Mathematical biology of social behavior

When an individual grows up in a society, he learns certain behavior patterns which are “accepted” by that society. He may in general have a tendency toward behavior patterns other than those which are “accepted” by the society. This tendency toward such unaccepted behavior may be due to a process of cerebration which results in doubt as to the “correctness” of the accepted behavior. Thus, on the one hand, the individual learns to follow the accepted rules almost automatically; on the other hand, he may tend to consciously break those rules. Using a neural circuit, suggested by H. D. Landahl in his theory of learning, a neurobiophysical interpretation of the above situation is outlined. Mathematical expressions are derived which describe the social behavior of an individual as a function of his age, social status, and some neurobiophysical parameters.     

The perfect learner

As a “base line” of memorization performance, the behavior of a “perfect learner” is considered. He is characterized by a perfect memory and by the ability to choose the best search procedure in problems where the correct response from a given repertoire is to be found to each of several stimuli under the condition of “right” and “wroing” promptings by the experimenter. Expected learning curves are derived for the case of disjoint response repertoires associated with the stimuli under cyclic and random presentation of the stimuli and for the case of a single response repertoire (a one-to-one matching problem) under cyclic presentation.     

J D Bernal (1901–1971) in perspective

Conclusion We must conclude that the sub-title of Bernal’s “The Social Function of Science” — “What science does: what science could do” is still the relevant challenge and indicates Bernal’s chief contribution, besides the foundation of molecular biology to our civilization. It is manifest that resources spent on armaments are a monstrous pathological symptom of our social structure. The ancient problem of “what is property” and what may be “owned” and by whom or by what organs of society is awakening.     

Source-sink landscape theory and its ecological significance

Exploring the relationships between landscape pattern and ecological processes is the key topic of landscape ecology, for which, a large number of indices as well as landscape pattern analysis model were developed. However, one problem faced by landscape ecologists is that it is hard to link the landscape indices with a specific ecological process. Linking landscape pattern and ecological processes has become a challenge for landscape ecologists. “Source” and “sink” are common concepts used in air pollution research, by which the movement direction and pattern of different pollutants in air can be clearly identified. In fact, for any ecological process, the research can be considered as a balance between the source and the sink in space. Thus, the concepts of “source” and “sink” could be implemented to the research of landscape pattern and ecological processes. In this paper, a theory of sourcesink landscape was proposed, which include: (1) In the research of landscape pattern and ecological process, all landscape types can be divided into two groups, “source” landscape and “sink” landscape. “Source” landscape contributes positively to the ecological process, while “sink” landscape is unhelpful to the ecological process. (2) Both landscapes are recognized with regard to the specific ecological process. “Source” landscape in a target ecological process may change into a “sink” landscape as in another ecological process. Therefore, the ecological process should be determined before “source” or “sink” landscape were defined. (3) The key point to distinguish “source” landscape from “sink” landscape is to quantify the effect of landscape on ecological process. The positive effect is made by “source” landscape, and the negative effect by “sink” landscape. (4) For the same ecological process, the contribution of “source” landscapes may vary, and it is the same to the “sink” landscapes. It is required to determine the weight of each landscape type on ecological processes. (5) The sourcesink principle can be applied to non-point source pollution control, biologic diversity protection, urban heat island effect mitigation, etc. However, the landscape evaluation models need to be calibrated respectively, because different ecological processes correspond with different source-sink landscapes and evaluation models for the different study areas. This theory is helpful to further study landscape pattern and ecological process, and offers a basis for new landscape index design. __________ Translated from Acta Ecologica Sinica, 2006, 26(5): 1444–1449 [译自: 生态学报]     

Reward and punishment in learning with possible reference to punishment for crime

On the basis of Landahl's theory of two-choice learning it is shown that application of punishment for wrong responses, without giving award for correct ones, does not lead to complete learning, no matter how many trials are used. If initially a “wrong response” was learned, then an attempt to inhibit it by punishment alone will in a class of cases lead only to a 50% suppression of that wrong response. Possible connection with the problem of effectiveness of punishment as a deterrent for crime is mentioned.     

