Analisis comparativo del aprendizaje en vertebrados
Evolution is the outcome of an interaction between adaptive specializations and phylogenetic constraints. In terms of learning mechanisms, the last decades have seen an emphasis on the study of adaptive specializations in learning stemming from discoveries on taste aversion and avoidance learning ma...
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Fundacion para el Avance de la Psicologia
1999
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| 005 | 20230518205103.0 | ||
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| 024 | 7 | |2 scopus |a 2-s2.0-0347154897 | |
| 040 | |a Scopus |b spa |c AR-BaUEN |d AR-BaUEN | ||
| 100 | 1 | |a Papini, M.R. | |
| 245 | 1 | 0 | |a Analisis comparativo del aprendizaje en vertebrados |
| 260 | |b Fundacion para el Avance de la Psicologia |c 1999 | ||
| 270 | 1 | 0 | |m Papini, M.R.; Department of Psychology, Texas Christian University, TCU Box 298920, Fort Worth, TX 76129, United States; email: papini@gamma.is..tcu.edu |
| 506 | |2 openaire |e Política editorial | ||
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| 520 | 3 | |a Evolution is the outcome of an interaction between adaptive specializations and phylogenetic constraints. In terms of learning mechanisms, the last decades have seen an emphasis on the study of adaptive specializations in learning stemming from discoveries on taste aversion and avoidance learning made during the 1960s. The adaptive approach has been presented as the only biologically plausible by some proponents. However, both empirical evidence on learning, and major recent discoveries in evolutionary biology point to what appears to be extreme conservatism of biological processes, including learning. Learning mechanisms underlying acquisition, discrimination, and spatial memory, among others, appear to be general and based on conserved aspects of the vertebrate telencephalon. There is, however, evidence of an evolutionary divergence in vertebrate history that points to the evolution of emotionally-mediated processes in instrumental learning in the lineage leading to the mammals. Adaptation and conservatism appear to be both essential to understand the evolution of vertebrate learning processes. |l eng | |
| 593 | |a Texas Christian University, United States | ||
| 593 | |a Universidad de Sevilla, Spain | ||
| 593 | |a Universidad de Buenos Aires, Argentina | ||
| 593 | |a Department of Psychology, Texas Christian University, TCU Box 298920, Fort Worth, TX 76129, United States | ||
| 593 | |a Facultad de Psicología, Universidad de Sevilla, Av. San Francisco Javier, s/n, Sevilla 41005, Spain | ||
| 593 | |a Inst. de Biol. y Med. Experimental, Obligado 2490, 1428-Buenos Aires, Argentina | ||
| 690 | 1 | 0 | |a FRUSTRATION |
| 690 | 1 | 0 | |a LEARNING MECHANISMS |
| 690 | 1 | 0 | |a LEARNING PRINCIPLES |
| 690 | 1 | 0 | |a MAGNITUDE OF REINFORCEMENT EXTINCTION EFFECT |
| 690 | 1 | 0 | |a PARTIAL REINFORCEMENT EXTINCTION EFFECT |
| 690 | 1 | 0 | |a SPATIAL MEMORY |
| 690 | 1 | 0 | |a SUCCESSIVE NEGATIVE CONTRAST |
| 690 | 1 | 0 | |a TELENCEPHALON |
| 690 | 1 | 0 | |a VERTEBRATES |
| 700 | 1 | |a Salas, C. | |
| 700 | 1 | |a Muzio, R.N. | |
| 773 | 0 | |d Fundacion para el Avance de la Psicologia, 1999 |g v. 31 |h pp. 15-34 |k n. 1 |p Rev. Latinoam. Psicol. |x 01200534 |t Revista Latinoamericana de Psicologia | |
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| 856 | 4 | 0 | |u https://hdl.handle.net/20.500.12110/paper_01200534_v31_n1_p15_Papini |y Handle |
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