Animal Sentience and Emotions
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Chrysippus's Dog As a Case Study in Non-Linguistic Cognition
Chrysippus’s Dog as a Case Study in Non-Linguistic Cognition Michael Rescorla Abstract: I critique an ancient argument for the possibility of non-linguistic deductive inference. The argument, attributed to Chrysippus, describes a dog whose behavior supposedly reflects disjunctive syllogistic reasoning. Drawing on contemporary robotics, I urge that we can equally well explain the dog’s behavior by citing probabilistic reasoning over cognitive maps. I then critique various experimentally-based arguments from scientific psychology that echo Chrysippus’s anecdotal presentation. §1. Language and thought Do non-linguistic creatures think? Debate over this question tends to calcify into two extreme doctrines. The first, espoused by Descartes, regards language as necessary for cognition. Modern proponents include Brandom (1994, pp. 145-157), Davidson (1984, pp. 155-170), McDowell (1996), and Sellars (1963, pp. 177-189). Cartesians may grant that ascribing cognitive activity to non-linguistic creatures is instrumentally useful, but they regard such ascriptions as strictly speaking false. The second extreme doctrine, espoused by Gassendi, Hume, and Locke, maintains that linguistic and non-linguistic cognition are fundamentally the same. Modern proponents include Fodor (2003), Peacocke (1997), Stalnaker (1984), and many others. Proponents may grant that non- linguistic creatures entertain a narrower range of thoughts than us, but they deny any principled difference in kind.1 2 An intermediate position holds that non-linguistic creatures display cognitive activity of a fundamentally different kind than human thought. Hobbes and Leibniz favored this intermediate position. Modern advocates include Bermudez (2003), Carruthers (2002, 2004), Dummett (1993, pp. 147-149), Malcolm (1972), and Putnam (1992, pp. 28-30). -
Cephalopods and the Evolution of the Mind
Cephalopods and the Evolution of the Mind Peter Godfrey-Smith The Graduate Center City University of New York Pacific Conservation Biology 19 (2013): 4-9. In thinking about the nature of the mind and its evolutionary history, cephalopods – especially octopuses, cuttlefish, and squid – have a special importance. These animals are an independent experiment in the evolution of large and complex nervous systems – in the biological machinery of the mind. They evolved this machinery on a historical lineage distant from our own. Where their minds differ from ours, they show us another way of being a sentient organism. Where we are similar, this is due to the convergence of distinct evolutionary paths. I introduced the topic just now as 'the mind.' This is a contentious term to use. What is it to have a mind? One option is that we are looking for something close to what humans have –– something like reflective and conscious thought. This sets a high bar for having a mind. Another possible view is that whenever organisms adapt to their circumstances in real time by adjusting their behavior, taking in information and acting in response to it, there is some degree of mentality or intelligence there. To say this sets a low bar. It is best not to set bars in either place. Roughly speaking, we are dealing with a matter of degree, though 'degree' is not quite the right term either. The evolution of a mind is the acquisition of a tool-kit for the control of behavior. The tool-kit includes some kind of perception, though different animals have very different ways of taking in information from the world. -
Problem Solving and Learning
Science Watch Problem Solving and Learning John R. Anderson Newell and Simon (1972) provided a framework for un- computer simulation of human thought and was basically derstanding problem solving that can provide the needed unconnected to research in animal and human learning. bridge between learning and performance. Their analysis Research on human learning and research on prob- of means-ends problem solving can be viewed as a general lem solving are finally meeting in the current research characterization of the structure of human cognition. on the acquisition of cognitive skills (Anderson, 1981; However, this framework needs to be elaborated with a Chi, Glaser, & Farr, 1988; Van Lehn, 1989). Given nearly strength concept to account for variability in problem- a century of mutual neglect, the concepts from the two solving behavior and improvement in problem-solving skill fields are ill prepared to relate to each other. I will argue with practice. The ACT* theory (Anderson, 1983) is such in this article that research on human problem solving an elaborated theory that can account for many of the would have been more profitable had it attempted to in- results about the acquisition of problem-solving skills. Its corporate ideas from learning theory. Even more so, re- central concept is the production rule, which plays an search on learning would have borne more fruit had analogous role to the stimulus-response bond in earlier Thorndike not cast out problem solving. learning theories. The theory has provided a basis for con- This article will review the basic conception of prob- structing intelligent computer-based tutoring systems for lem solving that is the legacy of the Newell and Simon the instruction of academic problem-solving skills. -
Teacher Training: Learning to Be Instigators of Thought™ Through a Process Aligned with Inspired Teaching's Educational Phil
