“Learning To Learn” In The 1940s” Gregory Bateson, Harlow .
About this PDF1. The first 4 pages are the Outline I used for my 1999 APA presentation:“Learning to Learn” in the 1940s” Gregory Bateson, Harlow Harlow, RobertYerkes, and Others.2. The following 34 pages are visual aids prepared originally as OverheadProjector transparencies. I do not remember if all were used; for example, thelast 3 are somewhat ancillary and my time may have expired. The visual aidsper se are not numbered, but they are numbered in the Outline with oneexception. Page 2, “A Received View?” consisted of two pages.3. For a serious examination I suggest putting the visual aid pages in order in aring binder, to prevent possibly getting them out or order. Then use the Outlineto guide your progress through the visual aids.4. The main focus for me was to emphasize that Bateson’s contributions to theconcept of “learning to learn” (which Bateson named “Deutero-learning”) havebeen largely overlooked, whereas Harlow has been “lionized.” Yet, it might bewell argued that Bateson appreciated the intricacies of “learning to learn” wellbefore Harlow did. Harlow deserves full credit for showing that the experimentalinvestigation of “learning to learn” was feasible, whereas Bateson was skepticalwhether it could be investigated experimentally, and, of course, Harlow gave theprocess its most-used name, “Learning Set Formation.”5. Unfortunately, I never prepared a manuscript for possible publication.6. Finally, for as long as I am able, I am happy to try to answers questions or clarifythis PDF. Email me at: rkthomas@uga.eduRoger K. ThomasAugust 27, 2017
Outline: "Learning to learn" in the 1940s: Gregory Bateson, Harry Harlow, RobertYerkes, and Others." The outline is keyed numerically to overhead transparencies.Titles or descriptions [bracketed] are listed. Boxed text indicates transitions in whatwill be addressed.Roger K. ThomasDepartment of PsychologyUniversity of GeorgiaAthens, GA 30602-3013rkthomas(a)arches.uga. edu 1. [Title]Establishing a Context Using Harry Harlow's 1949 Contribution2. A "Received View?"3. [Harlow's photograph and biographical sketch]4. [WGTA drawing and photograph of monkey performing]5. The first two data graphs presented in Harlow (1949)6. Harlow specifies his contribution; Harlow iterates his contribution.7. Harlow (1949a) on the function of learning to learn.Sampling "Learning to Learn" before Harlow (1949)8. Learning to learn before Harlow (1949): IA. "Formal discipline"B. William James (1890)C. Thorndike and Woodworth (1901)9. Learning to learn before Harlow (1949): IIA. General acceptance despite (?) reactions to "formal discipline"B. Example: Ward's (1937) data graph of nonsense syllable list learning.10. Learning to learn before Harlow (1949): IIIA. Discussed anecdotally among animal psychologists . often with effort toreconcile such discussion with gestalt interpretationsB. Yerkes will be quoted below as representative, but first.
