THE DEVELOPMENT OF SOCIAL BEHAVIOR PATTERNS IN THE MOUSE, IN RELATION TO NATURAL PERIODS 1)
THE DEVELOPMENT OF SOCIAL BEHAVIOR PATTERNS IN THE MOUSE, IN RELATION TO NATURAL PERIODS 1)
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小鼠社会行为模式的发展与自然周期的关系 1)
DOI：
10.1163/156853954x00031
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发表时间：
1954
期刊：
影响因子：
1.3
通讯作者：
J. P. Scott
中科院分区：
文献类型：
--
作者：
Elizabeth Williams;J. P. Scott
1. 本文对家鼠的产后行为发展进行了描述性研究，特别强调其社会方面。 2. 对 10 窝小鼠进行观察，其中包括来自 4 个不同近交系的 60 只小鼠，年龄直至 30 天。九窝小鼠被饲养在透明的实验室小鼠箱中，第十窝被饲养在环境更复杂的更大的箱子中。 3.在第4天、第12天和大约第25天时发现了影响社会关系性质的重要发育变化。在此基础上将小鼠的早期发育分为四个自然时期。 4. 从感觉、运动和心理能力以及重要社会行为模式的出现的角度详细描述了这些时期。 5.在新生儿期(I)，小鼠是赤裸的并且基本上无助，并且主要活动是摄取和接触行为。对声音或视觉没有反应，也没有学习能力的迹象。 6. 过渡期（II）的特点是感觉、运动和心理能力的快速发展，为未来社会行为模式的变化奠定了基础。这一时期的特点是表观行为（梳理行为）的出现和调查行为的增加。其他社会行为模式仍然与以前一样。 7. 社会化期（III）开始于所有感觉器官发挥功能，使动物第一次与社会环境完全接触。运动发育很快，动物对可怕的刺激非常敏感。成人所有特有的社会行为模式都在这一时期以某种形式出现，而最后的新生儿模式之一——哺乳——则消失了。主要的行为模式是调查性的和表观性的（梳理行为）。 8.青少年期（IV）出现打斗行为，其结束以成人性行为的首次出现为标志。 9. 某些生理变化与行为的明显变化相关。对电击的反应在第 4 天和第 12 天发生变化。生长曲线的变化随着摄食行为的变化而发生，而摄食行为又与大约 12 天时眼睛的张开相关。 10. 有证据表明，对声音的反应出现在过渡期的早期，但惊吓反应直到接近结束时才出现。 11. 需要进一步研究简单联想学习能力的发展，根据目前的证据，这种能力可能会出现在过渡期的早期。 12. 当将老鼠与其他形式进行比较时，我们发现不同物种之间行为事件的顺序有很大差异，并且该顺序似乎与该物种典型的社会组织的性质相关。 13. 参考社会关系发展中可能的关键时期讨论了小鼠行为的发展。
1. This paper consists of a descriptive study of the post-natal behavioral development of the house mouse, with particular emphasis on its social aspects. 2. Observations were made on ten litters, including 60 mice from four different inbred strains, up to the age of 30 days. Nine litters were raised in transparent laboratory mouse boxes, and the tenth was raised in a larger box with a more complex environment. 3. Important developmental changes which affect the nature of social relationships were found at 4 days, 12 days, and approximately 25 days. On this basis the early development of the mouse was divided into four natural periods. 4. These periods are described in detail from the viewpoint of sensory, motor, and psychological capacities, and the appearance of important patterns of social behavior. 5. During the Neonatal Period (I) the mice are naked and largely helpless, and the predominant activities are ingestive and contactual behavior. There is no reaction to sound or sight, nor an indication of learning capacity. 6. The Transition Period (II) is characterized by rapid development of sensory, motor and psychological capacities which provide the basis for future change in social behavior patterns. The period is marked by the appearance of epimeletic behavior (grooming) and an increase in investigative behavior. Other social behavior patterns remain much as before. 7. The Socialization Period (III) begins with all sense organs functional, so that the animal is for the first time in complete contact with the social environment. Motor development is rapid, and the animals give evidence of great sensivity to frightening stimuli. All the characteristic social behavior patterns of adults appear in some form during this period, and at its end one of the last neonatal patterns, nursing, disappears. The dominant behavior patterns are investigative and epimeletic (grooming). 8. During the Juvenile Period (IV) fighting behavior appears, and its end is marked by the first appearance of adult sexual behavior. 9. Certain physiological changes are correlated with overt changes in behavior. Reactions to electroshock change at 4 and 12 days. Changes in the growth curve occur with changes in ingestive behavior, which in turn is correlated with the opening of the eyes at about 12 days. 10. There is evidence that reactions to sound appear early in the Transition Period, but the startle reaction does not appear until near its close. 11. Further study is needed of the development of the capacity for simple associative learning, which on present evidence may appear early in the Transition Period. 12. When the mouse is compared with other forms it is found that the order of behavioral events varies considerably between different species, and that the order appears to be correlated with the nature of social organization typical of the species. 13. The development of behavior in the mouse is discussed with reference to possible critical periods in the development of social relationships.