烏賊是否具有觀察學習的能力？｜國立清華大學博碩士論文庫

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研究生：	黃冠陵 Huang, Kuan-Ling
論文名稱：	烏賊是否具有觀察學習的能力？ Can Cuttlefish Learn by Observing Others?
指導教授：	焦傳金 Chiao, Chuan-Chin
口試委員:
學位類別：	碩士 Master
系所名稱：	生命科學暨醫學院 - 系統神經科學研究所 Institute of Systems Neuroscience
論文出版年：	2010
畢業學年度：	98
語文別：	英文
論文頁數：	44
中文關鍵詞：	頭足類、連結學習、觀察學習、社交學習
外文關鍵詞：	cephalopod, association learning, observational learning, social learning
相關次數：	點閱：1 下載：0
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摘要
觀察學習是一種透過觀察同伴而學習的能力。它的好處是顯而易見的，因為學習者可以節省試誤學習所耗費的時間與能量，因此增加了自身的生存與繁衍後代的機會。頭足類（魷魚、章魚、及烏賊）是一群擁有複雜神經系統的生物，他們一般被認為具有相當程度的認知能力。前人的研究指出，章魚可表現某些觀察學習的行為，但另一研究卻發現，烏賊並無法藉由觀察學習來改進其捕食策略。有鑒於逃離危險環境的能力是影響生存與否的重要關鍵，本篇研究希望能在給予烏賊威脅的情境下，重新檢視烏賊是否具有觀察學習的能力。在實驗設計中，我們將虎斑烏賊分成「自我經驗組」及「觀察同伴組」。利用設計了兩種不同背景圖案，並以人為操控玩具潛艇作為威脅的來源，我們希望藉此建立烏賊對於背景與威脅之間的記憶連結。在訓練期時，自我經驗組的烏賊會在其喜歡的背景內遭遇玩具潛艇的驅趕，以學習背景與威脅之間的關聯性。在觀察同伴組中，則藉由在觀察者喜歡的背景內用玩具潛艇驅趕示範者，而同時讓觀察者在透明的隔板後面觀察示範者被驅趕過程，以建立背景與威脅之間的關聯性。在接下來的測試期中，在沒有威脅情境下，亦即潛艇不會移動的情況下，我們利用烏賊對安全邊的選擇次數做為依據，判斷自我經驗組的烏賊是否具有連結學習的能力，及觀察同伴組的烏賊是否具有觀察學習的能力。在自我經驗組中,我們發現大部份的動物都會選擇安全邊，而非選擇自身的偏好，這個結果反應了烏賊的確具有連結學習的能力。而在觀察同伴組中，僅有部份的烏賊呈現較高的安全邊選擇。這樣的結果顯示在烏賊中，即使個體差異很大，但仍有部份的烏賊可能具備了觀察學習的能力。

Abstract
Observational learning is the ability to learn through observing others’ behavior. The benefit of observational learning is clear in that individuals can save time and energy without try-and-error learning, and enhance the chance of survival and reproduction. Cephalopods (squid, octopus, and cuttlefish) have the most sophisticated central nervous system among invertebrates, thus it is conceivable that cephalopods can develop some forms of cognition. Although it has been suggested that octopus equips the capacity of observational learning, a previous study has indicated that cuttlefish do not improve their predation tactics by observing conspecifics. Given that the danger avoidance is important for survival, we sought to reevaluate whether cuttlefish show some form of observational learning under threatening circumstances. Cuttlefish (Sepia pharaonis) were divided into two groups, the Self-Experience Group and the Observe-Other Group. Two background patterns were used to probe the threat-place association learning in these experiments. In the training phase, a toy submarine was remotely controlled to expel the cuttlefish at its innately preferred place to establish the threat-place association in the Self-Experience Group. In the Observe-Other Group, the threat-place association was established by expelling the conspecific demonstrator at the observer’s innately preferred place while the observer watched the whole process behind a transparent divider. In the testing phase, the choice of safe place in the absence of threat was used to probe the learning of cuttlefish in both groups. In the Self-Experience Group, we found that most animals chose the safe side more often than their innately preferred side, an indication of the association learning. However, in the Observe-Other Group, only a subset of animals showed this threat-place association by observation. Thus, our results suggest that some cuttlefish can learn by observing others, but individual difference exists.

Table of Contents

摘要……………………………………………………………… i
Abstract……………………………………………………………… ii
誌謝……………………………………………………………………iii
Table of Contents……………………………………………………vi
List of Tables……………………………………………………viii
List of Figures………………………………………………………ix

1. Introduction………………………………………………………1
2. Materials and Methods…………………………………………5
    2.1  Subjects……………………………………………………5
    2.2  Experimental apparatus…………………………………5
    2.3  Experimental procedure…………………………………8
    2.4  Data analysis……………………………………………11
3. Results……………………………………………………………13
    3.1  Innate preference of left-right side and background pattern…………………………………………………13
    3.2  Association learning and observational learning………………………………………………………………13
4. Discussion………………………………………………………27
    4.1  The stability of the innate preference throughout the experiment………………………………………………………27
    4.2  Individual difference exists in association and observational learning……………………………………………28
    4.3  Memory retention time of cuttlefish……………………………………………………………29
    4.4  The percentage of the innate side-turning preference………………………………………………………………29
    4.5  Criteria for qualification of observational learning………………………………………………………………30
    4.6  Conclusion………………………………………………32
5. References………………………………………………………33
6. Appendixes………………………………………………………35
    Appendix I: The Pilot Study 1……………………………35
        Figure A1  Timeline of the experimental design for the Pilot Study 1…………………………………………………37
        Figure A2  The cuttlefish in the Naive Group appear to learn the threat-place association more efficiently than those in the Experience Group in the Pilot Study 1……38
    Appendix II: The Pilot Study 2…………………………40
        Figure A3  Timeline of the experimental design for the Pilot Study 2………………………………………………42
        Figure A4  The performance of the threat-place association learning varied widely among individual cuttlefish in the Pilot Study 2……………………………43

                                

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