Elephants are quick learners, offer helping hand

Posted by gp at Tuesday, March 08, 2011

Elephants quickly learn to lend each other a helping hand — ah, make that a helping trunk. In a series of tests, the giant mammals learned to cooperate to solve a problem, researchers report in Monday's edition of Proceedings of the National Academy of Sciences.

Elephants are socially complex, explained lead researcher Joshua M. Plotnik. "They help others in distress," he said. "They seem in some ways emotionally attached to each other, so you would expect there would be some level of cooperation." However, he added, "I was surprised how quickly they learned."

The elephants caught on as quickly as chimpanzees, elevating themselves to such heady company as great apes, dolphins and crows, according to Plotnik, of the department of experimental psychology at England's Cambridge University.

The tests, conducted in Thailand, involved food rewards placed on a platform on the ground connected to a rope. The elephants were behind a fence. To get the food, the elephants had to pull the two ends of the rope at the same time to drag the platform under the fence. Pull only one end and all you get is rope.

Six pairs of elephants were tested 40 times over two days and every pair figured it out, succeeding on at least eight of the last 10 trials. Then the scientists tried releasing the elephants into the test area separately, up to 45 seconds apart. The elephants quickly learned to wait for their partners, with a success rate of between 88 and 97 percent for various pairs on the second day.

However, one young elephant had what the researchers termed an "unconventional" solution to the problem. As Plotnik and co-authors explained, the elephant firmly put one foot on the end of her rope, "forcing her partner to do all the work to retrieve the table." In another experiment, the researchers left only one end of the rope within reach of the elephants, with the other end coiled on the table. The elephants didn't bother to pull the rope, seeming to recognize that it wouldn't work if their partner couldn't pull the other end.

It is hard to draw a line between learning and understanding, the researchers concluded, but the elephants did engage in cooperative behavior and paid attention to their partner.

http://www.phenomenica.com/2011/03/elephants-are-quick-learners-offer.html

Extracted from

DISSOCIATION AND MEMORY: A TWO-HUNDRED YEAR PERSPECTIVE

by Adam Crabtree

Full article http://www.joannecrabtree.com/psychotherapyarts/innerMind/dissociationAndMemory.html

A COMPREHENSIVE APPROACH TO DISSOCIATION

In the late 1960's a new wrinkle on dissociation and memory was introduced. It was the discovery of "state-dependent" effects in human beings. The notion, briefly stated, is that when people learn information, undergo an experience, or develop a skill in a specific state of consciousness, they can recall that information, reclaim that experience, or exercise that skill most easily when the original state of consciousness is re-establish. The earliest experiments in this area investigated the effects of certain drugs on memory in animals (Overton 1964, 1968). These were followed by investigations of the effects of alcohol or barbiturate intoxication on human memory (e.g., Goodwin et al. 1969 and Eich 1977). The results proved the old saw that if a person when sober could not remember where he put his keys when drunk, the best way to get the memory back was to get drunk again.

Roland Fischer, a pioneer in this field of investigation (Fischer et al., 1970, Fischer and Landon 1972, Fischer 1976, 1977), attempted to place our understanding of state-bound memory in a framework that takes into account both context and a spectrum of psycho-physical arousal, ranging from hypo- to hyper-arousal (Fischer 1971). He speculated that the more discontinuous the states of arousal, the less ability to retrieve a memory in one state of an event in another. In 1971 Fischer stated: "The implications of this amnesia between disparate levels of arousal for criminology, jurisprudence and psychotherapy have not yet been realized" (Fischer 1971, p. 33); that statement seems to be quite valid yet today.

The implications of the notion of state-dependent learning and state-dependent memory are vast. It can be said that for all people, the so-called normal and the disordered, memories are attached to specific states of consciousness and gaining access to memories depends on returning to the proper state of consciousness.

Memory as state-dependent serves as an experimental model for verifying the understanding of dissociation and memory of Janet. It also confirms the notion that "amnesia" or "forgetting" are misleading concepts to use in attempting to describe dissociative experience, and points instead to dissociation as a partitioned assimilation of information and experiences.

So this is what is comes down to: dissociation, normal and disordered, is the partitioned assimilation of information and experiences. And memory is the retrieval of information and experiences by returning to the compartment into which they were assimilated. There is no "forgetting" followed by "remembering." Instead we move from state of consciousness to state of consciousness and retrieve information or experiential data with greater or less efficiency, depending on the "disparity" of the present state from that in which the information was obtained or the experience was undergone. If the disparity is too great, retrieval will fail.

http://www.joannecrabtree.com/psychotherapyarts/innerMind/dissociationAndMemory.html