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  1. Contrasting approaches to a theory of learning.Timothy D. Johnston - 1981 - Behavioral and Brain Sciences 4 (1):125-139.
    The general process view of learning, which guided research into learning for the first half of this century, has come under attack in recent years from several quarters. One form of criticism has come from proponents of the so-called biological boundaries approach to learning. These theorists have presented a variety of data showing that supposedly general laws of learning may in fact be limited in their applicability to different species and learning tasks, and they argue that the limitations are drawn (...)
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  • The informational character of representations.Fred Dretske - 1982 - Behavioral and Brain Sciences 5 (3):376-377.
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  • Some thoughts on the proper foundations for the study of cognition in animals.Lynn Nadel - 1982 - Behavioral and Brain Sciences 5 (3):383-384.
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  • Premature closure of controversial issues concerning animal memory representations.William A. Roberts - 1982 - Behavioral and Brain Sciences 5 (3):384-385.
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  • Toward the next generation in data quality: A new survey of primate tactical deception.R. W. Byrne & A. Whiten - 1988 - Behavioral and Brain Sciences 11 (2):267-273.
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  • You can't hide your lying eyes.W. C. McGrew - 1988 - Behavioral and Brain Sciences 11 (2):258-258.
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  • The structure versus the provenance of behavior.Jerry A. Hogan - 1984 - Behavioral and Brain Sciences 7 (4):690-690.
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  • Behavior in the light of identified neurons.Graham Hoyle - 1984 - Behavioral and Brain Sciences 7 (4):690-691.
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  • Ontogenetic or phylogenetic – another afterpain of the fallacious Cartesian dichotomy.Gerard P. Baerends - 1984 - Behavioral and Brain Sciences 7 (4):679-680.
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  • The phylogeny and ontogeny of behavior.B. F. Skinner - 1984 - Behavioral and Brain Sciences 7 (4):669-677.
    Responses are strengthened by consequences having to do with the survival of individuals and species. With respect to the provenance of behavior, we know more about ontogenic than phylogenic contingencies. The contingencies responsible for unlearned behavior acted long ago. This remoteness affects our scientific methods, both experimental and conceptual. Until we have identified he variables responsible for an event, we tend to invent causes. Explanatory entities such as “instincts,” “drives,” and “traits” still survive. Unable to show how organisms can behave (...)
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  • Patterns, acts, and self-control: Rachlin's theory.Robert Kane - 1995 - Behavioral and Brain Sciences 18 (1):131-132.
    Regarding Rachlin's behavioral act/pattern theory of self-control, it is argued that some cases of self-control involve pattern/ pattern conflicts rather than merely act/pattern conflicts and that some patterns must be viewed as internal representational states of mind (plans) rather than merely as patterns of actual overt behavior.
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  • Self-control: Beyond commitment.Howard Rachlin - 1995 - Behavioral and Brain Sciences 18 (1):109-121.
    Self-control, so important in the theory and practice of psychology, has usually been understood introspectively. This target article adopts a behavioral view of the self (as an abstract class of behavioral actions) and of self-control (as an abstract behavioral pattern dominating a particular act) according to which the development of self-control is a molar/molecular conflict in the development of behavioral patterns. This subsumes the more typical view of self-control as a now/later conflict in which an act of self-control is a (...)
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  • Conceptual problems in the act-versus-pattern analysis of self-control.Suresh Kanekar - 1995 - Behavioral and Brain Sciences 18 (1):132-133.
    The primary argument against Rachlin's act-versus-pattern analysis of self-control is that it is wrong to think of a temptation as a solitary act while the alternative is conceived of as an element of a pattern. Either both are solitary acts or both are members of patterns, however different the patterns may be in their complexity and abstractness.
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  • Conceptualizing Self-Control.Alfred Mele - 1995 - Behavioral and Brain Sciences 18 (1):136-137.
    A pair of arguments suggests that self-control is not properly conceptualized on the pattern/act/preference model Rachlin proposes. The first concerns the irrational following of personal rules. The second concerns scenarios in which behavioral patterns an agent deems good come into conflict.
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  • Using Logic to Evolve More Logic: Composing Logical Operators via Self-Assembly.Travis LaCroix - 2022 - British Journal for the Philosophy of Science 73 (2):407-437.