211. Learning to learn before Harlow (1949): IVA. Synopsis ofBateson's and Harlow's contributions .B .but Bateson was skeptical of experimental feasibilityRobert M. Yerkes' Consideration of"Learning to Learn"12. [Yerkes' photograph and biographical sketch]13. [Title page of Yerkes', The Great Apes, 1929]14. [Quotations from Yerkes, 1929]15. [Title page ofYerkes', Chimpanzees: A Laboratory Colony, 1943]16. [Quotations from Yerkes, 1943]Gregory Bateson's (1942) Consideration of "Learning to Learn"17. [Bateson's photograph and biographical sketch]18. Bateson (1942) on "learning to learn"19. Bateson (1942) on the function of"learning to learn"20. Bateson: proto-learning and deutero-learning21. Bateson presented two hypothetical data graphs .22. Bateson: Can deutero-learning experiments be done?23. [Comparability ofBateson's and Harlow's first graphs]24. [Comparability ofBateson's and Harlow's second graphs]When did Harlow's "Discovery" of Learning Set Formation Begin?25. When did Harlow's "discovery" of learning set begin?A. Facsimile of first page of 1944 article(1) Footnote: "Received in the Editorial Office on June 18, 1942."(2) Footnote: ". supported in part by a grant.for 1940-41."26. [Photograph ofHarlow during original work on learning set?]27. [Harlow's efforts to interpret the data in the 1944 article]
3What Did Harlow and Bateson know about the other and when did they know it?28. [Title page of Science, Philosophy, and Religion ." (1942)]29. [Table of Contents of Science, Philosophy, and Religion . ]A. 28 and 29 suggest the relative obscurity ofBateson's, 1942, Comment.30. [Cover of Bateson's Steps to An Ecology of Mind." (1972)]A. Steps .raises the potential for recognition of the 1942 commentary.(1) Gives it title, "Social Planning and the Concept of Deuteronlearning."B. Steps . includes new essay titled "The Logical Categories of Learning andCommunication" where proto-learning and deutero-learning arerenamed Learning I and Learning II, respectively.(1) Bateson also postulates an even higher-order, Learning III(he also expressed skepticism regarding the feasibility ofexperimental investigations of Learning III).C. Steps . includes four references to Harlow; two in the above mentionednew essay(1) It cited Harlow's (1949) "set learning" as being among thesynonyms for Learning II (other synonyms were "deutero-learning,""learning to learn," and "transfer of learning")." See page 293.(2) On pages 294-297, Bateson reviewed" . four fields ofexperimentation where Learning II has been carefully recorded."a. The first example was a five-paragraph account of Hull(1940).b. The second example was a one-paragraph discussion ofHarlow's monkey research (quoted fully below)c. The third example was a two paragraph discussion of"Bitterman and others" who have studied reversal learning.d. The fourth example was a two-paragraph discussion of"experimental neurosis," as described in Pavlov's laboratory,that occurs when the difference between two discriminanda isgradually reduced until the animal can no longer make thediscrimination (e.g., starting with a circle versus an ellipse).
4"The second type of Learning II which has beenexperimentally studied is called "set learning." Theconcept and term are derived from Harlow and apply to arather special case of Learning II. Broadly, what Harlowdid was to present rhesus monkeys with more or lesscomplex gestalten or "problems." These the monkey hadto solve to get a food reward. Harlow showed that ifthese problems were of a similar "set," i.e., containedsimilar types of logical complexity there was a carry-overof learning from one problem to next. There were, in fact,two orders of contingency patterns involved in Harlow'sexperiments: first the overall patten instrumentalism (if themonkey solves the problem, then reinforcement); andsecond, the contingency patterns logic within the specificproblems." (Bateson, 1972, pp. 295-296)(3) Elsewhere in Steps . Bateson cited Harlow twice:a. An essay titled "A Theory of Schizophrenia" uses the phrase"learn to learn," and Harlow (1949) is cited in a footnote alongwith Bateson (1942) and Hull (1940). See page 204.b. An essay titled "Minimal Requirements for a Theory ofSchizophrenia" includes Harlow (1949) in a footnote togetherwith Hull (1940). See page 252.Finally, if time permits, two applications of"learning set formation" research31.Learning Set Formation and Phylogenetic Comparisons: IA. Warren's, 1965, graph32. Learning Set Formation and Phylogenetic Comparisons: IIA. [Hodos', 1970, graph as now reinterpreted by Warren, 1974]33. [Statistical correlations based on comparing species on LS performances andbrain indices]