Acquisition and transfer of visual Go/No-go discrimination by a chimpanzee

An adolescent female chimpanzee was trained to press a key in the presence of a computer-graphic geometric figure (“Go” stimulus) within 5 sec and not to press the key during 5-sec presentations of another figure (“No-go” stimulus) with food reinforcement. In the acquisition training, the accuracy of performance increased primarily as a result of learning to inhibit key presses in No-go trials. The chimpanzee acquired this “Go/No-go” visual discrimination task in 1,260 trials. She was then given 14 successive transfer problems. The results for these problems suggested that learning-set formation and repeated use of the same discriminative stimuli both influenced transfer to new problems.     

An ant’s eye view of culture: propagation of new traditions through triggering dormant behavioural patterns

We consider a previously unknown way of propagation of behavioural traditions in animal communities using hunting in ants as an example. We experimentally revealed that common litter dwelling ants Myrmica rubra effectively hunt jumping prey and the way the hunting behavioural pattern is distributed within ant colonies is rather sophisticated. Comparison of our results with those obtained on vertebrates enables us to suggest that “distributed social learning” plays an important role in spreading new traditions in animal communities: initial performances by a few carriers of an “at once and entirely” available behavioural pattern propagate this pattern among specimens which have only dormant “sketches” of it. Spread of these behaviours in populations is based on relatively simple forms of social learning such as social facilitation which underlies species’ predisposition to learn certain sequences of behavioural acts. To be triggered, carriers of dormant “sketches” of a relevant behavioural pattern should encounter performances of this pattern with sufficient frequency. We call this strategy triggering of dormant behavioural patterns. Integration of behaviour thus takes place not only at the individual level but at the population level as well.     

From “Lists of Traits” to “Open-Mindedness”: Emerging Issues in Cultural Competence Education

The incorporation of “culture” into U.S. biomedicine has been increasing at a rapid pace over the last several decades. Advocates for “cultural competence” point to changing patient demographics and growing health disparities as they call for improved educational efforts that train health providers to care for patients from a variety of backgrounds. Medical anthropologists have long been critical of the approach to “culture” that emerges in cultural competence efforts, identifying an essentialized, static notion of culture that is conflated with racial and ethnic categories and seen to exist primarily among exotic “Others.” With this approach, culture can become a “list of traits” associated with various racial and ethnic groups that must be mastered by health providers and applied to patients as necessary. This article uses an ethnographic examination of cultural competence training to highlight recent efforts to develop more nuanced approaches to teaching culture. I argue that much of contemporary cultural competence education has rejected the “list of traits” approach and instead aims to produce a new kind of health provider who is “open-minded,” willing to learn about difference, and treats each patient as an individual. This shift, however, can ultimately reinforce behavioral understandings of culture and draw attention away from the social conditions and power differentials that underlie health inequalities.     

Joyeuses Tropiques: Five Encounters with Alterities in Brazil

The paper describes the predicament of Brazilian anthropology through a personal experience of teaching and living in Brasilia. Just like Brasilia, Brazil is many ways considered as “a work in progress” – and Brazilian anthropology as a lively and thriving area, although frequently overlooked by non-Brazilian scholars. The situation in which Brazilian anthropologists find themselves is put in the context of their own history, as well as the particular social conditions of the country – with special reference to Brazil as invention, taking as an example celebration of “500 years of Brazil.”     

Suggestions for a mathematical biophysics of some psychoses

We may consider that most of the human behavior is a set of learned responses to certain patterns which recur frequently in the course of human life. Some “abnormal” events or experiences may result in the learning of abnormal responses, and thus in abnormal behavior. The “abnormal” responses may begin to be learned after some of the normal response patterns have been fairly well established. The development of both normal and abnormal behavior may thus be represented by learning curves of the type studied by H. D. Landahl. Applying some of the results of the theory of learning curves and considering that the normal and abnormal reactions may reciprocally inhibit each other, a quantitative theory of some psychoses may be developed. In particular, the effects of shock may be deduced from the assumption that they cause the more recently learned abnormal reactions to be “unlearned” more readily, than the earlier learned “normal” reactions. The effectiveness of shock treatments as a function of the duraction of psychosis is discussed from this point of view.     

