Originally published in 1989, this title presents a view of adaptive behaviour which integrates both evolutionary and psychological perspectives on learning. The study of learning, and in particular conditioning, had evolved in isolation from the rest of the biological sciences, and until the late 1980s had largely ignored the fact that learning processes are adaptive functions subject to the pressures of evolutionary selection. This text is designed to give a thorough insight into contemporary views of learning mechanisms, at the same time incorporating an evolutionary perspective on the function and performance of learning. Graham Davey gives a detailed introduction to evolutionary approaches to behaviour and basic learning phenomena such as Pavlovian and instrumental conditioning. He also provides a comparative introduction to both learning and performance aspects of conditioning. He covers ecological approaches to adaptive behaviour (e.g. foraging theory), specialized learning processes such as concept formation, spatial learning, and language learning. Innovative in its integration of ecological and evolutionary approaches with more traditional associative views of learning, the book introduces the reader to learning in a very wide variety of species other than the traditional laboratory rat and pigeon. It will be valuable to anyone with a general interest in animal behaviour, and also to those with a specific interest in learning, adaptive behaviour, and evolutionary approaches to behaviour.

Originally published in 1985, the aim of this book was to examine the development of adaptive skills in a comparative context. Comparative explorations have evolutionary implications. Thus it is inevitable that the contributors to this volume, all of whom come to the study of development with a comparative perspective, manifest concern with the relationships between ontogeny and phylogeny. In this volume both field and laboratory approaches are presented. It is quite clear that the laboratory studies are increasingly informed by ecological considerations that derive from field excursions. It is also the case that laboratory findings are becoming an essential source in directing field inquiries. The problems explored are theoretically rich and methodically significant and the comparative scope of the contributions range widely among vertebrate species.

Originally published in 1976, the object of this volume was to present a relatively up-to-date overview of what was known, what was suspected, and what remained to be discovered concerning the general question of the evolution of the vertebrate brain and behaviour, and to present a list of references for those who wanted to delve deeper into one or another aspect of the problem. Accordingly, it contains chapters by palaeontologists, sensory morphologists and physiologists, comparative neurologists and comparative psychologists. The chapters are arranged in a sequence loosely approximating the order in which the various animals, brain structures, or behaviour first appeared. Therefore, the chapters fall naturally into sections, each section directed to a group of vertebrates, beginning with those which have very remote common ancestry and progressing to those with more recent common ancestry with mankind.

The area of applied psychology known as behaviour modification or behaviour therapy had progressed remarkably in the ten years, prior to publication. Illustrative of this progress is the variety of therapeutic and behaviour management techniques now available to the applied psychologist. This volume, originally published in 1981, describes some of the important characteristics of this development, and in particular, the relationship between behaviour change techniques and the principles of conditioning theory that generated them. This brief gives rise to three main themes. First, the book describes some of the reasons underlying the adoption of the conditioning paradigm and the epistemological advantages of the paradigm for behaviour modification. Second, a number of chapters discuss the current trends in specific areas of applied psychology where conditioning principles play an important heuristic role. These chapters deal with the uses made of conditioning theory in the areas of mental handicap, psychiatric therapy, work organizations, and the treatment of brain injury. Third, later chapters discuss some of the more recent theoretical developments in the field of behaviour modification/therapy, in particular the drift from strict behaviouristic applications of conditioning principles to more cognitive ones.

Originally published in 1928, this volume, by a world authority on the subject, sums up our knowledge of the social insects. It inquires what are the social insects and what it is that makes us call them 'social'. Terebrantia, aculeata, wasps, bees, ants, and termites are discussed in a succession of chapters, showing how they have evolved, to how great an extent they have developed, and what are the peculiarities of their evolution. Polymorphism, the Social Medium, Guests and Parasites of the Social Insects, are other subjects discussed in this fascinating book.

