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      In a green frame of mind: perspectives on the behavioural ecology and cognitive nature of plants

      research-article
      *
      AoB Plants
      Oxford University Press
      Affordances, agency, consciousness, decision-making, kin selection, learning, memory, perception.

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          Abstract

          It is increasingly recognized that plants are highly sensitive organisms able to perceive, assess, learn, remember, resolve problems, make decisions and communicate with each other by actively acquiring information from their environment. If plants so efficiently control the way they interact and behave in their environment, would it be appropriate to say that they have a mind of their own? In this paper, I propose that the time is ripe for asking this and related questions about the mind of plants and suggest how we may venture into this unexplored mindscape.

          Abstract

          It is increasingly recognized that plants are highly sensitive organisms that perceive, assess, learn, remember, resolve problems, make decisions and communicate with each other by actively acquiring information from their environment. However, the fact that many of the sophisticated behaviours plants exhibit reveal cognitive competences, which are generally attributed to humans and some non-human animals, has remained unappreciated. Here, I will outline the theoretical barriers that have precluded the opportunity to experimentally test such behavioural/cognitive phenomena in plants. I will then suggest concrete alternative approaches to cognition by highlighting how (i) the environment offers a multitude of opportunities for decision-making and action and makes behaviours possible, rather than causing them; (ii) perception in itself is action in the form of a continuous flow of information; (iii) all living organisms viewed within this context become agents endowed with autonomy rather than objects in a mechanistically conceived world. These viewpoints, combined with recent evidence, may contribute to move the entire field towards an integrated study of cognitive biology.

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          Social learning strategies.

          In most studies of social learning in animals, no attempt has been made to examine the nature of the strategy adopted by animals when they copy others. Researchers have expended considerable effort in exploring the psychological processes that underlie social learning and amassed extensive data banks recording purported social learning in the field, but the contexts under which animals copy others remain unexplored. Yet, theoretical models used to investigate the adaptive advantages of social learning lead to the conclusion that social learning cannot be indiscriminate and that individuals should adopt strategies that dictate the circumstances under which they copy others and from whom they learn. In this article, I discuss a number of possible strategies that are predicted by theoretical analyses, including copy when uncertain, copy the majority, and copy if better, and consider the empirical evidence in support of each, drawing from both the animal and human social learning literature. Reliance on social learning strategies may be organized hierarchically, their being employed by animals when unlearned and asocially learned strategies prove ineffective but before animals take recourse in innovation.
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            Social learning in animals: categories and mechanisms.

            There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS)
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              The Ecological Approach To Visual Perception

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                Author and article information

                Journal
                AoB Plants
                AoB Plants
                aobpla
                aobpla
                AoB Plants
                Oxford University Press
                2041-2851
                2015
                21 November 2015
                : 7
                : plu075
                Affiliations
                Centre for Evolutionary Biology, School of Animal Biology, University of Western Australia , Crawley, Western Australia 6009, Australia
                Author notes
                [* ]Corresponding author's e-mail address: monica.gagliano@ 123456uwa.edu.au

                Associate Editor: James F. Cahill

                Article
                plu075
                10.1093/aobpla/plu075
                4287690
                25416727
                2aa66e8e-6bd2-451a-bb31-89b546d4e583
                Published by Oxford University Press on behalf of the Annals of Botany Company.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 6 August 2014
                : 11 November 2014
                Page count
                Pages: 8
                Categories
                1009
                1011
                1057
                Point of View
                SPECIAL ISSUE: Using Ideas from Behavioural Ecology to Understand Plants

                Plant science & Botany
                affordances,agency,consciousness,decision-making,kin selection,learning,memory,perception.

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