Behavior Systems and Learning: Modules, Modes, and Temporal Integration

这项研究源于一种生态学方法， 基本的学习机制，一种基于假设的方法， 学习是进化的，可以在一个 行为的运作系统。 具体来说，现在 实验旨在揭示的性质和数量的 参与空间学习的机制。 进行空间学习， 搜索的不同类型的线索使用和奖励的影响？ 感觉-运动神经之间的差异有多大 当使用奖励时控制有效搜索的机制 与没有奖励或不同类型的奖励相比？ 答案将 确定考虑特定系统的重要性 分析空间学习。 这项工作的更普遍的重要性包括建立 学习可以在多大程度上是有益的例子 在行为的功能系统（如觅食）中进行研究 为了食物，或寻求安全），而不是仅仅基于 一般机制。 如果行为系统很重要， 表明学习可以更有效地产生， 通过了解它的功能来控制，而不是 详尽地分析产生它的情况。在 人类，学习在决定 行为是巨大的，不容置疑的。 什么不是这样的 具体涉及的是学习遵循的程度 有些不同的规则和决定因素有关的具体 功能协调发展的 即使在人类中，学习空间位置和 学习适当的社会行为可能取决于不同的 刺激、动机状态和机制。 最佳 促进一种学习的条件很可能是 与促进另一个的条件不同。

This research stems from an ecological approach to the study of basic learning mechanisms, an approach based on the assumption that learning evolved and can be profitably studied within a functioning system of behavior. Specifically, the present experiments are designed to reveal the nature and number of the mechanisms involved in spatial learning. Do spatial learning and search vary with the type of cue used and the effects of reward? To what extent are there differences between the sensory-motor mechanisms controlling efficient search when rewards are used versus no rewards or different types of reward? The answers will determine the importance of considering the specific system context in analyzing spatial learning. The more general importance of this work involves establishing examples of the extent to which learning can be profitably studied within functioning systems of behavior (such as foraging for food, or seeking safety) rather than based only on very general mechanisms. If systems of behavior are important, it suggests that learning can be more effectively produced and controlled by understanding the function it serves rather than exhaustively analyzing the circumstances that produce it. In humans, the general importance of learning in determining behavior is large and unquestioned. What has not been so specifically dealt with is the extent to which learning follows somewhat different rules and determinants related to specific functions. Even in humans, learning about spatial locations and learning appropriate social behaviors may depend on different stimuli, motivational states, and mechanisms. The optimum conditions for promoting one sort of learning may well be different from the conditions promoting the other.