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By Erin Garcia de Jesús Bruce the kea is missing his upper beak, giving the olive green parrot a look of perpetual surprise. But scientists are the astonished ones. The typical kea (Nestor notabilis) sports a long, sharp beak, perfect for digging insects out of rotten logs or ripping roots from the ground in New Zealand’s alpine forests. Bruce has been missing the upper part of his beak since at least 2012, when he was rescued as a fledgling and sent to live at the Willowbank Wildlife Reserve in Christchurch. The defect prevents Bruce from foraging on his own. Keeping his feathers clean should also be an impossible task. In 2021, when comparative psychologist Amalia Bastos arrived at the reserve with colleagues to study keas, the zookeepers reported something odd: Bruce had seemingly figured out how to use small stones to preen. “We were like, ‘Well that’s weird,’ ” says Bastos, of Johns Hopkins University. Over nine days, the team kept a close eye on Bruce, quickly taking videos if he started cleaning his feathers. Bruce, it turned out, had indeed invented his own work-around to preen, the researchers reported in 2021 in Scientific Reports. First, Bruce selects the proper tool, rolling pebbles around in his mouth with his tongue and spitting out candidates until he finds one that he likes, usually something pointy. Next, he holds the pebble between his tongue and lower beak. Then, he picks through his feathers. “It’s crazy because the behavior was not there from the wild,” Bastos says. When Bruce arrived at Willowbank, he was too young to have learned how to preen. And no other bird in the aviary uses pebbles in this way. “It seems like he just innovated this tool use for himself,” she says. © Society for Science & the Public 2000–2024.

Related chapters from BN: Chapter 18: Attention and Higher Cognition; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 14: Attention and Higher Cognition
Link ID: 29117 - Posted: 01.27.2024

By Kenna Hughes-Castleberry Crows, ravens and other birds in the Corvidae family have a head for numbers. Not only can they make quantity estimations (as can many other animal species), but they can learn to associate number values with abstract symbols, such as “3.” The biological basis of this latter talent stems from specific number-associated neurons in a brain region called the nidopallium caudolaterale (NCL), a new study shows. The region also supports long-term memory, goal-oriented thinking and number processing. Discovery of the specialized neurons in the NCL “helps us understand the origins of our counting and math capabilities,” says study investigator Andreas Nieder, professor of animal physiology at the University of Tübingen. Until now, number-associated neurons — cells that fire especially frequently in response to an animal seeing a specific number — had been found only in the prefrontal cortex of primates, which shared a common ancestor with corvids some 300 million years ago. The new findings imply that the ability to form number-sign associations evolved independently and convergently in the two lineages. “Studying whether animals have similar concepts or represent numerosity in ways that are similar to what humans do helps us establish when in our evolutionary history these abilities may have emerged and whether these abilities emerge only in species with particular ecologies or social structures,” says Jennifer Vonk, professor of psychology at Oakland University, who was not involved in the new study. Corvids are considered especially intelligent birds, with previous studies showing that they can create and use tools, and may even experience self-recognition. Nieder has studied corvids’ and other animals’ “number sense,” or the ability to understand numerical values, for more than a decade. His previous work revealed specialized neurons in the NCL that recognize and respond to different quantities of items — including the number zero. But he tested the neurons only with simple pictures and signs that have inherent meaning for the crows, such as size. © 2023 Simons Foundation.

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 18: Attention and Higher Cognition
Related chapters from MM:Chapter 14: Attention and Higher Cognition
Link ID: 29111 - Posted: 01.23.2024