    I consider how complex logical operations might self-assemble in a signalling-game context via composition of simpler underlying dispositions. On the one hand, agents may take advantage of pre-evolved dispositions; on the other hand, they may co-evolve dispositions as they simultaneously learn to combine them to display more complex behaviour. In either case, the evolution of complex logical operations can be more efficient than evolving such capacities from scratch. Showing how complex phenomena like these might evolve provides an additional path to (...)
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  • Expectancy: The endogenous source of anticipatory activities, including “pseudoconditioned” responses.Patrick J. Sheafor - 1982 - Behavioral and Brain Sciences 5 (3):387-389.
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  • Comparative cognition revisited.Stewart H. Hulse - 1982 - Behavioral and Brain Sciences 5 (3):379-379.
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  • Memory representations in animals: Some metatheoretical issues.Roy Lachman & Janet L. Lachman - 1982 - Behavioral and Brain Sciences 5 (3):380-381.
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  • Family life and opportunities for deception.Peter K. Smith - 1988 - Behavioral and Brain Sciences 11 (2):264-264.
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  • Why creative intelligence is hard to find.Daniel Dennett - 1988 - Behavioral and Brain Sciences 11 (2):253-253.
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  • The behavior of self-control.Joseph J. Plaud - 1995 - Behavioral and Brain Sciences 18 (1):139-140.
    Rachlin's view of self-control as a sequence or chain of behaviors is contrasted with traditional behavioral analyses of self-control which emphasize a simplistic interpretation of the hyperbolic function relating small-sooner (SS) and larger-later (LL) reinforcers to specific behaviors. The validity of Rachlin's teleological analysis is examined in relation to the acquisition and steady-state performance of self-control behaviors. Central to an analysis of self-control is the functional difference between behavior under the control of SS and LL reinforcers, because SS-reinforced behavior is (...)
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  • Internal commitment and efficient habit formation.Robert H. Frank - 1995 - Behavioral and Brain Sciences 18 (1):127-127.
    Rachlin's attack on the internal commitment model rests on the demonstrably false claim that self-punishment does not exist. He is correct that habits are an effective device for solving self-control problems, but his additional claim that they are the only such device makes it hard to explain how good habits develop in the first place. Someone with a self-control problem would always choose the spuriously attractive reward, which, over time, would create bad habits.
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  • Further choices for molar theory.François Tonneau - 1995 - Behavioral and Brain Sciences 18 (1):145-145.
    The target article extends molar behaviorism in two positive ways: beyond average aggregates and beyond restricted laws of Although a molar framework based on purely overt events shows promise for advancing behavior theory, Rachlin's specific form of teleological behaviorism is in need of clarification.
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  • Behavioral insights: The problem of control in education governance.Bruce Moghtader - 2024 - Educational Philosophy and Theory 56 (11):1126-1138.
    This article offers a historical inquiry into behaviorism and its impact on standard of judgement concerning education policies. Drawing from Aldous Huxley’s reservation towards behaviorism as a scientific movement that naturalizes the role of control in human affairs, the paper maps the impact of behaviorism on economics of education. By tracing the influence of behaviorism in both rational (human capital theory) and quasi-rational (behavioral insight) economics, we draw attention to the activity of knowledge-making that describes and prescribes agency. The paper (...)
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  • Humean learning (how to learn).Jeffrey A. Barrett - forthcoming - Philosophical Studies:1-17.
    David Hume’s skeptical solution to the problem of induction was grounded in his belief that we learn by means of custom. We consider here how a form of reinforcement learning like custom may allow an agent to learn how to learn in other ways as well. Specifically, an agent may learn by simple reinforcement to adopt new forms of learning that work better than simple reinforcement in the context of specific tasks. We will consider how such a bootstrapping process may (...)
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  • An ecological theory of learning: Good goal, poor strategy.Sara J. Shettleworth - 1981 - Behavioral and Brain Sciences 4 (1):160-161.
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  • Biological approaches to the study of learning: Does Johnston provide a new alternative?Robert A. Hinde - 1981 - Behavioral and Brain Sciences 4 (1):146-147.
