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  1. Missing variables in studies of animal learning.Wally Welker - 1981 - Behavioral and Brain Sciences 4 (1):161-161.
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  • Clinical artificial intelligence.Virginia Teller & Hartvig Dahl - 1981 - Behavioral and Brain Sciences 4 (4):549-550.
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  • Is PARRY paranoid?David W. Swanson - 1981 - Behavioral and Brain Sciences 4 (4):548-549.
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  • Testability of expert systems in system development and application.Elke Steven, Michael Hoenen & Matthias Kloth - 1992 - AI and Society 6 (4):337-344.
    In this paper the difficulties arising out of a necessary examination of expert systems as to the ‘correctness’ of functioning are outlined. The argumentation is based on the problematic use of the knowledge term in expert system development and the design perspectives connected with the cognitivistic knowledge concept. It becomes obvious that fundamental problems in system development will involve negative consequences for utilization. The perspective developed from this analysis is assuming that these problems have to be taken into account in (...)
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  • Deep and shallow simulations.Aaron Sloman - 1981 - Behavioral and Brain Sciences 4 (4):548-548.
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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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  • The ecology of learning: The right answer to the wrong question.Barry Schwartz - 1981 - Behavioral and Brain Sciences 4 (1):159-160.
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  • Adaptive modification of behavior: Processing information from the environment.Wolfgang M. Schleidt - 1981 - Behavioral and Brain Sciences 4 (1):158-159.
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  • Explaining diversity and searching for general processes: Isn't there a middle ground?Paul Rozin - 1981 - Behavioral and Brain Sciences 4 (1):157-158.
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  • Known general principles of learning cannot be ignored.Sam Revusky - 1981 - Behavioral and Brain Sciences 4 (1):156-157.
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  • Evaluation of a model's test.Russell Revlin - 1981 - Behavioral and Brain Sciences 4 (4):547-548.
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  • Psychiatry and computers: An uneasy synthesis.William H. Reid & John F. Riedler - 1981 - Behavioral and Brain Sciences 4 (4):547-547.
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  • Learning theory in its niche.Howard Rachlin - 1981 - Behavioral and Brain Sciences 4 (1):155-156.
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  • Is an ecological approach radical enough?H. C. Plotkin & F. J. Odling-Smee - 1981 - Behavioral and Brain Sciences 4 (1):154-155.
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  • The dichotomous predicament of contemporary psychology.V. Pinkava - 1981 - Behavioral and Brain Sciences 4 (4):546-547.
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  • A functional view of learning.Lewis Petrinovich - 1981 - Behavioral and Brain Sciences 4 (1):153-154.
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  • Modeling paranoia: The cargo cult metaphor.Keith Oatley - 1981 - Behavioral and Brain Sciences 4 (4):545-546.
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  • Learning theory: Behavioral artifacts or general principles?John A. Nevin - 1981 - Behavioral and Brain Sciences 4 (1):152-153.
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  • Al and cargo cult science.James Moor - 1981 - Behavioral and Brain Sciences 4 (4):544-545.
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  • PARRY and the evaluation of cognitive models.James R. Miller - 1981 - Behavioral and Brain Sciences 4 (4):543-544.
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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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  • Testing the components of a computer model.Brendan A. Maher - 1981 - Behavioral and Brain Sciences 4 (4):543-543.
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  • Colby's model for paranoia: It's made well, but what is it?Peter A. Magaro & Harvey G. Shulman - 1981 - Behavioral and Brain Sciences 4 (4):542-543.
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  • Species differences and principles of learning: Informed generality.A. W. Logue - 1981 - Behavioral and Brain Sciences 4 (1):150-151.
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  • How smart must you be to be crazy?Robert Lindsay - 1981 - Behavioral and Brain Sciences 4 (4):541-542.
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  • General process theory, ecology, and animal-human continuity: A cognitive perspective.Janet L. Lachman & Roy Lachman - 1981 - Behavioral and Brain Sciences 4 (1):149-150.
