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Animal ability to process and respond to stimuli is correlated with brain size. Small-brain animals tend to show simple behaviors that are less dependent on learning than those of large-brained animals. Vertebrates, particularly mammals, have larger brains and complex behavior that changes with experience.
A simple example of interaction involves plants: Some plants grow toward the light (phototropism) and some away from gravity (gravitropism). Many forms of developmental learning have a critical period, for instance, for imprinting among geese and language acquisition among humans. In such cases, genes determine the timing of the environmental ...
Social learning refers to learning that is facilitated by observation of, or interaction with, another animal or its products. [1] Social learning has been observed in a variety of animal taxa , [ 2 ] [ 3 ] such as insects , [ 4 ] fish , [ 5 ] birds , [ 6 ] reptiles , amphibians [ 7 ] and mammals (including primates [ 8 ] ).
On the one hand, one hypothesis proposes that some non-human animals have complex cognitive processes which allow them to attribute mental states to other individuals, sometimes called "mind-reading" while another proposes that non-human animals lack these skills and depend on more simple learning processes such as associative learning; [4] or ...
Cognitive ethology is a branch of ethology concerned with the influence of conscious awareness and intention on the behaviour of an animal. [1] Donald Griffin, a zoology professor in the United States, set up the foundations for researches in the cognitive awareness of animals within their habitats.
Animals exhibiting, or responding to, characteristics that represent a supernormal stimulus usually display them as a result of selective pressures.Co-evolution between animals displaying supernormal stimuli, and the organisms responding to the supernormal stimuli, rely on evolution and propagation of genetics, behavioral patterns, and other biological factors. [4]
For example, many researchers focus on animals' understanding of intention, gaze, perspective, or knowledge (or rather, what another being has seen). Part of the difficulty in this line of research is that observed phenomena can often be explained as simple stimulus-response learning, since mental states can often be inferred based on observed ...
Dickinson graduated in psychology from the University of Manchester in 1967 [4] and earned a PhD at the University of Sussex in 1971, [4] [5] continuing his academic career there as a postdoctoral assistant to Nicholas Mackintosh. [6] He moved to the Department of Experimental Psychology at Cambridge in 1977, where he lectured in associative ...