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  • On the content of representations.R. J. Nelson - 1982 - Behavioral and Brain Sciences 5 (3):384-384.
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  • The logic of representation.William W. Rozeboom - 1982 - Behavioral and Brain Sciences 5 (3):385-386.
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  • In the beginning was the word.J. E. R. Staddon - 1982 - Behavioral and Brain Sciences 5 (3):390-391.
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  • Some distinctions among representations.M. Gopnik - 1982 - Behavioral and Brain Sciences 5 (3):378-379.
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  • Social strategies and primate psychology.Shirley C. Strum - 1988 - Behavioral and Brain Sciences 11 (2):264-265.
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  • Deception and descriptive mentalism.Nicholas S. Thompson - 1988 - Behavioral and Brain Sciences 11 (2):266-266.
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  • Only external representations are needed.Howard Rachlin - 1988 - Behavioral and Brain Sciences 11 (2):261-262.
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  • Metaphor, cognitive belief, and science.Irwin S. Bernstein - 1988 - Behavioral and Brain Sciences 11 (2):247-248.
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  • Anecdotes and critical anthropomorphism.Gordon M. Burghardt - 1988 - Behavioral and Brain Sciences 11 (2):248-249.
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  • Tactical deception in primates.A. Whiten & R. W. Byrne - 1988 - Behavioral and Brain Sciences 11 (2):233-244.
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  • Phylogenic and ontogenic environments.B. F. Skinner - 1984 - Behavioral and Brain Sciences 7 (4):701-711.
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  • Is evolution of behavior operant conditioning writ large?Anatol Rapoport - 1984 - Behavioral and Brain Sciences 7 (4):696-696.
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  • Skinner's practical metaphysic may be impractical.S. N. Salthe - 1984 - Behavioral and Brain Sciences 7 (4):696-697.
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  • Contingencies of selection, reinforcement, and survival.David P. Barash - 1984 - Behavioral and Brain Sciences 7 (4):680-680.
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  • Cost–benefit models and the evolution of behavior.Jerram L. Brown - 1984 - Behavioral and Brain Sciences 7 (4):682-682.
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  • Skinner's blind eye.H. J. Eysenck - 1984 - Behavioral and Brain Sciences 7 (4):686-687.
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  • Pattern proliferation in teleological behaviorism.Bruce N. Waller - 1995 - Behavioral and Brain Sciences 18 (1):145-146.
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  • Transcendence, guilt, and self-control.Roy F. Baumeister - 1995 - Behavioral and Brain Sciences 18 (1):122-123.
    Transcendence, defined as the capacity to perceive the immediate stimulus environment in relation to long-range or abstract concerns, is a key aspect of self-control, and indeed self-regulation often breaks down because attention becomes focused exclusively on the immediate stimuli (i.e., transcendence fails). Factors that restrict attention to the here and now will weaken self-control, whereas factors that promote transcendence will enhance it. Guilt may be one example of the latter.
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  • Does behaviorism explain self-control?Robert Eisenberger - 1995 - Behavioral and Brain Sciences 18 (1):125-125.
    Rachlin's hyperbolic-discounting model captures basic features of the subtlety of human impulsiveness and self-control and has received convincing experimental support. His distinction between self-control patterns and impulsive acts expands his earlier work to a greater range of self-control behaviors. Possible mechanisms that may weaken or strengthen patterns of self-control are considered.
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  • Commitment: Beyond Rachlin's control?N. E. Wetherick - 1995 - Behavioral and Brain Sciences 18 (1):146-147.
    Rachlin's view of self-control is rejected on the grounds that his arguments do not establish the possibility of abstract, external, stimulus patterns and that his experiments, although they show that pigeons and human beings do sometimes choose postponed rather than immediate gratification, do not challenge the commonly held view that internal factors are involved in the former choice.
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  • Learning theory in its niche.Howard Rachlin - 1981 - Behavioral and Brain Sciences 4 (1):155-156.
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  • A fourth approach to the study of learning: Are “processes” really necessary?John C. Malone - 1981 - Behavioral and Brain Sciences 4 (1):151-152.
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  • Metatheory of animal behavior.Erwin M. Segal - 1982 - Behavioral and Brain Sciences 5 (3):386-387.
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