Mackintosh Animal Learning and Cognition

1. Auflage 2013
ISBN: 978-0-08-057169-0
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 379 Seiten, Web PDF

Reihe: Handbook of Perception and Cognition

How do animals learn? By what means can animals be conditioned? This volume of the acclaimed Handbook of Perception and Cognition, Second Edition, reviews such basic models as Pavlovian conditioning as well as more modern models of animal memory and social cognition. Sure to represent a benchmark of a vast literature from diverse disciplines, this reference work is a useful addition to any library devoted to animal learning, conditioning behavior, and interaction.

Zielgruppe

Academic/professional/technical: Undergraduate. Academic/professional/technical: Postgraduate. Academic/professional/technical: Research and professional

Autoren/Hrsg.

Mackintosh, N. J.

Inhaltsverzeichnis

1;Front Cover;1
2;Animal Learning and Cognition;4
3;Copyright Page;5
4;Table of Contents;6
5;Contributors;14
6;Foreword;16
7;Preface;18
8;CHAPTER 1. Introduction;20
8.1;I. THE LEGACY OF PAVLOV AND THORNDIKE;20
8.2;II. BIOLOGICAL AND ANTHROPOCENTRIC APPROACHES TO ANIMAL BEHAVIOR;24
8.3;III. THE COGNITIVE REVOLUTION IN PSYCHOLOGY;26
8.4;References;30
9;CHAPTER 2. Pavlovian Conditioning;34
9.1;I. PRELIMINARIES;34
9.2;II. CONTIGUITY, FREQUENCY, AND INTENSITY;37
9.3;III. CAUSALITY;46
9.4;IV. SIMILARITY;55
9.5;V. CONCLUSION;58
9.6;Acknowledgments;59
9.7;References;59
10;CHAPTER 3. Instrumental Conditioning;64
10.1;I. INTRODUCTION;64
10.2;II. ACTIONS AND HABITS;67
10.3;III. INSTRUMENTAL KNOWLEDGE;71
10.4;IV. REPRESENTATION OF INSTRUMENTAL ACTIONS;76
10.5;V. INSTRUMENTAL LEARNING;77
10.6;VI. PAVLOVIAN-INSTRUMENTAL INTERACTIONS;85
10.7;VII. DISCRIMINATIVE CONTROL;88
10.8;VIII. INCENTIVE LEARNING;90
10.9;IX. COGNITION AND INSTRUMENTAL ACTION;93
10.10;Endnotes;94
10.11;References;95
11;CHAPTER 4. Reinforcement and Choice;100
11.1;1. INTRODUCTION;100
11.2;II. CHOICE AS A MEASURE OF RESPONSE STRENGTH;102
11.3;III. RELATIVE VALUE AS THE BASIS OF THE MATCHING LAW;104
11.4;IV. THEORIES OF MATCHING;109
11.5;V. CONCLUSIONS;124
11.6;References;124
12;CHAPTER5. Discrimination and Categorization;128
12.1;I. THEORIES OF DISCRIMINATION LEARNING;129
12.2;II. RELATIONAL DISCRIMINATIONS;138
12.3;III. CATEGORIZATION;142
12.4;IV. CONCLUDING COMMENTS;149
12.5;References;149
13;CHAPTER 6. The Neural Basis of Learning with Particular Reference to the Role of Synaptic Plasticity;154
13.1;I. INTRODUCTION;154
13.2;II. HISTORICAL OVERVIEW;156
13.3;III. EXPERIMENTAL STRATEGIES FOR EXPLORING THE RELATION BETWEEN SYNAPTIC PLASTICITY AND LEARNING;158
13.4;IV. HIPPOCAMPAL LONG-TERM POTENTIATION;161
13.5;V. OTHER TYPES OF ACTIVITY-DEPENDENT SYNAPTIC PLASTICITY AND THE NATURE OF SYNAPTIC LEARNING RULES;169
13.6;VI. EXPLORING THE EMPIRICAL RELATION BETWEEN HIPPOCAMPAL LONG-TERM POTENTIATION AND LEARNING;175
13.7;VII. CONCLUSIONS;194
13.8;Acknowledgments;197
13.9;References;197
14;CHAPTER 7. Biological Approaches to the Study of Learning;204
14.1;I. INTRODUCTION;204
14.2;II. WHAT AND HOW DO ANIMALS LEARN IN THE WILD?;205
14.3;III. WHAT DO REINFORCEMENT AND ASSOCIATION FORMATION HAVE TO DO WITH NATURAL BEHAVIOR?;220
14.4;IV. HOW SHOULD ANIMALS LEARN?;225
14.5;V. CONCLUSIONS AND IMPLICATIONS;228
14.6;Acknowledgments;231
14.7;References;231
15;CHAPTER 8. Space and Time;240
15.1;I. THE COGNITIVE MAP;240
15.2;II. TIME SENSE;256
15.3;III. CONCLUSION;267
15.4;References;267
16;CHAPTER 9. Animal Memory;274
16.1;I. INTRODUCTION;274
16.2;II. EFFECTS OF CONTEXT CHANGE ONHUMAN VERBAL RETENTION;275
16.3;III. INFLUENCE OF CONTEXT O N THE RETENTION PERFORMANCE OF ANIMALS;277
16.4;IV. CONTEXT SPECIFICITY EXPLANATIONS;285
16.5;V. UNDERSTANDING CONTEXTUAL EFFECTS ON RETENTION: CURRENT DIRECTIONS;290
16.6;References;294
17;CHAPTER 10. Social Cognition in Primates;300
17.1;I. INTRODUCTION;300
17.2;II. REVIEW OF EMPIRICAL STUDIES;302
17.3;III. CONCLUSION;318
17.4;Acknowledgments;319
17.5;References;319
18;CHAPTER 11. Language in Comparative Perspective;326
18.1;I. VIEWS OF LANGUAGE;326
18.2;II. EVOLUTION AND LANGUAGE;328
18.3;III. CATEGORIZATION SKILLS AND SEMANTICS;337
18.4;IV. STUDIES WITH THE BONOBO;341
18.5;V. A SENSITIVE AGE FOR LANGUAGE ACQUISITION;346
18.6;VI. SUMMARY;347
18.7;Acknowledgments;347
18.8;References;347
19;CHAPTER 12. Human Associative Learning;354
19.1;I. INTRODUCTION;354
19.2;II. EFFECTS OF CONTINGENCY ON ASSOCIATIVE LEARNING;358
19.3;IV. INSTANCE THEORIES;365
19.4;V. CONNECTIONIST MODELS;376
19.5;VI. RULE LEARNING;384
19.6;VIL CONCLUSIONS;387
19.7;Acknowledgments;387
19.8;References;387
20;Index;394