In the extensive essays on Ethogram Theory there is noting [in a sense] of the sufficiency of the simple types of associative learnings, for progress in what is known (for learning in-general); there is also a briefly outlined a proposal for using the language of classical ethology for the proper classification of real types of [species-specific and species-typical] behavior patterns and patterns that develop DURING ONTOGENY (child development). But, all this is a tiny fraction of what Ethogram Theory involves. The two by far most-major aspects of Ethogram Theory are: (it is a cognitive-developmental Psychology theory):
(1) The very likely empirical and concrete inceptions (directly observable overt behavior patterns and pattern changes of the organism) to BEGIN what amounts to greater abstract thinking: these I refer to as "perceptual/attentional shifts" (not under what anyone would or could consider conscious control NOR in any significant way determined in their key basic nature by any conscious activity). Inherently-related things DO though become conscious in the third or fourth phases of the "unfolding" of the new behavior patterns, which may occur relatively quickly -- but, this is innately guided behavior influencing real behavior patterns, WITHIN the new aspects of all new behavioral patterning. Further development will occur before these new-found things are a part of new abstract thought.
To speak, using good metaphors, what happens during ontogeny is there are key points in cognitive development where previous key learnings have been consolidated and generalized enough and one's memory system (including working memory) has some "free space". This is "space" that will be used for looking for, then looking at more, and finding more, of those real and present aspects of circumstances that can be SEEN (by the organism) to allow for larger or better understandings of some key TYPES (that is, YES: concrete types) of situations (filling the "free space" of the Memories systems) -- that is the beginning of a new abstract thinking ability itself. The "gaps" available (which are, and for a while, been usefully present in key circumstances) are somehow "noticed" and, in the relevant type of circumstance(s), the additional aspect(s) OF THE SITUATION (including the contextualized situation, as part of the real "situation" -- that from the now-active past memories of your Memories system) are there; these new developments are an acquisition of seeing some new aspects, THINGS real (concrete), in your now-existing time-and-space. This results in the ability to think of more and to think better (more adaptively), and THIS IS THE PIVOTAL BEGINNING (THE INCEPTION) of a new level of abstract thought and abilities (to be "flushed-out" and generalized, etc., and consolidated) These "gaps" and this "gap filling" may occur frequently (for assured reliabilities within a domain and also somewhat independently occur across domains -- so this "[time]/spacial area watching" to find something new may occur many times as one is going into a new qualitative different arena (right before one, before one's eyes) for abstract thought (a new stage or level, as neo-Piagetians and sensible others say) THAT WAY. (Though the new concrete aspect(s) may, in at least some of the instances of the major circumstances, be found and fairly quickly attended to, in the first 2 phases of such a development not intentional or, at least nothing conscious is involved.)
(2) The other main aspect of Ethogram Theory is the rather well-established and well-researched types of Memories in our Memories system. The way these memories and the Memories (types) system is defined, it can be nothing less that EXPERIENCE ITSELF [(or almost all that, not counting the emerging gazes and saccades related to looking for something(s) in the experiential gaps)]. The Memories greatly contextualize the environment and are very much, in real effect concrete aspects, very major aspects of the current KEY environments themselves. In the third and fourth phases of the early development of these new behavioral patterns (which will eventually become new abstract thought), things will become very much intentional and conscious.
Concrete, testable (verifiable/falsifiable), most-empirical hypotheses have been developed awaiting good appropriate observation. BUT: Things and the process are subtle enough that discovering the new patterns (mentioned above) will VERY likely require eye-tracking and associated technologies (even though, when talking about these new things, we ARE talking about things that ARE concrete aspects and directly observable behavior PATTERNS [(no doubt within other previously developed and sophisticated behavior patterns [(MUCH including memories)] -- showing earlier development of earlier abstract abilities, as well, of course. These latter in some ways will become mere elements, succeeded by/with new thinking, though somehow included with the "higher" abstract thinking elements (their complex)).
This way cognitive development is conceptualized eliminates any contentious nature/nurture debates -- that itself being a major accomplishment.
It is my hope that you will read both of my major writings:
Not only https://www.researchgate.net/publication/286920820_A_Human_Ethogram_Its_Scientific_Acceptability_and_Importance_now_NEW_because_new_technology_allows_investigation_of_the_hypotheses_an_early_MUST_READ
but also the much, much more recent:
https://www.researchgate.net/publication/329428629_Essentially_all_Recent_Essays_on_Ethogram_Theory
I an seriously trying to have a perspective and approach which has all the features and dimensions a science theory should .
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