some_thoughts_about_animal_learning_and_imprinting
Differences
This shows you the differences between two versions of the page.
| Next revision | Previous revision | ||
| some_thoughts_about_animal_learning_and_imprinting [2025/11/02 15:49] – created administrator | some_thoughts_about_animal_learning_and_imprinting [2025/11/07 13:23] (current) – administrator | ||
|---|---|---|---|
| Line 3: | Line 3: | ||
| ===== Introduction ===== | ===== Introduction ===== | ||
| - | Imprinting of rescue bird is an often hotly debated topic amongst bird lovers, wildlife rehabilitators and rescuers, where voiced opinions range considerably. One extreme approach to this topic suggests that imprinted birds are principally unreleasable, | + | {{ : |
| ===== What Is Learning? ===== | ===== What Is Learning? ===== | ||
| Line 11: | Line 11: | ||
| ===== Precocial Species And Filial Imprinting ===== | ===== Precocial Species And Filial Imprinting ===== | ||
| - | Precocial species are those in which the young are relatively mature and mobile from the moment of birth or hatching. The phenomenon of filial imprinting ensures that, in normal circumstances, | + | Precocial species are those in which the young are relatively mature and mobile from the moment of birth or hatching. The phenomenon of filial imprinting ensures that, in normal circumstances, |
| - | Konrad Lorenz pointed out for the first time that if imprinting is to occur, the young animal must be exposed to its object during a critical period early in its life. Lorenz found that a young duckling or gosling learns to follow the first conspicuous moving object he or she sees within the first few hours or days after hatching. (2) | + | Konrad Lorenz pointed out for the first time that if imprinting is to occur, the young animal must be exposed to its object during a critical period early in its life. Lorenz found that a young duckling or gosling learns to follow the first conspicuous moving object he or she sees within the first few hours or days after hatching. ((Lorenz, K. Z. 1935 Der Kumpan in der Umwelt des Vogels. Journal fuer Ornithologie 83:137-213, 289-413.)) |
| - | Imprinting, so it has been suggested, was different from most forms of learning. It appeared irreversible and confined to a critical period, and seemed not to require reinforcement or a reward. However, later research suggested that imprinting may in fact be reversible and may also extend beyond the critical period originally identified by Lorenz and Hess. (3) | + | Imprinting, so it has been suggested, was different from most forms of learning. It appeared irreversible and confined to a critical period, and seemed not to require reinforcement or a reward. However, later research suggested that imprinting may in fact be reversible and may also extend beyond the critical period originally identified by Lorenz and Hess. ((Cathy Faye, Time Capsule, Lessons from bird brains, Eckhard Hess’s research on imprinting helped to popularize an emerging field of research—one that that explored genetic and learned aspects of early behavior. December 2011, vol 42, no. 11, page 30.)) |
| ===== Altricial Species And Imprinting ===== | ===== Altricial Species And Imprinting ===== | ||
| - | Altricial young are born helpless and require care for a specific amount of time. Among birds, these include herons, hawks, woodpeckers, | + | Altricial young are born helpless and require care for a specific amount of time. Among birds, these include herons, hawks, woodpeckers, |
| As all corvideae species are altricial, filial imprinting does not play a significant role, because these birds hatch with closed eyes, which they usually open at around ten days of age. However, | As all corvideae species are altricial, filial imprinting does not play a significant role, because these birds hatch with closed eyes, which they usually open at around ten days of age. However, | ||
| Line 25: | Line 25: | ||
| ===== What Is Habituation? | ===== What Is Habituation? | ||
| - | Habituation is a form of non-associative learning, in which an animal, after a period of exposure to a stimulus, stops responding. Habituation usually refers to a reduction in innate behaviours, rather than behaviours acquired during conditioning. The habituation process is a form of adaptive behaviour or neuroplasticity. It can occur at different levels in the nervous system, as for example the sensory systems may stop, after a while, sending signals to the brain in response to a continuously present or often-repeated stimulus. (5) | + | Habituation is a form of non-associative learning, in which an animal, after a period of exposure to a stimulus, stops responding. Habituation usually refers to a reduction in innate behaviours, rather than behaviours acquired during conditioning. The habituation process is a form of adaptive behaviour or neuroplasticity. It can occur at different levels in the nervous system, as for example the sensory systems may stop, after a while, sending signals to the brain in response to a continuously present or often-repeated stimulus. ((Cohen TE, Kaplan SW, Kandel ER, Hawkins RD 1997 A simplified preparation for relating cellular events to behavior: Mechanisms contributing to habituation, |
