Results for 'Animal learning'

966 found
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  1. Animal learning.J. Proust - 1992 - Revue Internationale de Philosophie 46 (183):418-434.
     
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  2.  43
    Animal Learning.Donald A. Dewsbury - 1991 - Bulletin of the Psychonomic Society 29 (1):57-58.
  3. A Bio-Logical Theory of Animal Learning.David Guez - 2009 - Biological Theory 4 (2):148-158.
    This article provides the foundation for a new predictive theory of animal learning that is based upon a simple logical model. The knowledge of experimental subjects at a given time is described using logical equations. These logical equations are then used to predict a subject’s response when presented with a known or a previously unknown situation. This new theory suc- cessfully anticipates phenomena that existing theories predict, as well as phenomena that they cannot. It provides a theoretical account (...)
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  4. Models of animal learning and their relations to human learning.F. J. López & D. R. Shanks - 2008 - In Ron Sun (ed.), The Cambridge handbook of computational psychology. New York: Cambridge University Press. pp. 589--611.
     
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  5.  13
    The Structure of Animal Learning.J. A. Melrose - 1921 - Psychological Review 28 (3):189-221.
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  6.  24
    Cognition in animals: Learning as program assembly.J. E. R. Staddon - 1981 - Cognition 10 (1-3):287-294.
  7.  37
    Principles of selection in animal learning.Harvey Carr - 1914 - Psychological Review 21 (3):157-165.
  8.  37
    The real-life/laboratory controversy as viewed from the cognitive neurobiology of animal learning and memory.Howard Eichenbaum - 1996 - Behavioral and Brain Sciences 19 (2):196-197.
    Parallel to Koriat & Goldsmith's accounting of human memory, there are two distinct approaches in animal learning. Behaviorist approaches focus on quantitative aspects of conditioned response probability, whereas cognitive and ethological approaches focus on qualitative aspects of how memory is used in real life. Moreover, in animal research these distinguishable measures of memory are dissociated in experimental amnesia.
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  9.  23
    The laboratory course in psychology: III. Human and animal learning in the maze.M. A. Tinker - 1937 - Journal of Experimental Psychology 21 (4):470.
  10.  31
    Clever Hans, Alex the Parrot, and Kanzi: What can Exceptional Animal Learning Teach us About Human Cognitive Evolution?Michael Trestman - 2015 - Biological Theory 10 (1):86-99.
    The development of cognitive capacities depends on environmental conditions, including various forms of scaffolding. As a result, the evolution of cognition depends on the evolution of activities that provide scaffolding for cognitive development. Non-human animals reared and trained in environments heavily scaffolded with human social interaction can acquire non-species-typical knowledge, skills, and capacities. This can potentially shed light on some of the changes that paved the way for the evolution of distinctively human behavioral capacities such as language, advanced social cognition, (...)
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  11.  48
    Purpose and cognition: the determiners of animal learning.E. C. Tolman - 1925 - Psychological Review 32 (4):285-297.
  12.  40
    Observing responses and the limits of animal learning theory.Hank Davis - 1983 - Behavioral and Brain Sciences 6 (4):706.
  13.  24
    Is a Darwinian taxonomy of animal learning possible?E. W. Menzel - 1987 - Behavioral and Brain Sciences 10 (4):673.
  14.  26
    Toward a unification of conditioning and cognition in animal learning.William S. Maki - 1990 - Behavioral and Brain Sciences 13 (3):501-502.
  15.  23
    Missing variables in studies of animal learning.Wally Welker - 1981 - Behavioral and Brain Sciences 4 (1):161-161.
  16.  23
    “Mental way stations” in contemporary theories of animal learning.William S. Terry - 1984 - Behavioral and Brain Sciences 7 (4):649.
  17.  69
    Learning Representations of Animated Motion Sequences—A Neural Model.Georg Layher, Martin A. Giese & Heiko Neumann - 2014 - Topics in Cognitive Science 6 (1):170-182.
