Animal behaviorists and psychologists attempt to identify the key factors that are responsible for imprinting in mammalian and avian species. Numerous factors, including vocal cues (specific sounds, frequency, and language that an animal learns to associate with certain concepts) and visual cues probably are involved, although the strongest two factors appear to be direct skin contact and the exchange of pheromones that are detectable by smell. The maternal imprinting behavior is the most intensively studied imprinting phenomenon, though imprinting appears to occur in diverse behaviors such as mating, migratory navigation, and certain forms of communication.
Imprinting attracts the interest of psychologists because it occurs at critical periods in an individual's life; because subsequent developmental, social, and behavioral events hinge upon what happens during the imprinting event; and because imprinting occurs at the genetic or biochemical level. Biochemically, imprinting relies upon the production and release of phero-mones, molecules that have a specific structure and that can be manufactured in a laboratory. The identification and mass production of these pheromones could possibly produce treatments for some behavioral abnormalities.
As an endogenous (instinctive) form of learning, imprinting relies upon the highly complex nervous and endocrine systems of birds and mammals. It also appears limited to social behavior, a major characteristic of these species. The complex nervous systems involve a highly developed brain, vocal communication, well-developed eyes, and a keen sense of smell. The endocrine systems of these species produce a variety of hormones, including the pheromones that are involved in imprinting, mating, and territoriality. Understanding the nervous and endocrine regulation of behavior at all levels is of major interest to biological and psychological researchers. Such studies may prove to be fruitful in the discovery of the origin and nature of animal consciousness.
Imprinting may be contrasted with exogenous forms of learning. These other learning types include conditioning, in which individuals learn by repeated exposure to a stimulus, by association of the concept stimulus with apparently unrelated phenomena and objects, or by a system of reward and punishment administered by parents. Other exogenous learning forms include habituation (getting used to something) and trial and error. All learned behaviors are a combination of endogenous and exogenous factors.
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