Transforming education through innovation teacher training Teacher Training: Learning to be Instigators of Thought™ Through a process aligned with Inspired Teaching’s educational philosophy – which engages participants intellectually, physically, and emotionally - Inspired Teaching trains teachers to design and implement rigorous, student-centered lessons and activities that meet student needs and academic standards, including the Common Core State Standards. Like the teaching process itself, our teacher training is complex and allows for customization to meet the specific needs of each teacher. This audience-sensitivity creates a permanent shift in teachers’ thinking about their jobs and is one of the key reasons our process is so effective. Inspired Teaching’s Five Step Process for Teacher Education Each teacher navigates the following process: Step 1. Analyze and deepen my understanding of the ways I learn through a rigorous examination of the teaching and learning process, including my including my own experiences as a child and adult learner. Step 2. Articulate and defend my philosophy of teaching and learning , including what I believe about children. Challenge myself to listen to and consider other points of view and to find room in my philosophy for an appreciation of children's natural curiosity and innate desire to learn. Step 3. Make the connection to classroom practice , analyzing my current instructional strategies and whether they support my philosophy, so that I can explore and develop new ways to make sure what I do in the classroom matches my philosophy of teaching and learning. Step 4. Build the skills of effective teachers , including active listening, asking questions that will spark students' intellect and imaginations, observing to assess for student understanding, and communicating effectively. -
Emotional Fortitude: the Inner Work of the CEO
FEATURE Emotional fortitude The inner work of the CEO Benjamin Finzi, Mark Lipton, Kathy Lu, and Vincent Firth Emotional fortitude: The inner work of the CEO Emotional fortitude—the ability to stay clear-headed while exploring one’s emotional reactions to sources of tension—can improve a CEO’s resilience to the stressors of decision-making and lead to better decision outcomes. HETHER AT A large, established firm or a work” that effective CEOs perform as they journey fast-growing one, making decisions through the decision-making process and live with Wwhile staring disruption in the face may the consequences. be the most grueling element of being a CEO. Data feels insufficient. Assumptions feel tenuous. Options feel How can CEOs increase their constrained. Timing feels rushed. chances of making an optimal Outcomes feel binary: The decision either takes the organization in the right decision when all of the direction or the wrong one. alternatives may not be known, Yet executives—particularly CEOs—are when time is not on their side, expected to be the most qualified people in their organization to make decisions. and when emotions play a central CEOs, perhaps more than those in any role before, during, and after the other executive role, feel enormous pressure to get it “right.” Even the most decision is made? level-headed CEO is apt to experience sleepless nights and personal doubts about the choices they make and the consequences The intellectual and emotional that result. If the decision ultimately proves to be a tensions of perilous decisions poor one, there is no one else to blame. -
The Influence of Emotional States on Short-Term Memory Retention by Using Electroencephalography (EEG) Measurements: a Case Study
The Influence of Emotional States on Short-term Memory Retention by using Electroencephalography (EEG) Measurements: A Case Study Ioana A. Badara1, Shobhitha Sarab2, Abhilash Medisetty2, Allen P. Cook1, Joyce Cook1 and Buket D. Barkana2 1School of Education, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. 2Department of Electrical Engineering, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. Keywords: Memory, Learning, Emotions, EEG, ERP, Neuroscience, Education. Abstract: This study explored how emotions can impact short-term memory retention, and thus the process of learning, by analyzing five mental tasks. EEG measurements were used to explore the effects of three emotional states (e.g., neutral, positive, and negative states) on memory retention. The ANT Neuro system with 625Hz sampling frequency was used for EEG recordings. A public-domain library with emotion-annotated images was used to evoke the three emotional states in study participants. EEG recordings were performed while each participant was asked to memorize a list of words and numbers, followed by exposure to images from the library corresponding to each of the three emotional states, and recall of the words and numbers from the list. The ASA software and EEGLab were utilized for the analysis of the data in five EEG bands, which were Alpha, Beta, Delta, Gamma, and Theta. The frequency of recalled event-related words and numbers after emotion arousal were found to be significantly different when compared to those following exposure to neutral emotions. The highest average energy for all tasks was observed in the Delta activity. Alpha, Beta, and Gamma activities were found to be slightly higher during the recall after positive emotion arousal. -
"Higher" Cognition. Animal Sentience
Animal Sentience 2017.030: Vallortigara on Marino on Thinking Chickens Sentience does not require “higher” cognition Commentary on Marino on Thinking Chickens Giorgio Vallortigara Centre for Mind/Brain Sciences University of Trento, Italy Abstract: I agree with Marino (2017a,b) that the cognitive capacities of chickens are likely to be the same as those of many others vertebrates. Also, data collected in the young of this precocial species provide rich information about how much cognition can be pre-wired and predisposed in the brain. However, evidence of advanced cognition — in chickens or any other organism — says little about sentience (i.e., feeling). We do not deny sentience in human beings who, because of cognitive deficits, would be incapable of exhibiting some of the cognitive feats of chickens. Moreover, complex problem solving, such as transitive inference, which has been reported in chickens, can be observed even in the absence of any accompanying conscious experience in humans. Giorgio Vallortigara, professor of Neuroscience at the Centre for Mind/Brain Sciences of the University of Trento, Italy, studies space, number and object cognition, and brain asymmetry in a comparative and evolutionary perspective. The author of more than 250 scientific papers on these topics, he was the recipient of several awards, including the Geoffroy Saint Hilaire Prize for Ethology (France) and a Doctor Rerum Naturalium Honoris Causa for outstanding achievements in the field of psychobiology (Ruhr University, Germany). r.unitn.it/en/cimec/abc In a revealing piece in New Scientist (Lawler, 2015a) and a beautiful book (Lawler, 2015b), science journalist Andrew Lawler discussed the possible consequences for humans of the sudden disappearance of some domesticated species. -
Decoding Emotions from Nonverbal Vocalizations: How Much Voice Signal Is Enough?
