scholarly journals Neophobia and innovation in critically endangered Bali myna, Leucopsar rothschildi

2021 ◽  
Author(s):  
Rachael Miller ◽  
Elias Garcia-Pelegrin ◽  
Emily Danby
Keyword(s):  
Problem Solving ◽  
Cognitive Abilities ◽  
Critically Endangered ◽  
Conservation Strategies ◽  
Food Control ◽  
Novel Object ◽  
Starting Point ◽  
Selection For ◽  
Individual Repeatability ◽  
Cognitive Data

Cognition underlies animal behaviour, which is key to successful conservation strategies, yet largely under-utilised in conservation, though there are recent calls for closer integration. Conservation-relevant cognitive abilities can impact on adaptability and survival, such as neophobia, e.g., responses to novelty, and innovation e.g., problem-solving, particularly in today's changing world. Bali myna are a critically endangered endemic species, which are a focus of active conservation efforts, including reintroductions. Therefore, gathering cognitive data can aid in improving and developing conservation strategies, like pre-release training and individual selection for release. In 22 captive Bali myna, we tested neophobia (novel object, novel food, control conditions), innovation (bark, cup, lid conditions) and individual repeatability. We found effects of condition and social environment, including longer latencies to touch familiar food in presence than absence of novel items, and between problem-solving tasks, as well as in the presence of conspecifics, compared with being alone, or with conspecifics and competing heterospecifics. Individuals were repeatable in latency responses: 1) temporally in both experiments; 2) contextually in innovation experiment and between both experiments (and approach order), suggesting a stable behaviour trait. These findings are an important starting point for improving conservation strategies in Bali myna and other similarly threatened species.

scholarly journals Working Memory, Fluid Reasoning, and Complex Problem Solving: Different Results Explained by the Brunswik Symmetry

2021 ◽  
Vol 9 (1) ◽  
pp. 5
Author(s):  
André Kretzschmar ◽  
Stephan Nebe
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Abilities ◽  
Latent Variables ◽  
Complex Problem ◽  
Equation Modeling ◽  
Complex Problem Solving ◽  
Symmetry Principle ◽  
Fluid Reasoning ◽  
The Impact

In order to investigate the nature of complex problem solving (CPS) within the nomological network of cognitive abilities, few studies have simultantiously considered working memory and intelligence, and results are inconsistent. The Brunswik symmetry principle was recently discussed as a possible explanation for the inconsistent findings because the operationalizations differed greatly between the studies. Following this assumption, 16 different combinations of operationalizations of working memory and fluid reasoning were examined in the present study (N = 152). Based on structural equation modeling with single-indicator latent variables (i.e., corrected for measurement error), it was found that working memory incrementally explained CPS variance above and beyond fluid reasoning in only 2 of 16 conditions. However, according to the Brunswik symmetry principle, both conditions can be interpreted as an asymmetrical (unfair) comparison, in which working memory was artificially favored over fluid reasoning. We conclude that there is little evidence that working memory plays a unique role in solving complex problems independent of fluid reasoning. Furthermore, the impact of the Brunswik symmetry principle was clearly demonstrated as the explained variance in CPS varied between 4 and 31%, depending on which operationalizations of working memory and fluid reasoning were considered. We argue that future studies investigating the interplay of cognitive abilities will benefit if the Brunswik principle is taken into account.

scholarly journals Cooperation and the evolution of intelligence

2012 ◽  
Vol 279 (1740) ◽  
pp. 3027-3034 ◽  
Author(s):  
Luke McNally ◽  
Sam P. Brown ◽  
Andrew L. Jackson
Keyword(s):  
Decision Making ◽  
Social Interactions ◽  
Cognitive Abilities ◽  
Artificial Neural Network Model ◽  
Social Intelligence ◽  
Arms Race ◽  
Selection Pressures ◽  
Social Intelligence Hypothesis ◽  
The Social ◽  
Selection For

The high levels of intelligence seen in humans, other primates, certain cetaceans and birds remain a major puzzle for evolutionary biologists, anthropologists and psychologists. It has long been held that social interactions provide the selection pressures necessary for the evolution of advanced cognitive abilities (the ‘social intelligence hypothesis’), and in recent years decision-making in the context of cooperative social interactions has been conjectured to be of particular importance. Here we use an artificial neural network model to show that selection for efficient decision-making in cooperative dilemmas can give rise to selection pressures for greater cognitive abilities, and that intelligent strategies can themselves select for greater intelligence, leading to a Machiavellian arms race. Our results provide mechanistic support for the social intelligence hypothesis, highlight the potential importance of cooperative behaviour in the evolution of intelligence and may help us to explain the distribution of cooperation with intelligence across taxa.