By Darren Incorvaia By now, it’s no secret that the phrase “bird brain” should be a compliment, not an insult. Some of our feathered friends are capable of complex cognitive tasks, including tool use (SN: 2/10/23). Among the brainiest feats that birds are capable of is vocal learning, or the ability to learn to mimic sounds and use them to communicate. In birds, this leads to beautiful calls and songs; in humans, it leads to language. The best avian vocal learners, such as crows and parrots, also tend to be considered the most intelligent birds. So it’s natural to think that the two traits could be linked. But studies with smart birds have found conflicting evidence. Although vocal learning may be linked with greater cognitive capacity in some species, the opposite relationship seems to hold true in others. Now, a massive analysis of 214 birds from 23 species shows that there is indeed a link between vocal learning and at least one advanced cognitive ability — problem-solving. The study, described in the Sept. 15 Science, is the first to analyze multiple bird species instead of just one. More than 200 birds from 23 species were given different cognitive tests to gauge their intelligence. One of the problem-solving tasks asked birds to pull a cork lid off a glass flask to access a tasty treat (bottom left). Comparing these tests with birds’ ability to learn songs and calls showed that the better vocal learners are also better at problem-solving. To compare species, biologist Jean-Nicolas Audet of the Rockefeller University in New York City and colleagues had to devise a way to assess all the birds’ vocal learning and cognitive abilities. © Society for Science & the Public 2000–2023.

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 19: Language and Lateralization
Related chapters from MM:Chapter 15: Language and Lateralization
Link ID: 28912 - Posted: 09.16.2023

By Oliver Whang What is the relationship between mind and body? Maybe the mind is like a video game controller, moving the body around the world, taking it on joy rides. Or maybe the body manipulates the mind with hunger, sleepiness and anxiety, something like a river steering a canoe. Is the mind like electromagnetic waves, flickering in and out of our light-bulb bodies? Or is the mind a car on the road? A ghost in the machine? Maybe no metaphor will ever quite fit because there is no distinction between mind and body: There is just experience, or some kind of physical process, a gestalt. These questions, agonized over by philosophers for centuries, are gaining new urgency as sophisticated machines with artificial intelligence begin to infiltrate society. Chatbots like OpenAI’s GPT-4 and Google’s Bard have minds, in some sense: Trained on vast troves of human language, they have learned how to generate novel combinations of text, images and even videos. When primed in the right way, they can express desires, beliefs, hopes, intentions, love. They can speak of introspection and doubt, self-confidence and regret. But some A.I. researchers say that the technology won’t reach true intelligence, or true understanding of the world, until it is paired with a body that can perceive, react to and feel around its environment. For them, talk of disembodied intelligent minds is misguided — even dangerous. A.I. that is unable to explore the world and learn its limits, in the ways that children figure out what they can and can’t do, could make life-threatening mistakes and pursue its goals at the risk of human welfare. “The body, in a very simple way, is the foundation for intelligent and cautious action,” said Joshua Bongard, a roboticist at the University of Vermont. “As far as I can see, this is the only path to safe A.I.” At a lab in Pasadena, Calif., a small team of engineers has spent the past few years developing one of the first pairings of a large language model with a body: a turquoise robot named Moxie. About the size of a toddler, Moxie has a teardrop-shaped head, soft hands and alacritous green eyes. Inside its hard plastic body is a computer processor that runs the same kind of software as ChatGPT and GPT-4. Moxie’s makers, part of a start-up called Embodied, describe the device as “the world’s first A.I. robot friend.” © 2023 The New York Times Company

Related chapters from BN: Chapter 17: Learning and Memory; Chapter 11: Motor Control and Plasticity
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 5: The Sensorimotor System
Link ID: 28735 - Posted: 04.12.2023