| Habituation is crucial in filtering the large amounts of information received from the surrounding environment. It helps to distinguish important from seemingly unimportant pieces of information. A good example is the use of alarm calls to convey information about predators. Habituated animals will stop giving alarm calls, when they become familiar with another species, for example humans, who have fed, raised or helped them. | Habituation is crucial in filtering the large amounts of information received from the surrounding environment. It helps to distinguish important from seemingly unimportant pieces of information. A good example is the use of alarm calls to convey information about predators. Habituated animals will stop giving alarm calls, when they become familiar with another species, for example humans, who have fed, raised or helped them. | ||
| Line 31: | Line 31: | ||
| ===== And What Does This All Mean When Rescuing Corvids? ===== | ===== And What Does This All Mean When Rescuing Corvids? ===== | ||
| - | It means that the typical filial imprinting, as it happens with precocial birds, is not that much of a problem for altricial birds like corvids. However, it still means that in a rehabilitation setting, there is a big risk that songbirds are missing the crucial step of acquisition of their species-typical song and vocalisations. When this development step is being missed, then these birds are unlikely to gain a territory, to attract a mate or to find their place in their respective bird society and hierarchy. (6) | + | It means that the typical filial imprinting, as it happens with precocial birds, is not that much of a problem for altricial birds like corvids. However, it still means that in a rehabilitation setting, there is a big risk that songbirds are missing the crucial step of acquisition of their species-typical song and vocalisations. When this development step is being missed, then these birds are unlikely to gain a territory, to attract a mate or to find their place in their respective bird society and hierarchy. ((Melissa B. Dolinsky, Department of Biology, University of Miami, Missing a crucial step? Presented at the International Wildlife Rehabilitation Council Conference in Portland, |
| This is in particular the case when rescue birds are raised by their own, without contact to mature resident or wild birds of their own species. Same species surrogate parents would be the ideal solution, or the use of mixed age same species rescue bird groups, which ideally should include mature birds. This subject definitely makes a good argument for keeping non-releasable songbirds in order to use them as tutors. Alternatively, | This is in particular the case when rescue birds are raised by their own, without contact to mature resident or wild birds of their own species. Same species surrogate parents would be the ideal solution, or the use of mixed age same species rescue bird groups, which ideally should include mature birds. This subject definitely makes a good argument for keeping non-releasable songbirds in order to use them as tutors. Alternatively, | ||
| Line 53: | Line 53: | ||
| Many cases of so called imprinting can be addressed and treated. The success rate varies and depends on many factors, as outlined above. However, it would be wrong to assume that imprinting is simply reversible, as it doesn’t take in account the ability to learn, adaptability, | Many cases of so called imprinting can be addressed and treated. The success rate varies and depends on many factors, as outlined above. However, it would be wrong to assume that imprinting is simply reversible, as it doesn’t take in account the ability to learn, adaptability, | ||
| - | |||
| - | Bibliography | ||
| - | |||
| - | 1. Nicholas John Mackintosh, Animal learning, Encyclopaedia Britannica, Encyclopaedia Britannica Inc., 17 November 2015, www.britannica.com/ | ||
| - | 2. Lorenz, K. Z. 1935 Der Kumpan in der Umwelt des Vogels. Journal fuer Ornithologie 83:137-213, 289-413 | ||
| - | 3. Cathy Faye, Time Capsule, Lessons from bird brains, Eckhard Hess’s research on imprinting helped to popularize an emerging field of research—one that that explored genetic and learned aspects of early behavior. December 2011, vol 42, no. 11, page 30. | ||
| - | 4. Dan Gleason, Dan Gleason’s Blog, Imprinting in birds, 2010, www.dangleason.wordpress.com/ | ||
| - | 5. Cohen TE, Kaplan SW, Kandel ER, Hawkins RD 1997 A simplified preparation for relating cellular events to behavior: Mechanisms contributing to habituation, | ||
| - | 6. Melissa B. Dolinsky, Department of Biology, University of Miami, Missing a crucial step? Presented at the International Wildlife Rehabilitation Council Conference in Portland, | ||
some_thoughts_about_animal_learning_and_imprinting.1762094953.txt.gz · Last modified: by administrator