Skip to main content
SpringerLink
Log in

The Biology of Learning

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

  • Conference proceedings
  • © 1984

Overview

Editors:
  1. P. Marler
    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. H. S. Terrace
    View editor publications

    You can also search for this editor in PubMed   Google Scholar

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

Part of the book sub series: Life Sciences Research Report (DAHLEM LIFE)

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 84.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (33 papers)

  1. Front Matter

    Pages i-x
    Download chapter PDF

  2. Introduction

    1. Introduction

      • P. Marler, H. S. Terrace
      Pages 1-13

  3. General Issues in the Biology of Learning

    1. Animal Learning, Ethology, and Biological Constraints

      • H. S. Terrace
      Pages 15-45

    2. Ethology and the Natural History of Learning

      • J. L. Gould, P. Marler
      Pages 47-74

    3. Genes, Evolution, and Learning

      • P. P. G. Bateson
      Pages 75-88

    4. The Study of Animal Learning in the Tradition of Pavlov and Thorndike

      • H. M. Jenkins
      Pages 89-114

    5. Learning by Selection

      • J.-P. Changeux, T. Heidmann, P. Patte
      Pages 115-133

  4. Biology of Invertebrate Learning

    1. Learning in Invertebrates

      • B. Heinrich
      Pages 135-147

    2. Natural History of Honey Bee Learning

      • J. L. Gould
      Pages 149-180

    3. Behavior Theory and Invertebrate Learning

      • C. L. Sahley
      Pages 181-196

    4. Work in Invertebrates on the Mechanisms Underlying Learning

      • W. G. Quinn
      Pages 197-248

    5. Biology of Invertebrate Learning

      • 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

    1. The Natural History of Bird Learning

      • K. Immelmann
      Pages 271-288

    2. Song Learning: Innate Species Differences in the Learning Process

      • P. Marler
      Pages 289-309

    3. A Logical Basis for Single-neuron Study of Learning in Complex Neural Systems

      • M. Konishi
      Pages 311-324

    4. The Neural Basis of Imprinting

      • P. P. G. Bateson
      Pages 325-339

    5. Signals, Conditioned Directed Movements, and Species-typical Response Predispositions in Nonmammalian Vertebrates

      • E. Hearst
      Pages 341-355

    6. Cause and Function of Animal Learning Processes

      • K. L. Hollis
      Pages 357-371

    7. Complex General Process Learning in Nonmammalian Vertebrates

      • S. E. G. Lea
      Pages 373-398

    8. Biology of Learning in Nonmammalian Vertebrates

      • D. E. Kroodsma, P. P. G. Bateson, H.-J. Bischof, J. D. Delius, E. Hearst, K. L. Hollis et al.
      Pages 399-418
Back to top

Keywords

About this book

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.

Bibliographic Information

  • Book Title: The Biology of Learning

  • Book Subtitle: Report of the Dahlem Workshop on the Biology of Learning Berlin, 1983, October 23–28

  • Editors: P. Marler, H. S. Terrace

  • Series Title: Dahlem Workshop Report

  • DOI: https://doi.org/10.1007/978-3-642-70094-1

  • Publisher: Springer Berlin, Heidelberg

  • eBook Packages: Springer Book Archive

  • Copyright Information: Dr. S. Bernhard, Dahlem Konferenzen, Berlin 1984

  • Softcover ISBN: 978-3-642-70096-5Published: 06 December 2011

  • eBook ISBN: 978-3-642-70094-1Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: X, 739

  • Topics: Neurosciences

Publish with us

Policies and ethics

Back to top

Search

Navigation