title: The effects of relatedness, social contact, and sex on observational learning in rats (Rattus norvegicus)

authors: Tulloch, Bridget

subjects: Rats

abstract: Kin recognition is the ability to identify a conspecific as a relative and can occur even when animals are complete strangers.  By being able to recognise relatives, animals are able to give preferential treatment to those with which they share genes.  Recognition may occur by either direct familiarisation (learning a phenotypic cue that reliably correlates to kinship), or by indirect familiarisation (learning kinship relationships through previous encounters).  Rats (Rattus norvegicus) can recognise kin, however to what degree kin recognition is mediated by genetics (direct familiarisation) or social relationships (indirect familiarisation) are unknown; the influences of kinship and familiarity on the ability to learn from a conspecific is also unknown.  Furthermore, the sex of an animal can also influence its ability to learn but this effect has received little attention in the literature, particularly when considering observational learning tasks.  I assessed if relatedness and/or familiarity influenced a rat's ability to learn through observation, and if gender relationships influence the learning process.  Eighty rats ( observers ) were given the opportunity to observe a  demonstrator  rat press a joystick in a given direction to obtain a food reward.  Observers watched a demonstrator that had one of the following relationships with them: related and familiar, related and unfamiliar, unrelated and familiar, or unrelated and unfamiliar.  When observers were given the opportunity to manipulate the joystick, the number of sniffs of the joystick, the latency to first move the joystick and the total number of presses were recorded.  Rats that were both familiar and related to the demonstrator consistently performed better than any other treatment group; furthermore, rats that were familiar with the demonstrator performed the task more efficiently than rats that were not familiar with the demonstrator.  When the demonstrators and observers were related, the observers produced more presses and sniffs of the joystick while having a lower latency to the first push   In addition, male observers learnt better than females regardless of the demonstrator sex, with males that were familiar to their demonstrator making nearly twice as many pushes than any other treatment group. The results from this study are discussed in relation to both the mechanisms of direct and indirect recognition and the potential adaptive value on kin discrimination in the learning process.  The home range hypothesis may explain why gender differences in learning were found: male rats have larger home ranges than females.  Male rat will regularly encounter more rats than females and would need to ascertain if unfamiliar individuals are relatives.  Females remain closer to natal sites and as such are more likely to encounter kin and therefore may not need as well as developed kin recognition ability.

text: The effects of relatedness, social contact, and sex on observational learning in rats (Rattus norvegicus) Kin recognition is the ability to identify a conspecific as a relative and can occur even when animals are complete strangers.  By being able to recognise relatives, animals are able to give preferential treatment to those with which they share genes.  Recognition may occur by either direct familiarisation (learning a phenotypic cue that reliably correlates to kinship), or by indirect familiarisation (learning kinship relationships through previous encounters).  Rats (Rattus norvegicus) can recognise kin, however to what degree kin recognition is mediated by genetics (direct familiarisation) or social relationships (indirect familiarisation) are unknown; the influences of kinship and familiarity on the ability to learn from a conspecific is also unknown.  Furthermore, the sex of an animal can also influence its ability to learn but this effect has received little attention in the literature, particularly when considering observational learning tasks.  I assessed if relatedness and/or familiarity influenced a rat's ability to learn through observation, and if gender relationships influence the learning process.  Eighty rats ( observers ) were given the opportunity to observe a  demonstrator  rat press a joystick in a given direction to obtain a food reward.  Observers watched a demonstrator that had one of the following relationships with them: related and familiar, related and unfamiliar, unrelated and familiar, or unrelated and unfamiliar.  When observers were given the opportunity to manipulate the joystick, the number of sniffs of the joystick, the latency to first move the joystick and the total number of presses were recorded.  Rats that were both familiar and related to the demonstrator consistently performed better than any other treatment group; furthermore, rats that were familiar with the demonstrator performed the task more efficiently than rats that were not familiar with the demonstrator.  When the demonstrators and observers were related, the observers produced more presses and sniffs of the joystick while having a lower latency to the first push   In addition, male observers learnt better than females regardless of the demonstrator sex, with males that were familiar to their demonstrator making nearly twice as many pushes than any other treatment group. The results from this study are discussed in relation to both the mechanisms of direct and indirect recognition and the potential adaptive value on kin discrimination in the learning process.  The home range hypothesis may explain why gender differences in learning were found: male rats have larger home ranges than females.  Male rat will regularly encounter more rats than females and would need to ascertain if unfamiliar individuals are relatives.  Females remain closer to natal sites and as such are more likely to encounter kin and therefore may not need as well as developed kin recognition ability.

