IS TUBE-ESCAPE LEARNING BY PROTOZOA ASSOCIATIVE LEARNING
IS TUBE-ESCAPE LEARNING BY PROTOZOA ASSOCIATIVE LEARNING
复制标题
DOI：
10.1037/0735-7044.108.1.94
复制
发表时间：
1994-02-01
影响因子：
1.9
通讯作者：
WOOD, DC
中科院分区：
文献类型：
--
作者：
HINKLE, DJ;WOOD, DC
据报道，纤毛虫原生动物、拉幅动物和草履虫在试验过程中以越来越快的速度从狭窄毛细管的底端逃逸到更大体积的培养基中。这种行为变化被认为是联想学习的一个明显例子。逃避时间的减少并不是由于原生动物的环境、游泳速度、纤毛反转频率或向前或向后游泳所花费的时间比例的变化所致。相反，大部分减少是由于向上游泳所花费的时间比例减少所致。然而，当任务改变为需要从毛细管上端逃脱时，向上游泳的类似减少就会发生。因为无论强化刺激的位置如何，原生动物都会表现出相同的行为变化，因此逃管学习不是联想学习。
The ciliate protozoa, Stenter and Paramecium, have been reported to escape from the bottom end of narrow capillary tubes into a larger volume of medium with increasing rapidity over the course of trials. This change in behavior has been considered an apparent example of associative learning. This decrease in escape time is not due to a change in the protozoa's environment, their swimming speed, frequency of ciliary reversals, or the proportion of time spent forward or backward swimming. Instead, most of the decrease results from a decrease in the proportion of time spent in upward swimming. However, a similar decrease in upward swimming occurs when the task is altered to require escape from the upper end of the capillary tubes. Because the protozoa exhibit the same change in behavior regardless of the locus of the reinforcing stimulus, tube-escape learning is not associative learning.