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Annelids and Learning: A Critical Review

  • Chapter
Chemistry of Learning

Abstract

The study of annelid learning appears to be moving from its second infancy. The brief flurry of work about fifty years ago seemed to establish clear evidence of annelid learning for a number of species. But the annelids and problems associated with interpretation of their learning were then retired into brief statements in general texts that alluded to “the facts.” The move from the second infancy of the study of annelid learning began after a long delay when investigators began applying more stringent definitions of learning and requiring more precise specification of conditions associated with learning. Thus, the literature on annelid learning now contains more than 50 references and the repertoire of an infant probably contains more than 50 units. But the problem is the degree of coherence and development of these units.

Some of the research reported in this chapter was supported by a research grant GB-917 from the National Science Foundation.

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Author notes

  1. Stanley C. Ratner

    Present address: Beloit College, Beloit, Wisconsin, USA

Authors and Affiliations

  1. Michigan State University, East Lansing, Michigan, USA

    Stanley C. Ratner

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  1. Stanley C. Ratner
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Editors and Affiliations

  1. Department of Psychology, Fordham University, New York, New York, USA

    W. C. Corning

  2. Department of Psychology, Michigan State University, East Lansing, Michigan, USA

    S. C. Ratner

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Ratner, S.C. (1967). Annelids and Learning: A Critical Review. In: Corning, W.C., Ratner, S.C. (eds) Chemistry of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-6565-3_24

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  • DOI: https://doi.org/10.1007/978-1-4899-6565-3_24

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4899-6261-4

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