scholarly journals Dietary analysis of an uncharacteristic population of the Mountain Pygmy-possum(Burramys parvus)in the Kosciuszko National Park, New South Wales, Australia

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e6307 ◽  
Author(s):  
Tahneal Hawke ◽  
Hayley Bates ◽  
Suzanne Hand ◽  
Michael Archer ◽  
Linda Broome
Keyword(s):  
Seasonal Variation ◽  
National Park ◽  
Climatic Variability ◽  
Critically Endangered ◽  
Conservation Strategies ◽  
Dietary Composition ◽  
Southern Population ◽  
Northern Population ◽  
Dietary Analysis ◽  
Critically Endangered Species

BackgroundThe Mountain Pygmy-possum (Burramys parvus) is a critically endangered marsupial, endemic to alpine regions of southern Australia. We investigated the diet of a recently discovered population of the possum in northern Kosciuszko National Park, NSW, Australia. This new population occurs at elevations well below the once-presumed lower elevation limit of 1,600 m.Goals and MethodsFaecal material was analysed to determine if dietary composition differed between individuals in the newly discovered northern population and those in the higher elevation southern population, and to examine how diet was influenced by rainfall in the southern population and seasonal changes in resource availability in the northern population.Results and DiscussionThe diet ofB. parvusin the northern population comprised of arthropods, fruits and seeds. Results indicate the diet of both populations shares most of the same invertebrate orders and plant species. However, in the absence of preferred food types available to the southern population, individuals of the northern population opportunistically consumed different species that were similar to those preferred by individuals in higher altitude populations. Differing rainfall amounts had a significant effect on diet, with years of below average rainfall having a greater percentage composition and diversity of invertebrates. Seasonal variation was also recorded, with the northern population increasing the diversity of invertebrates in their diet during the Autumn months when Bogong Moths (Agrotis infusa) were absent from those sites, raising questions about the possum’s dependence on the speciesConclusionsMeasurable effects of rainfall amount and seasonal variation on the dietary composition suggest that predicted climatic variability will have a significant impact on its diet, potentially impacting its future survival. Findings suggest that it is likely thatB. parvusis not restricted by dietary requirements to its current pattern of distribution. This new understanding needs to be considered when formulating future conservation strategies for this critically endangered species.

scholarly journals The Cognitive Underpinnings of Multiply-Constrained Problem Solving

2019 ◽  
Author(s):  
Derek Ellis ◽  
Gene Arnold Brewer ◽  
Matthew Kyle Robison
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Attention Control ◽  
Crystallized Intelligence ◽  
Constrained Problems ◽  
Constrained Problem ◽  
Analytical Strategies ◽  
Fluid And Crystallized Intelligence

An individual encounters problem of varying difficulty every day. Each problem may include a different number of constraints. Multiply-constrained problems, such as the compound remote associates, are commonly used to study problem solving. Since their development, multiply-constrained problems have been related to creativity and insight. Moreover, research has investigated the cognitive abilities underlying problem solving abilities. In the present study we sought to fully evaluate a range of cognitive abilities (i.e., working memory, attention control, episodic and semantic memory, and fluid and crystallized intelligence) previously associated with multiply-constrained problem solving. Additionally, we sought to determine whether problem solving ability and strategies (analytical or insightful) were task specific or domain general through the use of novel problem solving tasks (TriBond and Location Bond). Multiply-constrained problem solving abilities were shown to be domain general, solutions derived through insightful strategies were more often correct than those derived through analytical strategies, and crystallized intelligence was the only cognitive ability that provided unique predictive value after accounting for all other abilities.

scholarly journals O que dizem as pesquisas sobre a Resolução de Problemas na formação inicial de professores de Matemática: um olhar sobre as fragilidades metodológicasWhat research on problem solving in the initial teacher education of mathematics says: a look into the methodological weaknesses

2020 ◽  
Vol 22 (2) ◽  
pp. 721-750
Author(s):  
Luiz Otavio Rodrigues Mendes ◽  
Ana Lucia Pereira ◽  
Marcelo Carlos de Proença
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Basic Education ◽  
Initial Teacher Education ◽  
Future Research ◽  
Point Problem ◽  
Mathematical Content ◽  
Revisión Sistemática ◽  
Starting Point

