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  1. Species differences and principles of learning: Informed generality.A. W. Logue - 1981 - Behavioral and Brain Sciences 4 (1):150-151.
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  • Expecting shock.A. W. Logue - 1982 - Behavioral and Brain Sciences 5 (4):680-681.
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  • Form, function, and self-control.A. W. Logue - 1995 - Behavioral and Brain Sciences 18 (1):136-136.
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  • The dark side of hegemony.Charles Locurto - 1989 - Behavioral and Brain Sciences 12 (1):153-154.
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  • “Intelligent” evolution and neo-Darwinian straw men.Elisabeth A. Lloyd - 1990 - Behavioral and Brain Sciences 13 (1):81-82.
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  • Extending the “new hegemony” of classical conditioning.Dan Lloyd - 1989 - Behavioral and Brain Sciences 12 (1):152-153.
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  • Can teleological behaviorism account for the effects of instructions on self-control without invoking cognition?Kristi Lemm, Yuichi Shoda & Walter Mischel - 1995 - Behavioral and Brain Sciences 18 (1):135-135.
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  • Optimality: Sequences, variability, learning.S. E. G. Lea - 1985 - Behavioral and Brain Sciences 8 (2):343-343.
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  • Teleological behaviorism and the intentional scheme.Hugh Lacey - 1995 - Behavioral and Brain Sciences 18 (1):134-135.
    Teleological behaviorism, unlike Skinnerian behaviorism, recognizes that are needed to account adequately for human behavior, but it rejects the essential role in behavioral explanations of the subjective perspective of the agent. I argue that teleological behaviorism fails because of this rejection.
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  • Bony argument.Irving Kupfermann - 1987 - Behavioral and Brain Sciences 10 (4):673.
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  • The ecological approach to learning.John Kruse & Edward Reed - 1981 - Behavioral and Brain Sciences 4 (1):148-149.
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  • Alternative approaches to the psychology of foraging.John M. Kruse - 1985 - Behavioral and Brain Sciences 8 (2):342-343.
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  • Pavlovian conditioning: Providing a bridge between cognition and biology.Marvin D. Krank - 1989 - Behavioral and Brain Sciences 12 (1):151-151.
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  • Beyond respondent conditioning.Sibylle Klosterhalfen & Wolfgang Klosterhalfen - 1989 - Behavioral and Brain Sciences 12 (1):149-150.
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  • A promising new strategy for studying conditioned Immunomodulation.Wolfgang Klosterhalfen - 1989 - Behavioral and Brain Sciences 12 (1):150-150.
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  • The importance of classical conditioning.H. D. Kimmel - 1989 - Behavioral and Brain Sciences 12 (1):148-149.
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  • The future of an illusion: Self and its control.Peter R. Killeen - 1995 - Behavioral and Brain Sciences 18 (1):133-134.
    Rachlin introduces a new theory before exhausting its predecessor. His earlier model of future-discounting may be developed by integrating over the duration of extended rewards and punishers. The difference in value of an event within a pattern over the event in isolation derives from the deprivation provided by the pattern; yet the pattern attracts because acute rewards are more potent than incremental deprivations.
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  • Delay reduction: A field guide for optimal foragers?Peter R. Killeen - 1985 - Behavioral and Brain Sciences 8 (2):341-342.
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  • Complexity at the organismic and neuronal levels.R. W. Kentridge - 1989 - Behavioral and Brain Sciences 12 (1):147-148.
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  • Conditioned taste aversion in the Mongolian gerbil.Robin B. Kanarek, Kimberley S. Adams & Jean Mayer - 1975 - Bulletin of the Psychonomic Society 6 (3):303-305.
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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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  • Ecology and learning.Alan C. Kamil - 1981 - Behavioral and Brain Sciences 4 (1):147-148.
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  • Species intelligence: Analogy without homology.James W. Kalat - 1990 - Behavioral and Brain Sciences 13 (1):80-80.
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  • Species differences in intelligence: Which null hypothesis?James W. Kalat - 1987 - Behavioral and Brain Sciences 10 (4):671.
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  • A funny thing happened on the way to comparative psychology.James W. Kalat - 1981 - Behavioral and Brain Sciences 4 (1):147-147.
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  • Boiling down intelligence.Alison Jolly - 1987 - Behavioral and Brain Sciences 10 (4):671.
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  • Similarities and dissimilarities between adaptation and learning.Mark H. Johnson - 1990 - Behavioral and Brain Sciences 13 (1):79-80.
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  • Classically conditioned enhancement of antibody production.Peter E. Jenkins, Robin A. Chadwick & John A. Nevin - 1983 - Bulletin of the Psychonomic Society 21 (6):485-487.