By Deborah Blum Back in the year 2000, sitting in his small home office in California’s Mill Valley, surrounded by stacks of spreadsheets, Jay Rosner hit one of those dizzying moments of dismay. An attorney and the executive director of The Princeton Review Foundation, the philanthropic arm of the private test-preparation and tutoring company, The Princeton Review, Rosner was scheduled to give testimony in a highly charged affirmative action lawsuit against the University of Michigan. He knew the case, Grutter v. Bollinger, was eventually headed to the U.S. Supreme Court, but as he reviewed the paperwork, he discovered a daunting gap in his argument.  Rosner had been asked to explore potential racial and cultural biases baked into standardized testing. He believed such biases, which critics had been surfacing for years prior, were real, but in that moment, he felt himself coming up short. “I suddenly realized that I would be deposed on this issue,” he recalled, “and I had no data to support my hypothesis, only deductive reasoning.”   The punch of that realization still resonates. Rosner is the kind of guy who really likes data to stand behind his points, and he recalls an anxiety-infused hunt for some solid facts. Rosner was testifying about an entrance exam for law school, the LSAT, for which he could find no particulars. But he knew that a colleague had data on how students of different racial backgrounds answered specific questions on another powerful standardized test, the SAT, long used to help decide undergraduate admission to colleges — given in New York state. He decided he could use that information to make a case by analogy. The two scholars agreed to crunch some numbers.  Based on past history of test results, he knew that White students would overall have higher scores than Black students. Still, Rosner expected Black students to perform better on some questions. To his shock, he found no trace of such balance. The results were “incredibly uniform,” he said, skewing almost entirely in favor of White students. “Every single question except one in the New York state data on four SATs favored Whites over Blacks,” Rosner recalled.

Related chapters from BN: Chapter 17: Learning and Memory; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning; Chapter 13: Memory and Learning
Link ID: 28611 - Posted: 12.24.2022

By Nicholas Bakalar Many animals are known to use tools, but a bird named Bruce may be one of the most ingenious nonhuman tool inventors of all: He is a disabled parrot who has designed and uses his own prosthetic beak. Bruce is a kea, a species of parrot found only in New Zealand. He is about 9 years old, and when wildlife researchers found him as a baby, he was missing his upper beak, probably because it had been caught in a trap made for rats and other invasive mammals the country was trying to eliminate. This is a severe disability, as kea use their dramatically long and curved upper beaks for preening their feathers to get rid of parasites and to remove dirt and grime. But Bruce found a solution: He has taught himself to pick up pebbles of just the right size, hold them between his tongue and his lower beak, and comb through his plumage with the tip of the stone. Other animals use tools, but Bruce’s invention of his own prosthetic is unique. Researchers published their findings Friday in the journal Scientific Reports. Studies of animal behavior are tricky — the researchers have to make careful, objective observations and always be wary of bias caused by anthropomorphizing, or erroneously attributing human characteristics to animals. “The main criticism we received before publication was, ‘Well, this activity with the pebbles may have been just accidental — you saw him when coincidentally he had a pebble in his mouth,’” said Amalia P.M. Bastos, an animal cognition researcher at the University of Auckland and the study’s lead author. “But no. This was repeated many times. He drops the pebble, he goes and picks it up. He wants that pebble. If he’s not preening, he doesn’t pick up a pebble for anything else.” Dorothy M. Fragaszy, an emerita professor of psychology at the University of Georgia who has published widely on animal behavior but was unacquainted with Bruce’s exploits, praised the study as a model of how to study tool use in animals. © 2021 The New York Times Company

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 27984 - Posted: 09.11.2021

Jordana Cepelewicz An understanding of numbers is often viewed as a distinctly human faculty — a hallmark of our intelligence that, along with language, sets us apart from all other animals. But that couldn’t be further from the truth. Honeybees count landmarks when navigating toward sources of nectar. Lionesses tally the number of roars they hear from an intruding pride before deciding whether to attack or retreat. Some ants keep track of their steps; some spiders keep track of how many prey are caught in their web. One species of frog bases its entire mating ritual on number: If a male calls out — a whining pew followed by a brief pulsing note called a chuck — his rival responds by placing two chucks at the end of his own call. The first frog then responds with three, the other with four, and so on up to around six, when they run out of breath. Practically every animal that scientists have studied — insects and cephalopods, amphibians and reptiles, birds and mammals — can distinguish between different numbers of objects in a set or sounds in a sequence. They don’t just have a sense of “greater than” or “less than,” but an approximate sense of quantity: that two is distinct from three, that 15 is distinct from 20. This mental representation of set size, called numerosity, seems to be “a general ability,” and an ancient one, said Giorgio Vallortigara, a neuroscientist at the University of Trento in Italy. Now, researchers are uncovering increasingly more complex numerical abilities in their animal subjects. Many species have displayed a capacity for abstraction that extends to performing simple arithmetic, while a select few have even demonstrated a grasp of the quantitative concept of “zero” — an idea so paradoxical that very young children sometimes struggle with it. All Rights Reserved © 2021