ResumoA resolução de problemas, quando trabalhada com o problema como ponto de partida, tem apresentado profícuas possibilidades no ensino superior. No entanto, quais as possíveis fragilidades quando se trabalha com esta abordagem nesta perspectiva? À vista disso, este artigo apresenta o resultado de uma pesquisa que tem como objetivo desvelar as fragilidades que se evidenciam a partir do desenvolvimento da abordagem de resolução de problemas, em que se tem o problema como ponto de partida na formação inicial de professores de Matemática, apresentadas em teses e dissertações. A partir de uma revisão sistemática da literatura, encontramos 12 pesquisas que constituíram o corpus de dados, para serem analisadas seguindo as técnicas de Análise de Conteúdo, de onde foi possível identificarmos quatro categorias. Os principais resultados revelam que as fragilidades se relacionam com: I) dificuldades quanto à falta de conhecimento sobre o conteúdo matemático da educação básica pelos licenciandos; II) dificuldades apresentadas pelos licenciandos em comunicar suas ideias a respeito do conteúdo matemático trabalhado; III) dificuldade no entendimento dos problemas pelos estudantes; e, IV) dificuldades relativas ao tempo, referentes à realização das atividades pelos licenciandos e ao desenvolvimento da abordagem de ensino. Tais apontamentos podem contribuir com pesquisas futuras que desejem traçar este caminho, aprimorando-as e contribuindo com o processo de ensino e aprendizagem da Matemática.Palavras-chave: Solução de problemas, Formação inicial de professores, Matemática.AbstractWhen working with the problem as a starting point, problem-solving has presented fruitful possibilities in Higher Education. However, what are the possible weaknesses when working with this approach from this perspective? In view of this, this article presents the result of research that aims to unveil the fragilities that are evident from the development of the problem-solving approach, in which the problem is taken as a starting point in the initial training of mathematics teachers, presented in theses and dissertations. From a systematic review of the literature, we found 12 surveys that constituted the corpus of data, to be analyzed following the Content Analysis techniques, from which it was possible to identify four categories. The main results reveal that the weaknesses are related to I) difficulties related to the students’ lack of knowledge about the mathematical content of basic education; II) students’ difficulties to communicate their ideas about the mathematical content worked; III) students’ difficulty in understanding the problems; and, IV) difficulties related to time, concerning the students’ activity performance and the development of the teaching approach. Such notes can contribute to future research that wishes to follow this path, improving them and contributing to the process of teaching and learning Mathematics.Keywords: Problem-solving, Initial teacher education, Mathematics.ResumenLa resolución de problemas cuando se trabaja con el problema como punto de partida, ha presentado posibilidades fructíferas en la educación superior. Sin embargo, ¿cuáles son las posibles debilidades de entender y trabajar con este enfoque en esta perspectiva? En vista de esto, este artículo presenta el resultado de una investigación que tiene como objetivo develar las debilidades que se evidencian a partir del desarrollo del enfoque de resolución de problemas, en el que el problema se toma como punto de partida en la formación inicial de docentes de Matemáticas, presentadas en tesis y disertaciones. A partir de una revisión sistemática de la literatura, se encontraron 12 investigaciones que constituían el corpus de datos, para ser analizadas siguiendo las técnicas de Análisis de Contenido de manera cualitativa. Los principales resultados revelan que las debilidades están relacionadas con I) dificultades relacionadas con la falta de conocimiento sobre el contenido matemático de la Educación Básica por parte de los estudiantes de docencia, II) dificultades presentadas por los estudiantes de docencia para comunicar sus ideas sobre el contenido matemático trabajado, III) dificultad presentada por los alumnos para comprender problemas y IV) dificultad relacionada con el tiempo para desarrollar actividades y aplicar el enfoque. Tales notas pueden contribuir a futuras investigaciones que deseen trazar este camino, mejorarlas y contribuir al proceso de enseñanza y aprendizaje de las Matemáticas.Palabras clave: Resolución de problemas, Formación inicial de profesores, Matemáticas

scholarly journals The Draft Genome Assembly of the Critically Endangered Nyssa yunnanensis, a Plant Species with Extremely Small Populations Endemic to Yunnan Province, China

2020 ◽  
Author(s):  
Weixue Mu ◽  
Jinpu Wei ◽  
Ting Yang ◽  
Yannan Fan ◽  
Le Cheng ◽  
...  
Keyword(s):  
Plant Species ◽  
Tree Species ◽  
Yunnan Province ◽  
De Novo ◽  
Higher Plants ◽  
Draft Genome ◽  
Critically Endangered ◽  
Deciduous Tree ◽  
Conservation Strategies ◽  
Small Populations

