Learning and memory:
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
New York u.a.
Norton
1991
|
| Edition: | 1. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XIX, 663 S. Ill., graph. Darst. |
| ISBN: | 0393959112 |
Staff View
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Record in the Search Index
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| adam_text | Titel: Learning and memory
Autor: Schwartz, Barry
Jahr: 1991
Contents
Preface xv
1. Conceptual and Historical Foundations 1
The Roots of Learning Theory 3
Philosophical Background 3 Descartes and Hobbes: Man as Machine
and as Reasoner 4 Associationism 5 Biological Background:
Darwin and Evolution 7 The Emergence of a Science of Learning 9
Pavlov and Conditioned Reflexes 10 Thorndike and the Law of
Effect 11
A Cognitive Approach to Learning 13
The Role of Cognition within Learning 14 The Promise and
Problems of Introspection 15 The Roots of Cognitive
Psychology 16 Kant s Transcendental Method 16 The
Computer as Metaphor 18 Explanations at the Level of
Software 19
The Experimental Paradigms of Modern Learning Theory 21
Pavlovian Conditioning 21 Operant Conditioning 23 The
Unconditioned Stimulus (US) or Reinforcer 24 Measuring the
Operant Response 25 The Conditioning Chamber 25
Constraints on Learning 29
Learning about Humans by Studying Animals 29 Unbiased
Environments 31
Research Methods within Cognitive Psychology 34
Research in Cognition: An Example 34
Summary 39
Part 1
BASIC PROCESSES OF LEARNING
2. Pavlovian Conditioning: Basic Principles 43
The Classic Conditioning Experiment 44
Acquisition and Extinction 45
The Scope of Pavlovian Conditioning 46
Eyeblink Conditioning 47 Conditioned Fear 48
Autoshaping 50 Taste Aversion Learning 51
The Pavlovian Conditioned Response (CR) 51
The Adaptive Function of the Conditioned Response 52 CRs that
Oppose URs 54 Opponent Process Theory 56 Habituation and
Conditioned Opponent Responses 58 Association: The Process
Unifying Diverse CRs 60
What Is Learned in Conditioning 61
Manipulating Representations 65
Variables Affecting Pavlovian Conditioning 66
The CS and the US 66 Temporal Relations between CS and US 69
Qualitative Relations between CS and US 72
Pavlovian Conditioning and Inhibition 76
Conditioned Inhibition of Behavior 77 Detecting Inhibition 78
External Inhibition and Disinhibition 78
Conditions Producing Inhibition 79
Extinction 79 Inhibition of Delay 81 Discrimination and
Generalization 81 Backward Conditioning 84
Conditioned Inhibition: What Is Learned? 84
Summary 87
3. Explanations of Pavlovian Conditioning 89
Necessary Conditions for Pavlovian Conditioning 91
Contingency 91 The Significance of Contingency: Fear and
Anxiety 95 Locating the US in Time 97 Informativeness,
Redundancy, and Blocking 99
The Rescorla—Wagner Theory 101
Rescorla-Wagner Theory and Compound Stimuli 105 Rescorla-
Wagner Theory and Inhibition 106
Conditioning and Changes in CS Effectiveness 108
Latent Inhibition 109 Learned Irrelevance 110 Another Look at
Blocking 111 Surprise and CS Salience 111 Psychological
Status of the Rescorla-Wagner Theory 112
Rehearsal and Conditioning 113
Blocking 114 Latent Inhibition 115 Habituation 115
Summary 117
4. Operant Conditioning 119
The Law of Effect 120
The Behavior-Consequence Relation 121
Conditioning and Extinction 122
Creating Behavioral Units 123
The Form of the Behavioral Unit 126
Contingency Learning 127
Contingency Learning in Infants 128 Learned Helplessness 129
Learned Helplessness and Depression 131
Contingency Learning in General 132
Is Contingency Detection Accurate? 134
Operant Conditioning: What Is Learned? 138
Avoidance Behavior 139
Discrete-Trial Signaled Avoidance 140 Shock Postponement 141
Theories of Avoidance 143
Two-Factor Theory 143 Cognitive Theory 149 Biological
Theory 151
Conditioned Reinforcement 153
Establishing a Conditioned Reinforcer—Predictiveness 154
Observing Responses 156 Token Reinforcers 158 The
Functions of Conditioned Reinforcers 161
Summary 162
Part 2
COMPLEX LEARNING PROCESSES:
CHOICE AND STIMULUS CONTROL
5. The Maintenance of Behavior: Intermittent
Reinforcement, Choice, and Economics 167
Schedules of Intermittent Reinforcement 169
Basic Schedules of Reinforcement 170
Fixed-Interval (FI) Schedules 170 Variable-Interval (VI)
Schedules 170 Fixed-Ratio (FR) Schedules 171 Variable-Ratio
(VR) Schedules 171
Can Schedules of Reinforcement Maintain Behavior? 171
Patterns of Behavior Maintained by Reinforcement Schedules / 73
The Study of Choice: Concurrent Schedules of Reinforcement 175
The Matching Law 175 The Matching Law in Operation 177
