Introduction to the psychology of learning:
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1976
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| 245 | 1 | 0 | |a Introduction to the psychology of learning |c Hrsg. von William S. Sahakian* |
| 264 | 1 | |a Chicago |b Rand MacNally |c 1976 | |
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Datensatz im Suchindex
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| adam_text | Titel: Introduction to the psychology of learning
Autor: Sahakian, William S.
Jahr: 1976
Table of Contents
Part One Introduction to the Psychology of Learning
Chapter 1
LEARNING THEORY
CONCEPTS AND
SCIENTIFIC
METHODOLOGY 3
Conditioning: Classical, Instru- Variables and Intervening Variables,
mental, and Operative. Parameters Research: Distinction between an
and Variables. Independent and Experiment and a Scientific Study.
Dependent Variables. Observation
THE METHOD OF CONCOM¬
ITANT VARIATION AS
THE FIRST QUANTITATIVE
METHOD OF PSYCHOLOGI¬
CAL EXPERIMENTATION 11
Scientific Method in Psychological Proactive Inhibition and Retroactive
Science. Serial Learning, Serial Inhibition. Stimulus Generalization
Reinforcement and Serial Position and Stimulus Differentiation. Short-
Effect. Anticipatory Error and Back- Term Memory (STM) and Long-Term
ward Error. Transfer of Training: Memory (LTM). Memory Trace
Positive and Negative Transfer. Hypothesis.
Part Two Association Psychology
Chapter 2
Ivan P. Pavlov
CLASSICAL CONDITIONING 19
Sechenov s Reflex Theory. Descartes: (Generalization) and Concentration
Father of Reflexology. Pavlov: (Discrimination). Experimental
Biographical Highlights. Discovery of Neurosis. First and Second Signal
the Conditioned Reflex. Classical Systems. The Theory of Analyzers.
Conditioning. The Conditioning The Orienting Reflex. Theory of
Process. Inhibition and Extinction. Types: Pavlovian Typology. Dynamic
Hypnosis and Sleep as Inhibition. Stereotypy. Higher Nervous Activity.
The Rule of the Summation of Assessment of Pavlovian Learning
Conditioned Stimuli. Irradiation Theory.
Chapter 3
John Watson
BEHAVIORISM 31
The Rise of Behaviorism. Formation and Conditioning.
Behaviorism as Equivalent to Habit Watson s Radical Environrnentalism.
vU
Part Two continued
The Conditioning Process: Learning. Behaviorist s Learning Theory of
Contiguity Theory: The Recency and Personality. A Learning Theory of
Frequency Principles. Emotion as a Psychopathology. Assessment of
Learning Process. Thought as a Watsonian Behaviorism.
Conditioned Response. The
Chapter 4
Edwin R. Guthrie
ASSOCIATION BY
CONTIGUITY THEORY OF
LEARNING 38
Learning as Association. The Role of Forgetting. Inhibitory Conditioning.
Attention. We Learn Only What Forgetting. Habits. Breaking Habits.
We Do Principle. Association by Reward and Punishment. Skill.
Contiguity as the Principle of Motivation: Maintaining Stimuli.
Learning. Assumptions of the The Nature of Learning: Cats in a
Association by Contiguity Principle. Puzzle Box. Assessment of Guthrie s
One-Trial Association. Inhibition by Contiguity Theory of Learning.
Association: Interference Theory of
THE GUTHRIANS:
SHEFFIELD AND VOEKS 51
Fred D. Sheffield: Drive-Induction Postulate One: The Principle of
Theory Based on the Law of Effect Association. Postulate Two: The
from Contiguity. Sheffield s Drive- Principle of Postremity. Postulate
Induction Theory of Reinforcement. Three: The Principle of Response
Criticism of Sheffield s Theory. Probability. Postulate Four: The
Virginia W. Voeks: Formalization of Principle of Dynamic Situations.
Guthrie s Contiguity Theory. Voeks Eight Theorems.
Chapter 5
Estes; Bush; Mosteller
NEO-GUTHRIAN
LEARNING THEORY:
MATHEMATICAL
PSYCHOLOGY 57
WILLIAM K. ESTES:
STIMULUS SAMPLING
(A STATISTICAL THEORY
OF LEARNING) 59
Stimulus Variability: The Stimulus Transposability. Extinction. Statistical
Sampling Model. Stimulus Sampling. Probability in Learning. Reinf orce-
The Binary or Digital Effect. All-or- ment in Stimulus Sampling Theory
None Learning. Conditioning and (SST). Behavior and Motivation.
