Vertebrate-Invertebrate Comparisons

Bitterman, M. E.

doi:10.1007/978-3-642-70877-0_14

Cited by 72 publications

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References 57 publications

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“…Both memory processes are likely to interact and lead to efficient feeding behavior during foraging under natural conditions. Foraging honeybees exhibit a great variety ofbehaviors, which have interested researchers for almost a century (Bitterman, 1988;Gould, 1984;Lindauer, 1963;Menzel, 1990;Opfinger, 1931;Seeley, 1989;von Frisch, 1967). Although the literature on foraging is strongly influenced by ultimate arguments and revolves around optimality criteria (Cheverton, Kacelnik, & Krebs, 1985;Kacelnik, Houston, & Schmid-Hempel, 1986), it is well known that honeybees have phenomenal learning capabilities with respect to the location, efficiency, and production cycles (timing) of different food sources (von Frisch, 1967;Gould, 1984;Heinrich, 1985;Menzel, 1990).…”

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“…There are numerous approaches and several well-established methods of analyzing the behavior of foraging bees at the feeding site, and many studies have investigated the role of stimuli at an artificial feeding place (Bitterman, 1988;von Frisch, 1967;Gould, 1984;Lindauer, 1963;Menzel, 1990;Opfinger, 1931). In particular, learning of the relationship between colors, odors, or landmarks and a sucrose reward has been extensively explored.…”

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“…This created a situation in which the amount of reward obtained varied between successive visits to a particular feeder depending on the sucrose flow rate and the time interval between successive visits to the same feeder. Thus the reward distribution was mainly shaped by the temporal behavior of the bee itself and was not determined by the experimenter (Greggers & Menzel, 1993), which is the case in procedures that use common reinforcement schedules and unitary amounts ofreward (Bitterman, 1988;Couvillon & Bitterman, 1982;Grossman, 1970Grossman, , 1971Grossman, , 1973Sigurdson, 1981aSigurdson, , 1981b.…”

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Matching behavior of honeybees in a multiple-choice situation: The differential effect of environmental stimuli on the choice process

Greggers

Mauelshagen

1997

Animal Learning & Behavior

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The matching behavior of honeybees in a patch of four artificial feeders was studied under two different environmental conditions in order to examine the involvement of different stimuli in the choice process. Matching fails if all nearby landmarks are removed but can, under certain conditions, be restored by subsequently introducing odors, colors, or landmarks showing that there is no unique stimulus modality that provides matching. We propose two fundamentally different memory processes, both of which affect feeding behavior and support matching. Wesuggest that in one case, the probability of choice is determined by the strength of direct associations between locally perceived odor stimuli and reward rates. In the second case, simultaneously perceived color stimuli predict the relative reward rates indirectly by the spatial representation of the four feeders. Both memory processes are likely to interact and lead to efficient feeding behavior during foraging under natural conditions. Foraging honeybees exhibit a great variety ofbehaviors, which have interested researchers for almost a century (Bitterman, 1988;Gould, 1984;Lindauer, 1963;Menzel, 1990;Opfinger, 1931;Seeley, 1989;von Frisch, 1967). Although the literature on foraging is strongly influenced by ultimate arguments and revolves around optimality criteria (Cheverton, Kacelnik, & Krebs, 1985;Kacelnik, Houston, & Schmid-Hempel, 1986), it is well known that honeybees have phenomenal learning capabilities with respect to the location, efficiency, and production cycles (timing) of different food sources (von Frisch, 1967;Gould, 1984;Heinrich, 1985;Menzel, 1990). Thus an analysis of the proximate mechanisms in the natural setting is called for. Supporting the idea that honeybees make specific use oftheir learning capabilities during foraging, Greggers and Menzel (1993) recently showed that honeybees foraging in a patch of four artificial feeding sites (feeders) matched their choice frequencies to the relative reward rates of the feeders-that is, they visited the higher rewarding feeders more frequently than the lower rewarding feeders. This applied to both "stay" flights (the bee revisits the feeder just visited) and "shift" flights (the bee chooses one ofthe three alternative feeders). Matching was first described by Herrnstein (1961) and refers to an appetitive choice behavior produced by concurrent reinforcement schedules of at least two alternatives. If the animal matches, the response rates to the We are thankful to the referees for providing many constructive criticisms. We thank T. 1. Carew, S. Fisher, M. Hammer, and R. Menzel for valuable commentary and criticism on earlier versions of the manuscript and A. Carney for essential help in preparing the English manuscript. Correspondence should be addressed to U. Greggers, Institut fur Neurobiologie, Freie Universitiit Berlin, Konigin-Luise-Str. 28-30, Berlin, Germany (e-mail: greggers@neuro.biologie.fu-berlin.de).alternatives reflect their relative reward rates (Herrnstein, 1961) or the relative amount o...