    The detection and categorization of animate motions is a crucial task underlying social interaction and perceptual decision making. Neural representations of perceived animate objects are partially located in the primate cortical region STS, which is a region that receives convergent input from intermediate-level form and motion representations. Populations of STS cells exist which are selectively responsive to specific animated motion sequences, such as walkers. It is still unclear how and to what extent form and motion information contribute to the generation (...)
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  18.  67
    Learning Ethics From Our Relationships with Animals.Maurice Hamington - 2008 - International Journal of Applied Philosophy 22 (2):177-188.
    The majority of animal advocacy discourse is unidirectional: Humans are regarded as stewards of animal welfare, and humans control the bestowal of rights and protections upon animals. This article offers a reversal of the typical moral reflection used in animal advocacy. I suggest that our relationship with animals participates in the development of moral faculties requisite for ethical behavior. In other words, we have a lot to learn from animals, not in this instance by documenting their behavior, (...)
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  19.  95
    A New Format for Learning about Farm Animal Welfare.Edmond A. Pajor - 2011 - Journal of Agricultural and Environmental Ethics 24 (4):367-379.
    Farm animal welfare is a knowledge domain that can be regarded as a model for new ways of organizing learning and making higher education more responsive to the needs of society. Global concern for animal welfare has resulted in a great demand for knowledge. As a complement to traditional education in farm animal welfare, higher education can be more demand driven and look at a broad range of methods to make knowledge available. The result of an (...)
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  20.  99
    Non‐adjacent Dependency Learning in Humans and Other Animals.Benjamin Wilson, Michelle Spierings, Andrea Ravignani, Jutta L. Mueller, Toben H. Mintz, Frank Wijnen, Anne Kant, Kenny Smith & Arnaud Rey - 2020 - Topics in Cognitive Science 12 (3):843-858.
    Wilson et al. focus on one class of AGL tasks: the cognitively demanding task of detecting non‐adjacent dependencies (NADs) among items. They provide a typology of the different types of NADs in natural languages and in AGL tasks. A range of cues affect NAD learning, ranging from the variability and number of intervening elements to the presence of shared prosodic cues between the dependent items. These cues, important for humans to discover non‐adjacent dependencies, are also found to facilitate NAD (...)
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  21.  57
    How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals.Michelle Ann Kline - 2015 - Behavioral and Brain Sciences 38:e31.
    The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that disputes about the (...)
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  22.  93
    Non‐adjacent Dependency Learning in Humans and Other Animals.Benjamin Wilson, Michelle Spierings, Andrea Ravignani, Jutta L. Mueller, Toben H. Mintz, Frank Wijnen, Anne van der Kant, Kenny Smith & Arnaud Rey - 2018 - Topics in Cognitive Science 12 (3):843-858.
    Wilson et al. focus on one class of AGL tasks: the cognitively demanding task of detecting non‐adjacent dependencies (NADs) among items. They provide a typology of the different types of NADs in natural languages and in AGL tasks. A range of cues affect NAD learning, ranging from the variability and number of intervening elements to the presence of shared prosodic cues between the dependent items. These cues, important for humans to discover non‐adjacent dependencies, are also found to facilitate NAD (...)
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  23.  30
    Structured Sequence Learning: Animal Abilities, Cognitive Operations, and Language Evolution.Christopher I. Petkov & Carel ten Cate - 2020 - Topics in Cognitive Science 12 (3):828-842.
    Human language is a salient example of a neurocognitive system that is specialized to process complex dependencies between sensory events distributed in time, yet how this system evolved and specialized remains unclear. Artificial Grammar Learning (AGL) studies have generated a wealth of insights into how human adults and infants process different types of sequencing dependencies of varying complexity. The AGL paradigm has also been adopted to examine the sequence processing abilities of nonhuman animals. We critically evaluate this growing literature (...)