. 1MII: ll'lllrllllllll, rn - · 11111111 es. llllldllllRoger K. ThomasDepartment of PsychologyUniversity of GeorgiaThomas, R. K. (1999, August), "Learning to learn:" Gregory Bateson,Harry Harlow, Robert Yerkes, and Others. Invited presentation in D.A. Dewsbury (Chair), Animal Cognition in Historical Perspective.Symposium conducted at the meeting of the American PsychologicalAssociation, Boston, MA,NOTES Added: August 27, 20171. Current email address: rkthomas@uga.edu2. Research by Thomas & Noble (1988) and Bailey & Thomas (1998) raiseserious questions regarding the correlations and interpretations reportedby Riddell & Corl (1977) in the final visual aid included here. Thomas &Noble (1988)* and Bailey & Thomas (1998)* found excellent learning setperformances in rats when olfactory discriminanda were used. Please seealso the Warren quotation in the next-to-last visual aid here.*May be accessed at: https://faculty.franklin.uga.edu/rkthomas/
A "Received" View?I.in the late 1940s he [HarlowJ achieved a 1llfl]Oronceptual and methodological breakthrough with his'lSCf W!l'Y oflearning sets. (· & LeRoy's, 1982,32 · Photo in Suomi & LeRoy (1982)
The term learning set denotes interproblem learning, thecumulative improvement in performance which occurs when ananimal is trained upon many different problems of the samegeneral class. This type of multiple-problem learning was firstclearly recognized and described by Harlow (1949). (Warren,1973,p.481)This learning how to learn phenomenon was first demonstratedby Harlow (1949), who called it learning set. (Denny & Ratner,1970,p. 734)This phenomenon was first demonstrated by Harlow (1949) anddescribed as the formation of a discrimination "learning set."(Bessemer & Stollnitz, 1971, p. 2). .in the late 1940s he [Harlow] achieved a major conceptual andmethodological breakthrough with his discovery of learningsets. (Suomi & LeRoy's, 1982, p. 321 )Harlow's 1949 article, clearly describing for the first time, theconcept of learning set formation, is one of the most widelycited articles in the animal behavior literature. (Schrier &Thompson, 1984, p.109)Harry F. Harlow (1905-1981) is known for discovering thelearning set (e.g., learning how to learn) phenomenon ."(Rumbaugh, 1997, p. 197)
Harry F. Harlow (1905-1981) Born in Fairfield, Iowa B.A., 1927, Stanford University Ph.D., 1930, Stanford University Married twice, two children each. U. of Wisconsin (1930-1974).Fig. -4 . Harry HarlO\ tn 1978. 300 Publications. Member, National Academy of Science; received NationalMedal of Science; received AP A's Distinguished ScientificContribution Award (1960) and Gold Medal Award (1973). Perhaps best remembered for his work on social attachment ininfant monkeys which he developed relatively late in his career,but he was certainly among the most important researchinvestigators in what is today called animal cognition. Learningset formation was only among many fundamental contributions.
This often-reproduced drawing of the WisconsinGeneral Testing Apparatus, as far as I havedetermined, first appeared in print in Grandineand Harlow (1948. It appeared also in Harlow's1949 article.This photograph of a monkey performing in theWGTA (or its predecessor) was used in Noer andHarlow, 1946
Harlow's first two "real" data graphs, i.e., obtained fromexperimental results.R. z : 902eli .· .a:80.·8 70I so. 0: -TRIALSf} ·;f:: -,·:.: . .:. 'IIELIMIHAIIYOIICIIIMl,.ATIONI. j ;-:'. Ol i l ATl N ---·- ,·'. - t , .·:: ,.,.:-. .; .; 17 14 . t &qt HI· ::,.; .- n·sa- ;-- m:·stti0t·iol)· uc,.; 1a 1nr ca o i of problfflll,·-- . .:.,.11:- .N ' ;.::l ·fl'ROfJ NS - . ,,."' :- : ,;. F io. . 3. ni9crililuiiltlon learning .!let \'Ye based ou ''ttl;a!.2:-!1: m-,,s- - ',· ,.: · .:· ,.; '' ,
Harlow specifies his contribution.[Psychologists working with humanubjects have long believed in thehenomenon of learning sets and haveven used sets as explanat ry principles. These psychologists have not,owever, investigated the nature ofthese learning sets .have carriedut studies that outline the developmentd operation of specific learning sets. - 1949 R· 64-6 ,,5 .Harlow iterates his contribution.tamster of learning between probly.,ingle class was·
