The Biology of Learning. Report of the Dahlem Workshop on The Biology of Learning. Berlin, 1983, October 23-28. With 4 photographs, 17 figures and 1 table. (= Reihe: Life Sciences Research Reports, Band 29. (Dahlem Workshop Reports) Herausgegeben von Silke Bernhard).

Marler, P. (Peter); Terrace, H. (Herbert) S. (Hrsg.)

ISBN 10: 3540139230 / ISBN 13: 9783540139232

Published by Springer-Verlag, Berlin, Heidelberg, New York, Tokyo, 1984

About this Item

Fadengehefteter folienkaschierter Pappeinband. Der Einband etwas nachgedunkelt, leicht berieben und mit einzelnen kleinen Druckstellen, der Seitenschnitt dezent fleckig, einzelne Seiten mit kleinem Randknickchen bzw. winziger Randläsur, ansonsten guter Erhaltungszustand. "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?" (Verlagstext) Peter Robert Marler (* 24. Februar 1928 in Slough; ? 5. Juli 2014 in Davis, Kalifornien) war ein britisch-US-amerikanischer Neurobiologe und Ethologe. Er war bis zu seiner Emeritierung Professor für Neurobiologie, Physiologie und Verhaltensforschung an der University of California, Davis. Marler war ein international anerkannter Forscher auf dem Gebiet des Vogelgesangs, insbesondere konnte er mit seinen Arbeiten zu Singvögeln wie Buchfinken und Dachsammern grundlegende Erkenntnisse über deren Erwerb des Gesanges gewinnen. Auch zum Erwerb kommunikativer Fähigkeiten von Primaten leistete Marler wichtige Arbeiten ? Studien über Schimpansen und Gorillas gemeinsam mit Jane Goodall und Hugo van Lawick; Studien über die Südliche Grünmeerkatze gemeinsam mit Tom Struhsaker, Dorothy Cheney und Robert Seyfarth. Marlers Arbeiten führten zu bahnbrechenden Einsichten in der Gedächtnis- und Lernforschung und zur Bedeutung auditorischer und sozialer Erfahrungen. Zu Marlers Arbeitsgruppe gehörten zahlreiche bekannte Ornithologen und Verhaltensforscher wie Mark Konishi, Fernando Nottebohm, Susan Peters, Don Kroodsma, Bill Searcy, Steve Nowicki, Ken Yasukawa und John Wingfield. (Wikipedia) In englischer Sprache. X, 738, (4) pages. 8° (155 x 210mm).

Seller Inventory # BN26012

Bibliographic Details

• Title: The Biology of Learning. Report of the Dahlem Workshop on The Biology of Learning. Berlin, 1983, October 23-28. With 4 photographs, 17 figures and 1 table. (= Reihe: Life Sciences Research Reports, Band 29. (Dahlem Workshop Reports) Herausgegeben von Silke Bernhard).
• Publisher: Springer-Verlag, Berlin, Heidelberg, New York, Tokyo
• Publication Date: 1984
• Language: English
• ISBN 10: 3540139230
• ISBN 13: 9783540139232
• Binding: Hardcover/gebunden
• Edition: Erste Aufl.
• Condition: gut
• Weight: 1148 grams

About this title

Synopsis

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.