Part Two continued
ROBERT R. BUSH AND
FREDERICK MOSTELLER:
MATHEMATICAL OR
STOCHASTIC MODEL
OF LEARNING 65
The Meaning of Stochastic. The Application of the Model.
Nature of the Stochastic Model. Concluding Comments.
Part Three Reinforcement Theories of Learning
Chapter 6
Edward L. Thorndike
CONNECTIONISM 71
Quantification in Psychology. ment: Modified Law of Effect. The
Thorndike s Background. The Mind Influence of Rewards: The Spread or
as a Connection System. The Structure Scatter of Effect. Belonginess. The
of Personality. Thorndike s Principle of Polarity. Characteristics
Preliminary Connectionism. Behavior of Learning. The Learner s Attitude or
as Predictable. Laws of Acquisition Set. Law of Partial Activity.
(Learning). The Law of Exercise. The Assimilation or Response by Analogy.
Law of Effect. Thorndike s Definitive Associative Shifting. Concluding
Connectionism: Connectionism Comments on Thorndike s
Revisited. Law of Readiness. Satisfiers Connectionism.
and Annoyers. Reward and Punish-
WOODWORTH: TRANSFER
OF TRAINING 87
Transfer of Memory Skills. Motivation. Learning the Environ-
Preparatory Set or Preset (Situation- ment. Question and Answer Learning.
and-Goal-Set). The S-O-R Formula. Translation (Decoding) of Stimuli.
Behavior-Primacy Theory of
HARLOW: LEARNING SETS 92
The Learning Set Experiment. Learning Sets. Learning Sets as an
Summary of the Learning Set I.Q. Index. Criticism of Harlow s
Experiment. The Meaning and Learning Set Theory. Learning to
Implication of Learning Sets. Social Love. Harlow the Experimentalist.
Chapter 7
B. F. Skinner
OPERANT BEHAVIORISM 98
Skinner s Datum of Learning: The Operant Behaviorism. Konorski and
Probability of Response. Konorski Miller: Type 2 Conditioning. Two
and Miller: The Founding of Types of Behavior and Conditioning:
Instrumental Learning and Skinnerian Operant and Reflex. Operant
Part Three continued
Behavior. Operant Conditioning and Superstition. Punishment. Pro-
the Nature of Reinforcement. grammed Instruction and Teaching
Cumulative Record. Skinner Box. Machines. Verbal Behavior. The
Shaping Behavior and Differential Mand. The Tact. The Autoclitic.
Reinforcement. Contingencies of Echoic Behavior. Assessment of
Reinforcement. Intermittent Rein- Skinner s Operant Behavior Theory
forcement. Interval Reinforcement. of Learning.
Ratio Reinforcement. Experimental
SKINNER S STUDENTS:
REYNOLDS AND TERRACE 118
Reynolds: Behavioral Contrast. The Prepotent Theory of Reinforcement.
Application of the Behavioral Contrast Meehl: Is the Law of Effect Circular?
Hypothesis to Discipline. H. S. Premack: Prepotent Theory of Rein-
Terrace : Errorless Discrimination forcement. Theory of Reinforcement
Learning. Summary of Errorless Reversibility. Greenspoon: Verbal
Discrimination Learning. Premack: Operant Conditioning.
Reinforcement Reversibility and the
Part Four Reinforcement by Drive Reduction: The Hullian Tradition
Chapter 8
Clark L. Hull
DRIVE REDUCTION
THEORY OF LEARNING 129
Hull s Intellectual Background. The Drive Reduction. Fractional Antici-
Logico-Deductive or Hypothetico- patory Goal Response (iq) ; Little
Deductive Method. Learning as Argie. Secondary Reinforcement.
Response Reinforcement through
HULL S DRIVE-REDUCTION
LEARNING THEORY OF
BEHAVIOR: THE VARIABLES 139
Dependent Variables. Hull s Four Habit Strength (sHb). Habit-Family
Dependent Variables: Latency; Hierarchies. Law of Less Work. The
Amplitude; Resistance to Extinction; Construct Drive (D) as an Energizer.