Harlow confined most of his remarks about thefunction of learning set to the monkeys he had studiedin his most famous 1949 article. However, he waxed abit more generally in another article that year titled,"Leaming to Think," that was published in ScientificAmerican (together with coauthor Margaret KuenneHarlow).'We began by pointing out that psychologists have·higher mental orocesses. iple
"Leaming to learn" before Harlow (1949): I1. Before there was an experimentalpsychology, numerous pedagogical theoristsadvocated "formal discipline" as a way toimprove memory and, by implication,improve learning. In brief, learning in onediscipline should enhance memory andlearning in other disciplines . or put moresimply, experience or practice invested inlearning some things should benefit learningother things.2. William James, (1890, Volume I, pp. 664668) questioned skeptically the allegedbenefits of "formal discipline." Jamesreported an experiment in which he and fourfriends served as the subjects that confirmedhis skepticism. Other early psychologistssuch as Thorndike and Woodworth ( 1901)also conducted experiments that questioned,even more vigorously, the validity of formaldiscipline for memory and learningimprovement.
"Learning to learn" before Harlow (1949): II3. Nevertheless, the "learning to learn"phenomenon gained rather general acceptancebefore Harlow (1949). There was someexperimental support, not well developed, inthe form of rote learning experiments. Belowis a graph from Ward (1937, p. 13) showingimprovement in learning over 16 lists ofnonsense syllables.flREMINISCEN CE AND ROTE LEARNING ,13'l;arI:: 1,'. ·: jas.9.;' I:,.'i. . l'0.iIf· . -.- .---.#.4-,.,. --.---- -4--' - - . , . . ,. .-:-,"""!&:---T" """".·!"""""":::' '"'!"".-,:!"""'."""'!. S.0. . -1. LS.aw ill Or !oror 1- iDS.FlGuu 3. Practice c:banca in trials talcen to learn each ofU. aorder in Pan I of the investipti011. · The leaminc· was carried die· ftnt trial en. "!ri?' .s;rllable was correctly antldpoted. The 12 mbjleaffle I the mdividual liru in the same order.,·die 16
"Leaming to learn" before Harlow (1949): IIISeveral well known animal psychologists,notably Robert M. Yerkes, reported anecdotalevidence of "learning to learn." Relateddiscussions in the literature seem to bepermeated with reconciling with gestaltinterpretations involving "insight, etc. aspresented, for example, by Wolfgang Kohler.Yerkes and the others did not seem to questionthe validity of learning to learn.Yerkes will be cited below as representativeof the early animal psychologists' views aboutlearning to learn, especially those who studiedthe behavior of nonhuman primates.Hovvever. before \Ne consider Yerkes .J
"Leaming to learn" before Harlow (1949): IVBateson's and Harlow's contributions wouldbe to elevate the theoretical importance of"learning to learn" and to point the way to thefeasibility of its measurement.Interestingly, however, Bateson, himself,seemed to think that experiments in "learningto learn," except in limited contexts such asrote learning verbal materials, might not bepossible.
Robert Mearns Yerkes (1876-1956) Born and grew up on a farm in BuckCounty, PA. A.B., 1897, Ursinus College (PA),A.B.,1898, Ph.D. 1902, Harvard U. Married Ada Watterson (botanist),two children. Co-wrote The GreatApes (l 929) with her.Robert M. Yerkes, 1876-1956.Phorog,aph bt Deller.beck. courle \· oi the,\ 'ational ,-\cadc,.,7,· nf .Sci .·no ., . Appointments: Harvard, 1902-1917; Head, PsychologyDepartment at U. Minnesota (in absentia, 1917-1924); U.S.Army, 1917-1924; Yale University, 1924-1944; Founded YaleAnthropoid Experiment Station in Orange Park, FL, 1930, andserved as Director until 1941. Major R. M. Yerkes led development of Alpha/Beta Tests. Used most of his savings to buy Chim and Panzee in 1923, thebeginning of his primate behavioral research. Eight books, approximately 150 additional publications. Named "Dean of Comparative Psychologists" (New YorkZoological Society). In his career, Yerkes studied six species ofinvertebrates as well as frog, turtle, ring-tailed dove, crow,mice, rat, pig, monkey, ape, and human. Presidencies: American Psychological Association, AmericanSociety of Naturalists. Member National Academ of Science.
