|
Beer, C. G. (1998). Varying Views of Animal and Human Cognition. In Russell P. Balda, Irene M. Pepperberg, & Alan C. Kamil (Eds.), Animal Cognition in Nature (pp. 435–456). London: Academic Press.
Abstract: Summary In this chapter I want to stand back from the splendid empirical work on animal cognitive capacities that is the focus of this book, and look at the broader context of cognitive concerns within which the work can be viewed. Indeed even the term `cognitive ethology' currently connotes and denotes more than is represented here, as other collections of articles, such as and , exemplify. I include the current descendants of behavioristic learning theory, evolutionary epistemology, evolutionary psychology and the recent comparative turn that has been taken in cognitive science. These several approaches, despite their considerable overlap, often appear independent and even ignorant of one another. Like the proverbial blind men feeling the hide of an elephant, they touch hands from time to time, yet collectively have only a piecemeal and distributed understanding of the shape of the whole. Although each approach may indeed need the space to work out its own conceptual and methodological preoccupations without confounding interference from other views, a utopian spirit envisages an ultimate coming together, a more comprehensive realization of the synthetic approach to animal cognition that is this book's theme.
|
|
|
Davis, S. L., & Cheeke, P. R. (1998). Do domestic animals have minds and the ability to think? A provisional sample of opinions on the question. J. Anim Sci., 76(8), 2072–2079.
|
|
|
Watts, J. M. (1998). Animats: computer-simulated animals in behavioral research. J. Anim Sci., 76(10), 2596–2604.
|
|
|
Marshall, T. T., Hoover, T. S., Reiling, B. A., & Downs, K. M. (1998). Experiential learning in the animal sciences: effect of 13 years of a beef cattle management practicum. J. Anim Sci., 76(11), 2947–2952.
|
|
|
Hoover, T. S., & Marshall, T. T. (1998). A comparison of learning styles and demographic characteristics of students enrolled in selected animal science courses. J. Anim Sci., 76(12), 3169–3173.
|
|
|
Honeyman, M. S., & Miller, G. S. (1998). The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science. J. Anim Sci., 76(6), 1710–1715.
|
|
|
Schiffman, S. S. (1998). Livestock odors: implications for human health and well-being. J. Anim Sci., 76(5), 1343–1355.
|
|
|
Cox, G., & Ashford, T. (1998). Riddle Me This: The Craft and Concept of Animal Mind. Science Technology Human Values, 23(4), 425–438.
Abstract: This article examines the relations between methods used in both animal work and study and concepts of animal mind. By “animal work” the authors mean humans and animals working together, and by “animal study” they mean the discipline of ethology, especially the emerging area of cognitive ethology. Within these areas the wide range of conceptions of animal mind includes varying emphases on intelligence, forms of rationality and language, cognition, consciousness, and intentionality. The authors' central concern is to elucidate the vocabulary and the concepts which seem necessary to establishing successful working relationships with sheepdogs and gundogs. Their argument moves toward an emphasis on the appreciation of particular intentional states and recognizes that they invariably deploy elements of a moral vocabulary in achieving creative teamwork performances with dogs and other animals. The article concludes by consid enng the relevance of accounts of work with animals for associated considerations of intentionality.
|
|
|
Visalberghi E, & Tomasello M. (1998). Primate causal understanding in the physical and psychological domains. Behav. Process., 42, 189.
|
|
|
Griffin, D. R. (1998). From cognition to consciousness. Anim. Cogn., 1(1), 3–16.
Abstract: This paper proposes an extension of scientific horizons in the study of animal behavior and cognition to include conscious experiences. From this perspective animals are best appreciated as actors rather than passive objects. A major adaptive function of their central nervous systems may be simple, but conscious and rational, thinking about alternative actions and choosing those the animal believes will get what it wants, or avoid what it dislikes or fears. Versatile adjustment of behavior in response to unpredictable challenges provides strongly suggestive evidence of simple but conscious thinking. And especially significant objective data about animal thoughts and feelings are already available, once communicative signals are recognized as evidence of the subjective experiences they often convey to others. The scientific investigation of human consciousness has undergone a renaissance in the 1990s, as exemplified by numerous symposia, books and two new journals. The neural correlates of cognition appear to be basically similar in all central nervous systems. Therefore other species equipped with very similar neurons, synapses, and glia may well be conscious. Simple perceptual and rational conscious thinking may be at least as important for small animals as for those with large enough brains to store extensive libraries of behavioral rules. Perhaps only in “megabrains” is most of the information processing unconscious.
|
|