Behavior
When a slime mold mass or mound is physically separated, the cells find their way back to re-unite. Studies on Physarum have even shown an ability to learn and predict periodic unfavorable conditions in laboratory experiments (Saigusa et al. 2008). Professor John Tyler Bonner, who has spent a lifetime studying slime molds argues that they are "no more than a bag of amoebae encased in a thin slime sheath, yet they manage to have various behaviours that are equal to those of animals who possess muscles and nerves with ganglia – that is, simple brains."
Atsushi Tero of Hokkaido University grew the slime mold Physarum polycephalum in a flat wet dish. Around its initial position representing Tokyo, he placed oat flakes corresponding to the locations of other major cities in the Greater Tokyo Area. As Physarum avoids bright light, light was used to simulate mountains, water and other obstacles. The mold first densely filled the space with plasmodia, then thinned the network to focus on efficiently-connected branches. The network strikingly resembled Tokyo's rail system.
Read more about this topic: Slime Mold
Famous quotes containing the word behavior:
“The modern world needs people with a complex identity who are intellectually autonomous and prepared to cope with uncertainty; who are able to tolerate ambiguity and not be driven by fear into a rigid, single-solution approach to problems, who are rational, foresightful and who look for facts; who can draw inferences and can control their behavior in the light of foreseen consequences, who are altruistic and enjoy doing for others, and who understand social forces and trends.”
—Robert Havighurst (20th century)
“School success is not predicted by a child’s fund of facts or a precocious ability to read as much as by emotional and social measures; being self-assured and interested: knowing what kind of behavior is expected and how to rein in the impulse to misbehave; being able to wait, to follow directions, and to turn to teachers for help; and expressing needs while getting along with other children.”
—Daniel Goleman (20th century)
“To be told that our child’s behavior is “normal” offers little solace when our feelings are badly hurt, or when we worry that his actions are harmful at the moment or may be injurious to his future. It does not help me as a parent nor lessen my worries when my child drives carelessly, even dangerously, if I am told that this is “normal” behavior for children of his age. I’d much prefer him to deviate from the norm and be a cautious driver!”
—Bruno Bettelheim (20th century)