Matching and Maximizing 182 Choice and Foraging 184
Operant Behavior and Economics 185
The Concept of Demand 186 Demand and Income 189
Substitutability of Commodities 190 Open and Closed Economic
Systems 192 Indifference and Budget Constraints 195
Summary 198
6. Stimulus Control of Operant Behavior 200
Discrimination and Generalization 201
Procedures for Studying Stimulus Control 203
The Process of Discrimination 205
Predictiveness and Redundancy 208 Discrimination Training as a
Stimulus Selector 211 Discrimination Training and Incidental
Stimuli 212 Attention 215 The Process of Discrimination:
Conclusions 218
The Process of Generalization: Excitation and Inhibition 219
The Peak Shift 219 Transposition and the Nature of Perceptual
Judgment 220
Concepts 228
Abstract Concepts 231 Natural Concepts 233
Behavior Theory and Memory 236
Remembering and Knowing 237 Delayed Matching-to-Sample 238
Working Memory as Active 241
Spatial Memory and Cognitive Maps 244
Summary 246
Part 3
COGNITION AND MEMORY
7. The Route into Memory 251
The Beginnings: Acquisition, Storage, and Retrieval 252
The Route into Memory: The Modal Model 253
Sensory Memories 255 Short Term and Long Term: One Memory
or Two? 259 The Size of Short-Term Memory 264 Short-Term
Memory and Long-Term Memory: How Do They Differ? 266
Long-Term Recency Effects? 268 Amnesia 271
An Alternative Approach to Memory: Levels of Processing 273
Problems with the Modal Model 273 Levels of Processing 278
The Trouble with Levels of Processing 282 How to Define
Depth? 283
Summary 286
8. Interconnections between Acquisition and Retrieval 288
Encoding Specificity 290
Retrieval Hints and Cues 293
State-Dependent Learning 294
Different Forms of Memory Testing 297
Remembering the Source versus Familiarity Alone 298 Evidence for
Mandler s Conception 300 Memory without Awareness 303 The
Breadth of Implicit Memory 306 Attributing Implicit Memory to the
Wrong Source 308 What Implicit Memory Is 310 The Tie
between Implicit Memory and Perceiving 311 What Triggers Implicit
Memory? 313 Implicit Memory: A Hypothesis 316 Another
Look at Amnesia: What Kind of Memory Is Disrupted? 319
Summary 322
9. The Role of Prior Knowledge in Learning 324
Organizing and Memorizing 324
Mnemonics 325 Recall and Clustering 327
Understanding and Memorizing 328
The Role of Knowledge in Understanding 329 How Knowledge
Reshapes Input 330 Memory and Understanding 332 Gist,
Distortions, and Selections 334 Remembering Things that Never
Took Place 337 Schema Theory 338
Is the Past Really Lost ? 341
Remembering Actual Phrasing versus Remembering Gist 343
When Remembering Is Accurate 345 When Do We Remember,
When Do We Reconstruct? 347 Accommodative Distortion—Do We
Rewrite History? 349 The Controversy over Updating 350
Evidence that It s All in There Somewhere 353
Putting the Pieces Together 354
Why Should Memory Be This Way? 357 What Is an Accurate
Memory? 359
Summary 359
Part 4
DESCRIBING KNOWLEDGE
10. Concepts and Generic Knowledge 365
Definitions: What Do We Know When We Know What a Dog
Is? 366
Family Resemblances 368
Prototypes: An Alternative to Definitions 369
Fuzzy Boundaries and Graded Membership 370 Testing the
Prototype Notion 371 The Converging Evidence for
Prototypes 374
Are Our Concepts Really Prototypes? 376
Odd Number, Even Number 377 Lemons and Counterfeits 379
Less Sophisticated Concept-Users? 380 Context Dependency 381
Analogies from Exemplars 384 Explaining Typicality Data with
an Exemplar Model 386 Direct Support for the Exemplar View 387
Exemplar View—An Overview 388 We Know More than
Prototypes 391
Assembling the Elements of Conceptual Knowledge 392
Prototypes as Heuristics 392 Prototypes + What Else? 395
What Happens with the Harder Cases? 395
Mental Models 396 Schema Theory Revisited 397
Representation of Schematic Knowledge 399 How to Tie Prototypes
to This Larger Frame? 400
The Source of Generic Knowledge 401
Summary 404
11. The Network Approach to Memory 406
The Network Notion 407
How Might the Network Work? 407 Spreading Activation 409
Evidence Favoring the Network Approach 410
Hints 410 Mnemonics 411 State Dependency 412
More Direct Tests of the Network Claims 413
Spread of Activation and Priming 414 Sentence Verification 415
Degree of Fan 418 Is There a Cost to Knowing Too
Much ? 421
Retrieving Information from a Network 422
Searching through the Network via Associative Links 423 Finding
Entry Nodes 424
Unpacking the Nodes 427
Propositional Networks and ACT 428
Evaluating Network Models 432
How to Test Network Models? 432 Retrieval Blocks and Partial