Frequency. The Intervening Variables. Two Incentive Variables: Incentive
Relationships among the Variables: Reinforcement or Incentive Motiva-
Independent Variables, Intervening tion (K) and Delay of Reinforcement
Variables, and Dependent Variables. (J). Delay of Reinforcement (J) and
Excitatory Potential or Reaction the Goal Gradient Hypothesis
Potential (sEr). Absolute Zero of (Gradient of Reinforcement). Eight
Reaction Potential (Z) and the Re- Automatic Adaptive Behavior
action Threshold (sLr) . Two Inhibi- Mechanisms: The Nature of Learning,
tory Variables: Reactive Inhibition Concluding Comments on Hull s
(Ir) and Conditioned Inhibition (sIr). Learning Theory of Behavior,
Behavioral Oscillation (sOr). Habit or
Part Four continued
Chapter 9
Spence; Amsel; Logan; Wagner;
Capaldi; Neal E. Miller; Mowrer
THE NEO-HULLIANS 160
KENNETH W. SPENCE:
HULL S INTELLECTUAL
SUCCESSOR 161
Spence s Influence on Hull. Spence s Scientific Methodology in Psychology.
Major Contributions to Learning S-S Versus S-R Learning Theories.
Theory. Spence s Discrimination Incentive Motivation: Spence s
Learning Theory. Absolute Stimulus Modification of Hull s Theory.
Theory and Transposition. Logic and
SPENCE S STUDENTS:
AMSEL; WAGNER; LOGAN 170
Abram Amsel: Frustration Nonreward and Wagner: Common Effects of
Hypothesis. The Frustration Effect. Frustration and Punishment. Incentive
The Partial Reinforcement Effect. Motivation. Capaldi: The Sequential
Allan R. Wagner: Frustration as a Hypothesis (Partial Reinforcement
Learned Response. Frank A. Logan: Effect). Capaldi s Sequential Theory.
Micromolar Model of Learning. Logan
NEAL E. MILLER:
DRIVE-CUE-RESPONSE-
REINFORCEMENT THEORY 181
The Miller Model: Its Philosophy of of Reinforcement. Anticipatory
Psychological Science. Theories and Response. Fear as a Learned Drive
Hypotheses. Drive-Cue-Response- and Fear Reduction as Reinforcement.
Reward Theory of Learning. The Learning and Conflict Behavior: A
Learning Process. Extinction. Rate of Miniature Model. Extension of
Extinction. Spontaneous Recovery. Learning Theory to Psychotherapy.
Generalization. Gradient in the Effects Social Learning. Visceral Learning.
O. HOBART MOWRER:
TWO-FACTOR THEORY
OF LEARNING 192
Stage One: Anxiety-Reduction as a Theory Revisited (Version Two).
Reinforcing Agent. Stage Two: The Two-Factor Theory: Model Three.
Dual Nature of Learning (Original Conclusion.
Version). Stage Three: Two-Factor
Part Five The Cognitive Approach to Learning
Chapter 10
Edward Chace Tolman
COGNITIVE
BEHAVIORISM 199
Purposive Behaviorism. Behavior as Gestalt Learning. Latent Learning
Molar. Behavior as Docile. Sign- Hypothesis. Cognitive Maps: The
Part Five continued
Superiority of Place-Learning over the 1950s. A Drive-Incentive-Value
Response-Learning. Cognitive System. Tolman s 1959 or Final
Hypotheses. Expectancy Theory. Version of Variables. Six Types of
Tolman s Centralism. Tolman s Learning: Learning by Cathexes.
Variables: Dependent, Independent, Equivalence Beliefs. Field Expect-
and Intervening. The 1932 Version of ancies. Field-Cognition Modes. Drive
Variables. The 1937-1938 Version Discrimination. Motor Patterns. Laws
of Variables. The Prediction of Superseding Thorndike s Law of
Behavior: The Version of Variables of Effect. Concluding Comments.
Chapter 11
Seligman; Garcia; the Brelands;
Brown and Jenkins; the Williams;
Bolles; Rescorla; Rotter;
G. A. Miller; Galanter and
Pribram; Broadbent; Newell,
Shaw and Simon
NEO-TOLMANISM:
COGNITIVE AND
INFORMATION-
PROCESSING THEORIES 228
NEO-TOLM AM ANS:
SELIGMAN, BOLLES,
ROTTER, GARCIA, et al. 230
The Revolt against Reinforcement Superiority of Expectancy Theory
Theory: The Resurgence of over Reinforcement Theory.
