BZ 300 1st Edition Lecture 9Outline of Last Lecture I. CognitionII. Does behavior represent thought?a. Functional Magnetic Resonance Imaging (fMRI)b. Gaze Followingc. LanguageIII. Concept of Selfa. Theory of Mindb. Self awareness and Mirror Testsc. Gaze Following d. Self Consciousnesse. Empathy Outline of Current LectureI. Mental Time TravelII. ChronesthesiaIII. Memory a. Semanticb. Procedural Memoryc. Episodic MemoryIV. Time Place LearningV. Caching and Thievinga. Cachingb. ThievingVI. Cognitive MappingVII. Problem Solvinga. CountingVIII. IntelligenceIX. VengeanceX. Personality and Behavioral Syndromesa. Personalityb. Behavioral Syndromesc. Existence of Personality Typesd. Social Restraint can have a negative effectCurrent Lecture: Cognition Continued*Note: All of these concepts and definitions are the best we can do, but they are quite fuzzy.I. Mental Time Travel- thinking about the past and using that information to make plans about the future. Involves bringing things together that may not be that related and pulling them together to make a plan for the future.II. Chronesthesia- related, awareness that there is a past and future and using that information to influence current behavior. III. Memory is important in cognition. Three different types of memory:a. Semantic- abstract mental representation of a concrete concept. Not considered cognitive because it does not involve mental time travel and does not involve any abstract images.b. Procedural memory- memory about how to perform a task. Trial and error can be involved in procedural memory. Is not considered cognition, does not involve time travel, pulling together the past and images. It is very straightforward.c. Episodic memory- is cognitive. Memory that is linked to specific experiences, that happens in a particular place. The basis for a lot of cognitive ability, can travel back in time mentally and use that informationin the future. IV. Time place learning- The ability to associate an award or consequence with specific space and time and use that information in the present. a. Can use the internal clock and spatial memory. b. A lot of overlap when compared to episodic learning. c. On the edges of cognition, has the element of clock and anticipation.d. Example: Bees use time place learning in pollinating flowers at the same time and place everyday. V. Caching and Thievery:a. Caching: a place for animals to store food. Can forget where you put it. If the food you so carefully cached is gone (easily forgotten and relocation), then your reliable food source is gone. i. Definitely cognitive, can relate the information to other ideas on a social level.b. Thievery: Taking and finding an animals cache or food source.i. Ex. Jays that have been thieves themselves were much more careful about where they put their food, especially around other birds. Birds who have not been thieves did not care about the specific behavior.VI. Cognitive Mapping: mental representation of an animals landscape. Kind of mental landscape an animal could use to provide for mental routes and find the best routes. a. Uses reflection about the environment, foresight, where are we going. Do not need to have much of a personality to have a cognitive map. b. Do not need to have a theory of mind to have a cognitive map. c. Example- Bonobo chimps learned how to use a tool to obtain a reward. i. Were allowed to choose a tool and take it to a waiting room. In an hour they were allowed to come back and do the task. ii. About half of the chimps were able to complete the task of choosing the tool, doing the task, and returning the tool.iii. The researchers learned some were very good at the task and somewere not that good, needed to have a large enough sample size.iv. Enforces the idea that animals can learn tasks, put it away for later,and relate the information.VII. Problem solving ability is associated with cognition. a. Counting- animals need to count to keep track of young, recognize if there is an outside, and to keep track of resources. i. Counting is cognitive when being able to compare the numbers andbeing able to discern what is less and what is more.ii. Compare amounts, and predict future rewards based on their risk and stash. iii. Counting is an underlying ability to allow an animal to make decisions about the future. May not need an accurate count, but certainly needs to do a comparison of the numbers.VIII. Intelligence- is frequently paired with social cognition.a. Difficult to devise a test for intelligence, is a value trait among humans.b. Many tests for intelligence is based off of specific things and can be quite biased, based off of cultural or environment. c. A good intelligence test will: i. Have consistency in results among same animal ii. Demonstrate these attributes that we associate with intelligence iii. Be a predictor of performanceiv. Relevant to an animals UMWELT. Most intelligence has some genetic component but the problem is how much.d. Animals we consider intelligent: Primates, mammalians, carnivores, corvates, birds, marine animals. e. Of the animals we think of as intelligent, there are two common occurrences: a social lifestyle and predatory lifestyle.f. Nicholas Humphrey discovered that social lifestyle is important for the evolution of intelligence. Can take the information and take it into different situations. A whole new level of cognitive power if animals are ina social situation.g. Holecamp depicted that a lot of the animals we look at as intelligent are carnivores, they are both social and are predators. Societies (bees, colonies, etc) however, are much more programmed in certain contexts. They do it in much more restricted environments and is a different type of intelligence. IX. Vengeance- is punishment in a social context. a. The social opposite of reciprocal altruism. b. You did something bad to someone and they will do something bad to you.c. In order for an animal to do vengeance, the animal must actually be cognitive. d. The animal must be able to understand the situation and what they did, must know about the animal, must figure out the predicted future (outcome) and the possible increase in behavior.e. Spite (spiteful)- should never be selected for, damages most recipient and conveyor of behavior. X. Personality and behavior syndromes: a. Personality is a collection of responses that characterizes the social responses of an individual. i. We each have a personality, and a basket of responses that will vary