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 27944 - Posted: 08.11.2021

By Rachel Love Nuwer The renowned biologist E.O. Wilson once quipped, “When you have seen one bird, you have not seen them all.” The diversity of the world’s 10,000-plus bird species is truly staggering, ranging from 2.5-inch-long hummingbirds that weigh as little as a dime, to 9-foot ostriches that can kick hard enough to kill a human. For decades, though, scientists generally thought of birds as conforming to a single set of rules: Females are drab and silent, while males are flashy and boisterous. Pairs are monogamous, and in the rare event of philandering, the male always initiates. Above all, this thinking posited that all birds are automatons, with pint-sized brains that constrain intelligence. Like many presumptions humans make about nature and other species, the truth turns out to be much more complex and fascinating than we ever imagined, according to science journalist Jennifer Ackerman in “The Bird Way: A New Look at How Birds Talk, Work, Play, Parent, and Think.” A new wave of research is not only dispelling old assumptions and showing that birds do not conform to sweeping generalizations, but also revealing that they are capable of nuanced, highly intelligent behaviors that we once believed to be uniquely human (or at least belonging solely to a few fellow mammals). Ackerman walks readers through the most extreme, surprising, and thought-provoking examples of recently uncovered bird behavior. She draws on hundreds of scientific studies and dozens of interviews and field visits with leading ornithologists to lay out the new revelations, from findings that choughs kidnap and enslave young from other groups (the only record of this disturbing act outside of humans and ants), to the discovery that palm cockatoos build their own musical instruments. The result is a book written for true nature and bird lovers — as well as those interested in the origins of intelligence, sociability, deception, altruism, innovation, language, and many of the other attributes at the heart of what we consider to be human.

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 27249 - Posted: 05.16.2020

Suzana Herculano-Houzel Here’s something new to consider being thankful for at the dinner table: the long evolutionary journey that gave you your big brain and your long life. Courtesy of our primate ancestors that invented cooking over a million years ago, you are a member of the one species able to afford so many cortical neurons in its brain. With them come the extended childhood and the pushing century-long lifespan that together make human beings unique. All these bequests of your bigger brain cortex mean you can gather four generations around a meal to exchange banter and gossip, turn information into knowledge and even practice the art of what-not-to-say-when. You may even want to be thankful for another achievement of our neuron-crammed human cortices: all the technology that allows people spread over the globe to come together in person, on screens, or through words whispered directly into your ears long distance. I know I am thankful. But then, I’m the one proposing that we humans revise the way we tell the story of how our species came to be. Back when I had just received my freshly minted Ph.D. in neuroscience and started working in science communication, I found out that 6 in 10 college-educated people believed they only used 10% of their brains. I’m glad to say that they’re wrong: We use all of it, just in different ways at different times. The myth seemed to be supported by statements in serious textbooks and scientific articles that “the human brain is made of 100 billion neurons and 10 times as many supporting glial cells.” I wondered if those numbers were facts or guesses. Did anyone actually know that those were the numbers of cells in the human brain? No, they didn’t. © 2010–2019, The Conversation US, Inc.

Related chapters from BN: Chapter 1: Introduction: Scope and Outlook; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 20:
Link ID: 26857 - Posted: 11.29.2019