Problems of classroom management and control are a recurring concern for many teachers. Disruptive behaviour and inattention hinder effective learning and impose a constant drain upon the teachers' emotional resources. Continual nagging at children only increases teacher stress: what is needed is an effective alternative set of strategies. Originally published in 1984, Positive Teaching seeks to meets this need by presenting the behavioural approach to teaching in a clear, direct and lucid way. By adopting the behavioural approach, problem behaviour can be minimised, or rapidly nipped in the bud when it does arise. While punishment may be used in an attempt to stop almost any kind of behaviour, only the appropriate use of positive methods applied contingently, immediately and consistently can teach new, more adaptive behaviour. This is a crucial issue in real teaching and is rarely encountered or even discussed in most teacher education programmes. It is the central focus of Positive Teaching. This book is for all teachers, from the beginning student to experienced head teachers; for those teaching in a first school, and for those teaching sixth-formers; for those experiencing difficulties and for those whose authority is already well established. The behavioural approach offers practical support to those who are struggling and a rationale for the effective, positive strategies of the successful. We can all improve our teaching.

The approach to psychology advocated by the radical behaviourists was often misunderstood and frequently gave rise to controversy. Originally published in 1974, this book introduced current research in operant conditioning and explains the attempt to understand behaviour inherent in such experiments at the time. After considering the philosophical context in which behaviouristic psychology developed, the author outlines the basic characteristics of operant research by reviewing single experiments on the effects of reinforcement on behaviour. Chapters on schedules of intermittent reinforcement extend this approach to more complex situations and emphasize that behaviour can be maintained and controlled in many different ways by environmental events. The author then discusses recent work on conditional reinforcement and on the discriminative control of behaviour and shows how operant research has changed our understanding of these important concepts in psychology. Subsequent chapters review research within the operant paradigm on the effects on behaviour of punishment, anxiety, aversive stimuli and drugs, again by emphasising the special contribution to these topics made by operant conditioning techniques and methodology. The final chapters consider the general implications of operant research for educational practice and for clinical psychology, and place this approach within the context of psychology as a whole. Dr Blackman argues that it should be recognized as one important attempt to further the scientific analysis of behaviour. This book, filled a long recognized need for an undergraduate text in this area at the time, and helped students form their own evaluation. Now it should be read in its historical context.

Originally published in 1987, the introduction states: "the authors have successfully accomplished their program - to explain, based on physical representations, the observed relations among various parameters of wrist-pendulum oscillations. Thereby a set of new ideas and concepts, including those developed recently by the scientific school to which the authors belong, are introduced to biology. These concepts are closely related to the experimental data. This accomplishment makes the book especially attractive and demonstrates once more the productivity of applying physics to biology." "Clear language, simple figures, and physical examples illuminate rather complicated problems. These attractive features should make the book intelligible to a variety of investigators in the field of motor control, not only to the specialists with physical and mathematical education." From the foreword: " Kugler and Turvey have written strategic physical biology, and shown that, after all, dynamics (including both kinetics and kinematics) may support a unitary physical view of some of the profound operations of our brains... This is a grand start on what I hope is a larger program of demystifying behaviour."

Minding Animals is concerned not only with the study of animal behaviour, but also with the innumerable ways in which humans interact with and intrude into the lives of our animal kin. The phrase "minding animals" is used in two ways. First, "minding animals" refers to caring for other animal beings, respecting them for who they are, appreciating their own world views, and wondering what and how they are feeling and why. The second meaning refers to the fact that many animals have very active and thoughtful minds. Throughout, the animals' point of view is stressed, based on the author's more than three decades of experience with a variety of animals. Minding Animals is a broad comparative, evolutionary, and ecological work that does not centre on nonhuman primates of one specific group of animals. It should be a very popular, even defining statement on animal rights, animal consciousness, and our sense of community with the rest of the species on our planet.

This special issue illustrates benefits to animals from positive reinforcement training (PRT) and--depending on the setting--to scientists, animal care staff, veterinarians, and in the case of the zoo, the visiting public. One important theme throughout is that training is a joint venture between human and nonhuman primate and can lead to a closer, richer relationship between the two. In summary, the editors hope this issue encourages further and wider application of PRT to primate management, care, and use, as well as aid those working with animals in applying PRT safely and effectively.

