Learning in Cnidaria: A systematic review

Chen, Ken

doi:10.3758/s13420-020-00452-3

Cited by 24 publications

(40 citation statements)

References 90 publications

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“…Two other basal phyla (ctenophora and cnidaria) have diffused nervous system networks called neural nets without a central brain. In ctenophora, no literature was found on learning (Cheng, 2021). Ginsburg and Jablonka (2019, Table 7.1, p. 332) classified these three phyla (porifera, placozoa, and ctenophora) as animals with “not known” nervous systems and conclude that there is no feasible evidence of Associative Learning in them.…”

Section: Associative Learning In Invertebratesmentioning

confidence: 99%

“…Ginsburg and Jablonka (2019, Table 7.1, p. 332) classified these three phyla (porifera, placozoa, and ctenophora) as animals with “not known” nervous systems and conclude that there is no feasible evidence of Associative Learning in them. In cnidaria the question is, however, open to debate (see Cheng, 2021, for a recent review). Haralson et al (1975), using light as CS and shock as US, demonstrated conditioning—as distinguished from sensitization and pseudoconditioning—in anemones.…”

Section: Associative Learning In Invertebratesmentioning

confidence: 99%

“…Ginsburg and Jablonka (2019) assert that Torley (2007) conducted a literature search and interviews with specialists and that he was unable to find any other evidence of conditioning in cnidarians. However, a recent systematic review by Cheng (2021) retrieved two more studies providing evidence on conditioning: Ross (1965) and Hodgson (1982). Ross’s experiments (Ross, 1965) with sea anemones ( M. senile ) examined their reflex of mouth opening in response to a drop of squid extract place in its oral disk (US) presented after electrical stimulation to the base (CS).…”

Section: Associative Learning In Invertebratesmentioning

confidence: 99%

See 2 more Smart Citations

Where association ends. A review of associative learning in invertebrates, plants and protista, and a reflection on its limits.

Loy¹,

Carnero-Sierra²,

Acebes³

et al. 2021

Journal of Experimental Psychology: Animal Learning and Cogniti

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Since the beginning of the 21st century, the Minimal Cognition approach has emerged vigorously, focusing on the study of the adaptive behavior of the simplest organisms, including bacteria, assuming that they are sentient and information-processing entities. Although Minimal Cognition has occasionally used Pavlovian methods to try to demonstrate Associative Learning, neither the Psychology of Learning nor the Comparative Psychology traditions are prominent in the movement. However, the Psychology of Learning approach, with its highly sophisticated experimental designs, has done a great deal of research on Associative Learning in animals and carried out several studies on plants and unicellular organisms. The present work offers a comprehensive review of these experimental results, among invertebrates, plants and unicellular organisms (paramecia and the amoeba Physarum policephalum) showing that, while there are increasing instances of Associative Learning in many invertebrate phyla (and also many phyla with no data) there is no adequate evidence of it in unicellular protists (despite more than a century of experiments with paramecia and amoeba) or in plants (despite recent results that so claim). We then consider the alternative offered by Minimal Cognition and suggest some complementary ideas, from a Comparative Developmental Psychology approach, which we call “Minimal Development.”

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Section: Associative Learning In Invertebratesmentioning

confidence: 99%

Section: Associative Learning In Invertebratesmentioning

confidence: 99%

Section: Associative Learning In Invertebratesmentioning

confidence: 99%

See 1 more Smart Citation

Where association ends. A review of associative learning in invertebrates, plants and protista, and a reflection on its limits.