Modeling of the actomyosin ATPase activity

In the rapid “quench” kientics of myosin, the “initial phosphate burst” is the excess inorganic phosphate that is produced during the early time-course of ATP hydrolysis by myosin subfragment-1 (S-1) or HMM. In general, the existence of a Pi burst implies a rapid (i.e., generally an order of magnitude faster than the steady-state hydrolysis rate) lysis of the phospho-anhydride bond within the ATP molecule, followed by one or more slower steps that are rate limiting for the process. Thus, the presence of a Pi burst can provide an important clue to the mechanism of the reaction. However, in the case of actomyosin, this clue as long been the subject of controversy and misunderstanding. To measure the (initial) Pi burst, myosin S-1 (or HMM) is rapidly mixed with ATP and then the mixture is acid quenched after a specific time period. The medium produced contains free Pi generated from hydrolysis of the ATP. The quantitative measure of the phosphate generated in this way has always been significantly greater than that expected by steady-state “release” of Pi alone, and it is that very difference between this measured Pi after the quench and that amount of Pi expected to be released by steady-state considerations in that same time period that has been referred to as the “initial Pi burst”. Recent investigations of the kinetics of Pi release have used an entirely new method that directly measures the release of Pi from the enzyme-product complex. These studies have made reference to the properties of the “initial Pi burst” in the presence of actin, as well as to a new kinetic entity: the “burst of Pi release”, and have been often vague concerning the true nature of the initial Pi burst, as well as the properties of Pi release as predicted by the current models of the actin activation of the myosin ATPase activity. The purpose of the current article is to correct this oversight, to discuss the “burst” in some detail, and to display the kinetics predicted by the current models for the actin activation of myosin. Furthermore, predictions for the kinetics of the new “burst of Pi release” are discussed in terms of its ability to discriminate between the two current competing models for actin activation of the myosin ATPase activity.     

Transport of receptors

The axonal transport of neurotransmitter receptors is thought to be a common phenomenon in many neuronal systems. The “machinery” for receptor (protein) “assembly” is found in the cell bodies of neurons and the “manufacture” of receptors takes place there. These receptors are then “shipped” to their ultimate destinations by a transport process. This is an axonal transport mechanism in the case of presynaptic receptors. Some form of transport process may also exist to send receptors out into the dendritic arborizations of neurons, although the latter is more difficult to verify. Axonal transport has been demonstrated, in the peripheral nervous systems, for many different neurotransmitter receptors. In the central nervous system, the results are less clear, but indicate the presence of a transport mechanism for catecholamine, acetylcholine, and opiate sites. One important component then, in the development of receptors, is the transportation to terminal membrane sites where they are ultimately incorporated and available for interaction with neurotransmitters and drugs.     

Self-assembly of neural networks viewed as swarm intelligence

While self-assembly is a fairly active area of research in swarm intelligence, relatively little attention has been paid to the issues surrounding the construction of network structures. In this paper we extend methods developed previously for controlling collective movements of agent teams to serve as the basis for self-assembly or “growth” of networks, using neural networks as a concrete application to evaluate our approach. Our central innovation is having network connections arise as persistent “trails” left behind moving agents, trails that are reminiscent of pheromone deposits made by agents in ant colony optimization models. The resulting network connections are thus essentially a record of agent movements. We demonstrate our model’s effectiveness by using it to produce two large networks that support subsequent learning of topographic and feature maps. Improvements produced by the incorporation of collective movements are also examined through computational experiments. These results indicate that methods for directing collective movements can be adopted to facilitate network self-assembly.     