Expectancy Theory. Seligman: Expectancy as the Primary Law of
Selective Preparedness Principle. Learning. Characteristics of the
Cognitive Theory of Avoidance Species-Specific Defense Reaction
Learning. Garcia: The Stimulus (SSDR). Rescorla: The Predictive
Fittingness Principle (The Appro- Hypothesis. Rescorla s Predictor
priateness of the Cue). Breland and Experiment. Julian B. Rotter: Social
Breland: The Misbehavior of Learning Theory. Rotter s Four Basic
Organisms (The Failure of Reinforce- Variables: Behavior Potential,
ment). Brown and Jenkins: The Expectancy, Reinforcement Value,
Autoshaping Phenomenon. Williams the Psychological Situation. Other
and Williams: Negative Auto- Social Learning Concepts: Need
maintenance Phenomenon. Bolles: Potential, Need Value, Freedom of
Species-Specific Defense Reactions Movement, Minimal Goal Level.
(The Fittingness Principle). The
INFORMATION
PROCESSING
LEARNING THEORIES 250
G. A. Miller, Galanter, Pribram: Unit of Behavioral Analysis: Test-
Cognitive Learning Theory. The Operate-Test-Exit Unit (TOTE).
Plan: Hierarchy of Instruction. The Miller: The Magical Number Seven.
Part Five continued
Peterson and Peterson: Short-Term Learning (Computer Simulation
Memory (STM). Broadbent: Mechani- Theory). Information Processing
cal Model of Memory. Shannon and Systems (IPS). The Logic Theorist
Weaver: Founders of Information (LT). The General Problem Solver
Theory. Newell, Shaw and Simon: (GPS). Concluding Comment.
Information Processing Theory of
Chapter 12
Wertheimer; Kohler; Koffka
GESTALT LEARNING
THEORY 262
Gestalt Defined. The Phi Phenome- of Objective Set. The Figure-Ground
non. The Relational Theory of Principle. Restorff Effect: Isolation
Learning. Learning by Insight. The Effect. Trace Theory of Memory:
Criterion of Insight. Productive Learning and Memory Traces. Kurt
Thinking. Gestalt Factors and Goldstein: Gestalt Learning Theory
Gestalt Laws of Organization. Applied to Psychopathology. The
Pragnanz. Isomorphism. The Factor Gestaltists in Biographical
of Closure. The Factor of Proximity. Perspective.
The Factor of Similarity. The Factor
Chapter 13
Kurt Lewin
NEO-GESTALTIAN
LEARNING THEORY: THE
FIELD THEORETICAL
APPROACH 282
Methodology of Field Theory. Tension Dissonance. Lewinian Constructs:
Systems: Psychical Sources of Valences, Vectors, Regions, Barriers,
Energy. Lewin s Students: Zeigarnik, Tension. Life Space. The Person and
Ovsiankina, Lissner, Mahler, the Environment. The Reality-Irreality
Festinger. Bluma Zeigarnik: The Dimension. Locomotion: Its Barriers
Zeigarnik Effect. Maria Ovsiankina: and Regions. Valences and Vectors.
The Memory Value of Interrupted Three Major Types of Valence
Activity. Kate Lissner and Vera Conflict. Learning as a Change in
Mahler: Experiments on Substitute Cognitive Structure, Valences, and
Satisfaction. Leon Festinger: Cognitive Values. Concluding Comments.
Chapter 14
Sigmund Freud
PSYCHOANALYTIC
THEORY OF LEARNING 294
Therapy as Learning: Synopsis of Libidinal and Instinctual Urges.
Freudian Learning Theory. Drives as Libido as Erotic Energy. Thanatos:
Part Five continued
The Destructive Drive. Instincts: of the Personality: Id, Ego, and
Their Impetus, Aim, Object, and Superego. The Id. The Ego. The Id-
Source. The Vicissitudes of Instincts. Ego Relationship. The Superego. The
Psychological Hedonism: The Plea- Ego s Three Varieties of Anxiety:
sure Principle. Repression Theory of Objective Anxiety, Neurotic Anxiety,
Memory. The Censorship and and Moral Anxiety. Neurotic Anxiety.
Resistance. Freudian Slips. The Realistic Anxiety. Moral Anxiety.