By Jocelyn Kaiser HOUSTON, TEXAS—Two years ago, news headlines began to appear about a development that made many human geneticists uneasy. A U.S. company planned to offer a test for embryos created through in vitro fertilization (IVF) that screened the entire genome for DNA variants linked to cognitive ability, in order to help couples avoid having children with intellectual impairment. Many ethicists fear such multigene analyses could one day be used to screen embryos for desirable traits as well, such as tall stature or high IQ. For those disturbed by the prospect, a study reported here last week at the annual meeting of the American Society of Human Genetics (ASHG) may come as a relief: For now, the strategy would not work very well. Researchers, led by statistical geneticist Shai Carmi of the Hebrew University of Jerusalem, calculated exactly how much of a boost in IQ or height could be expected by scanning for relevant DNA markers in a batch of embryos and choosing those with the highest scores. The result: The gains would be slight, and prospective parents might even end up discarding their tallest or smartest potential offspring. The work "is the first to empirically test the viability of screening embryos" for traits that are influenced by many genes, says sociologist and demographer Melinda Mills of the University of Oxford in the United Kingdom. Such embryo screening goes beyond today's testing for single-gene disorders and currently "isn't plausible," she concludes. © 2019 American Association for the Advancement of Science.

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 4: Development of the Brain; Chapter 4: Development of the Brain
Link ID: 26753 - Posted: 10.25.2019

Carolyn Wilke Over the course of human evolution, our brains expanded massively. One of the areas that ballooned over the past few million years is the cerebral cortex, the wrinkly outer layer of the brain. It processes sensory information, coordinates our motion, and is in charge of our higher order functions, such as language processing and problem solving. Scientists are scrutinizing the structure of the cortex for clues about its development throughout our lives and our evolution as a species and to understand where heredity intersects with intelligence. A new study of hundreds of developing brains reveals a trifecta of overlap in regions of the cortical surface that develop from childhood to adulthood, expanded during evolution, and are connected to genetics. The scientists also found genetically mediated links between IQ test scores and surface area in regions related to intelligence, they report today (March 4) in the Journal of Neuroscience. “I think it’s a very, very strong work,” says Rachel Brouwer, a neuroscientist at University Medical Center Utrecht in the Netherlands who was not part of the study. The authors pick up which regions of the brain where variability is most explained by genes, but by looking for connections with evolutionary expansion and neurodevelopment, “it is an attempt to link [heritability] to what it actually means in a broader picture,” she says. © 1986 - 2019 The Scientist

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 4: Development of the Brain
Link ID: 26010 - Posted: 03.06.2019

Nobel Prize-winning American scientist James Watson has been stripped of his honorary titles after repeating comments about race and intelligence. In a TV programme, the pioneer in DNA studies made a reference to a view that genes cause a difference on average between blacks and whites on IQ tests. Cold Spring Harbor Laboratory said the 90-year-old scientist's remarks were "unsubstantiated and reckless". Dr Watson had made similar claims in 2007 and subsequently apologised. He shared the Nobel in 1962 with Maurice Wilkins and Francis Crick for their 1953 discovery of the DNA's double helix structure. Dr Watson sold his gold medal in 2014, saying he had been ostracised by the scientific community after his remarks about race. He is currently in a nursing home recovering from a car accident and is said to have "very minimal" awareness of his surroundings. In 2007, the scientist, who once worked at the University of Cambridge's Cavendish Laboratory, told the Times newspaper that he was "inherently gloomy about the prospect of Africa" because "all our social policies are based on the fact that their intelligence is the same as ours - whereas all the testing says not really". While his hope was that everybody was equal, he added, "people who have to deal with black employees find this is not true". After those remarks, Dr Watson lost his job as chancellor at the laboratory and was removed from all his administrative duties. He wrote an apology and retained his honorary titles of chancellor emeritus, Oliver R Grace professor emeritus and honorary trustee. © 2019 BBC

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 1: Introduction: Scope and Outlook
Related chapters from MM:Chapter 4: Development of the Brain; Chapter 20:
Link ID: 25862 - Posted: 01.14.2019