Correlations between the psychological peculiarities of an individual and the efficacy of a single neurofeedback session (by the EEG characteristics)

Modifications of different EEG rhythms induced by a single neurofeedback session (by the EEG characteristics) directed toward an increase in the ratio of the spectral powers (SPs) of the α vs θ oscillations were compared with the psychological characteristics of the tested subjects (the group included 30 persons). A generally accepted neurofeedback technique was used; the intensity of acoustic white noise served as the feedback signal. EEG potentials were recorded from the C3 and C4 leads. Psychological testing was carried out using Eysenck’s (EPQ), Rusalov’s (OST), and (16 PF) questionnaires. The directions of changes in the SPs of EEG frequency components were found to significantly correlate with some individuality-related peculiarities of the tested subjects. The SP of the δ rhythm correlated with the EPQ scale “neuroticism,” OST scale “social plasticity,” and 16 PF factors H (“parmia”), I (“premsia”), and Q₃ (“self-control of behavior”). The SP of the θ component demonstrated correlations with the OST scales “ergisity,” “plasticity,” and “social temp” and with 16 PF factors M (“autia”), Q₄ (“frustration”), and Q1 (“exvia”). The SP of the α rhythm correlated with 16 PF factors Q₃ (“self-control of behavior”), G (“strength of superEgo”), O (“hypothymia”), L (“protension”), and N (“shrewdness”). The SP of the β rhythm correlated with the OST scale “emotionality,” while that of the γ rhythm showed correlations with the 16 PF indices L (“protension”) and M (“autia”). Changes in the ratio of the α vs θ SPs correlated with the EPQ scale “neuroticism.” Thus, our data confirm the statement that a high individual variability of the results of a single (first in the series) neurofeedback session is to a great extent related to peculiarities of the individual psychological pattern of the subject. Neirofiziologiya/Neurophysiology, Vol. 38, No. 3, pp. 239–247, May–June, 2006.     

Theoretical Assessment of Public Health Impact of Imperfect Prophylactic HIV-1 Vaccines with Therapeutic Benefits

This paper presents a number of deterministic models for theoretically assessing the potential impact of an imperfect prophylactic HIV-1 vaccine that has five biological modes of action, namely “take,” “degree,” “duration,” “infectiousness,” and “progression,” and can lead to increased risky behavior. The models, which are of the form of systems of nonlinear differential equations, are constructed via a progressive refinement of a basic model to incorporate more realistic features of HIV pathogenesis and epidemiology such as staged progression, differential infectivity, and HIV transmission by AIDS patients. The models are analyzed to gain insights into the qualitative features of the associated equilibria. This allows the determination of important epidemiological thresholds such as the basic reproduction numbers and a measure for vaccine impact or efficacy. The key findings of the study include the following (i) if the vaccinated reproduction number is greater than unity, each of the models considered has a locally unstable disease-free equilibrium and a unique endemic equilibrium; (ii) owing to the vaccine-induced backward bifurcation in these models, the classical epidemiological requirement of vaccinated reproduction number being less than unity does not guarantee disease elimination in these models; (iii) an imperfect vaccine will reduce HIV prevalence and mortality if the reproduction number for a wholly vaccinated population is less than the corresponding reproduction number in the absence of vaccination; (iv) the expressions for the vaccine characteristics of the refined models take the same general structure as those of the basic model.     

Redefining the X Axis: “Professionals,” “Amateurs” and the Making of Mid-Victorian Biology – A Progress Report

A summary of revisionist accounts of the contextual meaning of`“professional” and “amateur,” as applied to the mid-Victorian X Club, is followed by an analysis of the liberal goals and inner tensions of this coalition of gentlemen specialists and government teachers. The changing status of amateurs is appraised, as are the new sites for the emerging laboratory discipline of “biology.” Various historiographical strategies for recovering the women’s role are considered. The relationship of science journalism to professionalization, and the constructive engagement of X Club publicists with their empowering audiences, are discussed. Finally, the article assesses how far the content and boundary closure of ``biology,' forged by Thomas Henry Huxley, were related to `professional' and political goals. Purebiology’s social and medical roots are examined, and the way inter-professional and wider Darwinian conflicts resulted in anew lexicon of words for the X Clubbers around 1870, including“evolution” and “agnosticism,” as well as “biology.” Biology’srole in the forging of British national identity is discussed, as are its relationship to the social strategies of liberal, Dissenting, and industrial groups in the country, whose authority sustained the new laboratory rhetoric. This revised version was published online in July 2006 with corrections to the Cover Date.     

