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PubMed2004

Socially biased learning in monkeys.

We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning.

Adaptation, Psychological↗
PubMed2004

Development, direction, and damage limitation: social learning in domestic fowl.

This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered.

Adaptation, Psychological↗
PubMed1975

A systems approach toward the functional connections of attachment and fear.

Proceeding from J. Bowlby's attachment theory and W.A. Mason's arousal theory, a control model is developed that is capable of accounting for basic processes of mammalian social behavior. In particular, the model simulates the transition from a state of attachment to familiar conspecifics and fear of strangers to a stage of detachment from the familiar and exploration of the stranger. Some of the model's predictions were tested in animal experiments and proved to be in satisfactory correspondence with the behavior actually observed.

Adaptation, Psychological↗
PubMed1996

[Synaptic reorganization in early childhood experience and learning processes: relevance for the development of psychological diseases].

This article presents a neurobiological hypothesis of experience- and learning dependent synaptic reorganization processes in the juvenile brain and their influence on the normal development of intellectual, emotional and social abilities. Based on experimental data we offer the theory that during early learning events (also termed as imprinting) the initially relatively unspecifically organized synaptic network in the higher associative brain areas undergoes an experience- and learning-dependent reorganization. This process involves synaptic sprouting as well as synaptic pruning of redundant synaptic connections and results in a more specific and efficient neuronal network, which provide the basis for learning processes during later life. Sensory or social deprivation during early childhood impairs this synaptic reorganization of the brain and thereby prevents the normal development of intellectual, emotional and social abilities. Under adverse environmental and familial circumstances these deficits may eventually lead to mental disorders such as neuroses. Since early learning and the underlying synaptic reorganization processes are restricted to specific sensitive phases during brain development the resulting mental and social deficits are remarkably stable, which may be one explanation of the resistance of certain mental disorders to psychotherapy. The intention of this provocative hypothesis is to stimulate future research initiatives using an interactive neurobiological and neuropsychological approach to gain more insight into these cellular mechanisms and to develop innovative therapeutical strategies.

Adolescent↗
PubMed1982

[Anxiety, depression and the pathology of emotion (author's transl)].

Each word in the above title, which has been graciously proposed to us, would need a long description defining its semantic contents at all organizational levels: biochemical, physiological, behavioural, psychological, sociological and so on. We have proposed an overview of the subject which is personal and interdisciplinary, but not exhaustive. We have tried to show why "anxiety" is due to "action inhibition". We have outlined the chief biochemical and neurophysiological, mechanisms which result in action inhibition. We have not entered into the nosological details of depression states. Rather, the clinical forms of depression, their common denominator, at all levels, biochemical, neurophysiological, psychological and sociological, is an outcome of the action inhibition system. We have also insisted upon the crucial role of memory and learning processes in depressive states and have added to this the process of imprinting. Finally, we have mentioned the active and retroactive (feed-back) actions of hormones and polypeptides within the brain, as well as the preferential use, in occidental civilisation, of left hemispheric rather than both, right and left interconnected hemispheric activities.

Acetylcholine↗
PubMed1989

Sensitive periods in development: structural characteristics and causal interpretations.

The presence or absence of a particular experience at a particular time in the life cycle may exert an extraordinary and dramatic influence over structure or function well beyond that point in development. Such sensitive periods are thought to be widespread in animal and in human neurobiology and psychology. A comprehensive treatment of the sensitive period needs minimally to include information about its structural characteristics as well as an interpretation of its causes, including why the sensitive period arises in terms of the natural history of the species and how the sensitive period is regulated in terms of physical, physiological, and psychological processes. This article provides a framework for research and theory concerning specific sensitive periods and the sensitive period generally conceived. The framework delimits four sets of parameters, which encompass 14 structural characteristics that define sensitive periods, and two levels of causal interpretation that guide research and theory into sensitive periods however they may be manifested.

Animals↗
PubMed2004

[A new approach to the attachment process and the child functioning].