Motivation and Emotion https://doi.org/10.1007/s11031-019-09783-9 ORIGINAL PAPER Decoding emotions from nonverbal vocalizations: How much voice signal is enough? Paula Castiajo1 · Ana P. Pinheiro1,2 © Springer Science+Business Media, LLC, part of Springer Nature 2019 Abstract How much acoustic signal is enough for an accurate recognition of nonverbal emotional vocalizations? Using a gating paradigm (7 gates from 100 to 700 ms), the current study probed the efect of stimulus duration on recognition accuracy of emotional vocalizations expressing anger, disgust, fear, amusement, sadness and neutral states. Participants (n = 52) judged the emotional meaning of vocalizations presented at each gate. Increased recognition accuracy was observed from gates 2 to 3 for all types of vocalizations. Neutral vocalizations were identifed with the shortest amount of acoustic information relative to all other types of vocalizations. A shorter acoustic signal was required to decode amusement compared to fear, anger and sadness, whereas anger and fear required equivalent amounts of acoustic information to be accurately recognized. These fndings confrm that the time course of successful recognition of discrete vocal emotions varies by emotion type. Compared to prior studies, they additionally indicate that the type of auditory signal (speech prosody vs. nonverbal vocaliza- tions) determines how quickly listeners recognize emotions from a speaker’s voice. Keywords Nonverbal vocalizations · Emotion · Duration · Gate · Recognition Introduction F0, intensity) serving the expression of emotional mean- ing. Nonetheless, compared to speech prosody, nonverbal The voice is likely the most important sound category in a vocalizations are considered to represent more primitive social environment. It carries not only verbal information, expressions of emotions and an auditory analogue of facial but also socially relevant cues about the speaker, such as his/ emotions (Belin et al. -
Animal Welfare and the Paradox of Animal Consciousness
ARTICLE IN PRESS Animal Welfare and the Paradox of Animal Consciousness Marian Dawkins1 Department of Zoology, University of Oxford, Oxford, UK 1Corresponding author: e-mail address: [email protected] Contents 1. Introduction 1 2. Animal Consciousness: The Heart of the Paradox 2 2.1 Behaviorism Applies to Other People Too 5 3. Human Emotions and Animals Emotions 7 3.1 Physiological Indicators of Emotion 7 3.2 Behavioral Components of Emotion 8 3.2.1 Vacuum Behavior 10 3.2.2 Rebound 10 3.2.3 “Abnormal” Behavior 10 3.2.4 The Animal’s Point of View 11 3.2.5 Cognitive Bias 15 3.2.6 Expressions of the Emotions 15 3.3 The Third Component of Emotion: Consciousness 16 4. Definitions of Animal Welfare 24 5. Conclusions 26 References 27 1. INTRODUCTION Consciousness has always been both central to and a stumbling block for animal welfare. On the one hand, the belief that nonhuman animals suffer and feel pain is what draws many people to want to study animal welfare in the first place. Animal welfare is seen as fundamentally different from plant “welfare” or the welfare of works of art precisely because of the widely held belief that animals have feelings and experience emotions in ways that plants or inanimate objectsdhowever valuableddo not (Midgley, 1983; Regan, 1984; Rollin, 1989; Singer, 1975). On the other hand, consciousness is also the most elusive and difficult to study of any biological phenomenon (Blackmore, 2012; Koch, 2004). Even with our own human consciousness, we are still baffled as to how Advances in the Study of Behavior, Volume 47 ISSN 0065-3454 © 2014 Elsevier Inc. -
Interim Guidance for Amusement and Water Parks During the Covid-19 Public Health Emergency
INTERIM GUIDANCE FOR AMUSEMENT AND WATER PARKS DURING THE COVID-19 PUBLIC HEALTH EMERGENCY When you have read this document, you can affirm at the bottom. As of April 9, 2021 Purpose This Interim Guidance for Amusement and Water Parks during the COVID-19 Public Health Emergency (“Interim COVID-19 Guidance for Amusement and Water Parks”) was created to provide owners/operators of amusement parks, theme parks, and/or water parks and their employees, contractors, vendors, and patrons with precautions to help protect against the spread of COVID-19. This guidance applies to all outdoor activities at amusement parks, theme parks, and/or water parks, including any rides, games, or other attractions, such as redemption games of skill and chance, obstacle or recreational courses, outdoor trampolines, outdoor merry-go-rounds or carousels, outdoor train rides, outdoor roller coasters, and/or outdoor bumper cars. Outdoor amusement activities or attractions where appropriate social distancing and cleaning and disinfection standards