Ritual and Performance in Domestic Violence Healing: From Survivor to Thriver Through Rites of Passage

This article describes a group for domestic violence survivors to help them move past a “liminal” state in which their social identity is characterized by being “victim” or “survivor” to one of “incorporation” defined by “thriving” and joy. Through the creation and use of healing rituals, blessings, poetry, art and music, the women in the group establish “communitas” and support each other in the work of self-reclamation and healing. The group, “Rites of Passage” is intended for women who have completed shelter-based crisis interventions, and uses a structured curriculum that integrates theoretical and philosophical concepts from anthropology, post-modernism, humanistic psychology, social work, and existentialism. Through the Rites of Passage group, women identify and traverse a healing trajectory to construct an identity founded on strength and fulfillment. Patterned after non-western sex-segregated rites of transition, those who go through the group celebrate its conclusion with a defining ritual that publically marks their change in identity and status.     

Reduced models for binocular rivalry

Binocular rivalry occurs when two very different images are presented to the two eyes, but a subject perceives only one image at a given time. A number of computational models for binocular rivalry have been proposed; most can be categorised as either “rate” models, containing a small number of variables, or as more biophysically-realistic “spiking neuron” models. However, a principled derivation of a reduced model from a spiking model is lacking. We present two such derivations, one heuristic and a second using recently-developed data-mining techniques to extract a small number of “macroscopic” variables from the results of a spiking neuron model simulation. We also consider bifurcations that can occur as parameters are varied, and the role of noise in such systems. Our methods are applicable to a number of other models of interest.     

Personal Experience of Schizophrenia and the Role of <Emphasis Type="Italic">Danwei</Emphasis>: A Case Study in 1990s Beijing

Danwei as a cornerstone of Chinese urban society has received great research attention. The relationship between the Danwei and psychiatric patients, however, remains unclear. This article aims to shed light on the subject with an integrated micro–macro approach. It introduces a historical understanding of mental health in urban China under the “economic state in transition” framework. A detailed case study in clinical sociology is provided to reveal the many social factors affecting the experience of a schizophrenic patient and his significant others. A changing role of the Danwei is hypothesized and validated with qualitative data. The Danwei was shown to have changed significantly before the mid-1990s, yet it still played a major role in urban workers’ lives, including those of psychiatric patients, and even more so in people’s expectations. This lends support to the need for a more responsive public policy to address various social issues brought about by economic reform, with the learning of worldwide experiences including “community care,” “social support” and “social rehabilitation.” Implications for social research, policymaking and professional practice are discussed.

Why Don��t People Think Evolution Is True? Implications for Teaching, In and Out of the Classroom

The causes of non-acceptance of evolution are groupable into five categories: inadequate understanding of the empirical evidence and the content of modern evolutionary theory, inadequate understanding of the nature of science, religion, various psychological factors, and political and social factors. This multiplicity of causes is not sufficiently appreciated by many scientists, educators, and journalists, and the widespread rejection of evolution is a much more complicated problem than many of these front-line practitioners think it is. Solutions to the widespread non-acceptance of evolution must therefore involve not just further resolution of the “religion vs. science” controversy. They must also involve better communication of empirical evidence for evolution, more effective explication of the nature of science, and explicitly addressing the numerous significant psychological obstacles that evolution presents to many (perhaps most) people. There is no clear roadmap to how to do all of this, but some practical recommendations include (1) more research on why and when different people accept or do not accept evolution when they are exposed to it, especially the role of “scientific” vs. “affective” causes for non-acceptance, and also on apparently deeply rooted psychological obstacles to acceptance. (2) A more explicit approach to explication and understanding of the causes for non-acceptance of evolution should support the often-stated goal of understanding “where students are” prior to implementing the kind of approaches frequently advocated for teaching evolution. (3) Integration of multiple educational perspectives and academic disciplines to support application of pedagogical strategies in actual educational settings. (4) Increased development and application of approaches to evolution education in settings beyond the K–16 classroom, such as museums, nature centers, zoos, parks, and aquaria.