Animal learning and memory and their relation to human learning and memory |
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| Institution: | 1. Department of Psychology, Université de Montréal, Pavillon Marie-Victorin, 90 ave Vincent-d’Indy, Montréal, Québec H2V-2S9, Canada;2. Centre de recherche, Institut universitaire de gériatrie de Montréal, 4545 Ch. Queen-Mary, Montréal, Québec H3W-1W4, Canada;3. Faculty of Medicine, Université de Montréal, pavillon Roger-Gaudry, 2900, boul. Édouard-Montpetit, Montréal, Québec H3T-1J4, Canada;1. Neuropsychology and Functional Neuroimaging Group, Department of Basic Psychology, Clinical Psychology and Psychobiology, Universitat Jaume I, 12071 Castellón, Spain;2. Department of Education, Universitat Jaume I, 12071 Castellón, Spain;1. Laboratory of Veterinary Pathology, Tokyo University of Agriculture and Technology, 3-5-8 Saiwai-cho, Fuchu-shi, Tokyo 183-8509, Japan;2. Pathogenetic Veterinary Science, United Graduate School of Veterinary Sciences, Gifu University, 1-1 Yanagido, Gifu-shi, Gifu 501-1193, Japan |
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| Abstract: | For some three decades now, the experimental study of learning and memory has been conducted as two entirely separate endeavors, one using humans as subjects and the other using animals. The separation is placed in historical context, and consideration is given to recent movements by those in the animal camp toward adopting some of the theorizing as well as some of the list memory procedures from those in the human camp. It is argued that exploring list memory in animals should do much to further our understanding of both animal cognition and its relation to human cognition. The trend toward more complex theorizing and more liberal use of hypothetical constructs, on the other hand, is regarded with concern. It is argued that hypothetical constructs have contributed little to an enduring understanding of human learning and memory, and that they are unlikely to be any more helpful with animals. |
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