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Udell, Dorey, and Wynne (2011) demonstrated that both domesticated and nondomesticated canids—specifically, gray wolves—have the capacity to succeed on
perspective-taking tasks, suggesting that dogs’ ability to respond to the human attentional state is not a by-product of domestication
alone. Furthermore, not all dogs were successful on the task. Instead, the occluder type used was a strong predictor of performance,
indicating the important role of environment and experience for tasks of this type. Here, we address several commentaries
reflecting on the methods and design of that study, as well as the interpretation of the results. We also discuss the positive
shift toward more interactive approaches in the field of canine behavior and cognition. Finally, we question the functionality
of describing canine social behavior in terms of theory of mind. 相似文献
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Prior studies have documented the domestic dog’s (Canis lupus familiaris) sensitivity to human attentional state, including a tendency to preferentially beg for food from attentive individuals and
an ability to selectively perform forbidden behaviors when humans are not looking. Due to the success of dogs on perspective-taking
tasks, some have hypothesized that domestic dogs may have theory of mind, or the ability to infer what other individuals know.
Here we provide the first evidence that nondomesticated canids, grey wolves (Canis lupus), are also sensitive to human attentional state under some conditions. We also demonstrate that dogs do not display an undifferentiated
sensitivity to all visual cues of attentional state. Rather, dogs are more sensitive to stimuli encountered in their home
environment. Some dogs perform poorly on perspective-taking tasks. These findings have important implications for the interpretation
of research designed to understand complex social cognition across species. 相似文献
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Within mathematics education research, the responses to the Programme for International Student Assessment’s (PISA’s) international testing regime tend to accept its framework and results as necessary points of reference, even when offering a critical reinterpretation or challenging national policy discourses based on PISA. In this article, we offer a different approach to the critique of PISA, drawing on theoretical tools provided by Bernstein and Foucault, to ask what the PISA regime achieves. Our understanding of this achievement encompasses both the production of knowledge structures and the production of students, teachers and other agents as subjects. We propose that the theoretical approach we offer provides a methodological entry point into analysis of the texts comprising the PISA mathematics regime. Analysis of a single PISA item is used to illustrate the insights that may be gained from such a theoretical lens. Such insights into the logic of PISA have the potential to allow us better to understand and hence contest the role that PISA and other large-scale assessment regimes may play in global and local policy discourses. 相似文献
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