IThe first selection from Yerkes is from:"------------------------ -----f/'The (jreat p sA STUDY OF ANTHROPOID" LIFEBY bert .M. YerkesPROFESSOR OF PSYCHOBIOLOGY IN YALF; UNIVF;RSITYAND.AdanmW.Yerkes .laMTUT THING A HVMAN SOUL EVEJt DOES IN·THIS WORLD IS TO SD SOJ\l[ETHING, TRLL WHATIT SAW IN A PLAIN WAY. HUND:REDS OP PEOPLE CAN ·TALK l'OR ONE WHO CAN TH.INK, BOT THOUSANDSCAN THINK l'OR ONE WHO CAN SEB. TO SllE CUtARLY. ·IS POETJlY, PROPHECY, AND llLIGION,- -;-ALL" IN· ONE. .JOHN USXIN IIODD.N PldN'TEltSN. ew Haven · -Y:ale University Press ·LONDON H UMPHREY MILFORD OXFORD UNlVERSITY . .PRESS1929VI
Robert M. Yerkes' The Great Apes, 1929Chapter 30Intelligence of Chi1npanzees: Imaginal ProcessesSection: ". Abstraction and Generalization"any investigators have noted that in theourse of weeks or ,no.O,s of experimentlll.'le ddtnpanzea co111e to exliibit generaldt,ptl,tiDn, a oo""111a!'lf widt specificmllllion.of such a nature that therolHI/Jility of cw.a · 11 new type of-. l.-.,-·,o,,, ofII newD1dlfe-di-at:&., aa 1-· mJ ,-v·. i .Jla . . .It is impossibleince the.,'IIOr itsterms,eneraballiOn are applicaoae 72 italics a
IIThe second selection from Yerkes is from:. .: .-.-.eHIMPANZBES·.·. A .·LABORATORY. . .COLONY .BY ··ROBERT M. YERKES .· ·· -or l'IITCB.OBIOLOGY.- -- . -'. .i.·· . !III·,.!iuNEW RAVEN .· · .·YALE UNIVERSITYPRESS·.LO- ct' P1121l- ODOBD n .
Robert M. Yerkes'From Chapter 8, "Experience the Teacher"curve of improvement of response in suchexperiment may seem to indicate thatearning occurs gradually. Perhaps this is true.ut it seems more, probable from the evidencet hand that instead of s14'Dl.w learning toeDDmK, C4Mnnly, the s,,,,jectldmaa:to learn. .become familiarlln the chimpanzee, experience may bring at a specific
Gregory Bateson (1904-1980) Born in Grandchester, England B.Sc, 1925, Cambridge University M.A., 1930, Anthropology,Cambridge UniversityMarried thrice, first to MargaretMead from 1936-1950 .one child from each marriage.Several books authored, coauthoredor edited .
Now it so happens that in the psychologicallaboratories there is a common phenomenonof a somewhat higher degree of abstractionor generality than those which theexperiments are planned to elucidate . theexperimental subject-whether animal orman, becomes a better subject after repeatedexperiments. He . .learns to learn. He notonly solves the problems set him by theexperimenter, where each solving is a pieceof simple leaming; . he becomes more andmore skilled in the solving of problems. (p.88)
-Bateson (1942) on the function of "learning to learn"e line of argument which we haveollowed has brought us to a point at whichtatements about simple learning meetstatements about gestalt and contextualtructure, and we have reached theypothesis that "learning to learn" is aynonym for the acquisition of that class ofstract habits of thought with whthisaper is concerned; that the states ofmindMlich wefree- ··talth.