Following the introduction dealing with the scientific sources which influenced John Bowlby in his elaborating the theory of attachment, the present article relates some of the major advances Bowlby's theory gave rise to and facilitated in fundamental research, clinical practice and the drawing up of new concepts. The main part of the article is devoted to the concept of core-competency. Indeed, this concept permits to take into account in a combined manner individual development, processes of attachment, and behaviour adjustments, from birth throughout infancy. Core-competencies are organisational nuclei that allow every child to associate, combine, cluster and integrate various pieces of information of the surrounding world by making them compatible with his idiosyncrasies, be they innate or acquired as the days go by, be they biological or psychological. Five core-competencies have emerged from studies about mother-child interactions, from experimental research on the interactions between young children and from ethological observations of groups of children under controlled conditions: sustained visual attention, desire for interaction, affiliative behaviour, imitation and the structured organisation of gestures. The theory of attachment, the data of fundamental research, in particular those concerning core-competencies, and clinical observation lead to a new perspective for interpreting child constructions. The rooting of the child in a secure attachment, the non-thwarted genesis of his/her time organisation and of his/her bio-psychological rhythms, the possibilities given to him/her to appropriate space and its various dimensions, allow him/her to settle in affective security. Hence he/she can release his/her emotions and affects and make his/her core-competencies legible and functional. Conditions are then fulfilled for him/her to release his latent cognitive processes, master his/her cognitive acquisitions and structure his/her imagination.

Child Behavior↗
PubMed2005

Ethology and the biological correlates of mood.

The insights of ethology-the science of animal behavior from a biological and psychological point of view-were incorporated in the 1950s by the British developmental psychiatrist, John Bowlby, into his attachment theory, which argued that a secure affective base in infancy was critical to the normal development of perception, cognition, learning, and emotion, in addition to that of physical parameters. The theory was illustrated by Harlow's pioneering experiments with baby monkeys: those raised with a wire-frame "mother" failed to thrive, compared with the more normal development of those deriving comfort contact from a terry-cloth surrogate. Modern neuroscience techniques have confirmed that the absence of sensory stimulation during periods of maximal synaptic expansion provides the substrate for a subsequent mood disorder. Ethology offers a novel "nature plus nurture" approach to the development of abnormal mood, as well as a target for treatment.

Affect↗
PubMed2004

A critical review of the "enculturation hypothesis": the effects of human rearing on great ape social cognition.

Numerous investigators have argued that early ontogenetic immersion in sociocultural environments facilitates cognitive developmental change in human-reared great apes more characteristic of Homo sapiens than of their own species. Such revamping of core, species-typical psychological systems might be manifest, according to this argument, in the emergence of mental representational competencies, a set of social cognitive skills theoretically consigned to humans alone. Human-reared great apes' capacity to engage in "true imitation," in which both the means and ends of demonstrated actions are reproduced with fairly high rates of fidelity, and laboratory great apes' failure to do so, has frequently been interpreted as reflecting an emergent understanding of intentionality in the former. Although this epigenetic model of the effects of enculturation on social cognitive systems may be well-founded and theoretically justified in the biological literature, alternative models stressing behavioral as opposed to representational change have been largely overlooked. Here I review some of the controversy surrounding enculturation in great apes, and present an alternative nonmentalistic version of the enculturation hypothesis that can also account for enhanced imitative performance on object-oriented problem-solving tasks in human-reared animals.

Animals↗
PubMed1997

Structure and function of the human chromosome 15 imprinting center.

The Prader-Willi syndrome (PWS) and the Angelman syndrome (AS) are distinct neurogenetic disorders that are caused by a deficiency of paternal (PWS) or maternal (AS) contributions to chromosome 15. The affected genes are located in an imprinted chromosomal domain of 2 Mb, which is controlled by an imprinting center (IC). The IC has been mapped to a 100-kb region including the SNRPN gene and appears to have a bipartite structure. Mutations of the proximal part of the IC block the paternal-->maternal imprint switch during female gametogenesis, whereas mutations of the distal part of the IC block the maternal-->paternal imprint switch during, male gametogenesis. Imprinting involves differential DNA methylation, which appears to be instrumental in the regulation of gene activity and can be used for diagnostic purposes.

Angelman Syndrome↗
PubMed2000

Sensitive period for sensorimotor integration during vocal motor learning.

Sensory experience during sensitive periods in development may direct the organization of neural substrates, thereby permanently influencing subsequent adult behavior. We report a sensitive period during the imitative motor learning phase of sensorimotor integration in birdsong development. By temporarily and reversibly blocking efference to the vocal muscles, we disrupted vocal motor practice during selected stages of song development. Motor disruption during prolonged periods early in development, which allows recovery of vocal control prior to the onset of adult song, has no effect on adult song production. However, song disruption late in development, during the emergence of adult song, results in permanent motor defects in adult song production. These results reveal a decreased ability to compensate for interference with motor function when disturbances occur during the terminal stage of vocal motor development. Temporary disruption of syringeal motor control in adults does not produce permanent changes in song production. Permanent vocal aberrations in juveniles are evident exclusively in learned song elements rather than nonlearned calls, suggesting that the sensitive period is associated with motor learning.

Acoustic Stimulation↗