provided in this document cannot be achieved (e.g., ball pits) must remain closed. Amusement parks, theme parks, and water parks may reopen beginning Friday, April 9, 2021, in accordance with this guidance. Responsible Parties – as defined below – must submit a reopening plan to the respective county health department or local public health authority, within two weeks of reopening, including specific health protocols in place to meet the requirements set forth in this guidance. Temporary, travel outdoor amusement activities (e.g., carnivals) may reopen in accordance with this guidance; provided, however, that the Responsible Parties must submit a reopening plan to the respective county health department or local public health authority at least 14 days prior to reopening, including specific health protocols in place to meet the requirements set forth in this guidance (e.g., health screening, social distancing, face coverings, controlled movement, hand hygiene, cleaning and disinfection, and communication). -
Wild Animal Suffering and Vegan Outreach
Paez, Eze (2016) Wild animal suffering and vegan outreach. Animal Sentience 7(11) DOI: 10.51291/2377-7478.1101 This article has appeared in the journal Animal Sentience, a peer-reviewed journal on animal cognition and feeling. It has been made open access, free for all, by WellBeing International and deposited in the WBI Studies Repository. For more information, please contact [email protected]. Animal Sentience 2016.087: Paez Commentary on Ng on Animal Suffering Wild animal suffering and vegan outreach Commentary on Ng on Animal Suffering Eze Paez Department of Legal, Moral and Political Philosophy Pompeu Fabra University, Barcelona Abstract: Ng’s strategic proposal seems to downplay the potential benefits of advocacy for wild animals and omit what may be the most effective strategy to reduce the harms farmed animals suffer: vegan outreach. Eze Paez, lecturer in moral and political philosophy at Pompeu Fabra University, Barcelona, studies normative and applied ethics, especially ontological and normative aspects of abortion and the moral consideration of nonhuman animals. He is a member of Animal Ethics. upf.academia.edu/ezepaez Underestimating the importance of wild animal suffering. Ng’s (2016) view is not that animal advocates should focus only on farmed animals, to the exclusion of those that live in the wild. He concedes that our efforts must also be directed toward raising awareness of the harms suffered by animals in nature. Nonetheless, he seems to suggest that these efforts should be minimal relative to those devoted to reducing the harms farmed animals suffer. Ng underestimates the potential benefits of advocacy for wild animals in terms of net reduction in suffering perhaps because he is overestimating people’s resistance to caring about wild animals and to intervening in nature on their behalf. -
How Welfare Biology and Commonsense May Help to Reduce Animal Suffering
Ng, Yew-Kwang (2016) How welfare biology and commonsense may help to reduce animal suffering. Animal Sentience 7(1) DOI: 10.51291/2377-7478.1012 This article has appeared in the journal Animal Sentience, a peer-reviewed journal on animal cognition and feeling. It has been made open access, free for all, by WellBeing International and deposited in the WBI Studies Repository. For more information, please contact [email protected]. Ng, Yew-Kwang (2016) How welfare biology and commonsense may help to reduce animal suffering. Animal Sentience 7(1) DOI: 10.51291/2377-7478.1012 Cover Page Footnote I am grateful to Dr. Timothy D. Hau of the University of Hong Kong for assistance. This article is available in Animal Sentience: https://www.wellbeingintlstudiesrepository.org/ animsent/vol1/iss7/1 Animal Sentience 2016.007: Ng on Animal Suffering Call for Commentary: Animal Sentience publishes Open Peer Commentary on all accepted target articles. Target articles are peer-reviewed. Commentaries are editorially reviewed. There are submitted commentaries as well as invited commentaries. Commentaries appear as soon as they have been revised and accepted. Target article authors may respond to their commentaries individually or in a joint response to multiple commentaries. Instructions: http://animalstudiesrepository.org/animsent/guidelines.html How welfare biology and commonsense may help to reduce animal suffering Yew-Kwang Ng Division of Economics Nanyang Technological University Singapore Abstract: Welfare biology is the study of the welfare of living things. Welfare is net happiness (enjoyment minus suffering). Since this necessarily involves feelings, Dawkins (2014) has suggested that animal welfare science may face a paradox, because feelings are very difficult to study.