A field model of learning: 2. Long-term memory in the crab Chasmagnathus granulatus
In the previous companion paper, the possibility of learning by Chasmagnathus in field conditions was demonstrated. Here, we study long-term memory inquiring to what extent an internal representation could be maintained in a complex environment. Two 45-min training sessions, each of 15 visual danger...
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2009
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| Acceso en línea: | https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_03407594_v196_n1_p77_delValleFathala http://hdl.handle.net/20.500.12110/paper_03407594_v196_n1_p77_delValleFathala |
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paper:paper_03407594_v196_n1_p77_delValleFathala |
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paper:paper_03407594_v196_n1_p77_delValleFathala2023-06-08T15:34:25Z A field model of learning: 2. Long-term memory in the crab Chasmagnathus granulatus Chasmagnathus Crab Field Group identification Long-term memory animal animal behavior animal model article Brachyura conditioning ecosystem ethology exploratory behavior learning methodology microclimate neuropsychological test photostimulation physiology reaction time short term memory species difference teaching time Animals Behavior, Animal Brachyura Conditioning (Psychology) Ecosystem Environment, Controlled Ethology Exploratory Behavior Learning Memory, Short-Term Models, Animal Neuropsychological Tests Photic Stimulation Reaction Time Species Specificity Teaching Time Factors In the previous companion paper, the possibility of learning by Chasmagnathus in field conditions was demonstrated. Here, we study long-term memory inquiring to what extent an internal representation could be maintained in a complex environment. Two 45-min training sessions, each of 15 visual danger stimulus presentations with 3-min intertrials, were given at a 24-h interval. Throughout the first training session and during the first 22.5 min of re-training on day 2, crabs kept the same hiding response level but then, during the second phase of re-training, the re-emerging increased up to the point that 32% of surface crabs ignored the stimulus. Each session was followed by a 22.5-min testing without stimulation. At testing on day 2 after re-training, crabs showed a change in the usual exploring strategy. Results reveal long persistency in responding despite a rest interval of 24 h followed by a gradual decrease in response until it vanishes. The statistical analysis was performed by comparing performances at day 2 (Rescorla in Am Psychol 43:151-160, 1988) and then confirmed through comparisons between day 1 and day 2. However, it is not possible to identify separate and taxonomically well-defined learnings but rather a tangled collection of processes that influence each other blurring some of the diagnostic features of each learning. © Springer-Verlag 2009. 2009 https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_03407594_v196_n1_p77_delValleFathala http://hdl.handle.net/20.500.12110/paper_03407594_v196_n1_p77_delValleFathala |
| institution |
Universidad de Buenos Aires |
| institution_str |
I-28 |
| repository_str |
R-134 |
| collection |
Biblioteca Digital - Facultad de Ciencias Exactas y Naturales (UBA) |
| topic |
Chasmagnathus Crab Field Group identification Long-term memory animal animal behavior animal model article Brachyura conditioning ecosystem ethology exploratory behavior learning methodology microclimate neuropsychological test photostimulation physiology reaction time short term memory species difference teaching time Animals Behavior, Animal Brachyura Conditioning (Psychology) Ecosystem Environment, Controlled Ethology Exploratory Behavior Learning Memory, Short-Term Models, Animal Neuropsychological Tests Photic Stimulation Reaction Time Species Specificity Teaching Time Factors |
| spellingShingle |
Chasmagnathus Crab Field Group identification Long-term memory animal animal behavior animal model article Brachyura conditioning ecosystem ethology exploratory behavior learning methodology microclimate neuropsychological test photostimulation physiology reaction time short term memory species difference teaching time Animals Behavior, Animal Brachyura Conditioning (Psychology) Ecosystem Environment, Controlled Ethology Exploratory Behavior Learning Memory, Short-Term Models, Animal Neuropsychological Tests Photic Stimulation Reaction Time Species Specificity Teaching Time Factors A field model of learning: 2. Long-term memory in the crab Chasmagnathus granulatus |
| topic_facet |
Chasmagnathus Crab Field Group identification Long-term memory animal animal behavior animal model article Brachyura conditioning ecosystem ethology exploratory behavior learning methodology microclimate neuropsychological test photostimulation physiology reaction time short term memory species difference teaching time Animals Behavior, Animal Brachyura Conditioning (Psychology) Ecosystem Environment, Controlled Ethology Exploratory Behavior Learning Memory, Short-Term Models, Animal Neuropsychological Tests Photic Stimulation Reaction Time Species Specificity Teaching Time Factors |
| description |
In the previous companion paper, the possibility of learning by Chasmagnathus in field conditions was demonstrated. Here, we study long-term memory inquiring to what extent an internal representation could be maintained in a complex environment. Two 45-min training sessions, each of 15 visual danger stimulus presentations with 3-min intertrials, were given at a 24-h interval. Throughout the first training session and during the first 22.5 min of re-training on day 2, crabs kept the same hiding response level but then, during the second phase of re-training, the re-emerging increased up to the point that 32% of surface crabs ignored the stimulus. Each session was followed by a 22.5-min testing without stimulation. At testing on day 2 after re-training, crabs showed a change in the usual exploring strategy. Results reveal long persistency in responding despite a rest interval of 24 h followed by a gradual decrease in response until it vanishes. The statistical analysis was performed by comparing performances at day 2 (Rescorla in Am Psychol 43:151-160, 1988) and then confirmed through comparisons between day 1 and day 2. However, it is not possible to identify separate and taxonomically well-defined learnings but rather a tangled collection of processes that influence each other blurring some of the diagnostic features of each learning. © Springer-Verlag 2009. |
| title |
A field model of learning: 2. Long-term memory in the crab Chasmagnathus granulatus |
| title_short |
A field model of learning: 2. Long-term memory in the crab Chasmagnathus granulatus |
| title_full |
A field model of learning: 2. Long-term memory in the crab Chasmagnathus granulatus |
| title_fullStr |
A field model of learning: 2. Long-term memory in the crab Chasmagnathus granulatus |
| title_full_unstemmed |
A field model of learning: 2. Long-term memory in the crab Chasmagnathus granulatus |
| title_sort |
field model of learning: 2. long-term memory in the crab chasmagnathus granulatus |
| publishDate |
2009 |
| url |
https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_03407594_v196_n1_p77_delValleFathala http://hdl.handle.net/20.500.12110/paper_03407594_v196_n1_p77_delValleFathala |
| _version_ |
1768543947782619136 |