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| Cognition and the Study of Behavior | |
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| What is comparative cognition about? | |
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| Kinds of explanation for behavior | |
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| Approaches to comparative cognition | |
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| Summary | |
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| Evolution, Behavior, and Cognition: A Primer | |
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| Testing adaptation | |
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| Mapping phylogeny | |
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| Evolution, cognition, and the structure of behavior | |
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| Evolution and the brain | |
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| What does all this have to do with comparative psychology? | |
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| Summarizing and looking ahead | |
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| Fundamental Mechanisms | |
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| Perception and Attention | |
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| Specialized sensory systems | |
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| How can we find out what animals perceive? | |
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| Some psychophysical principles | |
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| Signal detection theory | |
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| Perception and evolution: Sensory ecology | |
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| Search and attention | |
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| Attention and foraging: The behavioral ecology of attention | |
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| Summary | |
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| Learning: Introduction and Pavlovian Conditioning | |
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| General processes and �constraints on learning� | |
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| A framework for thinking about learning | |
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| When and how will learning evolve? | |
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| Pavlovian conditioning: Conditions for learning | |
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| What is learned? | |
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| Conditional control of behavior: Occasion setting and modulation | |
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| Effects of learning on behavior | |
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| Concluding remarks | |
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| Recognition Learning | |
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| Habituation | |
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| Perceptual learning | |
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| Imprinting | |
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| The behavioral ecology of social recognition: Recognizing kin | |
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| Forms of recognition learning compared | |
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| Discrimination, Classification, and Concepts | |
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| Three examples | |
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| Untrained responses to natural stimuli | |
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| Classifying complex natural stimuli | |
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| Discrimination learning | |
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| Category discrimination and concepts | |
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| Summary and conclusions | |
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| Memory | |
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| Functions and properties of memory | |
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| Methods for studying memory in animals | |
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| Conditions for memory | |
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| Species differences in memory? | |
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| Mechanisms: What is remembered and why is it forgotten? | |
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| Memory and consciousness | |
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| Summary and conclusions | |
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| Physical Cognition | |
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| Getting Around: Spatial Cognition | |
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| Mechanisms for spatial orientation | |
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| Modularity and integration | |
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| Acquiring spatial knowledge: The conditions for learning | |
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| Do animals have cognitive maps? | |
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| Summary | |
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| Timing | |
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| Circadian rhythms | |
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| Interval timing: Data | |
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| Interval timing: Theories | |
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| Summary: Two timing systems? | |
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| Numerical Competence | |
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| Numerosity discrimination and the analog magnitude system | |
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| The object tracking system | |
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| Ordinal comparison: Numerosity, serial position, and transitive inference | |
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| Labels and language | |
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| Numerical cognition and comparative psychology | |
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| Cognition and the Consequences of Behavior: Foraging, Planning, Instrumental Learning, and Using Tools | |
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| Foraging | |
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| Long-term or short-term maximizing: Do animals plan ahead? | |
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| Causal learning and instrumental behavior | |
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| Using and understanding tools | |
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| On causal learning and killjoy explanations | |
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| Social Cognition | |
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| Social Intelligence | |
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| The social intelligence hypothesis | |
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| The nature of social knowledge | |
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| Intentionality and social understanding | |
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| Theory of mind | |
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| Cooperation | |
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| Summary | |
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| Social Learning | |
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| Social learning in context | |
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| Mechanisms: Social learning without imitation | |
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| Mechanisms: Imitation | |
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| Do nonhuman animals teach? | |
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| Animal cultures? | |
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| Summary and conclusions | |
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| Communication and Language | |
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| Some basic issues | |
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| Natural communication systems | |
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| Trying to teach human language to other species | |
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| Language evolution and animal communication: New directions | |
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| Summary and conclusions | |
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| Summing Up and Looking Ahead | |
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| Modularity and the animal mind | |
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| Theory and method in comparative cognition | |
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| Humans versus other species: Different in degree or kind? | |
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| The future: Tinbergen's four questions, and a fifth one | |
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| References | |
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| Credits | |
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| Author Index | |
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| Subject Index | |