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The Biology of Learning

Report of the Dahlem Workshop on the Biology of Learning Berlin, 1983, October 23–28

  • Editors
  • P. Marler
  • H. S. Terrace
Conference proceedings

Part of the Dahlem Workshop Reports book series (DAHLEM, volume 29)

Table of contents

  1. Front Matter
    Pages i-x
  2. Introduction

    1. P. Marler, H. S. Terrace
      Pages 1-13
  3. General Issues in the Biology of Learning

    1. J. L. Gould, P. Marler
      Pages 47-74
    2. P. P. G. Bateson
      Pages 75-88
    3. J.-P. Changeux, T. Heidmann, P. Patte
      Pages 115-133
  4. Biology of Invertebrate Learning

    1. B. Heinrich
      Pages 135-147
    2. J. L. Gould
      Pages 149-180
    3. C. L. Sahley
      Pages 181-196
    4. R. Menzel, G. Bicker, T. J. Carew, K.-F. Fischbach, J. L. Gould, B. Heinrich et al.
      Pages 249-270
  5. Biology of Learning in Nonmammalian Vertebrates

  6. Biology of Learning in Nonhuman Mammals

    1. R. C. Bolles
      Pages 435-446
    2. S. Revusky
      Pages 447-460
    3. R. F. Thompson, T. W. Berger
      Pages 479-508
    4. P. C. Holland, R. C. Bolles, J.-P. Changeux, J. Gibbon, E. W. Menzel Jr., M. Mishkin et al.
      Pages 533-551
  7. Biology of Learning in Humans

    1. L. R. Gleitman
      Pages 553-584
    2. W. K. Estes
      Pages 617-628
    3. D. N. Osherson, S. Weinstein
      Pages 629-642
    4. J. W. Brown
      Pages 643-665
    5. L. R. Squire
      Pages 667-686
    6. J. C. Marshall, J. Morton, T. G. Bever, J. W. Brown, W. K. Estes, K. E. Grossmann et al.
      Pages 687-705
  8. Back Matter
    Pages 706-742

About these proceedings

Introduction

P. Marler* and H. S. Terrace** *The Rockefeller University Field Research Center Millbrook, NY 12545 **Dept. of Psychology, Columbia University New York, NY 10027, USA For the first half of this century, theories of animal conditioning were regarded as the most promising approach to the study of learning - both animal and human. For a variety of reasons, disillusionment with this point of view has become widespread during recent years. One prominent source of disenchantment with conditioning theory is a large body of ethological observations of both learned and unlearned natural behavior. These challenge the generality of principles of animal learning as derived from the intensive study of a few species in specialized laboratory situations. From another direction, the complexities of human language acquisition, surely the most impressive of learned achievements, have prompted developmental psychologists to doubt the relevance of principles of animal learning. Even within the realm of traditional studies of animal learning, it has become apparent that no single set of currently available principles can cope with the myriad of new empirical findings. These are emerging at an accelerating rate from studies of such phenomena as selective attention and learning, conditioned food aversion, complex problem­ solving behavior, and the nature of reinforcement. Not very surprisingly, as a reaction against the long-held but essentially unrealized promise of general theories of learning, many psychologists have asked an obvious question: does learning theory have a future? 2 r. Marler and B. S.

Keywords

Biology attention brain cognition food nature neuropsychology research university

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-642-70094-1
  • Copyright Information Springer-Verlag Berlin Heidelberg 1984
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Springer Book Archive
  • Print ISBN 978-3-642-70096-5
  • Online ISBN 978-3-642-70094-1
  • Buy this book on publisher's site