Bateson: proto-learning and deutero-learning.Let us coin two words, "proto-leaming" and'deutero-leaming," to avoid the labor ofefining operationally all the other terms ine field (transfer of learning, generalizationtc.). Let us say that there are two sorts of'"'rrw:::1,r11ient discernible in all continuedearning. The gradient at any point on aimple learning curve (e.g., a curve of roteearning) we sh sayrepresents ratef proto-leaming. ( twwUP.Vi , we inflict a·es of similar leatnmreapertments on theatne subject,sm11in eacSIJbaect has aPffl .tarllillg gradient,idly. This- "'. learning,aeutero-tearnm·g. (p. 89; italics
Bateson presented two hypothetical data graphs tosuggest how deutro-learning might be assessed.100 IWMENT310Pl& CZNTCOUICT70UPl&JNDIT IS .,.,.aoNUNUa Of UL\UFig. I, Three Successive Leaming Curves with the same subject,showing increase in rate of learning in successive experiments.PER CE NT80CORRECTRESPO!sSESAFTER TEN]QTII.IALSS5SERIAL I'iL1:-rnus OF EXPERIME:-i!SFig.2.Deutcro-learning Curve derived from the three learningexperiments in Fig. r.
lin this definition ofproto- and deuteroeaming, one phrase remains conspicuouslyague, the phrase "a series of similarxperiments. ".Experiments in simplelearning are already difficult enough toontrol and to perform with criticalxactness, and experiments in deuteroeaming are likely to prove almost. ,ssible. ateso 1942 . 91
PU Ci.:-.1aoCOUtCTU.SPO I\SIS70AFTU llNT1UA1.Sss2.1SU.JALFig,2.:-;u;,,iaus,30 1' tXPUI M [ XTSDeutcro-lcarning Curve derived from the three learningexpa iments in Fig. r.
When did Harlow's "discovery" of learnin2 set be2in?T-i.,J- n,,,J . I G ,i,,i- ·p;""-' '11,, . 1- . . J 12.STUDIES · lN - DISCRIMINATION . LE.ARNING BY . MONKEYS:.I . .THE LEARNING QE :)::USCRIMINAtION SERIES AND·. -T li !,!;:.!!?:t-1!. :J;:.t!::::r;; ! : 7'. . : --.· : --:·: -- i::-. ; ,. :::, . --·. i: , .,.:,.' -;A;: . i ;IW V N.K l i *l ft ,·Yet, in' spite C)f rk Vil wit pf dfon;' ,;peh(on dis;:riri atitri iea{ ink, .no· systematic attempt 'baa been·m11dc to velitipte one -basicof the n ·.en.I p r o b l i ;U,il'it}r of aub-hwrian aniiiiaLi - o· "form . i . or· attitude.,: conducive· to .extriemely :i-apid . acqiaisition :of new' diacrlmlnativc reapilnses. --It· -;; a trui .that.bfi,QKSfohii -discriijainari ,;.itbou-f ifuy t ciriforc,--' . in&--triala beinc:'fiverr,'-aince 'dki. t' 'to' cfiscriminate 'lfaa already be.e-n establishedand may . · im:medi4tdy.c.t !iPSfi:rred l Y . verb . cues. : Whether or not other·animals can foriJ homologowr set& imiains unsolved problem. .'aspe,;t'-can t,wna'n-- - T,I· .: . -.--::-!.:-to· The pur-posc of. th'e iolloiivint., xperiment :wuinve&'ti1tate the:· nature of : ' discrimination J eaminit- )and ,·r:eversal . of. ·discridiinat) on ]earning ' in ,· i-hea; ;,fl?.onlce)' . · .:,, .:;:. :,,,-;., .-- .su-., ac:-q·.c . .Sj,. mon.k,cys· with no .pz:evic;naii c.t r in&,Oil ·lahoratory ·])t:Oblem-. Were · "1scd:\:e:: ;::,} i i:;:;::: :: 7 /!;:! ;! ::::;:.'and.i/ in11::·; :me l! CC e -'t4-,.*.', · Reeelved in tile/:· al-, p,erimentaL-at. ation . . In' c,:neral, ··· the · .was adiap f!:fj«.l th.at - 4 and. de.cribed bj,-Weinateih , (10), · ,,adtiorialOllliu - -JaDe··,a· part1&, I Mai la . .rt . WU P lt)'.0 . . . . . . . fr- U! . 'Qal"erojty of l a fo(ifitO-u; . - .3·s- . . .a,cb'. Fuad.of
From another article in 1944 that wasreceived in the editorial office on thesame date in 1942. The person in thephotograph was not identified .but,preswnably, Harry Harlow.