Retrievals 433 Finding More Distant Connections 435 The
Homunculus 437
The Newest Chapter: Connectionism 439
Distributed Processing, Distributed Representations 439 Who Runs
the Show? 442 Learning as the Setting of Connection
Weights 445 Possible Limits on PDP Networks 448
Summary 450
12. The Varieties of Memories 453
How Many Working Memories? 454
Working Memory as a Speech-based Store 454 Mental Images 456
Selective Interference with Imagery 459 Differences between Images
and Pictures 461 A Working Memory System 464
Is There More than One Long-Term Memory 468
Do We Remember, or Translate, Nonverbal Materials? 469 One
Secondary Memory with Diverse Contents? 472 Imagery
Mnemonics 472 Dual-Coding Theory 474 The
Symbolic-Distance Effect 478 Multiple Secondary Memories 478
How We Remember Pictures 481 Memory for Faces 484
Summary of Memory for Visual Materials 487
Other Categories of Memories 488
Summary 490
Part 5
LOSING INFORMATION, USING INFORMATION
13. Forgetting 495
Does Forgetting Exist? 495
The Advantages of Forgetting 496
The Decay Theory 498
Decay of Activation within the Network View 498 Testing the Decay
Notion 500
The Interference Theory of Forgetting 503
Response Competition and Unlearning 505 Evidence against
Interference Claims 507 Modern Alternatives to Interference
Theory 509
Repression 511
Freud s Hypothesis 511 The Return of the Repressed 512
Hypermnesia 515
Emotion and Remembering 517
Vivid Memories for Emotional Events 517 The Easterbrook
Hypothesis and Weapon Focus 519 The Multiple Effects of
Emotion on Memory 520
Remembering in the Very Long Term 523
Childhood Amnesia 524 Testing Memory after Long Intervals 526
How Shall We Think about Forgetting? 529
Retrieval Failure 530 Schema Theory and Memory Failure 531
Repisodic Blurring 531
Is the Past Lost? 532
Summary 533
14. Memory and the Decision-making of Everyday Life 537
The Availability Heuristic 538
Availability in Memory 539 Enlightenment Effects 540 State
Dependency and Availability 542 Can We Avoid Availability
Errors? 543 Availability Biases from Other Sources 544
Representativeness 547
Reasoning from the Population to an Instance 548 Reasoning from
an Instance to the Population 549
Detecting Covariation 551
Illusions of Covariation 552 Theory-Driven and Data-Driven
Detection of Covariation 554 Why Animals Are More Accurate than
People 556 Illusory Covariation: Another Availability Effect? 559
Codability of the Data 561
Base Rates 562
Base Rates and Diagnostic Information 563 Dilution Effects 564
Base Rates in the Real World 566
Schema-based Reasoning 568
The Four-Card Problem 569 Abstract Reasoning, Concrete
Reasoning, and Schematic Reasoning 571 Reasoning Schemata and
the Four-Card Problem 572
Memory and Decision-making: Conclusions 574
Summary 575
References 579
Credits 631
Name Index 635
Subject Index 647
|
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| spelling | Schwartz, Barry 1946- Verfasser (DE-588)129469718 aut Learning and memory Barry Schwartz ; Daniel Reisberg 1. ed. New York u.a. Norton 1991 XIX, 663 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Geheugen gtt Leerprocessen gtt Leren gtt Memória (psicologia) larpcal Learning, Psychology of Memory Lernen (DE-588)4035408-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Gedächtnis (DE-588)4019614-8 gnd rswk-swf Gedächtnis (DE-588)4019614-8 s Lernpsychologie (DE-588)4074166-7 s DE-604 Lernen (DE-588)4035408-8 s Reisberg, Daniel 1954- Verfasser (DE-588)104869304X aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=002789451&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Schwartz, Barry 1946- Reisberg, Daniel 1954- Learning and memory Geheugen gtt Leerprocessen gtt Leren gtt Memória (psicologia) larpcal Learning, Psychology of Memory Lernen (DE-588)4035408-8 gnd Lernpsychologie (DE-588)4074166-7 gnd Gedächtnis (DE-588)4019614-8 gnd |
| subject_GND | (DE-588)4035408-8 (DE-588)4074166-7 (DE-588)4019614-8 |
| title | Learning and memory |
| title_auth | Learning and memory |
| title_exact_search | Learning and memory |
| title_full | Learning and memory Barry Schwartz ; Daniel Reisberg |
| title_fullStr | Learning and memory Barry Schwartz ; Daniel Reisberg |
| title_full_unstemmed | Learning and memory Barry Schwartz ; Daniel Reisberg |
| title_short | Learning and memory |
| title_sort | learning and memory |
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| topic_facet | Geheugen Leerprocessen Leren Memória (psicologia) Learning, Psychology of Memory Lernen Lernpsychologie Gedächtnis |
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