By Scott Barry Kaufman In his classic 1923 essay, "Intelligence as the Tests Test It", Edwin Boring wrote "Intelligence is what the tests test." Almost a century of research later, we know that this definition is far too narrow. As long as a test is sufficiently cognitively complex and taps into enough diverse content, you can get a rough snapshot of a person's general cognitive ability-- and general cognitive ability predicts a wide range of important outcomes in life, including academic achievement, occupational performance, health, and longevity. But what about happiness? Prior studies have been mixed about this, with some studies showing no relationship between individual IQ and happiness, and other studies showing that those in the lowest IQ range report the lowest levels of happiness compared to those in the highest IQ group. In one study, however, the unhappiness of the lowest IQ range was reduced by 50% once income and mental health issues were taken into account. The authors concluded that "interventions that target modifiable variables such as income (e.g., through enhancing education and employment opportunities) and neurotic symptoms (e.g., through better detection of mental health problems) may improve levels of happiness in the lower IQ groups." One major limitations of these prior studies, however, is that they all rely on a single measure of happiness, notably life satisfaction. Modern day researchers now have measures to assess a much wider array of indicators of well-being, including autonomy, personal growth, positive relationships, self-acceptance, mastery, and purpose and meaning in life.

Related chapters from BN: Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 25819 - Posted: 12.23.2018

By JoAnna Klein A macaw named Poncho starred in movies like “102 Dalmatians,” “Dr. Doolittle” and “Ace Ventura: Pet Detective” before retiring in England. She recently celebrated her 90th birthday. Alex, an African grey parrot who lived to 31, knew colors, shapes and numbers, and communicated using basic expressions. He could do what toddlers only do after a certain stage of development — know when something is hidden from view. And they’re just two of the many parrots in the world who have surprised us with their intelligence, skills and longevity. “Nature does these experiments for us, and then we have to go and ask, how did this happen?” said Dr. Claudio Mello, a neuroscientist at Oregon Health and Science University. So he and a team of nearly two dozen scientists looked for clues in the genome of the blue-fronted Amazon parrot in Brazil, his home country. After comparing its genome with those of dozens of other birds, the researchers’ findings suggest that evolution may have made parrots something like the humans of the avian world. In some ways, the long-lived feathered friends are as genetically different from other birds as humans are from other primates. Their analysis, published Thursday in Current Biology, also highlights how two very different animals — parrots and humans — can wind up finding similar solutions to problems through evolution. A general rule of life span in birds and other animals is the bigger or heavier you are, the longer you live. A small bird like a finch may live five to eight years, while bigger ones like eagles or cranes can live decades. The blue-fronted Amazon and some other parrots are even more exceptional, in that they can live up to 66 years — in some cases outliving their human companions. © 2018 The New York Times Company

Related chapters from BN: Chapter 17: Learning and Memory; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 25764 - Posted: 12.08.2018

By Carl Zimmer To demonstrate how smart an octopus can be, Piero Amodio points to a YouTube video. It shows an octopus pulling two halves of a coconut shell together to hide inside. Later the animal stacks the shells together like nesting bowls — and carts them away. “It suggests the octopus is carrying these tools around because it has some understanding they may be useful in the future,” said Mr. Amodio, a graduate student studying animal intelligence at the University of Cambridge in Britain. But his amazement is mixed with puzzlement. For decades, researchers have studied how certain animals evolved to be intelligent, among them apes, elephants, dolphins and even some birds, such as crows and parrots. But all the scientific theories fail when it comes to cephalopods, a group that includes octopuses, squid and cuttlefish. Despite feats of creativity, they lack some hallmarks of intelligence seen in other species. “It’s an apparent paradox that’s been largely overlooked in the past,” said Mr. Amodio. He and five other experts on animal intelligence explore this paradox in a paper published this month in the journal Trends in Ecology and Evolution. For scientists who study animal behavior, intelligence is not about acing a calculus test or taking a car apart and putting it back together. Intelligence comprises sophisticated cognitive skills that help an animal thrive. That may include the ability to come up with solutions to the problem of finding food, for example, or a knack for planning for some challenge in the future. Intelligent animals don’t rely on fixed responses to survive — they can invent new behaviors on the fly. © 2018 The New York Times Company

