, we suggest that this diverging selection might partially result from differences among species in the behavioural flexibility of their responses to seasonal changes in the environment. This hypothesis is supported in a comparative analysis of Palaearctic passerines. First, resident species tend to rely more on innovative feeding behaviours in winter, when food is harder to find, than in other seasons. Second, species with larger brains, relative to their body size, and a higher propensity for innovative behaviours tend to be resident, while less flexible species tend to be migratory. Residence also appears to be less likely in species that occur in more northerly regions, exploit temporally available food sources, inhabit non-buffered habitats and have smaller bodies. Yet, the role of behavioural flexibility as a response to seasonal environments is largely independent of these other factors. Therefore, species with greater foraging flexibility seem to be able to cope with seasonal environments better, while less flexible species are forced to become migratory.

The influence of testosterone on cognitive performance in bonobos and chimpanzees

Behaviour ◽  
2015 ◽  
Vol 152 (3-4) ◽  
pp. 407-423 ◽  
Author(s):  
Victoria Wobber ◽  
Esther Herrmann
Keyword(s):  
Related Species ◽  
Cognitive Abilities ◽  
Comparative Research ◽  
Pan Paniscus ◽  
Steroid Hormone ◽  
Cognitive Tasks ◽  
Closely Related Species ◽  
Proximate Mechanisms ◽  
And Performance

Levels of the steroid hormone testosterone have been found to impact diverse features of cognition from spatial memory to decision-making regarding risk, both in humans and other animals. However less is known about whether closely-related species differ in their testosterone-cognition relationships in line with pressures shaping each species’ cognitive evolution. We therefore examined relationships between testosterone and cognition in two-closely related species that differ markedly in their social behaviour, cognition, and patterns of testosterone production: bonobos (Pan paniscus) and chimpanzees (Pan troglodytes). We presented individuals of both species with a battery of 16 cognitive tasks and determined whether performance on these tasks correlated with average testosterone level. We found that among male chimpanzees, high levels of testosterone correlated with higher performance in numerous tasks, including tasks assessing spatial cognition and physical cognitive abilities more broadly. Meanwhile, in male bonobos we found no correlations between testosterone and performance on the cognitive tasks, and found no correlations in females of either species. Building on prior comparative research, these results suggest that bonobos and chimpanzees differ critically in the proximate mechanisms influencing their cognitive capacities, and that in particular the role of testosterone in shaping behaviour and cognition differs dramatically between the two species.

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

2019 ◽  
Vol 34 (Spring 2019) ◽  
pp. 25-41
Author(s):  
Sidra Iqbal ◽  
Mah Nazir Riaz
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
School System ◽  
Cognitive Abilities ◽  
Secondary School Student ◽  
School Systems ◽  
Raven's Standard Progressive Matrices ◽  
Post Hoc ◽  
Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

scholarly journals Extended parenting and the evolution of cognition

2020 ◽  
Vol 375 (1803) ◽  
pp. 20190495 ◽  
Author(s):  
Natalie Uomini ◽  
Joanna Fairlie ◽  
Russell D. Gray ◽  
Michael Griesser
Keyword(s):  
Life History ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Role Models ◽  
Brain Size ◽  
Social Systems ◽  
Critical Role ◽  
Human Cognition ◽  
Cultural Learning