year: 2007

title: A comparison of pop-up velocity between younger and older recreational surfers

authors: Enticott, David

subjects: surfing

abstract: Background: The pop-up is the physiological task that places a surfer on a wave. The aim of every recreational surfer is to catch as many open-faced, rideable waves as possible with pop-up velocity being crucial to this. Recent research shows a clear trend of an aging surfing demographic all of whom have the potential to experience an age-related reduction in their pop-up velocity. A slower pop-up would likely limit wave-riding options for these older surfers; therefore, the primary purpose of this study was to determine if age reduces pop-up velocity in intermediate recreational surfers. We hypothesised that pop-up velocity between younger and older recreational surfers would exhibit no statistically significant difference as a result of older surfers having developed efficient movement patterns and skill sets over many years that offset any age-related muscular decrement Methods: Fourteen intermediate recreational surfers (13 males and 1 female) were placed into two groups based on age, a younger group (25.2 ± 9.0 years old, 9.7 ± 10.9 years of surfing experience) and an older group (51.8 ± 6.6 years old, 30.0 ± 9.1 years of surfing experience). The cohort had at least two years surfing experience and did not follow a specific dry-land resistance training programme. Participants completed a simulated pop-up in a controlled laboratory setting with pop-up velocity captured by dual Kistler force plates. A countermovement jump test was also completed by each participant to assess lower-body power and velocity. The intraclass correlation coefficient (ICC), coefficient of variation (CV0, and typical error (TE) were calculated to determine inter-group reliability between the older and younger surfers’ pop-up velocity tests and between pop-up tests featuring simulated paddling strokes and those without. An independent samples t-test was conducted to examine the differences between the two age groups’ pop-up velocity and between pop-up tests featuring simulated paddling strokes and those without. The strength of correlation between surfer age and relative maximal power was assessed with Pearson’s r. Results: The test showed good (ICC 0.75-0.90) reliability and no apparent difference between paddle and non-paddle and the older and younger cohorts; however, the CVs all exceeded 10%. The younger group demonstrated significantly quicker surf pop-ups (1.12±0.16 vs 2.03±0.52 s; p = 0.0009; d = 2.21 [1.10, 4.20]) and relative maximal power (53.8±12.9 vs 41.2±2.2 W·kg−1; p = 0.0252; d = 1.28 [2.84, 0.23]) than the older group. Interestingly, the negative coefficient (slope) that described the overall relationship between age and leg power observed (m= -0.53) was attenuated when looking at surfers over the age of 35 (m=-0.10). Discussion: Loss of pop-up velocity can be expected in older surfers but the typical age-related decline in muscle capability may be offset by surfing. The incorporation of dry-land resistance exercise including power and strength training is recommended to improve pop-up velocity and thus wave wave-catching ability and enjoyment in older surfer. These findings demonstrate positive ramifications of participation in surfing and can support longevity in older recreational surfers. Conclusion: Age clearly had a negative influence on pop-up velocity.

