Alex Kacelnik
Affiliations: | Zoology | University of Oxford, Oxford, United Kingdom |
Area:
Choice BehaviorWebsite:
http://users.ox.ac.uk/~kgroup/people/alexkacelnik.shtmlGoogle:
"Alex Kacelnik"Mean distance: 16.57 (cluster 54) | S | N | B | C | P |
Children
Sign in to add trainee| Tiago Monteiro | grad student | 2008-2012 | Oxford |
| Martin S. Shapiro | post-doc | Fresno State | |
| Tiago Monteiro | post-doc | 2019- | Oxford |
| Marco Vasconcelos | post-doc | 2008-2012 | Oxford |
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Publications
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| Ajuwon V, Cruz BF, Carriço P, et al. (2023) GoFish: A low-cost, open-source platform for closed-loop behavioural experiments on fish. Behavior Research Methods |
| Kacelnik A, Vasconcelos M, Monteiro T. (2022) Testing cognitive models of decision-making: selected studies with starlings. Animal Cognition. 26: 117-127 |
| Ajuwon V, Ojeda A, Murphy RA, et al. (2022) Paradoxical choice and the reinforcing value of information. Animal Cognition |
| Monteiro T, Hart T, Kacelnik A. (2021) Imprinting on time-structured acoustic stimuli in ducklings. Biology Letters. 17: 20210381 |
| Monteiro T, Vasconcelos M, Kacelnik A. (2020) Choosing fast and simply: Construction of preferences by starlings through parallel option valuation. Plos Biology. 18: e3000841 |
| Martinho-Truswell A, McGregor B, Kacelnik A. (2019) Ducklings imprint on chromatic heterogeneity. Animal Cognition |
| Bayern AMPV, Danel S, Auersperg AMI, et al. (2018) Compound tool construction by New Caledonian crows. Scientific Reports. 8: 15676 |
| Sasaki T, Pratt SC, Kacelnik A. (2018) Parallel vs. comparative evaluation of alternative options by colonies and individuals of the ant Temnothorax rugatulus. Scientific Reports. 8: 12730 |
| Versace E, Martinho-Truswell A, Kacelnik A, et al. (2018) Priors in Animal and Artificial Intelligence: Where Does Learning Begin? Trends in Cognitive Sciences |
| Smith AP, Zentall TR, Kacelnik A. (2018) Midsession reversal task with pigeons: Parallel processing of alternatives explains choices. Journal of Experimental Psychology. Animal Learning and Cognition. 44: 272-279 |