The DRD4 gene is located on chromosome 11 which affects attention span in both humans and squirrels (DiMaio et al., 2003). The purpose of our experiment was to observe both squirrels and students to discover the difference in attention span between the two species. We hypothesized that students will have longer attention spans than squirrels during observational and playback studies because mutations of the DRD4 gene are more common in squirrels than in humans. We observed squirrels under two different conditions: in their natural environment and in the presence of a playback sound. The duration of their attention spans were recorded. This experimental design was conducted for Michigan State University's students as well, in order to find a homologous behavior between the species. This is significant in science because technology is increasingly becoming a source of distraction to students (Bunce et al., 2010), so we wanted to find out if the use of technology caused human attention span to be comparable to the attention span of squirrels. It is predicted that squirrels and students will have similar attention spans because of the chromosomal homologies the species share (Li et al.,2004), however, humans will still have a longer attention span than squirrels because a study has shown the average attention span of humans to be roughly 17 minutes, which would be unlikely for a squirrel (Bunce et al., 2010).
In the modern world, the 'information age' has brought a new series of electronics for people of all ages. With the increasing use of technology, students are, on average, using electronics roughly 10.5 times per school day (McCoy, 2013). This has led to students being unattentive continuously for 10-20 minutes during a lecture (Bunce et al., 2010). In DiMaio's research paper, it is discussed that attention is highly dependent on the gene DRD4 (DiMaio et al., 2003). Although the causes of decreasing attention span are still being investigated, molecular geneticists claim that genetic heritability is highly influential on attention span (Zhang et al., 2011). The DRD4 gene is associated with the D4 subtype of the dopamine receptor that is responsible for signaling in the mesolimbic system of the brain (DiMaio et al., 2003). In this experiment, the attention span of students attending Michigan State University was measured by observational and playback experiments.
Sciurus niger, also known as the Eastern Red Fox Squirrel, coexists with the students at Michigan State University, thus enabling the comparison of attention spans between these two species because of their close proximity and frequent interspecies interactions. With the use of phylogenetic analysis by parsimony, using chromosomal characters, identified by comparative cytogenetic approaches and mapping genome rearrangements onto published sequence-based molecular trees, Dr. Tangliang Li was able to determine genome homologies between human chromosomes and representatives of tree squirrels (S2) (Li et al., 2004). In the karyotypes of humans, roughly twenty interchromosomal rearrangements separate human karyotypes from squirrel karyotypes (Richard et al., 2003). In the human chromosome, there are 43 different signals that correspond to locations on squirrel chromosomes (Stayon et al., 2003). This allows for the comparison of attention spans between the Eastern Fox Squirrel and students on Michigan State's campus.
The methods used in our experiment were taken from previous scientific papers to ensure validity of acquired data. Observational studies were performed on squirrels and humans in their natural environment to act as two separate control groups. Playback experiments were then conducted on both species in their respective natural environments in order to discover if attention span was altered with implemented distractions (Price, 1994). Observational studies were also performed on students in a lecture hall to determine if the presence of technology had an effect on attention span (Bunce et al., 2010). A rising 64% of all teens use cell phones to text during class (Kuznekoff, 2013). Thus, we predicted that attention spans of students in a classroom will be shorter than attention spans of students in their natural environment.
Studies have shown that intrusion sounds cause squirrels to stop what they're doing and show immediate signs of aggression (Price, 1994), which is why we predicted that squirrels' attention spans would be immediately halted with the implementation of a playback sound. Regarding humans with distractions involved, a student's attention span typically averages out to one minute or less (Bunce et al., 2010), however, we predicted that this amount of time would still be longer than the duration of a squirrel's ability to keep attention with a distraction involved. The adaptive qualities of Red Fox Squirrels are comparable to that of humans, which allows for the evaluation of these homologies.
In order to closely observe the attention spans of Eastern Red Fox Squirrels and Michigan State University's students, a Canon 70D camera (serial number 102025013225) with a telephoto 135 mm lens (serial number 1412064055) attached to a MeFoto Carbon Fiber tripod (serial number C2350) was used to record all subjects. A 2017 MacBook Pro was used in order to analyze videos. To quantify the duration of their attention spans, an Iphone Xs stopwatch was used. In the treatment experiment, an Ultimate Ears Megaboom Speaker 3 was used to perform a playback experiment.
