@article{b71bbed0677f4c028f3f2f899876bb4f,
title = "Embracing multiple definitions of learning",
abstract = "Definitions of learning vary widely across disciplines, driven largely by different approaches used to assess its occurrence. These definitions can be better reconciled with each other if each is recognized as coherent with a common conceptualization of learning, while appreciating the practical utility of different learning definitions in different contexts.",
keywords = "Definitions, Experience dependence, Function, Learning, Mechanism, Plasticity",
author = "Barron, {Andrew B.} and Hebets, {Eileen A.} and Cleland, {Thomas A.} and Fitzpatrick, {Courtney L.} and Hauber, {Mark E.} and Stevens, {Jeffrey R.}",
note = "Funding Information: This study was part of a working group on decision making sponsored by the National Evolutionary Synthesis Center (NESCent), National Science Foundation (NSF; grant EF-412 0905606). Additional funding was provided by NSF IOS-145624 to M.E.H. We thank the leaders and all members of the working group for stimulating discussions, and especially Kim Hoke, Maria Servedio, Rafael Rodriguez, and an anonymous referee for providing comments on this manuscript. Publisher Copyright: {\textcopyright} 2015 Elsevier Ltd.",
year = "2015",
month = jul,
day = "1",
doi = "10.1016/j.tins.2015.04.008",
language = "English (US)",
volume = "38",
pages = "405--407",
journal = "Trends in Neurosciences",
issn = "0378-5912",
publisher = "Elsevier Limited",
number = "7",
}