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 25741 - Posted: 12.01.2018

Shawna Williams In 1987, political scientist James Flynn of the University of Otago in New Zealand documented a curious phenomenon: broad intelligence gains in multiple human populations over time. Across 14 countries where decades’ worth of average IQ scores of large swaths of the population were available, all had upward swings—some of them dramatic. Children in Japan, for example, gained an average of 20 points on a test known as the Wechsler Intelligence Scale for Children between 1951 and 1975. In France, the average 18-year-old man performed 25 points better on a reasoning test in 1974 than did his 1949 counterpart.1 Flynn initially suspected the trend reflected faulty tests. Yet in the ensuing years, more data and analyses supported the idea that human intelligence was increasing over time. Proposed explanations for the phenomenon, now known as the Flynn effect, include increasing education, better nutrition, greater use of technology, and reduced lead exposure, to name but four. Beginning with people born in the 1970s, the trend has reversed in some Western European countries, deepening the mystery of what’s behind the generational fluctuations. But no consensus has emerged on the underlying cause of these trends. A fundamental challenge in understanding the Flynn effect is defining intelligence. At the dawn of the 20th century, English psychologist Charles Spearman first observed that people’s average performance on a variety of seemingly unrelated mental tasks—judging whether one weight is heavier than another, for example, or pushing a button quickly after a light comes on—predicts our average performance on a completely different set of tasks. Spearman proposed that a single measure of general intelligence, g, was responsible for that commonality. © 1986 - 2018 The Scientist

Related chapters from BN: Chapter 17: Learning and Memory; Chapter 7: Life-Span Development of the Brain and Behavior
Related chapters from MM:Chapter 4: Development of the Brain; Chapter 4: Development of the Brain
Link ID: 25714 - Posted: 11.24.2018

By Victoria Gill Science correspondent, BBC News Clever, tool-using crows have surprised scientists once again with remarkable problem-solving skills. In a task designed to test their tool-making prowess, New Caledonian crows spontaneously put together two short, combinable sticks to make a longer "fishing rod" to reach a piece of food. The findings are published in the journal Scientific Reports. Scientists say the demonstration is a "window into how another animals' minds work". How do you test a bird's tool-making skills? New Caledonian crows are known to spontaneously use tools in the wild. This task, designed by scientists at the Max Planck Institute for Ornithology in Seewiesen, Germany, and the University of Oxford, presented the birds with a novel problem that they needed to make a new tool in order to solve. It involved a "puzzle box" containing food behind a door that left a narrow gap along the bottom. With the food deep inside the box and only short sticks - too short to reach the food - the crows were left to work out what to do. The sticks were designed to be combinable - one was hollow to allow the other to slot inside. And with no demonstration or help, four out of the eight crows inserted one stick into another and used the resulting longer tool to fish for and extract the food from the box. "They have never seen this compound tool, but somehow they can predict its properties," explained one of the lead researchers, Prof Alex Kacelnik. "So they can predict what something that does not yet exist would do if they made it. Then they can make it and they can use it. © 2018 BBC

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 25615 - Posted: 10.25.2018

By Piercarlo Valdesolo Earlier this year, a research team led by Dr. Sven Karlsson published the largest scale study on the causes of human intelligence. They found an intriguing pattern of results: Focusing on arithmetic and linguistic tests, genetics predicted over 26% of people’s responses. Namely, individuals with a long allele of the 4-GTTLR gene got more right answers on the arithmetic, mental rotation, and semantic memory tasks than did individuals with the short version of the gene. In contrast, education explained only 4% of people’s responses. Describing the work, Karlsson wrote “We believe this is an interesting result! Our findings indicate that, contrary to certain previous assumptions, basic cognitive capabilities—mental rotation, math and language—really have a strong heritable component. Intelligence in adulthood seems to be predicted by genes early in life… things like education and effort play a small role once you take into account the role of genetics.” How did you react to the description above? Hopefully you haven’t already tweeted about it: it’s completely made up. A genetic basis for intelligence is a politically fraught scientific idea about which you had likely developed an opinion before reading about the fictitious Dr. Karlsson. You might think it obviously so that genes play an important role in shaping all traits, including intelligence. Or you might think that genes play a trivial role in comparison to socialization and learning. The ease with which you accepted the brief synopsis of research above as true likely depends on these existing beliefs. If the findings are consistent with your beliefs, you might have quickly accepted its truth value. If inconsistent, then you might have been tempted to either dismiss the finding out of hand, or perhaps dig deeper into the article to find some disqualifying error in method or analysis. These are reactions that psychologists have known about for decades. Motivated reasoning, confirmation bias, selective attention. We are equipped with a range of psychological processes that inoculate us from the threat of information that pokes up against our worldviews and beliefs, and attract us to information consistent with our beliefs. © 2018 Scientific American

