Psych 635 February 23, 2016 Transfer Of Learning Week 5
Psych 635 February 23, 2016 Transfer of Learning Week 5 Learning Team Assignment 1 Explanation of learning sets. Learning sets facilitate learning. Explanation of differences. Introduction. Behavioral enrichment, also known as environmental enrichment, is "the environmental enhancement of the lives of captive animals by providing them with mental and physical stimulation to increase natural and healthy behavior" (Kolifrath, 2009). Any efforts used to allow animals to behave in tune with their natural instincts or abilities are known as enrichment. When animals do not receive enrichment, they become bored and may resort to self-destructive behaviors or withdrawal. The USDA requires five elements of zoo enrichment programs: social grouping, structure and substrate, foraging opportunities, stimulation of all five senses, and training (Kolifrath, 2009).
A local zoo has asked the team to help create naturalistic learning situations for their primate collection. This presentation will explain learning sets obtained from the video and discuss how learning sets facilitate learning in both chimpanzees and humans. It will also compare differences in transfer of learning between chimpanzees and humans.
Paper For Above instruction
Understanding the mechanisms of transfer of learning is crucial in developing effective enrichment programs in zoological settings and in comprehending cognitive processes across species. Learning sets, a concept originally studied in animal cognition, refer to the ability to apply previously acquired knowledge or strategies to new problems, facilitating the learning process. This paper explores how learning sets operate in primates and humans, highlighting their role in behavioral enrichment, and examines the differences in transfer of learning between these species.
Learning Sets and Their Role in Facilitating Learning
Learning sets can be viewed as mental frameworks or strategies that animals and humans develop to solve similar types of problems more efficiently over time. They involve recognizing patterns or rules during trial-and-error learning that can be generalized across different scenarios. For instance, in the context of the video discussed, monkeys demonstrated the ability to remember and apply rules learned from previous experiments—such as selecting the correct object based on shape or pattern—to new tasks, indicating the operation of learning sets (Kolifrath, 2009). This ability to transfer knowledge from prior experiences to new, but related, problems exemplifies the process of transfer of learning.
In animal cognition research, learning sets are often assessed through problem-solving tasks that require animals to adapt old strategies to new problems. These tasks involve reinforcement, typically through rewards such as treats, which strengthen the association and enable the animal to develop a generalized strategy. The monkeys' use of cognitive representations—mental images or concepts—allowed them to remember and apply learned rules, facilitating learning across different tasks. This phenomenon reflects a form of transfer of learning at a cognitive level and underscores the importance of learning sets in behavioral flexibility and problem-solving (Films Media Group, 1990).
Facilitation of Learning in Chimpanzees and Humans
Research indicates that both chimpanzees and humans utilize learning sets, but with notable differences. In chimpanzees, the learning process is often rooted in trial-and-error, observation, and social learning. They tend to remember general rules when prompted repeatedly, yet they might struggle to transfer learned behaviors to divergent tasks without explicit training (Further Approaches to Learning, 1996). For example, a chimpanzee trained to open a specific type of container may not spontaneously transfer this skill to different containers or tasks, requiring reinforcement and guidance.
Humans, in contrast, exhibit a greater capacity for transfer of learning due to their complex cognitive abilities, language use, and cultural influences. Humans can generalize principles across many domains, often applying prior knowledge to novel situations without explicit retraining. For instance, a person who learns to drive a manual transmission vehicle can quickly transfer that knowledge to a different car model or even different driving contexts, owing to their ability to understand abstract concepts and analogical reasoning (Larsen-Freeman, 2013).
This difference is partly attributable to the development of higher-order cognitive functions in humans, including executive functions, abstract reasoning, and language, which facilitate the recognition of underlying similarities between different tasks (Goldstone & Day, 2012). Humans also utilize social learning extensively, observing and mimicking behaviors, which enhances transfer. Unlike chimpanzees, humans can abstract principles and apply them across various domains, including language, technology, and social norms, which exemplifies advanced transfer capabilities.
Transfer of Learning through Genetics, Socialization, and Culture
In addition to individual cognitive processes, transfer of learning in humans is influenced by genetics and cultural transmission. Genetic predispositions can facilitate certain learning abilities, such as language acquisition or tool use, which are passed across generations. Social learning, through imitation, instruction, and cultural practices, plays a pivotal role in the transfer of skills and knowledge within human societies (Boesch & Tomasello, 1998). For example, traditional fishing techniques or musical skills are learned by observation and imitation, embodying both social and cultural transfer processes.
Chimpanzees also demonstrate cultural transmission and genetic influences in their learning behaviors. They pass on tool-use techniques and social customs through generations, which underscores the role of both genetics and culture in transfer of learning (Boesch & Tomasello, 1998). Such transfer enables populations to adapt to environmental challenges and maintain complex social systems. However, their capacity for transfer remains more constrained compared to humans, primarily due to differences in cognitive complexity and language abilities.
Implications for Behavioral Enrichment in Zoos
The understanding of learning sets and transfer of learning offers valuable insights for designing enrichment programs. Effective enrichment should stimulate animals both mentally and physically, encouraging behaviors that are natural and species-specific. Incorporating tasks that promote learning set formation—such as problem-solving activities—can enhance animals' cognitive engagement and behavioral flexibility (Kolifrath, 2009).
For instance, primates can be provided with puzzles that vary slightly to encourage transfer of problem-solving skills across different contexts. This not only enriches their environment but also sustains their mental health. Similarly, training routines that establish generalized strategies enable animals to adapt and respond more flexibly to new challenges, promoting welfare and reducing stereotypic behaviors.
The goal of enrichment should be to create behaviorally relevant and biologically appropriate stimuli that align with the animals' natural instincts and learning capacities. Recognizing species-specific differences in transfer abilities ensures that enrichment strategies are tailored to promote optimal cognitive and behavioral outcomes (Kolifrath, 2009).
Conclusion
In conclusion, learning sets are fundamental in understanding how animals and humans acquire, retain, and transfer knowledge across different situations. While chimpanzees demonstrate foundational transfer abilities primarily through trial-and-error and social learning, humans excel in abstract reasoning and applying learned principles in diverse contexts. The differences highlight evolutionary and cognitive distinctions but also underscore the shared capacity for social learning and cultural transmission. Applying this knowledge to animal enrichment programs can promote mental stimulation, behavioral health, and overall well-being. Future research should focus on refining strategies that enhance transfer of learning in captive animals, fostering improved welfare standards in zoological environments.
References
- Boesch, C., & Tomasello, M. (1998). chimpanzee and human cultures. Current Anthropology.
- Films Media Group. (1990). Further Approaches to Learning [Video file].
- Goldstone, R. L., & Day, S. B. (2012). Introduction to “New Conceptualizations of Transfer of Learning”. Retrieved from http://cognitrn.psych.indiana.edu/rgoldstonetransferissue.pdf
- Kolifrath, J. (2009). Behavioral and Environmental Animal Enrichment. Animals Make Us Human: Creating the Best Life for Animals. Houghton Mifflin Harcourt Publishing.
- Larsen-Freeman, D. (2013). The Hidden Power of Transfer. Language Learning & Technology, 17(2), 1-11.
- Phillips, K. A., Schaeffer, J. A., & Hopkins, W. D. (2013). Corpus callosal microstructure influences intermanual transfer in chimpanzees. US National Library of Medicine National Institutes of Health.
- Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed.). Pearson.
- Further Approaches to Learning. (1996). [Video].
- Hopper, L., Lambeth, S., Schapiro, S., & Whiten, A. (2008). Observational learning in chimpanzees and children studied through ‘ghost’ conditions. Biological Sciences.