The Internal Life of Non-Human Animals: Biological Perspectives

1. The Internal Life of Non-Human Animals: Biological Perspectives

4. How can we know what another animal is experiencing?

5. ANTHROPOMORPHISM Attributing human characteristics to animals or objects

6. TYPES OF ANTHROPOMORPHISM ANTHROPOCENTRIC How would I feel if I had a neck eight feet long?

7. TYPES OF ANTHROPOMORPHISM ANIMALCENTRIC What is it like to be a giraffe?

8. TYPES OF ANTHROPOMORPHISM ANTHROPODENIAL Believing in human/animal dualism

9. Cognition and Psychological Complexity

10. COGNITION DEFINED The mental process of knowing, including such aspects as: ~ awareness ~ perception ~ reasoning ~ judgment

11. THINKING 1) The formation of an abstract mental representation of an event or object external to the self and not physically present.

12. THINKING 1) The formation of an abstract mental representation of an event or object external to the self and not physically present. 2) The ability to manipulate those representations to solve a problem.

13. EVIDENCE OF “THINKING” IN NON-HUMAN ANIMALS

14. COMPARATIVE NERVOUS SYSTEMS Structure, organization and neuro- physiological similar in many species.

15. COMPARATIVE NERVOUS SYSTEMS Much of the structure, organization and neuro- physiological similar in many species.

16. COMPARATIVE NERVOUS SYSTEMS Structure, organization and neuro- physiological similar in many species. No physical evidence that suggests that some animals can not form abstractions.

17. COMPARATIVE NERVOUS SYSTEMS Structure, organization and neuro- physiological similar in many species. No physical evidence that suggests that some animals can not form abstractions. However, the primary area of integration in the human brain (cerebral cortex) is substantially reduced in non-human animals.

19. LEARNING STUDIES AS A WINDOW ON PSYCHOLOGICAL COMPLEXITY

20. TYPES OF LEARNING

21. ASSOCIATIVE LEARNING Often called “simple learning.” Association of 2 previously unrelated events/objects.

22. Two types of associative learning: CLASSICAL CONDITIONING Myers 2004 (1849-1936)

23. CLASSICAL CONDITIONING One event predicts another

24. CLASSICAL CONDITIONING One event predicts another Pavlov’s dogs: Meat elicits drooling Tone always comes before meat Tone elicits drooling

25. OPERANT CONDITIONING One action results in another. Animal learns to OPERATE on his or her environment.

26. REINFORCEMENTPUNISHMENT POS Add something Add something Beh more frequent Beh less frequent NEG Remove something Remove something Beh more frequent Beh less frequent

27. ASK DOG TO SIT REINFORCEMENTPUNISHMENT POS Treat if Sits Jerk Leash if doesn’t NEG Pull on leash Show treat, withdraw until sits if doesn’t sit

28. TRANSFER OF LEARNING More complex than simple associational learning

29. TRANSFER OF LEARNING Boal and Octopus (1991) Correct choice = odd item

30. Successful for new combinations IF familiar objects Unsuccessful if objects unfamiliar EVIDENCE OF CONCEPT OF ODDITY OR NOT?

31. LEARNING RELATIONSHIPS

32. LEARNING RELATIONSHIPS Chimps can learn to select the LIGHTER of two grey cards

33. LEARNING RELATIONSHIPS Pigeons can learn to peck colored cards in a SEQUENCE, regardless of their relative positions.

34. LEARNING RELATIONSHIPS Chimps appear to understand the concept of a NUMERICAL MIDDLE, no matter how arranged.

35. RERENTIAL COMMUNICATION STUDIES Fouts taught chimpanzee Ally 70 ASL signs Next taught Ally ‘synonyms’ Ω = † † = ®

36. Experiment 1: Could Ally learn that given, Ω  = † † = ® then Ω  = ®

37. Experiment 2: Savage-Rumbaugh at Yerkes Taught Yerkish to chimpanzees Sherman, Austin and Lana ∞ = apple à = give (me)

38. Box of tools Key- board Sherman Austin

39. Experiment 3: Inedibles Stick = á Key = O $ = ≤ ALL TOOLS = ‰

40. Experiment 3: Edibles Beancake = ¥ orange = Œ bread = ¶ FOOD =fi

41. CONCEPT OF NUMBER: Hauser compared young children and rhesus macaques:

44. Counting is complex, includes an understanding of ORDINALITY Quantities are related - each number has a meaningful relationship to every other number.

45. PROPERTY INDIFFERENCE 3 3

46. CARDINALITY The LAST number is the TOTAL number. (understood by children at 3.5 - 4 yrs) 1 2 3 “How many hearts?”

47. Davis and rat numerical ability study (1982): 1 2 3 4 5 6 *

48. *