Traditional attempts to understand the evolution of human cognition compare humans with other primates. This research showed that relative brain size covaries with cognitive skills, while adaptations that buffer the developmental and energetic costs of large brains (e.g. allomaternal care), and ecological or social benefits of cognitive abilities, are critical for their evolution. To understand the drivers of cognitive adaptations, it is profitable to consider distant lineages with convergently evolved cognitions. Here, we examine the facilitators of cognitive evolution in corvid birds, where some species display cultural learning, with an emphasis on family life. We propose that extended parenting (protracted parent–offspring association) is pivotal in the evolution of cognition: it combines critical life-history, social and ecological conditions allowing for the development and maintenance of cognitive skillsets that confer fitness benefits to individuals. This novel hypothesis complements the extended childhood idea by considering the parents' role in juvenile development. Using phylogenetic comparative analyses, we show that corvids have larger body sizes, longer development times, extended parenting and larger relative brain sizes than other passerines. Case studies from two corvid species with different ecologies and social systems highlight the critical role of life-history features on juveniles’ cognitive development: extended parenting provides a safe haven, access to tolerant role models, reliable learning opportunities and food, resulting in higher survival. The benefits of extended juvenile learning periods, over evolutionary time, lead to selection for expanded cognitive skillsets. Similarly, in our ancestors, cooperative breeding and increased group sizes facilitated learning and teaching. Our analyses highlight the critical role of life-history, ecological and social factors that underlie both extended parenting and expanded cognitive skillsets. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

The Role of Visual and Auditory Communication in the Performance of a Joint Team Task

2021 ◽  
pp. 001872082110310
Author(s):  
Adam F. Werner ◽  
Jamie C. Gorman
Keyword(s):  
Spatial Ability ◽  
Visual Cues ◽  
Motor Task ◽  
Auditory Cues ◽  
Multiple Resource Theory ◽  
Coupling Mode ◽  
Multiple Resource ◽  
Auditory Cueing ◽  
Performance Trial

Objective This study examines visual, auditory, and the combination of both (bimodal) coupling modes in the performance of a two-person perceptual-motor task, in which one person provides the perceptual inputs and the other the motor inputs. Background Parking a plane or landing a helicopter on a mountain top requires one person to provide motor inputs while another person provides perceptual inputs. Perceptual inputs are communicated either visually, auditorily, or through both cues. Methods One participant drove a remote-controlled car around an obstacle and through a target, while another participant provided auditory, visual, or bimodal cues for steering and acceleration. Difficulty was manipulated using target size. Performance (trial time, path variability), cue rate, and spatial ability were measured. Results Visual coupling outperformed auditory coupling. Bimodal performance was best in the most difficult task condition but also high in the easiest condition. Cue rate predicted performance in all coupling modes. Drivers with lower spatial ability required a faster auditory cue rate, whereas drivers with higher ability performed best with a lower rate. Conclusion Visual cues result in better performance when only one coupling mode is available. As predicted by multiple resource theory, when both cues are available, performance depends more on auditory cueing. In particular, drivers must be able to transform auditory cues into spatial actions. Application Spotters should be trained to provide an appropriate cue rate to match the spatial ability of the driver or pilot. Auditory cues can enhance visual communication when the interpersonal task is visual with spatial outputs.

scholarly journals Learning Speech Production and Perception through Sensorimotor Interactions

2020 ◽  
Author(s):  
Shihab Shamma ◽  
Prachi Patel ◽  
Shoutik Mukherjee ◽  
Guilhem Marion ◽  
Bahar Khalighinejad ◽  
...  
Keyword(s):  
Vocal Tract ◽  
Human Subjects ◽  
Motor Task ◽  
Neural Processes ◽  
Mathematical Simulations ◽  
Predictive Role ◽  
Sensorimotor Interactions ◽  
Forward Projection ◽  
Cortical Regions

Abstract Action and Perception are closely linked in many behaviors necessitating a close coordination between sensory and motor neural processes so as to achieve a well-integrated smoothly evolving task performance. To investigate the detailed nature of these sensorimotor interactions, and their role in learning and executing the skilled motor task of speaking, we analyzed ECoG recordings of responses in the high-γ band (70 Hz-150 Hz) in human subjects while they listened to, spoke, or silently articulated speech. We found elaborate spectrotemporally-modulated neural activity projecting in both forward (motor-to-sensory) and inverse directions between the higher-auditory and motor cortical regions engaged during speaking. Furthermore, mathematical simulations demonstrate a key role for the forward projection in learning to control the vocal tract, beyond its commonly-postulated predictive role during execution. These results therefore offer a broader view of the functional role of the ubiquitous forward projection as an important ingredient in learning, rather than just control, of skilled sensorimotor tasks.

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