It's the ultimate way to pull off a sting: Teach a group of ordinary honeybees to ignore flowers and, instead, focus on vapors from explosives used in bombs. Then send the bees off in teams to sniff out terrorists. Or track the molecular trail of illicit drugs, or even point police to a rotting corpse.
http://humansubjects.energy.gov/news/articles/09272009.21StingOperation_ac.pdf
Dossey traces the fear of 13 to a Norse myth about 12 gods having a dinner party at Valhalla, their heaven. In walked the uninvited 13th guest, the mischievous Loki. Once there, Loki arranged for Hoder, the blind god of darkness, to shoot Balder the Beautiful, the god of joy and gladness, with a mistletoe-tipped arrow.
http://news.nationalgeographic.com/news/2004/02/0212_040212_friday13.html
Effective conditioning requires a correlation between the experimenter's definition of a response and an organism's, but an animal's perception of its behavior differs from ours. Various definitions of the response are explored experimentally using the slopes of learning curves to infer which comes closest to the organism's definition. The resulting exponentially weighted moving average provides a model of memory which grounds a quantitative theory of reinforcement in which incentives excite behavior and focus the excitement on the responses present in memory at the same time. The correlation between the organism's memory and the behavior measured by the experimenter is given by coupling coefficients derived for various schedules of reinforcement. For simple schedules these coefficients can be concatenated to predict the effects of complex schedules and can be inserted into a generic model of arousal and temporal constraint to predict response rates under any scheduling arrangement. According to the theory, the decay of memory is response-indexed rather than time-indexed. Incentives displace memory for the responses that occur before them and may truncate the representation of the response that brings them about. This contiguity-weighted correlation model bridges opposing views of the reinforcement process and can be extended in a straightforward way to the classical conditioning of stimuli. Placing the short-term memory of behavior in so central a role provides a behavioral account of a key cognitive process.
The proposal that there exist independent explicit and implicit learning systems is based on two further distinctions: (i) learning that takes place with versus without concurrent awareness, and (ii) learning that involves the encoding of instances (or fragments) versus the induction of abstract rules or hypotheses. Implicit learning is assumed to involve unconscious rule learning. We examine the implicit learning evidence from subliminal learning, conditioning, artificial grammar learning, instrumental learning, and reaction times in sequence learning. Unconscious learning has not been satisfactorily established in any of these areas. The assumption that learning in some of these tasks (e.g., artificial grammar learning) is predominantly based on rule abstraction is questionable. When subjects cannot report the "implicitly learned" rules that govern stimulus selection, this is often because their knowledge consists of instances or fragments of the training stimuli rather than rules. In contrast to the distinction between conscious and unconscious learning, the distinction between instance and rule learning is a sound and meaningful way of taxonomizing human learning. We discuss various computational models of these two forms of learning.
http://www.bbsonline.org/documents/a/00/00/04/83/bbs00000483-00/bbs.shanks.html
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