Nyssa yunnanensis is a deciduous tree in family Nayssaceae within the order Cornales. As only 8 individuals in 2 sites recorded in Yunnan province of China, the species was listed as the China’s national grade-I protection species in 1999, and also as one of 120 PSESP(Plant Species with Extremely Small Populations) in Implementation Plan of Rescuing and Conserving China’s Plant Species with extremely Small Populations(PSESP) (2011-2-15). N. yunnanensis was also been evaluated as Critically Endangered in IUCN red list and Threatened Species List of China's Higher Plants. Hence understanding the genomic characteristics of this highly endangered Tertiary relict tree species is essential, especially for developing conservation strategies. Here we sequenced and annotated the genome of N. yunnanensis using 10X genomics linked-reads sequencing data. The de novo assembled genome is 1474Mb in length with a scaffold N50 length of 985.59kb. We identified 823.51Mb of non-redundant sequence as repetitive elements and annotated 39,803 protein-coding genes in the assembly. Our result provided the genomic characteristics of N. yunnanensis, which will provide valuable resources for future genomic and evolutionary studies, especially for conservation biology studies of this extremely threatened tree species.

scholarly journals Pengembangan Ketrampilan Berpikir Tingkat Tinggi dengan Menggunakan Strategi Metakognitif Model Pembelajaran Problem Based Learning

2017 ◽  
Vol 2 (1) ◽  
pp. 77
Author(s):  
Sucipto Sucipto
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Cognitive Abilities ◽  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Metacognitive Skills ◽  
Higher Order Thinking Skills ◽  
Evaluation Problem

AbstrakSecara umum capaian ketrampilan berpikir tingkat tinggi peserta didik masih rendah dibanding negara lain. Untuk mengembangkan keterampilan berpikir  tingkat  tinggi, pendidik dituntut untuk menciptakan suasana belajar yang  mendukung  dan  menggunakan   strategi pembelajaran. Upaya meningkatkan ketrampilan berpikir peserta didik dapat dilakukan dengan meningkatkan ketrampilan metakognisinya. Ada berbagai jenis strategi metakognitif yang dapat dipilih pendidik, satu diantaranya menggunakan strategi pemecahan masalah (problem solving). Dalam proses pemecahan masalah, individu menggunakan kedua kemampuan kognitif dan keterampilan praktis, yang meliputi kegiatan metakognitif seperti analisis, sintesis dan evaluasi. Pembelajaran  berbasis masalah merupakan pendekatan pembelajaran yang digunakan untuk merangsang berpikir tingkat tinggi siswa dalam situasi yang berorientasi pada masalah yang nyata, termasuk di dalamnya belajar bagaimana belajar. AbstractIn general, higher order thinking skills achievements of learners is still low compared to other countries. To develop higher order thinking skills, educators are required to create a learning atmosphere that supports and use learning strategies. Efforts to improve thinking skills that learners can do to improve metacognitive skills. There are different types of metacognitive strategies that can be selected educators, one of which uses problem solving strategies. In the process of solving problems, individuals using both cognitive abilities and practical skills, which include metacognitive activities such as analysis, synthesis and evaluation. Problem-based learning is an instructional approach used to stimulate students' higher order thinking in situations oriented real problems, including learning how to learn.

The Atlantic Goliath Grouper: Conservation Strategies for a Critically Endangered Species in Brazil

2017 ◽  
pp. 367-405
Author(s):  
Maurício Hostim-Silva ◽  
Áthila A. Bertoncini ◽  
Maíra Borgonha ◽  
Jonas Rodrigues Leite ◽  
Matheus O. Freitas ◽  
...  
Keyword(s):  
Endangered Species ◽  
Critically Endangered ◽  
Conservation Strategies ◽  
Critically Endangered Species ◽  
Goliath Grouper

Transfer of Training between Working Memory Task and Attentional Task

2016 ◽  
pp. 147-165
Author(s):  
Ting Guo ◽  
Yanna Ren ◽  
Xiaotong Zhu ◽  
Hong Chen ◽  
Satoshi Takahashi ◽  
...  
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Empirical Evidence ◽  
Cognitive Training ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Memory Task ◽  
Cognitive Disorders ◽  
Training Effects ◽  
Attention Memory

The present studies indicate that training effects in a certain domain may result in the acquired skills being transferred to other domains that require similar abilities. Cognitive training involves structured exercises that are prescribed and undertaken with the purpose of enhancing cognitive abilities, such as attention, memory, and problem solving. In contrast to symptomatic pharmacotherapy, non-pharmacological approaches may further improve patients' situations. Our aim was to summarize the empirical evidence for the rehabilitation of individuals with cognitive disorders by using training tasks to enhance specific cognitive functions to combat against cognitive degradation and transfer the benefits to other widely used domains.

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