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  • What is classical conditioning?W. J. Jacobs - 1989 - Behavioral and Brain Sciences 12 (1):146-146.
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  • Psychometric considerations in the evaluation of intraspecies differences in intelligence.Lloyd G. Humphreys - 1987 - Behavioral and Brain Sciences 10 (4):668.
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  • My behavior made me do it: The uncaused cause of teleological behaviorism.Jordan Hughes & Patricia S. Churchland - 1995 - Behavioral and Brain Sciences 18 (1):130-131.
    Toward a neurobiologically grounded approach to explaining self-control we discuss the case of a patient with a bilateral lesion in frontal ventromedial cortex. Patients with such lesions display a marked deficit in social decision making. Compared with an account that examines the causal antecedents of self-control, Rachlin's behaviorist approach seems lacking in explanatory strength.
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  • Choice and preference-you can't always want what you get.Alasdair I. Houston - 1985 - Behavioral and Brain Sciences 8 (2):339-340.
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  • Animal general intelligence: An idea ahead of its time.William Hodos - 1987 - Behavioral and Brain Sciences 10 (4):668.
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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 nature of support for optimal foraging theory.John Hanson - 1985 - Behavioral and Brain Sciences 8 (2):338-339.
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  • Biologically primed acquisition of aversions and association of expected stimulus pairs: Two different forms of learning.Alfons Hamm - 1995 - Behavioral and Brain Sciences 18 (2):301-302.
    The present commentary emphasizes that the acquisition of fear always involves complex changes in several quasi-independent response systems. Stimulus-specific electrodermal response differentiation as well as the bias to overestimate the belongingness of certain stimulus pairs mainly indicates cognitive processes of selective orienting and attention. Emotion, however, also involves the activation of subcortical motivational circuits. Why certain stimuli acquire rapid access to these basic motivational systems is not explained by the expectancy bias model.
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  • Discussing learning: The quandary of substance.Jack P. Hailman - 1981 - Behavioral and Brain Sciences 4 (1):146-146.
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  • Phylogenetically widespread “facts-of-life”.Donald R. Griffin - 1987 - Behavioral and Brain Sciences 10 (4):667.
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  • Modularity, and the psychoevolutionary theory of emotion.Paul E. Griffiths - 1990 - Biology and Philosophy 5 (2):175-196.
    It is unreasonable to assume that our pre-scientific emotion vocabulary embodies all and only those distinctions required for a scientific psychology of emotion. The psychoevolutionary approach to emotion yields an alternative classification of certain emotion phenomena. The new categories are based on a set of evolved adaptive responses, or affect-programs, which are found in all cultures. The triggering of these responses involves a modular system of stimulus appraisal, whose evoluations may conflict with those of higher-level cognitive processes. Whilst the structure (...)
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  • Comparative psychology, cognition, and levels.Gary Greenberg - 1987 - Behavioral and Brain Sciences 10 (4):667.
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  • Choice between long- and short-term interests: Beyond self-control.Leonard Green & Joel Myerson - 1995 - Behavioral and Brain Sciences 18 (1):127-128.
    In the real world, there are choices between large, delayed, punctate rewards and small, more immediate rewards as well as choices between patterns and acts. A common element in these situations is the choice between long- and short-term interests. Key issues for future research appear to be how acts are restructured into larger patterns of behavior, and whether, as Rachlin implies, pattern perception is the cause of pattern generation.
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  • An interdisciplinary approach to foraging behavior.Richard F. Green - 1985 - Behavioral and Brain Sciences 8 (2):338-338.
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  • On the what_ and _how of learning.R. C. Gonzalez & Matthew Yarczower - 1981 - Behavioral and Brain Sciences 4 (1):145-145.
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  • Brain differences determine different limits of intelligence.Onur Güntürkün - 1987 - Behavioral and Brain Sciences 10 (4):689.
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  • The relevance of phylogenetics to the study of behavioral diversity.Michael T. Ghiselin - 1981 - Behavioral and Brain Sciences 4 (1):144-145.
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  • Are libraries intelligent?Michael T. Ghiselin - 1990 - Behavioral and Brain Sciences 13 (1):78-78.
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  • Reaching for an integrated science of behavior.Clifton Lee Gass - 1985 - Behavioral and Brain Sciences 8 (2):337-337.
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  • The nature of learning explanations.John Garcia - 1981 - Behavioral and Brain Sciences 4 (1):143-144.
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  • The irrelevance of past pleasure.C. R. Gallistel - 1978 - Behavioral and Brain Sciences 1 (1):59-60.
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  • Flights of teleological fancy about classical conditioning do not produce valid science or useful technology.John J. Furedy - 1989 - Behavioral and Brain Sciences 12 (1):142-143.
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