Cause and Function in the Development of Behavior Systems

Hogan, Jerry A.

doi:10.1007/978-1-4684-5421-5_3

Cited by 64 publications

(83 citation statements)

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“…The work of Fanselow and his associates (Fanselow, 1991(Fanselow, , 1994Fanselow & Lester, 1988) shows the advantages of establishing relations between the behavioral expression of a defensive system in rats and its neurophysiological underpinnings. The work of Hogan (1989Hogan ( , 1994 has shown how a behavior systems approach can help us to understand the process of development of pecking for food in chicks or dustbathing in jungle fowl.…”

Section: The Study Of Learning Begins With the Study Of Behaviormentioning

confidence: 99%

“…Ethologists, such as Kruijt (1964), and psychologists such as Bolles and Woods (1964) and Gottlieb (1976) have documented the emergence of explicit sensory and motor organization during development. Hogan (1984Hogan ( , 1989 has gone further in studying the role of learning in the development of deprivationrelated pecking in young chicks (see Hogan, 1994, Figure 6). Apparently, pecking is unrelated to deprivation until the chick has eaten its first meal.…”

Section: Feeding System Modules In Conditioningmentioning

confidence: 99%

“…The basic premise of the behavior systems approach is that the determinants ofbehavior have been organized by evolutionary selection pressure, development, and learning into functional systems, such as feeding, mating, parenting, and defense (Baerends, 1976(Baerends, , 1988Fanselow, 1991;Fanselow & Lester, 1988;Hogan, 1989;Scott, 1958;Timberlake, 1983aTimberlake, , 1983bTimberlake & Lucas, 1989;Tinbergen, 1951). The mechanisms and processes of a behavior system produce stimulus filtering and integration, timing and memory functions, motor components and programs, motivational states and hierarchies, and their neurophysiological substrates (Domjan, 1994;Fanselow, 1994;Hogan, 1994;Timberlake, 1993b;Timberlake & Lucas, 1989).…”

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Behavior systems, associationism, and Pavlovian conditioning

1994

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Associative and behavior systems accounts of Pavlovian conditioning have different emphases. The traditional associative account has focused on the role of the unconditional stimulus (US) in strengthening stimulus associations according to a set of general laws. The behavior systems account has focused on the relation of conditional responding to the preorganized perceptual, motor, and motivational organization engaged by the US. Knowledge of a behavior system enables successful prediction of the form and ease of conditioning as a function of the type of conditional stimulus (CS), US, and the CS-US relation. At the same time, Pavlovian manipulations act as a window on how a behavior system works. Both associative and behavior systems accounts can be criticized as incomplete and idiosyncratic. A comprehensive account of Pavlovian conditioning could profit from their integration. 405Laboratory-associationist and adaptive-evolutionary accounts of Pavlovian conditioning differ markedly in their focus. The former has emphasized the association between the conditional stimulus (CS) and the unconditional stimulus (US), and the role of the US in strengthening it (e.g., Hearst, 1988;Kimble, 1961;Mackintosh, 1974;Pavlov, 1927). Conditioning procedures have been refined and standardized to isolate the study of associations from the influence of instincts, nonassociative changes, and response-contingent reward (Hilgard & Marquis, 1940;Kimble, 1961). More recent models have expanded the types ofassociation and the role ofcontext, multiple CSs, the CS-US contingency, and stimulus representations in determining behavior (e.g., Miller & Matzel, 1988;Rescorla & Holland, 1982). However, the focus has remained on associations among stimuli and the simple causal role of the US. Within this approach, behavior has been treated primarily as an index of the strength of associations.In contrast, adaptive-evolutionary accounts of Pavlovian conditioning have emphasized behavior, especially the relation of the conditional response to the form and orientation of naturally occurring functional behavior and relevant underlying structure and processes (e.g., Davey, 1989;Fanselow & Lester, 1988;Gardner & Gardner, 1988;Holland, 1984;Hollis, 1982Hollis, , 1990Konorski, 1967;Rozin & Schull, 1988;Timberlake, 1983b;Timberlake & Lucas, 1989; Timberlake & Silva, in press). In this approach, establishing the perceptual-motor organiCompletion of this manuscript was facilitated by NIMH Grant 37892 and NSF Grant IBN 91 21647. The manuscript is based on a symposium presentation at the meetings of the American Psychological Association, Toronto, 1993. I am indebted to Cynthia Langley, Fran Silva, and Kathleen Silva for their comments. Please address correspondence to W. Timberlake, Department of Psychology, Indiana University, Bloomington, zation and motivational processes underlying behavior is a critical step in understanding conditioning. Presentation of the US is viewed as engaging and constraining preorganized mechanisms underlying behavior, rather tha...

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Section: The Study Of Learning Begins With the Study Of Behaviormentioning

confidence: 99%

Section: Feeding System Modules In Conditioningmentioning

confidence: 99%

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Behavior systems, associationism, and Pavlovian conditioning

1994

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“…A possible consequence of the influence of motivational factors on the display development is that functional experience with incomplete forms of display is not important for the development of the complete form. It is possible that the species-specific complete form is already present in the bird at an early stage of ontogeny, pre-functionally (HOGAN, 1987), as seems to bc the case for more simple motor patterns.…”

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confidence: 99%

On the Ontogeny of Display Behaviour in the Black-Headed Gull: I. the Gradual Emergence of the Adult Forms

