| Records |
| Author |
McLaren I.P.L. |
| Title |
Animal Learning and Cognition: A neural network approach |
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Journal Article |
| Year |
1998 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
| Volume |
2 |
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236-236 |
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no |
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refbase @ user @ |
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3464 |
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| Author |
Vallortigara G. |
| Title |
Minds of Their Own |
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Journal Article |
| Year |
1998 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
| Volume |
2 |
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Pages |
118-118 |
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no |
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refbase @ user @ |
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3466 |
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| Author |
Tomasello M.; Call J.; Hare B. |
| Title |
Chimpanzees understand psychological states – the question is which ones and to what extent |
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Journal Article |
| Year |
2003 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
| Volume |
7 |
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153-156 |
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no |
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refbase @ user @ |
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3501 |
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| Author |
Griffiths D.; Dickinson A.; Clayton N. |
| Title |
Episodic memory: what can animals remember about their past? |
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Journal Article |
| Year |
1999 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
| Volume |
3 |
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74-80 |
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no |
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refbase @ user @ |
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3460 |
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| Author |
Byrne R.W. |
| Title |
- Animal Cognition in Nature, edited by Russell P. Balda, Irene M. Pepperberg and Alan C. Kamil |
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Journal Article |
| Year |
2000 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
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4 |
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73-73 |
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no |
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refbase @ user @ |
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3480 |
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| Author |
Hampton, R.R.; Healy, S.D.; Shettleworth, S.J.; Kamil, A.C. |
| Title |
Neuroecologists' are not made of straw |
Type |
Journal Article |
| Year |
2002 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
| Volume |
6 |
Issue |
1 |
Pages |
6-7 |
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Laboratory of Neuropsychology, NIH--NIMH, Building 49, Room 1B-80, 20892-4415, Bethesda, MD, USA |
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English |
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1364-6613 |
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PMID:11849608 |
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no |
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refbase @ user @ |
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371 |
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| Author |
Bolhuis, J.J.; Macphail, E.M. |
| Title |
A critique of the neuroecology of learning and memory |
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Journal Article |
| Year |
2001 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
| Volume |
5 |
Issue |
10 |
Pages |
426-433 |
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| Abstract |
Recent years have seen the emergence of neuroecology, the study of the neural mechanisms of behaviour guided by functional and evolutionary principles. This research has been of enormous value for our understanding of the evolution of brain- and species-specific behaviour. However, we question the validity of the neuroecological approach when applied to the analysis of learning and memory, given its arbitrary assumption that different [`]problems' engage different memory mechanisms. Differences in memory-based performance in [`]natural' tasks do not prove differences in memory capacity; similarly, differences in the use of memory in the natural environment do not provide a sound basis for expecting differences in anatomical structures that subserve learning and memory. This critique is illustrated with examples taken from the study of the neurobiology of food storing and song learning in birds. |
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1364-6613 |
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no |
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Equine Behaviour @ team @ |
Serial |
4742 |
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| Author |
Markman, E.M.; Abelev, M. |
| Title |
Word learning in dogs? |
Type |
Journal Article |
| Year |
2004 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
| Volume |
8 |
Issue |
11 |
Pages |
479-81; discussion 481 |
| Keywords |
Animals; Association Learning; Dogs; *Learning; *Verbal Learning; *Vocabulary |
| Abstract |
In a recent paper, Kaminski, Call and Fischer report pioneering research on word-learning in a dog. In this commentary we suggest ways of distinguishing referential word use from mere association. We question whether the dog is reasoning by exclusion and, if so, compare three explanations – learned heuristics, default assumptions, and pragmatic reasoning – as they apply to children and might apply to dogs. Kaminski et al.'s work clearly raises important questions about the origins and basis of word learning and social cognition. |
| Address |
Department of Psychology, Stanford University, Bldg 420, Stanford, CA 94305-2130, USA |
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English |
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1364-6613 |
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PMID:15491899 |
Approved |
no |
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refbase @ user @ |
Serial |
274 |
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| Author |
Barrett, L.; Henzi, P.; Dunbar, R. |
| Title |
Primate cognition: from 'what now?' to 'what if?' |
Type |
Journal Article |
| Year |
2003 |
Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends. Cognit. Sci. |
| Volume |
7 |
Issue |
11 |
Pages |
494-497 |
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The 'social brain' hypothesis has had a major impact on the study of comparative cognition. However, despite a strong sense, gained from both experimental and observational work, that monkeys and apes differ from each other, we are still no closer to understanding exactly how they differ. We hypothesize that the dispersed social systems characteristic of ape societies explains why monkeys and apes should differ cognitively. The increased cognitive control and analogical reasoning ability needed to cope with life in dispersed societies also suggests a possible route for human cognitive evolution. This hypothesis is supported by behavioural and neurobiological data, but we need more of both if we are to fully understand how our primate cousins see the world. |
| Address |
School of Biological Sciences, University of Liverpool, Biosciences Building, Crown St, Liverpool, UK L69 7ZB. louiseb@liv.ac.uk |
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English |
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1364-6613 |
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PMID:14585446 |
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no |
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2096 |
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| Author |
Legare, C.H.; Nielsen, M. |
| Title |
Imitation and Innovation: The Dual Engines of Cultural Learning |
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Journal Article |
| Year |
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Publication |
Trends in Cognitive Sciences |
Abbreviated Journal |
Trends in Cognitive Sciences |
| Volume |
19 |
Issue |
11 |
Pages |
688-699 |
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Imitation and innovation work in tandem to support cultural learning in children and facilitate our capacity for cumulative culture. Here we propose an integrated theoretical account of how the unique demands of acquiring instrumental skills and cultural conventions provide insight into when children imitate, when they innovate, and to what degree. For instrumental learning, with an increase in experience, high fidelity imitation decreases and innovation increases. By contrast, for conventional learning, imitative fidelity stays high, regardless of experience, and innovation stays low. We synthesize cutting edge research on the development of imitative flexibility and innovation to provide insight into the social learning mechanisms underpinning the uniquely human mind. |
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Elsevier |
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1364-6613 |
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doi: 10.1016/j.tics.2015.08.005 |
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Equine Behaviour @ team @ |
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5931 |
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