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  24.  5
    Integrative learning in the lens of meta-learned models of cognition: Impacts on animal and human learning outcomes.Bin Yin, Xi-Dan Xiao, Xiao-Rui Wu & Rong Lian - 2024 - Behavioral and Brain Sciences 47:e169.
    This commentary examines the synergy between meta-learned models of cognition and integrative learning in enhancing animal and human learning outcomes. It highlights three integrative learning modes – holistic integration of parts, top-down reasoning, and generalization with in-depth analysis – and their alignment with meta-learned models of cognition. This convergence promises significant advances in educational practices, artificial intelligence, and cognitive neuroscience, offering a novel perspective on learning and cognition.
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  25.  23
    Teaching, learning and philosophising as metaphysical animals: Introduction.Lesley Jamieson - 2022 - Journal of Philosophy of Education 56 (6):807-811.
    In recent years, a new scholarly gaze has been cast on four women‒Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch‒who have come to be known as the ‘Wartime Quartet’. During the postwar period, when women were still scarce in the discipline, these four flourished as philosophers. New details about their wartime education give us materials to reflect on what enabled them to develop their unique philosophical voices. Their work dispels widespread philosophical dogmas, especially scientistic interpretations of naturalism that exclude (...)
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  26.  84
    Using machine learning to create a repository of judgments concerning a new practice area: a case study in animal protection law.Joe Watson, Guy Aglionby & Samuel March - 2023 - Artificial Intelligence and Law 31 (2):293-324.
    Judgments concerning animals have arisen across a variety of established practice areas. There is, however, no publicly available repository of judgments concerning the emerging practice area of animal protection law. This has hindered the identification of individual animal protection law judgments and comprehension of the scale of animal protection law made by courts. Thus, we detail the creation of an initial animal protection law repository using natural language processing and machine learning techniques. This involved domain (...)
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  27.  61
    Rule learning over consonants and vowels in a non-human animal.Daniela M. de la Mora & Juan M. Toro - 2013 - Cognition 126 (2):307-312.
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  28.  23
    Adaptive Content Biases in Learning about Animals across the Life Course.James Broesch, H. Clark Barrett & Joseph Henrich - 2014 - Human Nature 25 (2):181-199.
    Prior work has demonstrated that young children in the US and the Ecuadorian Amazon preferentially remember information about the dangerousness of an animal over both its name and its diet. Here we explore if this bias is present among older children and adults in Fiji through the use of an experimental learning task. We find that a content bias favoring the preferential retention of danger and toxicity information continues to operate in older children, but that the magnitude of (...)
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  29.  58
    Teaching & Learning Guide for: Animal Sentience.Heather Browning & Jonathan Birch - 2022 - Philosophy Compass 17 (11):e12878.
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  30.  18
    Learning and instinct in animals.S. A. Barnett - 1957 - The Eugenics Review 48 (4):241.
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  31. Learning to see the animals again.J. P. Gluck - 1997 - In Hugh LaFollette - (ed.), Ethics in Practice. Blackwell. pp. 160--167.
  32.  23
    Learning to Live with and without Animals.Thomas Greaves & Norman Dandy - 2022 - Environmental Values 31 (2):125-130.
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  33.  26
    Unsupervised learning of complex associations in an animal model.Leyre Castro, Edward A. Wasserman & Marisol Lauffer - 2018 - Cognition 173 (C):28-33.
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  34.  15
    Learning and instinct in animals. revised and enlarged.S. A. Barnett - 1963 - The Eugenics Review 55 (2):116.
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  35.  18
    A test of whether the "nonrewarded" animals learned as much as the "rewarded" animals in the California latent learning study.Joseph H. Kanner - 1954 - Journal of Experimental Psychology 48 (3):175.
  36. How to Learn Abduction from Animals?: From Avicenna to Magnani.Woosuk Park - 2016 - In Abduction in Context: The Conjectural Dynamics of Scientific Reasoning. Cham, Switzerland: Springer Verlag.