First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

A review of our understanding of this area of the brain, showing how it fits into the general picture of those areas concerned with modulating mammalian behavior. The chapters, all written by leading figures in behavioral neuroscience, discuss the anatomy, neurochemistry, physiology, and behavioral relations in the septal area. Due to the great deal of current research shown in the related areas of hippocampus and the amygdala, this book will be of great interest to all those who research the hippocampus and the amygdala in addition to the septum itself.

Emotion pervades human life in general, and human communication in particular, and this sets information technology a challenge. Traditionally, IT has focused on allowing people to accomplish practical tasks efficiently, setting emotion to one side. That was acceptable when technology was a small part of life, but as technology and life become increasingly interwoven we can no longer ask people to suspend their emotional nature and habits when they interact with technology. The European Commission funded a series of related research projects on emotion and computing, culminating in the HUMAINE project which brought together leading academic researchers from the many related disciplines. This book grew out of that project, and its chapters are arranged according to its working areas: theories and models; signals to signs; data and databases; emotion in interaction; emotion in cognition and action; persuasion and communication; usability; and ethics and good practice. The fundamental aim of the book is to offer researchers an overview of the related areas, sufficient for them to do credible work on affective or emotion-oriented computing. The book serves as an academically sound introduction to the range of disciplines involved - technical, empirical and conceptual - and will be of value to researchers in the areas of artificial intelligence, psychology, cognition and user-machine interaction.

Originally published in 1928, this volume, by a world authority on the subject, sums up our knowledge of the social insects. It inquires what are the social insects and what it is that makes us call them 'social'. Terebrantia, aculeata, wasps, bees, ants, and termites are discussed in a succession of chapters, showing how they have evolved, to how great an extent they have developed, and what are the peculiarities of their evolution. Polymorphism, the Social Medium, Guests and Parasites of the Social Insects, are other subjects discussed in this fascinating book.

The value of psychology as a science has been challenged in phenomenology and in other epistemological trends. The main objective of this book is to draw the attention of students of human and animal behaviour to important achievements in phenomenological psychology and comparative physiology which are mostly overlooked, although they offer a genuine approach to subjective experience in relation to behavioural regulations. The work of Brentano, Stumpf, Husserl, Politzer, Katz, Michotte, Buytendijk and many others is analysed from this epistemological standpoint. The significance of the phenomenological approach for the biology of behaviour is discussed. The meaning of Sherrington's physiology of the behavioural field is evaluated in the same framework. Basic reading for students of experimental psychology, comparative psychology and ethology, this book will appeal particularly to those interested in the philosophy of psychology and biology. Originally published in 1977.

Human language, cognition, and culture are unique; they are unparalleled in the animal kingdom. The claim that we can learn what makes us human by studying other animal species provokes vigorous reactions and many deny that comparative research can shed any light on the origins and character of human distinctive capacities. However, Learning from Animals? presents empirical research and an analysis of comparative approaches for an understanding of human uniqueness, arguing that we cannot know what capacities are uniquely human until we learn what other species can do. This interdisciplinary volume explores the prospects and problems of comparative approaches for understanding modern humans' abilities by presenting: (1) the latest findings and theoretical approaches in primatology, comparative psychology, linguistics, and philosophy; (2) methodological reflections on the prospects and challenges of understanding human capacities through comparative research strategies; and (3) discussions of conceptual and ethical issues. This is the first book to address the issues raised by comparative research from such a diverse perspective. It will therefore be of great interest to students, researchers, and professionals in comparative psychology, linguistics, primatology, biology, and philosophy.