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Matching behavior of honeybees in a multiple-choice situation: The differential effect of environmental stimuli on the choice process

Greggers

Mauelshagen

1997

Animal Learning & Behavior

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“…The speed of reversal learning in a dual forced-choice situation is at first retarded in proportion to the increasing number of initial learning trials on 1 of 2 alternatives, and strongest resistance to reversal learning is reached after 5-10 initial trials. If the number of initial learning trials exceeds 10 trials, reversal to the other alternative is increasingly favored (overlearning reversal effect) (Menzel, 1969 (Rescorla and Wagner, 1972 (Meineke, 1978;Bitterman, 1988). However, the effect is quite small and depends greatly on the design of the experiment and the conditioned stimuli used (Menzel, 1990).…”

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confidence: 99%

Associative learning in honey bees

Menzel

1993

Apidologie

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Summary — The learning behavior of honey bees has been reviewed. In the context of foraging be havior, bees perform 2 forms of learning, latent (or observatory) and associative learning. Latent learning plays an important role in spatial orientation and learning during dance communication, but the mechanisms of this kind of learning are little understood. In associative learning, stimuli experienced immediately before the reward (usually sucrose solution) are memorized for the guidance of future behavior. Well-established paradigms have been used to characterize operant and classical conditioning. The classical conditioning of olfactory stimuli is a very effective form of learning in bees and has helped to describe the behavioral and physiological basis of memory formation. It is concluded that memory needs time to be established and is processed in sequential phases. The neuronal compartments of the brain involved in the chemosensory pathway appear to participate differently in the sequential memory phases. A model is developed which assigns the strong non-associative components in olfactory conditioning to the antennal lobes, and the associative components to the mushroom bodies and the lateral output region of the protocerebrum. It is speculated that the amnesia-sensitive memory resides in the mushroom bodies and the amnesia-resistant memory in certain structures (eg the lateral protocerebrum) perhaps together with the mushroom bodies. learning / olfactory conditioning / memory / protocerebrum / mushroom bodies / Apis mellifera

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“…Honeybees (Apis mellifera; Bitterman 1988Bitterman , 1996Prete 2006) trained to respond to visual, olfactory, and magnetic stimuli have produced a range of learning phenomena familiar from research with vertebrates. From a comparative perspective, this remarkable generality across insects and mammals can be understood in terms of deep homology, massive convergence, or parallel evolution of learning mechanisms (Papini 2008).…”

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confidence: 99%

Exemplar Learning and Schematization in Language Development

SpringerReference

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Early Maladaptive SchemasSchemas are cognitive knowledge structures that serve to consistently bias our interpretations of events. Some of these schemas are derived early in the developmental process, and some of these early schemas provide maladaptive interpretations of events. In other words, some of these schemas typically lead to distorted preconceptions, invalid assumptions, and unrealistic goals and expectations. DefinitionSchemas are cognitive knowledge structures that affect the ways in which we select, interpret, organize, and evaluate life experiences. Some of these schemas are developed at a young age. It is these "early schemas" that tend to be especially pervasive, rigid, stable, and enduring. Obviously, not all of these early schemas are healthy and constructive; some of them are maladaptive. Young (1999) has asserted that these Early Maladaptive Schemas fall into five clusters: (a) a sense of interpersonal disconnection and rejection, (b) a concern for one's personal autonomy, (c) an impaired ability to stay within realistic personal limits, (d) an inability to consistently express one's personal needs, wants, and desires, and (e) an excessive concern about mistakes, resulting in overvigilance to potential mistakes and inhibitions to spontaneous behaviors. Each of these Early Maladaptive Schema clusters play crucial roles in the selection of incoming psychological information, the interpretation of that information, the guiding of future behavior deriving from that information, and the storage of the resulting psychological knowledge in memory. Theoretical BackgroundFor over a century, psychologists have argued that numerous parental behaviors have wide-ranging and significant influence on the thoughts, behaviors, and emotions of children (Maccoby 2007). While the theories explaining this relationship have shifted historically with the psychological paradigm of the time, the conviction has remained that parenting behaviors influence many aspects of children's internal and external lives. Within this context, Piaget (1954) and Bowlby (1980) were instrumental in the seminal suggestions that internal working models of reality are actively generated by children (even at a relatively young age), and that parental practices often contribute in significant ways to the development of these schemas. These theorists went on to assert that the resulting schemas then serve as an organizational framework for the ways in which children make sense of their myriad experiences (sometimes well into their adult years).One parenting practice that has a particularly strong link to maladaptive outcomes for children and N. Seel (ed.), Encyclopedia of the Sciences of Learning, DOI 10.1007/978-1-4419-1428-6, # Springer Science+Business Media, LLC 2012 adolescents is authoritarian parenting, in which parents attempt to exercise rigid control over their children with little use of reasoning and rare occasions of parent-child rational give-and-take. Authoritarian parenting is predictive of numerous maladaptive develo...

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Vertebrate-Invertebrate Comparisons

Cited by 72 publications

References 57 publications

Matching behavior of honeybees in a multiple-choice situation: The differential effect of environmental stimuli on the choice process

Matching behavior of honeybees in a multiple-choice situation: The differential effect of environmental stimuli on the choice process

Associative learning in honey bees

Exemplar Learning and Schematization in Language Development

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