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Associative Learning
Abstract
This chapter unpacks some of the jargon and thereby familiarize the reader with some of the main concepts and developments in animal learning theory, and their application to questions about animal minds. It also touches upon the relevance of learning theory to human cognition. Classical conditioning is the form of associative learning linked to Pavlov's discovery that dogs, who naturally salivate in the presence of food (the unconditioned stimulus, or US), would come to salivate in response to a different stimulus, such as the ring of a bell (the conditioned stimulus, or CS) given a certain amount of experience with the pairing of the CS and the US. Trace conditioning provides but one example of how appreciation for distinctions among different forms of learning that are usually not distinguished carefully by those outside the field of animal learning can inform theories in comparative animal cognition.
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If an animal is able to do trace conditioning on some stimulus, then that is some evidence, albeit not conclusive evidence, that it consciously perceives that stimulus.
“If we find that an animal is able to do trace conditioning on some stimulus, then that is some evidence, albeit not conclusive evidence, that it consciously perceives that stimulus [26,27].”
From Dimensions of Animal Consciousness (2020) · cites this paper as [27]
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- In addition to the textbook by Domjan and Grau cited in the main text, S. Shettleworth’s textbook Cognition, Evolution, and Behavior (2nd edition, New York: Oxford University Press, 2009) also covers animal learning in detail. For more on the alleged contrast between cognitive and associative approaches, see contributions to S. Hurley and M. Nudds (eds.), Rational Animals? (Oxford: Oxford University Press, 2006), especially chapters by N. Clayton et al. , Papineau & Heyes, and myself. My contribution to the volume was partly in reaction to T. R. Zentall’s (2001) “The case for a cognitive approach to animal learning and behavior” (Behavioural Processes 54, 65–78) in which he argues that the primary benefit of cognitive approaches to animal learning is to inspire better associative accounts. · DOI
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Dimensions of Animal Consciousness
Birch, J., Schnell, A. K., & Clayton, N. S. (2020) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2020.07.007 · Cited by 406
Metadata
- Authors
- Allen, C.
- Corresponding author
- Allen, Colin
- ORCID
- Allen, Colin
- Venue
- The Routledge Handbook of Philosophy of Animal Minds
- Publisher
- Routledge
- Published
- 2017-07-06
- Pages
- 401-408
- OpenAlex
- W4255478992
- Cited by
- 3
- References
- 0
- Citations by year
- 2024: 1 · 2020: 2
- FWCI
- 1.82
- Type
- book chapter
- Language
- en
- Open access
- closed
- Locations
- Routledge eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Life Sciences › Agricultural and Biological Sciences › Ecology, Evolution, Behavior and Systematics › Primate Behavior and Ecology
- Keywords
- associative learning, classical conditioning, animal cognition, comparative cognition, trace conditioning, conditioned stimulus, unconditioned stimulus, human cognition
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