21 found
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  1.  11
    Effects of Context Change on Forgetting in Rats.Thomas R. Zentall - 1970 - Journal of Experimental Psychology 86 (3):440.
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  2.  13
    Memory in the Pigeon: Retroactive Inhibition in a Delayed Matching Task.Thomas R. Zentall - 1973 - Bulletin of the Psychonomic Society 1 (2):126-128.
  3. Biases and Suboptimal Choice by Animals Suggest That Framing Effects May Be Ubiquitous.Thomas R. Zentall - 2022 - Behavioral and Brain Sciences 45.
    Framing effects attributed to “quasi-cyclical” irrational complex human preferences are ubiquitous biases resulting from simpler mechanisms that can be found in other animals. Examples of such framing effects vary from simple learning contexts, to an analog of human gambling behavior, to the value added to a reinforcer by the effort that went into obtaining it.
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  4. Macphail (1987) Revisited: Pigeons Have Much Cognitive Behavior in Common With Humans.Thomas R. Zentall - 2021 - Frontiers in Psychology 11.
    The hypothesis proposed by Macphail is that differences in intelligent behavior thought to distinguish different species were likely attributed to differences in the context of the tasks being used. Once one corrects for differences in sensory input, motor output, and incentive, it is likely that all vertebrate animals have comparable intellectual abilities. In the present article I suggest a number of tests of this hypothesis with pigeons. In each case, the evidence suggests that either there is evidence for the cognitive (...)
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  5.  52
    Social Learning Mechanisms: Implications for a Cognitive Theory of Imitation.Thomas R. Zentall - 2011 - Interaction Studies 12 (2):233-261.
    Social influence and social learning are important to the survival of many organisms, and certain forms of social learning also may have important implications for their underlying cognitive processes. The various forms of social influence and learning are discussed with special emphasis on the mechanisms that may be responsible for opaque imitation (the copying of a response that the observer cannot easily see when it produces the response). Three procedures are examined, the results of which may qualify as opaque imitation: (...)
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  6.  6
    Social Learning Mechanisms: Implications for a Cognitive Theory of Imitation.Thomas R. Zentall - 2011 - Interaction Studies 12 (2):233-261.
  7.  18
    A Multichannel Information-Processing System is Simpler and More Easily Tested.Thomas R. Zentall - 2002 - Behavioral and Brain Sciences 25 (5):646-646.
    The dance metaphor for the communication between two organisms may be an appealing image because it appears to capture the intricate synchronization of their interaction; however, it is neither parsimonious nor easily tested. Instead, a multichannel information-processing model, even one that can process only serial events, provides all of the flexibility required to account for the complex temporal coordinated action observed.
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  8.  16
    What to Do About Peer Review: Is the Cure Worse Than the Disease?Thomas R. Zentall - 1991 - Behavioral and Brain Sciences 14 (1):166-167.
  9.  12
    The Cost of an Interrupted Response Pattern.Thomas R. Zentall - 1995 - Behavioral and Brain Sciences 18 (1):147-148.
  10.  14
    The Assessment of Intentionality in Animals.Thomas R. Zentall - 1993 - Behavioral and Brain Sciences 16 (4):663-663.
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  11.  11
    “Bouncing Back” From a Loss: A Statistical Artifact.Thomas R. Zentall - 1991 - Bulletin of the Psychonomic Society 29 (5):384-386.
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  12.  11
    The Heuristic Value of Representation.Thomas R. Zentall - 1982 - Behavioral and Brain Sciences 5 (3):393-394.
  13.  9
    Abstract Codes Are Not Just for Chimpanzees.Thomas R. Zentall - 1983 - Behavioral and Brain Sciences 6 (1):157-158.
  14.  9
    In Support of Cognitive Theories.Thomas R. Zentall - 1984 - Behavioral and Brain Sciences 7 (4):654.
  15.  7
    Memory in the Pigeon: Proactive Inhibition in a Delayed Matching Task.Thomas R. Zentall & David E. Hogan - 1974 - Bulletin of the Psychonomic Society 4 (2):109-112.
  16.  12
    A Potentially Testable Mechanism to Account for Altruistic Behavior.Thomas R. Zentall - 2002 - Behavioral and Brain Sciences 25 (2):282-282.
    It is assumed that self-control always has a higher value. What if it does not? Furthermore, although there are clearly intrinsic reinforcers, their measurement is problematic, especially for a behavioral analyst. Finally, is it more parsimonious to postulate that these behaviors are acquired rather than genetically based?
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  17.  12
    What Can We Learn From the Absence of Evidence?Thomas R. Zentall - 1998 - Behavioral and Brain Sciences 21 (1):133-134.
    Heyes discounts findings of imitation and self recognition in nonhuman primates based on flimsy speculation and then indicates that even positive findings would not provide evidence of theory of mind. Her proposed experiment is unlikely to work, however, because, even if the animals have a theory of mind, a number of assumptions, not directly related to theory of mind, must be made about their reasoning ability.
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  18.  26
    Evidence Both for and Against Metacognition is Insufficient.Thomas R. Zentall - 2003 - Behavioral and Brain Sciences 26 (3):357-358.
    The authors' attempt to explore the ability of animals to monitor how certain they are of their choice behavior, necessarily fails both in their effort to include “higher” mammals (such as monkeys and dolphins) in the class of metacognitive organisms (humans) and in their conclusion that “lower” organisms are not capable of similar behavior.
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  19.  1
    Social Learning Mechanisms.Thomas R. Zentall - 2011 - Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies / Social Behaviour and Communication in Biological and Artificial Systemsinteraction Studies 12 (2):233-261.
    Social influence and social learning are important to the survival of many organisms, and certain forms of social learning also may have important implications for their underlying cognitive processes. The various forms of social influence and learning are discussed with special emphasis on the mechanisms that may be responsible for opaque imitation. Three procedures are examined, the results of which may qualify as opaque imitation: the bidirectional control procedure, the two- action procedure, and the do-as-I-do procedure. Variables that appear to (...)
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  20.  13
    Imitation of a Passive Avoidance Response in the Rat.Gail B. Bunch & Thomas R. Zentall - 1980 - Bulletin of the Psychonomic Society 15 (2):73-75.
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  21.  16
    Insufficient Support for Either Response “Priming” or “Program-Level Imitation”.Thomas R. Zentall - 1998 - Behavioral and Brain Sciences 21 (5):708-709.
    Byrne & Russon propose that priming can account for the imitation of simple actions, but they fail to explain how the behavior of another can prime the observer's own behavior. They also propose that imitation of complex skills requires a sequence of acts tied together by a program, but they fail to rule out the role of trial-and-error learning and perceptual/motivational mechanisms in such task acquisition.
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