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  37.  64
    The nature of discrimination learning in animals.K. W. Spence - 1936 - Psychological Review 43 (5):427-449.
  38.  34
    Stimulus selection in animal discrimination learning.Allan R. Wagner, Frank A. Logan & Karl Haberlandt - 1968 - Journal of Experimental Psychology 76 (2p1):171.
  39.  34
    Stimulus selection in animal discrimination learning: An alternative interpretation.David R. Thomas, D. E. Burr & Kenneth O. Eck - 1970 - Journal of Experimental Psychology 86 (1):53.
  40.  25
    What we can learn from second animal neuroscience.Benjamin C. Nephew - 2013 - Behavioral and Brain Sciences 36 (4):433 - 434.
    There are several facets of second-person neuroscience which can benefit from comparisons with animal behavioral neuroscience studies. This commentary addresses the challenges involved in obtaining quantitative data from second-person techniques, the role of stress in inducing robust responses, the use of interactive functional magnetic resonance imaging (fMRI), and the value of applying interactive methods to studies of aggression and depression.
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  41.  45
    Augmenting Instructional Animations with a Body Analogy to Help Children Learn about Physical Systems.Wim T. J. L. Pouw, Tamara van Gog, Rolf A. Zwaan & Fred Paas - 2016 - Frontiers in Psychology 7.
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  42.  25
    Animal Pedagogy and Learning by Heart. [REVIEW]Kalpana Seshadri - 2012 - Environmental Philosophy 9 (2):167-173.
  43. Animal rights.Virginia Loh-Hagan - 2021 - Ann Arbor, Michigan: Cherry Lake Publishing.
    Learn all about animal rights activism, from ending animal testing to veganism. Get a global look at the history of the movement, meet the activists involved, and celebrate some of the legal victories! Each chapters end with a call to action, so kids can feel inspired to get involved in their own communities. This high-interest book is written at a lower reading level for struggling readers. Considerate text and engaging art and photographs are sure to grab even the (...)
     
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  44. Animate vision.Dana H. Ballard - 1991 - Artificial Intelligence 48 (1):57-86.
    Animate vision systems have gaze control mechanisms that can actively position the camera coordinate system in response to physical stimuli. Compared to passive systems, animate systems show that visual computation can be vastly less expensive when considered in the larger context of behavior. The most important visual behavior is the ability to control the direction of gaze. This allows the use of very low resolution imaging that has a high virtual resolution. Using such a system in a controlled way provides (...)
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  45.  10
    User-controllable animated diagrams: The solution for learning dynamic content?Richard Lowe - 2004 - In A. Blackwell, K. Marriott & A. Shimojima (eds.), Diagrammatic Representation and Inference. Springer. pp. 355--359.
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  46. Face Expressions Animation in e-Learning.Peter Drahos & Martin Sperka - 2008 - Communication and Cognition. Monographies 41 (1-2):27-40.
  47.  87
    The question of animal culture.Bennett G. Galef - 1992 - Human Nature 3 (2):157-178.
    In this paper I consider whether traditional behaviors of animals, like traditions of humans, are transmitted by imitation learning. Review of the literature on problem solving by captive primates, and detailed consideration of two widely cited instances of purported learning by imitation and of culture in free-living primates (sweet-potato washing by Japanese macaques and termite fishing by chimpanzees), suggests that nonhuman primates do not learn to solve problems by imitation. It may, therefore, be misleading to treat animal (...)
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  48.  25
    Memory and rules in animal serial learning.E. J. Capaldi - 1982 - Behavioral and Brain Sciences 5 (3):373-373.
  49. Learning motivated by a manipulation drive.Harry F. Harlow, Margaret Kuenne Harlow & Donald R. Meyer - 1950 - Journal of Experimental Psychology 40 (2):228.
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  50.  15
    What we can learn from other animals.Joseph Agassi - 1983 - Philosophy of the Social Sciences 13 (2):235-246.
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