A representation is a remnant of previous experience that allows that experience to affect later behavior. This paper develops a metatheoretical view of representation and applies it to issues concerning representation in animals. To describe a representational system one must specify the following: thedomainor range of situations in the represented world to which the system applies; thecontentor set of features encoded and preserved by the system; thecodeor transformational rules relating features of the representation to the corresponding features of the represented (...) world; themedium, or the representation's physical instantiation; and thedynamics, or how the system changes with time. In part because of the behaviorist assumption that the hypothetical, covert changes occurring in an organism during learning correspond to the overt physical changes that are observed, issues of representation in animal behavior have been largely ignored as irrelevant or misleading. However, it can be inferred that representations, acting as models of environmental regularities, operate at many levels of behavioral functioning, both cognitive and noncognitive. Objections to the use of this concept in explanations of animal behavior, based on the claim that it is indeterminate and on behaviorist considerations of parsimony, can be answered. Animal representations may be specialized in terms of tasks and species. Data from tasks involving spatial memory, delayed matching-to-sample, and sequence learning suggest some foundations for a general theory of animal representations. (shrink)

In the course of the discussion, Professor Quine pinpoints the difficulties involved in translation, brings to light the anomalies and conflicts implicit in our ...

This highly acclaimed book is a major contribution to the philosophy of language as well as a systematic interpretation of Frege, indisputably the father of ...

Ethologists and others studying animal behavior in a spirit are in need of a descriptive language and method that are neither anachronistically bound by behaviorist scruples nor prematurely committed to particular Just such an interim descriptive method can be found in intentional system theory. The use of intentional system theory is illustrated with the case of the apparently communicative behavior of vervet monkeys. A way of using the theory to generate data - including usable, testable data - is sketched. The (...) underlying assumptions of this approach can be seen to ally it directly with theorizing in evolutionary biology, which has recently come under attack from Stephen Gould and Richard Lewontin, who castigate it as the Their arguments, which are strongly analogous to B. F, Skinner's arguments against point to certain pitfalls that attend the careless exercise of such thinking (and rival varieties of thinking as well), but do not constitute a fundamental objection to either adaptationist theorizing or its cousin, intentional system theory. (shrink)

This is a book about how we see: the environment around us (its surfaces, their layout, and their colors and textures); where we are in the environment; whether or not we are moving and, if we are, where we are going; what things are good for; how to do things (to thread a needle or drive an automobile); or why things look as they do.The basic assumption is that vision depends on the eye which is connected to the brain. The (...) author suggests that natural vision depends on the eyes in the head on a body supported by the ground, the brain being only the central organ of a complete visual system. When no constraints are put on the visual system, people look around, walk up to something interesting and move around it so as to see it from all sides, and go from one vista to another. That is natural vision—and what this book is about. (shrink)

In this lucid portrayal of human behavior, Fred Dretske provides an original account of the way reasons function in the causal explanation of behavior.

It is well known that informational theories of representation have trouble accounting for error. Informational semantics is a family of theories attempting a naturalistic, unashamedly reductive explanation of the semantic and intentional properties of thought and language. Most simply, the informational approach explains truth-conditional content in terms of causal, nomic, or simply regular correlation between a representation and a state of affairs. The central work is Dretske, and the theory was largely developed at the University of Wisconsin by Fred Dretske, (...) Dennis Stampe, and Berent Enc. Recently, informational semantics has roamed far beyond its Wisconsin home, and built a sizeable collection of followers. Converts include Jerry Fodor, Robert Stalnaker and, less faithfully, Paul and Patricia Churchland and Hartry Field. But for some years informational semantics has been hounded by a problem with error – the classic presentation is Fodor – and no other problem has hounded the theory so persistently. (shrink)

Exposing the chimpanzee to language training appears to enhance the animal's ability to perform some kinds of tasks but not others. The abilities that are enhanced involve abstract judgment, as in analogical reasoning, matching proportions of physically unlike exemplars, and completing incomplete representations of action. The abilities that do not improve concern the location of items in space and the inferences one might make in attempting to obtain them. Representing items in space and making inferences about them could be done (...) with an imaginal code, but representing relations and judging the relations between them, as in analogies, requires a more abstract code. Language training cannot instill such an abstract code, but for species that have the code to start with, it may enhance the animal's ability to use it. (shrink)

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 (...) by the nature of each species' adaptation to the particular requirements of its natural environment. The biological boundaries approach has served an important critical function in the move away from general process learning theory, but it is limited in its ability to provide an alternative to the general process approach. In particular, the biological boundaries approach lacks generality, it is in some respects subservient to the general process tradition, and its ecological content is in too many cases limited toex post factoadaptive explanations of learning skills. A contrasting, ecological approach to learning, which can provide a true alternative to general process theory, is presented. The ecological approach begins by providing an ecological task description for naturally occurring instances of learning; this step answers the question:Whatdoes this animal learn to do? The next step is an analysis of the means by which learning occurs in the course of development, answering the question:Howdoes the animal learn to do this? On the basis of such analyses, local principles of adaptation are formulated to account for the learning abilities of individual species. More global principles are sought by generalization among these local principles and may form the basis for a general ecological theory of learning. (shrink)

It is well known that informational theories of representation have trouble accounting for error. Informational semantics is a family of theories attempting a naturalistic, unashamedly reductive explanation of the semantic and intentional properties of thought and language. Most simply, the informational approach explains truth-conditional content in terms of causal, nomic, or simply regular correlation between a representation and a state of affairs. The central work is Dretske (1981), and the theory was largely developed at the University of Wisconsin by Fred (...) Dretske, Dennis Stampe, and Berent Enc. Recently, informational semantics has roamed far beyond its Wisconsin home, and built a sizeable collection of followers. Converts include Jerry Fodor (1987), Robert Stalnaker (1984) and, less faithfully, Paul and Patricia Churchland (1983) and Hartry Field (1986). But for some years informational semantics has been hounded by a problem with error – the classic presentation is Fodor (1984) – and no other problem has hounded the theory so persistently. (shrink)

Dennett, a philosopher, and Griffin, an ethologist, have recently presented influential arguments promoting the extended use of intentional language by students of animal behavior. This essay seeks to elucidate and to contrast the claims made by each of these authors, and to evaluate their proposals primarily from the perspective of a practicing comparative psychologist or ethologist. While Griffin regards intentional terms as explanatory, Dennett assigns them a descriptive function; the issue of animal consciousness is central to Griffin's program and only (...) tangentially related to Dennett's. The philosopher's arguments are founded upon a more coherent metaphysics, but Dennett neglects to substantiate his claim that animal competences can be most readily modelled by artificial intelligence specialists when they are described in intentional terms. Both authors assume that some examples of animal behavior should not be given an intentional characterization, but neither provides adequate guidelines for the identification of cases belonging to this negative set. (shrink)

Concepts are basic elements of thought. Piaget has a conception of the nature of concepts as informational or computational operations performed in an inner milieu and enabling the child to understand the world in which it lives and acts. Concepts are, however, not merely logico?mathematical but are also conceptually linked to the mastery of language which itself involves the appropriate use of words in social and interpersonal settings. In the light of Vygotsky's work on the social and interactive nature of (...) children's thinking and the nature of language as an essentially public currency of rule?governed signs, we are led to reconstrue conceptual mastery as the acquisition of an interactive and interpersonal repertoire of tools which introduces the child to the world of those who educate it. In this way we come to see the elements of mind as constitutively involving that activity in which the determinants of meaning constrain and direct the child's linguistic development. (shrink)