The first observational study was performed on Eastern Red Fox Squirrels. Researchers stationed themselves in two locations: John C. Holmes Hall (42°43'36.5"N 84°27'54.9"W) and the Michigan State University Beaumont Tower (42°43'55.7N 84°28'55.8"W). Observations were performed one hour at a time, twice a week, while being recorded by a camera. The videos were evaluated using the stopwatch in order to time the duration of attention span. Attention span was recorded when the squirrel lost focus from their activity (running, eating, foraging). These observations took place during the months of September through November in 2019.
The second observational study was performed in order to evaluate Michigan State University's students. These observations were taken in two different locations: Inside of a university class and at the Michigan State University Beaumont Tower. A university class was randomly determined among those with a minimum capacity of 200 students. Students were observed at these locations for intervals of one hour, twice a week. Researchers timed how long it took for students to lose their attention through the use of an electronic device. Observations were recorded with a camera and the subject's attention spans were analyzed and timed. The attention spans of students between the locations were then compared.
In order to test the attention spans of both species with a distractor involved, a playback experiment was conducted with vocalizations of a Doberman (Canis lupus familiaris). This experiment was run twice a week at the same location for both species, located at the Michigan State University Beaumont Tower. Our speaker was hidden approximately 50 feet from the intended students or squirrels. The vocalizations were played for five increments of 15 seconds, and on three-fourths volume so the sounds didn't seem too close to the subjects. To observe minute detail, our camera was hidden and used to record attention span behavior in both species. Videos were analyzed while the duration of both species' attention spans were recorded. We used a computer to watch and precisely measure the attention spans of the subjects.
To accurately analyze data, all time intervals of attention spans were entered on an Excel spreadsheet after retrieving the times from the video recordings. From these numbers, averages of attention spans for both species were calculated. With that information, bar graphs and box plots were produced to portray the data collected. On these graphs, multiple statistical calculations were performed including error bars and chi squared calculations to determine if data was significant.
The Red Fox Squirrels' attention span was dependent on location. Behind Holmes Hall, the duration of attention spans of squirrels ranged from 7.10 seconds to 62.80 seconds (Figure 1). The average time spent focused on a particular task was 18.77 seconds. The duration of attention of squirrels at the Michigan State University Beaumont Tower were shorter, ranging from 5.33 seconds to 25.55 seconds (Figure 1). The average duration of time focused on a task was 15.96 seconds. Squirrels located behind Holmes Hall were observed to have longer attention spans due to its secluded geography. In contrast, squirrels near the MSU Beaumont tower had shorter attention spans where it is very widespread and busy.
The attention span of Red Fox Squirrels was dependent on the action being performed by the squirrel in a specific moment. Figure 2's results depict that at both locations, squirrels were able to focus for a significantly longer time when they were eating or foraging for food (average of 29.29 seconds) than when they were digging, running, or gazing (average of 10.9 seconds). Squirrels were driven by the innate desire for food, so the range for other activities including running, digging, and focused gazing was significantly less. The concrete range of attention span for these other activities started at 5.33 seconds and went up to 22.82 seconds with an average of 10.9 seconds (Figure 2). All the different environmental factors in either location including cars, bikes, humans, and other man-made sounds did not affect these trends at all because both locations had all of them.
The average attention span and duration of the distraction of students inside and outside of Michigan State's lecture halls are shown in figure 3. The average duration of kept attention in a lecture hall was 7.62 minutes, and the average amount of time distracted was 3.28 minutes (Figure 3). The average duration of kept attention of students behind the Beaumont Tower was 9.34 minutes and the average duration of distraction of students behind Beaumont Tower was 1.28 minutes (Figure 3). Based on the data, students had a longer attention span while outside than in a lecture hall, and a shorter duration of distraction outside than in a lecture hall.
Squirrels were observed to have significantly longer attention spans in their natural environment than in the presence of a playback sound (Figure 4A). A chi squared test was performed to find the p value which was determined to be less than 0.05, and the error bars do not overlap, therefore, the data was statistically significant (Figure 4A). When humans were observed, there was an average duration of attention of 9.34 minutes in their natural environment and 8.17 minutes in the presence of a playback sound (Figure 4B). This data proved to be insignificant after conducting a chi squared test and getting a p value above 0.05, and noticing that the error bars overlap. This means that our data shows no significant difference in attention span between humans in their natural environment and in the presence of a playback sound.
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