Loy¹,

Carnero-Sierra²,

Acebes³

et al. 2021

Journal of Experimental Psychology: Animal Learning and Cogniti

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“…In this context of preservation and enhancement of ecological knowledge, a phylum that has been widely studied is Cnidaria, which brings together aquatic animals whose best known representatives are jellyfish, corals, caravels and sea anemones (CHENG et al 2021). Most cnidarians are navy; some live attached to submerged objects and others swim freely (SANTOS et al 2020;CHENG et al 2021). These animals are Brazilian Journal of Development, Curitiba, v.7, n.6, p. 64232-64240 jun.…”

Section: Introductionmentioning

confidence: 99%

Perception of cnidarians by students of the urban and rural school of two municipalities of Pernambuco, Brazil / Percepção dos cnidários pelos alunos da escola urbana e rural de dois municípios de Pernambuco, Brasil

Nerys¹,

Santos²,

Oliveira³

et al. 2021

BJDV

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The cnidarians represent an important phylum of zoology, consisting of aquatic animals almost always of marine origin. The representatives of this phylum have important functions, being fundamental in the food chain of many animals, in addition to being important predators, responsible for maintaining the environmental balance. However, the interest in the cnidarian phylum is also related to the numerous accidents caused by some of its representatives, such as caravels and jellyfish, which intensifies the need to address this content more comprehensively in the classroom. For this, teaching resources represent important tools that can help teachers and students in the teaching-learning process, making the approach more pleasurable, didactic, and complete. One of these tools are photographs, which are classified as non-verbal language, effectively contributing to the teaching process, as well as to scientific-technological discoveries, which can be used in any learning environment. In this sense, students from the 5th year of Elementary School, from the city of Paudalho/Pernambuco, participated in a study on cnidarians, where the previous knowledge they obtained on the subject was evaluated, and how the use of tools such as drawings and figures could contribute for the construction of their knowledge about the phylum. The applied methodology, called indirect observation, boosted the understanding of the content, as well as contributed to the development of creativity and observation in the classroom. In addition, this tool boosted the development of cognitive conflicts, since students were able to relate preexisting knowledge with new information obtained during the class, which is fundamental in the science teaching process, whose main objective is to make the student relate the content covered in the classroom, with their daily lives, mobilizing students to expand their knowledge. These attitudes make the teaching of zoology something concrete and certainly more pleasurable, ensuring that good teaching strategies can break down barriers in science teaching.

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“…The evolution of animal nervous system symmetry is complex, with many resulting variants [1][2][3][4][5]. Allowing for numerous phenotypic advantages, including those at both an individual and social/interactive level [6][7][8][9], the nervous systems of bilateral organisms have exploited the benefits of a lateralized nervous system for hundreds of millions of years [2,10] (but see [11]).…”

Section: Introductionmentioning

confidence: 99%

The Neurological Asymmetry of Self-Face Recognition

et al. 2021

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While the desire to uncover the neural correlates of consciousness has taken numerous directions, self-face recognition has been a constant in attempts to isolate aspects of self-awareness. The neuroimaging revolution of the 1990s brought about systematic attempts to isolate the underlying neural basis of self-face recognition. These studies, including some of the first fMRI (functional magnetic resonance imaging) examinations, revealed a right-hemisphere bias for self-face recognition in a diverse set of regions including the insula, the dorsal frontal lobe, the temporal parietal junction, and the medial temporal cortex. In this systematic review, we provide confirmation of these data (which are correlational) which were provided by TMS (transcranial magnetic stimulation) and patients in which direct inhibition or ablation of right-hemisphere regions leads to a disruption or absence of self-face recognition. These data are consistent with a number of theories including a right-hemisphere dominance for self-awareness and/or a right-hemisphere specialization for identifying significant social relationships, including to oneself.

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Learning in Cnidaria: A systematic review

Cited by 24 publications

References 90 publications

Where association ends. A review of associative learning in invertebrates, plants and protista, and a reflection on its limits.

Where association ends. A review of associative learning in invertebrates, plants and protista, and a reflection on its limits.

Perception of cnidarians by students of the urban and rural school of two municipalities of Pernambuco, Brazil / Percepção dos cnidários pelos alunos da escola urbana e rural de dois municípios de Pernambuco, Brasil

The Neurological Asymmetry of Self-Face Recognition

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