Originally published in 1987, the introduction states: "the authors have successfully accomplished their program - to explain, based on physical representations, the observed relations among various parameters of wrist-pendulum oscillations. Thereby a set of new ideas and concepts, including those developed recently by the scientific school to which the authors belong, are introduced to biology. These concepts are closely related to the experimental data. This accomplishment makes the book especially attractive and demonstrates once more the productivity of applying physics to biology." "Clear language, simple figures, and physical examples illuminate rather complicated problems. These attractive features should make the book intelligible to a variety of investigators in the field of motor control, not only to the specialists with physical and mathematical education." From the foreword: " Kugler and Turvey have written strategic physical biology, and shown that, after all, dynamics (including both kinetics and kinematics) may support a unitary physical view of some of the profound operations of our brains... This is a grand start on what I hope is a larger program of demystifying behaviour."

Originally published in 1976, this volume contains new and original contributions of the time addressed to a related set of ideas concerning processes of memory in animals. The theme is that animals remember and that theories of animal learning must take this into account as well as the coding processes that have been assumed to be specific to human beings. The focus of the book is on processes, and some progress is reported in differentiating types of memory. The emphasis in applying animal work to studies of human memory is made not in terms of paradigms but in terms of processes implicated via performance in a variety of tasks. Also, many of the chapters reflect the usefulness of applying a memory framework to a variety of "nonmemory" paradigms. This work will be essential reading for all those interested in animal as well as human memory, and provided the most up to date and broadest examination of animal memory processes at the time, from both a theoretical and conceptual framework.

This comprehensive introduction demonstrates the theoretical perspectives and concepts that are applied to primate behavior, and explores the relevance of non-human primates to understanding human behavior. Using a streamlined and student-friendly taxonomic framework, King provides a thorough overview of the primate order. The chapters cover common features and diversity, and touch on ecology, sociality, life history, and cognition. Text boxes are included throughout the discussion featuring additional topics and more sophisticated taxonomy. The book contains a wealth of illustrations, and further resources to support teaching and learning are available via a companion website. Written in an engaging and approachable style, this is an invaluable resource for students of primate behavior as well as human evolution.

First Published in 1999. This is Volume II of four of a series on Comparative Psychology. Written in 1927, aim of this essay is to present a particular chapter of Animal Sociology, in accordance with the most recent results of research in zoology and the psychology of animals, The subject is divided into Special and General Animal Sociology.

From eye-witness accounts of elephants apparently mourning the death of family members to an experiment that showed that hungry rhesus monkeys would not take food if doing so gave another monkey an electric shock, there is much evidence of animals displaying what seem to be moral feelings. But despite such suggestive evidence, philosophers steadfastly deny that animals can act morally, and for reasons that virtually everyone has found convincing.
In Can Animals be Moral?, philosopher Mark Rowlands examines the reasoning of philosophers and scientists on this question--ranging from Aristotle and Kant to Hume and Darwin--and reveals that their arguments fall far short of compelling. The basic argument against moral behavior in animals is that humans have capabilities that animals lack. We can reflect on our motivations, formulate abstract principles that allow that allow us to judge right from wrong. For an actor to be moral, he or she must be able scrutinize their motivations and actions. No animal can do these things--no animal is moral. Rowland naturally agrees that humans possess a moral consciousness that no animal can rival, but he argues that it is not necessary for an individual to have the ability to reflect on his or her motives to be moral. Animals can't do all that we can do, but they can act on the basis of some moral reasons--basic moral reasons involving concern for others. And when they do this, they are doing just what we do when we act on the basis of these reasons: They are acting morally.

These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Animal Creativity and Innovation explores theories and research on animal innovation and creativity, comparing and contrasting it with theory and research on human creativity and innovation. In doing so, it encompasses findings from psychology, biology, neuroscience, engineering, business, ecology, and education. The book includes examples of animal innovation in parrots, dogs, marine mammals, insects, and primates, exploring parallels from creative play in children. The book defines creativity, differentiating it from play, and looks at evolutionary models and neurological constructs. The book further explores applied aspects of animal innovation and creativity including tool use and group dynamics, as well as barriers to creativity. The final chapters look into how creative behavior may be taught or trained. Each chapter is followed by a commentary for integration of thoughts and ideas between animal and human research, behavioral and cognitive research, and theory and observation in real life.