Mather, Jennifer
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Browsing Mather, Jennifer by Author "Mather, Jennifer A."
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- ItemBehaviour development: a cephalopod perspective(University of California eScholarship, 2006) Mather, Jennifer A.This paper evaluates the development of behaviour from the viewpoint of the intelligent and learning dependent cephalopod mollusks as a contrast to that of mammals. They have a short lifespan, commonly one to two years, and most are semelparous, reproducing only near the end of their lifespan. In the first two months of life, Sepia officinalis cuttlefish show drastic limitation on learning of prey choice and capture, gradually acquiring first short-term and then long-term learning over 60 days. This is paralleled by development of the vertical lobe of the brain which processes visually learned information. In the long nonreproductive adulthood, Octopus species show major flexibility in prey choice and continued mobility across the sea bottom. This results in large behaviour variability within and between individuals and both exploration and simple play-type behaviour. During the short reproductive period, Sepioteuthis sepioidea squid gather for choice and competition, including flexible strategies in use of their skin display system. At the end of the life cycle, Sepia officinalis cuttlefish have a swift decline in memory capacity and also brain degeneration during their short period of senescence. The emphasis on different behaviour capacities during these four stages is contrasted with those of the mammalian model of behaviour development.
- ItemEthics and invertebrates: a cephalopod perspective(Inter Research, 2007) Mather, Jennifer A.; Anderson, Roland C.This paper first explores 3 philosophical bases for attitudes to invertebrates, Contractarian/Kantian, Utilitarian, and Rights-based, and what they lead us to conclude about how we use and care for these animals. We next discuss the problems of evaluating pain and suffering in invertebrates, pointing out that physiological responses to stress are widely similar across the animal kingdom and that most animals show behavioral responses to potentially painful stimuli. Since cephalopods are often used as a test group for consideration of pain, distress and proper conditions for captivity and handling, we evaluate their behavioral and cognitive capacities. Given these capacities, we then discuss practical issues: minimization of their pain and suffering during harvesting for food; ensuring that captive cephalopods are properly cared for, stimulated and allowed to live as full a life as possible; and, lastly, working for their conservation.
- ItemExploration and habituation in intact free moving Octopus vulgaris(University of California eScholarship, 2006) Kuba, Michael J.; Byrne, Ruth A.; Meisel, Daniela V.; Mather, Jennifer A.Despite the huge numbers of studies published on the learning of cephalopod mollusks, studies on non-associative learning are scarce. We tested non-associative learning (habituation) and exploration in Octopus vulgaris in two different studies using a prey-shaped object (Study A) and inanimate objects and food objects (Study B). Study A consisted of the repeated presentation of a prey-like stimulus, which 23 subjects could only explore visually. In study B, 14 octopuses were presented two Lego blocks (one black and white with a smooth surface, one a blue "snowflake" with a rough surface) and two food items, one preferred (clams) and one non-preferred (mussels) inside their home tanks. As hunger is a motivational factor for exploratory behavior, different levels of food satiation (feeding 2h or 24 h prior to experiments) were tested. Within trial habituation was clearly documented in both experiments. In study A across trials habituation was found for all animals, whereas it was only significant in 5 animals in Study B.
- ItemIndividual prey choices of octopuses: are they generalist or specialist?(Oxford University Press, 2012) Mather, Jennifer A.; Leite, Tatiana S.; Batista, Allan T.Prey choice is often evaluated at the species or population level. Here, we analyzed the diet of octopuses of different populations with the aim to assess the importance of individual feeding habits as a factor affecting prey choice. Two methods were used, an assessment of the extent to which an individual octopus made choices of species representative of those population (PSi and IS) and 25% cutoff values for number of choices and percentage intake of individual on their prey. In one population of Octopus cf vulgaris in Bermuda individuals were generalist by IS=0.77, but most chose many prey of the same species, and were specialists on it by >75% intake. Another population had a wider prey selection, still generalist with PSi=0.66, but two individuals specialized by choices. In Bonaire, there was a wide range of prey species chosen, and the population was specialists by IS= 0.42. Individual choices revealed seven specialists and four generalists. A population of Octopus cyanea in Hawaii all had similar choices of crustaceans, so the population was generalist by IS with 0.74. But by individual choices, three were considered a specialist. A population of Enteroctopus dofleini from Puget Sound had a wide range of preferences, in which seven were also specialists, IS=0.53. By individual choices, thirteen were also specialists. Given the octopus specialty of learning during foraging, we hypothesize that both localized prey availability and individual personality differences could influence the exploration for prey and this translates into different prey choices across individuals and populations showed in this study
- ItemOctopus vulgaris in the Caribbean is a specializing generalist(Inter Research, 2008) Anderson, Roland C.; Wood, James B.; Mather, Jennifer A.The diet of Octopus vulgaris was determined from the remains of 649 prey items gathered from the middens of 38 dens in a small area off the Caribbean island of Bonaire. Remains of 35 species of gastropod (19% of the total), 19 bivalves (51%) and 21 crustaceans (30%) were identified and examined for mode of entry into hard-shelled prey. Although 60% of the gastropods were drilled, neither the size/weight ratio nor the presence of an operculum determined whether drilling occurred. There were strong differences in prey preference among individual octopuses, and the Cardona niche breadth index (B’) of the midden items was 0.08, indicative of specialization. Examples include the exclusive preference for Pinna carnea by one den occupant. This study, by focusing on assessment of preference at specific den locations, is the first to show that while the population had a wide choice of prey items, the individual choices were much narrower, indicating that octopuses were specializing generalists.
- ItemReflection: teaching a non-course(Kwantlen Polytechnic University, 2008) Mather, Jennifer A.A year ago (Spring, 2007), I was on sabbatical. Being on sabbatical means focusing on my intellectual development rather than that of my students. That also means not teaching courses, but I had been teaching...a non-course. This small paper is a reflection on the experience
- ItemWhat do professors want to learn to improve their teaching(University of Windsor, 2009) Mather, Jennifer A.This paper recounts the author’s experience with giving a Needs Assessment for improvement by university teachers. Subjects were from the University of Lethbridge and the 2008 Society for Teaching and Learning in Higher Education (STLHE) conference session. Teachers at the University (n=77) indicated they could spend 5-15 hours in teaching development per semester and wanted a variety of information access but favoured quick one-hour workshops. STLHE participants (n=34) were willing to attend three-hour workshops and spend more time per semester (over 20 hours) improving their teaching. Topics that both groups wanted to hear about were teaching efficiently, using student feedback, fostering critical thinking, and marking fairly. STLHE participants were more interested in fostering group work, student writing, and dealing with student disabilities and diversity, whereas the University sample cared more about preventing cheating and presenting the results of their teaching for promotion and tenure. All in all, there were many things that teachers wanted to learn.