Related chapters from BN: Chapter 7: Life-Span Development of the Brain and Behavior; Chapter 1: Introduction: Scope and Outlook
Related chapters from MM:Chapter 4: Development of the Brain; Chapter 20:
Link ID: 25468 - Posted: 09.20.2018

By Karen Weintraub New Caledonian crows are known for their toolmaking, but Alex Taylor and his colleagues wanted to understand just how advanced they could be. Crows from New Caledonia, an island in the South Pacific, can break off pieces of a branch to form a hook, using it to pull a grub out of a log, for instance. Once, in captivity, when a New Caledonian male crow had taken all the available hooks, its mate Betty took a straight piece of wire and bent it to make one. “They are head and shoulders above almost every other avian subjects” at toolmaking, said Irene Pepperberg, an avian cognition expert and research associate in Harvard University’s department of psychology. “These crows are just amazing.” Dr. Taylor, a researcher at the University of Auckland in New Zealand, and several European colleagues wondered how the crows, without an ability to talk and showing no evidence of mimicry, might learn such sophisticated toolmaking. Perhaps, the scientists hypothesized in a new paper published Thursday in Scientific Reports, they used “mental template matching,” where they formed an image in their heads of tools they’d seen used by others and then copied it. “Could they look at a tool and just based on mental image of the tool — can they recreate that tool design?” Dr. Taylor said. “That’s what we set out to test, and that’s what our results show.” In a series of steps, the researchers taught the birds to feed pieces of paper into a mock vending machine to earn food rewards. The scientists chose a task that was similar enough to something the animals do in the wild — while also brand new. The birds had never seen card stock before, but learned how to rip it into big or little shapes after being shown they would get a reward for the appropriate size. The template used to show the birds the right size of paper was not available to them when they made their “tools,” yet the crows were able to use their beaks to tear off bits of paper, which they sometimes held between their feet for leverage. © 2018 The New York Times Company

Related chapters from BN: Chapter 6: Evolution of the Brain and Behavior; Chapter 17: Learning and Memory
Related chapters from MM:Chapter 13: Memory and Learning
Link ID: 25161 - Posted: 06.29.2018

Susan Milius A little brain can be surprisingly good at nothing. Honeybees are the first invertebrates to pass a test of recognizing where zero goes in numerical order, a new study finds. Even small children struggle with recognizing “nothing” as being less than one, says cognitive behavioral scientist Scarlett Howard of the Royal Melbourne Institute of Technology in Australia. But honeybees trained to fly to images of greater or fewer dots or whazzits tended to rank a blank image as less than one, Howard and colleagues report in the June 8 Science. Despite decades of discoveries, nonhuman animals still don’t get due credit outside specialist circles for intelligence, laments Lars Chittka of Queen Mary University of London, who has explored various mental capacities of bees. For the world at large, he emphasizes that the abilities described in the new paper are “remarkable.” Researchers recognize several levels of complexity in grasping zero. Most animals, or maybe all, can understand the simplest level — just recognizing that the absence of something differs from its presence, Howard says. Grasping the notion that absence could fit into a sequence of quantities, though, seems harder. Previously, only some primates such as chimps and vervet monkeys, plus an African gray parrot named Alex, have demonstrated this level of understanding of the concept of zero (SN: 12/10/16, p. 22). |© Society for Science & the Public 2000 - 2018

Related chapters from BN: Chapter 1: Introduction: Scope and Outlook; Chapter 6: Evolution of the Brain and Behavior
Related chapters from MM:Chapter 20:
Link ID: 25069 - Posted: 06.08.2018