text: A comparison of pop-up velocity between younger and older recreational surfers Background: The pop-up is the physiological task that places a surfer on a wave. The aim of every recreational surfer is to catch as many open-faced, rideable waves as possible with pop-up velocity being crucial to this. Recent research shows a clear trend of an aging surfing demographic all of whom have the potential to experience an age-related reduction in their pop-up velocity. A slower pop-up would likely limit wave-riding options for these older surfers; therefore, the primary purpose of this study was to determine if age reduces pop-up velocity in intermediate recreational surfers. We hypothesised that pop-up velocity between younger and older recreational surfers would exhibit no statistically significant difference as a result of older surfers having developed efficient movement patterns and skill sets over many years that offset any age-related muscular decrement Methods: Fourteen intermediate recreational surfers (13 males and 1 female) were placed into two groups based on age, a younger group (25.2 ± 9.0 years old, 9.7 ± 10.9 years of surfing experience) and an older group (51.8 ± 6.6 years old, 30.0 ± 9.1 years of surfing experience). The cohort had at least two years surfing experience and did not follow a specific dry-land resistance training programme. Participants completed a simulated pop-up in a controlled laboratory setting with pop-up velocity captured by dual Kistler force plates. A countermovement jump test was also completed by each participant to assess lower-body power and velocity. The intraclass correlation coefficient (ICC), coefficient of variation (CV0, and typical error (TE) were calculated to determine inter-group reliability between the older and younger surfers’ pop-up velocity tests and between pop-up tests featuring simulated paddling strokes and those without. An independent samples t-test was conducted to examine the differences between the two age groups’ pop-up velocity and between pop-up tests featuring simulated paddling strokes and those without. The strength of correlation between surfer age and relative maximal power was assessed with Pearson’s r. Results: The test showed good (ICC 0.75-0.90) reliability and no apparent difference between paddle and non-paddle and the older and younger cohorts; however, the CVs all exceeded 10%. The younger group demonstrated significantly quicker surf pop-ups (1.12±0.16 vs 2.03±0.52 s; p = 0.0009; d = 2.21 [1.10, 4.20]) and relative maximal power (53.8±12.9 vs 41.2±2.2 W·kg−1; p = 0.0252; d = 1.28 [2.84, 0.23]) than the older group. Interestingly, the negative coefficient (slope) that described the overall relationship between age and leg power observed (m= -0.53) was attenuated when looking at surfers over the age of 35 (m=-0.10). Discussion: Loss of pop-up velocity can be expected in older surfers but the typical age-related decline in muscle capability may be offset by surfing. The incorporation of dry-land resistance exercise including power and strength training is recommended to improve pop-up velocity and thus wave wave-catching ability and enjoyment in older surfer. These findings demonstrate positive ramifications of participation in surfing and can support longevity in older recreational surfers. Conclusion: Age clearly had a negative influence on pop-up velocity.

year: 2024

title: Supervising research in Māori cultural contexts: a decolonizing, relational response

authors: Berryman, Mere

abstract: We have collaborated for 25 years as indigenous Māori and non- Māori researchers undertaking research with Māori families, their schools and communities. We have endeavored to meet our responsibilities to the Māori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master’s and doctoral students (Māori and non-Māori) who seek to draw on decolonizing methodologies as they undertake research in Māori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Māori students has required them to engage and participate in Māori cultural contexts.

text: Supervising research in Māori cultural contexts: a decolonizing, relational response We have collaborated for 25 years as indigenous Māori and non- Māori researchers undertaking research with Māori families, their schools and communities. We have endeavored to meet our responsibilities to the Māori people (indigenous inhabitants of New Zealand) and communities with whom we have researched, as well as meet the requirements and responsibilities of our academic institutions. In this paper, we reflect on the implications of these responsibilities for our work as supervisors of master’s and doctoral students (Māori and non-Māori) who seek to draw on decolonizing methodologies as they undertake research in Māori cultural contexts. We draw on the experiences and interactions we have had with four different postgraduate students whose research on improving educational outcomes for Māori students has required them to engage and participate in Māori cultural contexts.

year: 2017