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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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  • On the generality of PARRY, Colby's paranoia model.Manfred Kochen - 1981 - Behavioral and Brain Sciences 4 (4):540-541.
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  • Ecology and learning.Alan C. Kamil - 1981 - Behavioral and Brain Sciences 4 (1):147-148.
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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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  • 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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  • An ecological approach to a theory of learning.Timothy D. Johnston - 1981 - Behavioral and Brain Sciences 4 (1):162-173.
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  • Colby's paranoia model: An old theory in a new frame?C. E. Izard & F. A. Masterson - 1981 - Behavioral and Brain Sciences 4 (4):539-540.
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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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  • Like the breathability of air: Embodied embedded communication.Willem F. G. Haselager - 2012 - Pragmatics and Cognition 20 (2):263-274.
    I present experimental and computational research, inspired by the perspective of Embodied Embedded Cognition, concerning various aspects of language as supporting Everett's interactionist view of language. Based on earlier and ongoing work, I briefly illustrate the contribution of the environment to the systematicity displayed in linguistic performance, the importance of joint attention for the development of a shared vocabulary, the role of (limited) traveling for language diversification, the function of perspective taking in social communication, and the bodily nature of understanding (...)
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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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  • Paranoia concerning program-resistant aspects of the mind - and let's drop rocks on Turing's toes again.Keith Gunderson - 1981 - Behavioral and Brain Sciences 4 (4):537-539.
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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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  • 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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  • The nature of learning explanations.John Garcia - 1981 - Behavioral and Brain Sciences 4 (1):143-144.
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  • A Generative View of Rationality and Growing Awareness†.Teppo Felin & Jan Koenderink - 2022 - Frontiers in Psychology 13.
    In this paper we contrast bounded and ecological rationality with a proposed alternative, generative rationality. Ecological approaches to rationality build on the idea of humans as “intuitive statisticians” while we argue for a more generative conception of humans as “probing organisms.” We first highlight how ecological rationality’s focus on cues and statistics is problematic for two reasons: the problem of cue salience, and the problem of cue uncertainty. We highlight these problems by revisiting the statistical and cue-based logic that underlies (...)
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  • Parrying.Kenneth Mark Colby - 1981 - Behavioral and Brain Sciences 4 (4):550-560.
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  • Modeling a paranoid mind.Kenneth Mark Colby - 1981 - Behavioral and Brain Sciences 4 (4):515-534.
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  • An ecological approach toward a unified theory of learning.William R. Charlesworth - 1981 - Behavioral and Brain Sciences 4 (1):142-143.
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  • Issues in computer modeling of cognitive phenomena: An artificial intelligence perspective.Jaime G. Carbonell - 1981 - Behavioral and Brain Sciences 4 (4):536-537.
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  • Linking the biological functions and the mechanisms of learning: Uses and abuses.Patrick Bateson - 1981 - Behavioral and Brain Sciences 4 (1):142-142.
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  • A theory of learning - not even déjà vu.George W. Barlow & Stephen E. Glickman - 1981 - Behavioral and Brain Sciences 4 (1):141-142.
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  • Principles of learning and the ecological style of inquiry.Thomas R. Alley & Robert E. Shaw - 1981 - Behavioral and Brain Sciences 4 (1):139-141.
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  • Simulation?Joseph Agassi - 1981 - Behavioral and Brain Sciences 4 (4):535-536.
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  • Causality.Jessica M. Wilson - 2005 - In Sahotra Sarkar & Jessica Pfeifer (eds.), The Philosophy of Science: An Encyclopedia. New York: Routledge. pp. 90--100.
    Arguably no concept is more fundamental to science than that of causality, for investigations into cases of existence, persistence, and change in the natural world are largely investigations into the causes of these phenomena. Yet the metaphysics and epistemology of causality remain unclear. For example, the ontological categories of the causal relata have been taken to be objects (Hume 1739), events (Davidson 1967), properties (Armstrong 1978), processes (Salmon 1984), variables (Hitchcock 1993), and facts (Mellor 1995). (For convenience, causes and effects (...)
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