Question Description
Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer? for CAT 2024 is part of CAT preparation. The Question and answers have been prepared according to the CAT exam syllabus. Information about Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer? covers all topics & solutions for CAT 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer?.

Solutions for Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer? in English & in Hindi are available as part of our courses for CAT. Download more important topics, notes, lectures and mock test series for CAT Exam by signing up for free.

Here you can find the meaning of Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer?, a detailed solution for Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer? has been provided alongside types of Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Read the passage and answer the question based on it.The idea that plants can behave intelligently, let alone learn or form memories, was a fringe notion until quite recently. Memory requires a brain, and plants lack even the rudimentary nervous systems of bugs and worms. However, over the past decade or so this view has been forcefully challenged.Plants are not simply organic, passive automata. We now know that they can sense and integrate information about dozens of different environmental variables, and that they use this knowledge to guide flexible, adaptive behaviour. Plants also mount complex, targeted defences in response to recognising specific predators. Plants communicate with one another and other organisms, such as parasites and microbes, using a variety of channels – including ‘mycorrhizal networks’ of fungus that link up the root systems of multiple plants, like some kind of subterranean internet. Perhaps it’s not really so surprising then that plants learn and use memories for prediction and decision-making.What does learning and memory involve for a plant? An example that’s front and centre of the debate is vernalisation, a process in which certain plants must be exposed to the cold before they can flower in the spring. The ‘memory of winter’ is what helps plants to distinguish between spring (when pollinators, such as bees, are busy) and autumn (when they are not, and when the decision to flower at the wrong time of year could be reproductively disastrous). This involves what’s called epigenetic memory.But is this really memory? Plant scientists who study ‘epigenetic memory’ will be the first to admit that it’s fundamentally different from the sort of thing studied by cognitive scientists. Both epigenetic and ‘brainy’ memories have one thing in common: a persistent change in the behaviour or state of a system, caused by an environmental stimulus that’s no longer present. Yet this description seems too broad, since it would also capture processes such as tissue damage, wounding or metabolic changes. Perhaps the interesting question isn’t really whether or not memories are needed for cognition, but rather which types of memories indicate the existence of underlying cognitive processes, and whether these processes exist in plants.One form of learning that’s been studied extensively is habituation, in which creatures exposed to an unexpected but harmless stimulus (a noise, a flash of light) will have a cautionary response that slowly diminishes over time.But what about more complex learning? In 2016, Gagliano and colleagues tested whether Pisum sativum, or the garden pea, could link the movement of air with the availability of light. They placed seedlings at the base of a Y-maze, to be buffeted by air coming from only one of the forks – the brighter one. The plants were then allowed to grow into either fork of the Y-maze, to test whether they had learned the association. The results were positive – showing that the plants learned the conditioned response in a situationally relevant manner.Why has it taken so long to figure this out? Plant blindness - A tendency to overlook plant capacities, behaviour, and the unique and active environmental roles that they play. We treat them as part of the background, not as active agents in an ecosystem.Particularities of the way our bodies work – our perceptual, attentional and cognitive systems – contribute to plant blindness and biases. Plants don’t usually jump out at us suddenly, present an imminent threat, or behave in ways that obviously impact upon us. Furthermore, plant behaviour frequently involves chemical and structural changes that are simply too small, too fast or too slow for us to perceive without equipment.Also, there’s a concern that we’re defining memory so broadly as to be meaningless, or that things such as habituation are not, in themselves, cognitive mechanisms. However, by pushing ourselves, we might end up expanding the concepts – such as ‘memory’, ‘learning’ and ‘thought’ – that initially motivated our enquiry.Q.A suitable title for this passage isa)The minds of plantsb)Beyond the animal brain – plant cognitive capacitiesc)Plants and memory – Ignore at own riskd)Adaptive plant mechanismsCorrect answer is option 'A'. Can you explain this answer? tests, examples and also practice CAT tests.