By 1942, Harlow described and was clearly on the brinkof introducing learning set formation, but he emphasizedcontemporary gestalt interpretations. However his use of"shudder quotes" does suggest discomfort with them.If the monkeys had solved all the problems insightfu/Jy,or, in other words, had approached all situations initiallywith the correct "hypothesis". the subjects should havemade no errors on 50 percent of the trials and one error onthe other trials (p. 7; italics added).He did not see such evidence consistently, but .The data do show, however, that immediate or insightfulsolution of the problems is occurring in a large percentageof the discriminations. (p. 8; italics added)Two pages later, Harlow came closest to describing thelearning set for the first and only time before 1948/1949,but he continued to speak of gestalt insight learning.Indeed, once a monkey has solved a preliminary series ofdiscriminations . .if the first response is by chance correct,no additional errors will be made. If the first response isby chance incorrect, the error will be corrected on thesucceeding trial and no additional errors will be made. Ingestalt terminology the discrimination learning isoccurring "insightfully. " (p. 10 italics added)Finally, five paragraphs later:. once appropriate rellCtion sets have been formed inmonkeys, these sets may be transfe"ed from one pair ofdiscrimination objects to another, making it possible forthe subjects to meet a strict criterion for formation of adiscrimination with a minimum amount of specifictraining. (p. 11; first italics added)
Title Page: Book Containing Bateson's Comment (1942)SCIENCEPHILOSOPHYANDRELIGIONSecond SymposiumCO:S-FER.EXCE O:SSCIENCE, PHI LOSOPHY A?,"D RELICIO.l:S THUR REL-\.TION TO THE DEMOCRATIC W AY OF LIFE, INC,XEW YORK1942
Table of Contents Locating Bateson's (1942) Comment;:'Colunl,'ftii. '!Table of C.Ontcnts D.L«)A .y1'111LD10191'.to.the ScicDtilt,VD:i:vm1-4,.How,,i C/umtll#r ·R0Ui11sW.Jllr B.J.&e BukrM k Gntll-'.pw. /. ero ,,,Ca X,.uii,V.T.,,,Lnurtl WlieiUnl!liotD.a.,,k4344 41 49:the Pm.poam Cuhnatioll of nen-r,tic . Vah,es,N,pnt Jlni,.n:R-,jF,a.-lia Klw .W. - CMv,COMIGll1lff:1116RDbm H. T k1874JJ,mJ.H1'7W&, i 11.T. VnH#. ·193X Pluralism . and Intdlectual Democncy, AM.L «(e1516Hatiap C-.sI '.'. COIOOM'ft n:.' Bryso. &.,;,. R. Gootln,,.I,·K.Frak309str ·:IDXI piricum. Religion aDd Democracy, .CMrles. .w. JlorrilCOIOIJDf'Dn:r-6'72u:aA Pbim,pby ol. Dcmacrl!tic:'.:SaufJ ol. CultuR.andar-and Democncy, Tluo4otY JI.er TheI,.' noLibm1 EclacatioaH.u/,onu1301lAle of Law: ill a I ezncw:nc:y, Prak E.· H- lt,Jr 173:19za .H111I, S. Trpar.Demociacy1.11dtheNatunlScienca,KMlF.n34H eltlm Some Commcnu oa Sdcncc and Faith, Hll!l,n33Hot1ptl.,Df 'ftDla DU :AiUIc-,, P .·Ksrlx.lHrro.,R-,luell-1IV The Comparatiftraa-c&VI Prapnati-, WgioD and ·Educatioo, /ob L.;c;oMJGlfflH: ·c:moaMnff:AJIDBl. 1l0W 'IV fllS IISMQCaATIC WAT OP U,.'nD JfA'nlL'L .um IOCIAL ICIINISI ·DI' THUa ULA flOlf 'IV TIU mMOQll'DC WAT OP IDS·OiaDcDgc,e·GrrJOIY'Btl#.The Buis for Faidl ill Democracy, Mu Sdon1 ' -.I · Dcmoc:ncy'1. H111 '6Gnffeyy Gon,.;' 1.-uH. Tr,fuIWolfC.,:113,:1' 1'