Groothuis

1989

Behav

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The central question in this paper concerns the mechanism by which displays develop their species-specific sterotyped form. To this end the ontogeny of display behaviour in the black-headed gull was studied in birds kept and raised in aviaries. First it was analyzed whether the complete adult form of the display is present early in the chick, or whether it develops gradually over a longer period. Second, to answer the question whether experience with incomplete forms of display is necessary to develop the complete form, the normal display development was manipulated. The descriptive part of the results deals with a detailed quantitative description of the form development in 3 agonistic displays: choking, oblique and forward, and with the development of the begging display. Data are presented concerning: ontogenetic changes in frequency of several form elements of postures and vocalizations, changes in their combinations, changes in duration of displays and changes in the context and sequences of displays. The development of these displays is summarized in Fig. 2. Choking develops from crouching via incomplete forms of choking. First a choking-like vocalization develops in which the notes are more and more placed in a stereotyped rhythm. This call is performed by young chicks first during crouching, but later almost exclusively during choking-like postures in which the bill points downwards. During ontogeny, these bill-down postures are increasingly performed with extended carpal joints, with a tilted body, with head movements, and while standing and not hiding, in this order. From the age of two weeks on, the young regularly extend the neck upwards while choking. These postures are increasingly performed with a particular modification of the choking-like vocalization, which gradually develops to the adult long-call, typical for the adult oblique display. Two independent sound sources in the vocal apparatus of the gull seem to be involved in the development of the long-call. Early oblique-like postures are often performed with the bill held down, as in choking. Older young perform oblique-like postures more often with bill positions typical for adults, but with the neck held vertically. Young older than 10 weeks often perform normal adult oblique postures. By this time the duration of the postures has increased considerably. The sequence of the oblique with the forward, which is typical for adults, is also regularly seen from this time onwards. Begging consists of a rapid up-and-down movement of the head; during every downward movement a specific call is uttered. In very young chicks, this display is hardly distinguishable from the alert posture. During ontogeny, the duration of the pumping bouts increases, while the form changes. This change in form is due to the fact that the incomplete form of the forward becomes integrated in the begging display, while this posture also changes in form. This integration of the alert and the incomplete form of the forward is reflected by the fact that in the begging display both the call typical for the alert posture, and the call typical for the incomplete forward posture, is given. The forward develops by a gradual lowering of the head and a more pronounced extension of the neck, while the carpal joints are increasingly raised. Adult gulls often perform the posture with an upward pointed bill and a bent in the neck. In accord with data from the literature it was found that under special conditions the young chick is capable of performing adult display. As a rule, however, before the tenth week of age, young gulls show incomplete forms of display. All species-specific adult displays, postures as well as vocalizations, develop gradually towards a more complete and pronounced form. This process takes place by addition of new form elements to already existing combinations, and by changes in the form of some elements. A display can also be built upon elements of another display. Nevertheless, the development of the form of the displays cannot be attributed to an increasing amount of coordination of the different elements; only the expression of the complete pattern increases with age. For the occurrence of one form element of an adult display in the precursor display of the chick is positively correlated with the occurrence of other such elements in that incomplete display. This already is the case early in ontogeny, before the complete form is regularly performed. The adult displays are not completely fixed in their form, and the variability in some displays of adults is of the same order as in the chick. The second part of this paper deals with an experiment in which the normal course of the development of display behaviour was manipulated. Since the displays seem to develop during social interactions with parents (the begging display) or with intruders on the territory (the agonistic displays), young birds are raised in small groups with conspecifics of the same age. Agonistic- and begging interactions in these groups are rare an the development of display behaviour, both in frequency and in form, is retarded. Based on the frequency of overt aggression and on the plumage of the birds, it is likely that in these birds also the development of agonistic behaviour and the testosterone production is retarded. At the age of 15 weeks, these birds are confronted with unknown conspecifics. Although the frequency of the displays increases during the test, the form of the postures still appears to be incomplete; the birds do not seem to be able to perform complete display postures at an age at which normally raised birds perform complete display very often. Based on the data of both the descriptive study as well as the experiment, possible mechanisms for the development of display behaviour arc discussed. The main items are: "imitation"; "matching" on the basis of feedback of the performed display via reactions of conspecifics or proprioceptive information and development of motivational factors including testosterone. This discussion lays the basis for a series of experiments which will be reported separately.

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“…I will use the dustbathing and feeding systems of the fowl as my primary examples, but will also briefly discuss the aggressive and sexual systems. These systems are considered to be typical of behavior systems in other species (see Hogan, 1988). Finally, I will discuss whether it is possible to extract some general principles from the data.…”

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Structure and development of behavior systems

Hogan

1994

Psychon Bull Rev

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Behavior systems are particular organizations of cognitive structures that are called behavior mechanisms: perceptual, central, and motor. Thus, behavior systems are defined here in structural terms and not in terms of their functional characteristics. In young animals, behavior mechanisms often develop independently of functional experience, though specific types of experience are usually necessary for integrated systems to develop. These concepts are illustrated here by the dustbathing, feeding, aggressive, and sexual systems of the fowl, which are considered to be typical of behavior systems in other species. Aspects of neural development are examined and found to facilitate our understanding of a wide range of developmental phenomena, such as critical periods and irreversibility. Finally, various examples of classical conditioning and instrumental learning are analyzed in terms of the type of structures involved, and they are related to general developmental processes.The postulation of behavior systems is one attempt to reduce the complexity of naturally occurring behavior. In this paper, I will first define what I mean by a behavior system, and then provide some examples of how such systems develop.

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Cause and Function in the Development of Behavior Systems

Cited by 64 publications

References 80 publications

Behavior systems, associationism, and Pavlovian conditioning

Behavior systems, associationism, and Pavlovian conditioning

On the Ontogeny of Display Behaviour in the Black-Headed Gull: I. the Gradual Emergence of the Adult Forms

Structure and development of behavior systems

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