Leaming Set Formation and Phylogenetic Comparisons:!1. Warren (1965) suggested that learning setformation tasks might be used for phylogeneticcomparisons of learning ability. His chapter,"Primate Learning in ComparativePerspective" (1965), included the graph belowcomparing performances of 6 species.N100 .JC(a: . 90·I-z070SQUIRREL MONKEYMARMOSET ,CATRAT60,,, ,P. ., 80I-uwer ,. . .a:0u.-- -, :: . l#J'I-zwu50,SQUIRREL.a:wCl40200 ·6001000PROBLEMS14001800
Learning Set Formation & Phylogenetic Comparisons: II2. Hodos (1970), in his chapter "EvolutionaryInterpretation of Neural and Behavioral Studies of LivingVertebrates," expanded upon Warren's graph andcompared 16 species.IQO .N-.u.c.90·j. co070uu · 60 .Rot,uirrelC0,, ·ct50O0Tree shrew100· 200300400500600100800900 · 1000Number of problems3. Warren ( 197 4) reproduced Hodos' graph in an articlewhere Warren concluded that ". the pattern ofinterspecies differences shown.probably reveals muchmore about differences among species in sensitivity tovisual cues than learning per se." (p. 448).By then, Warren was aware that studies using sensorymodalities more favorable to a species, for example,olfactory for the rat, led to much better performances thanthose shown above where rats were tested on visualdiscriminanda.
4. Nevertheless, Riddell and Corl in their article,"Comparative Investigation of the Relationship BetweenCerebral Indices and Learning Abilities" (1977) usedlearning set formation curves (LSF) for 13 species andcalculated Spearman coefficients of correlation betweenthe slopes of the LSF curves and three cerebral indices.The correlation coefficients were:0.870.950.98 1/Riddell and Corl ( 1977) concluded, " . .it is clear thatreliable relationships do exist between brain indices andlearning ability." (P. 395) 21The 0.98 was associated with Jerison's (1975)"extra neurons index" (Ne) which purports to estimate thenumber of neurons an average member of a species hasbeyond the number needed to sustain its vital functions.2lt should be noted that this conclusion was based onfour learning tasks in addition to LSF.
About this PDF 1. The first 4 pages are the Outline I used for my 1999 APA presentation: “Learning to Learn” in the 1940s” Gregory Bateson, Harlow Harlow, Robert Yerkes, and Others. 2. The following 34 pages are visual aids prepared originally as Overhead Projector transparenc
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
On an exceptional basis, Member States may request UNESCO to provide thé candidates with access to thé platform so they can complète thé form by themselves. Thèse requests must be addressed to esd rize unesco. or by 15 A ril 2021 UNESCO will provide thé nomineewith accessto thé platform via their émail address.
̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