Unpleasantness or Repression Theory Cognitive Development: Psycho-
of Forgetting. Unconscious sexual Stages of Libidinal Develop-
Motivation and Forgetting. Anxiety ment. A Biographical Note,
as a Drive. The Freudian Structure Concluding Comments.
Chapter 15
Jean Piaget
COGNITIVE
DEVELOPMENTAL
THEORY: PSYCHO-
GENETIC EPISTEMOLOGY 315
Genetic Psychology. Genetic Scheme as the Structure of Actions
Epistemology Defined. Piaget s and Schema as the Figurative Aspect
Philosophical Presuppositions. of Thought. Figurative and Operative
Intelligence: Its Nature, Origin, and as Two Components of Memory: A
Development. Equilibrium: The Developmental Theory of Memory.
Adaptive Character of Intelligence. Periods of Cognitive Development:
Adaptation as Equilibrium between Psychological Development of
Assimilation and Accommodation. Operations. The Character of Psycho-
Intelligence as the Function of logical Development. Period One:
Adaptation and Organization. Sensori-Motor Intelligence (0 to 2
Components of Intelligence: Content, Years of Age). Period Two: Pre-
Function, Structure. Piaget s Gestalt operational Thought (2 to 7 Years of
Approach: Structuralism. Structures Age). Period Three: Concrete
Defined: Their Nature and Charac- Operations (7 to 11 Years of Age),
teristics. Piaget s Logic. Operations as Period Four: Propositional or Formal
Constituting Structures. Operations Operations (11-12 to 14-15 Years
as Acts. Operative and Figurative of Age). Concluding Comments.
Aspects of Cognitive Functions.
Chapter 16
Bruner; Berlyne
NEO-PIAGETIAN
LEARNING THEORY 354
BRUNER S THEORY OF
COGNITIVE DEVELOPMENT 355
Bruner s Basic Assumptions. Bruner s Development. Bruner s Theory of
Evolutionary Instrumentalism. Instruction as Characteristically
Bruner s Theory of Cognitive Prescriptive. The Four Features of
Part Five continued
Bruner s Theory of Instruction. Representation, (iii) Symbolic Repre-
1. Predisposition to Learn, (a) Activa- sentaton. (b) Economy, (c) Effective
tion of Exploration, (b) Maintenance Power. 3. Effective Sequences. 4. Form
of Exploration, (c) Direction of and Pacing of Reinforcement (Includ-
Exploration. 2. Structure of Knowl- ing Feedback). Piaget s Influence
edge, (a) The Mode of Representation. on Bruner.
(i) Enactive Representation, (ii) Iconic
BERLYNE S SYNTHESIS OF
HULL AND PIAGET 365
Neoassociationism: The Hullianiza- and Symbolic Processes. S-Thinking
tion of Piaget s Cognitive Theory of and R-Thinking. Epistemic Behavior.
Learning. 1. The Primacy of Stimulus- Epistemic Responses: Epistemic
Response Associations. 2. Insistence Observation, Consultation, and
of Genetic Explanations. 3. Precise Directed Thinking. Exploratory
Principles with a Wide Range of Behavior. Arousal and Its Relation to
Applicability. 4. Recognition of Exploratory Behavior. Arousal Jag
Internal Stimuli and Reponses. The and Arousal Boost. Arousal vs. Drive.
Psychological Phenomena of Neo- Directed Thinking. Concluding
associationism: Thinking, Reasoning, Comments.
Part Six The Humanistic Approach to Learning
Chapter 17
Abraham H. Maslow
HUMANISTIC THEORY
OF LEARNING 379
Maslow s Third Force Learning Motivation. (A) Deficiency Needs and
Theory. Maslow s Psychological Deficiency Motivation. (B) Growth
Methodology. The Holistic-Dynamic Needs and Growth Motivation
Approach. Psychologically Healthy (Metaneeds and Metamotivation).
People as Subjects. The Duality of The Goal of Learning: Self-
Knowledge: Experiential Knowledge Actualization. Ancillary Goals of
and Spectator Knowledge. Self- Learning. The Superiority of Intrinsic
Actualization Psychology. Instinctoid Learning over Extrinsic Learning.
Needs: Maslow s Motivation Theory. Concluding Comments.
Deficiency Motivation and Growth
Chapter 18
Carl R. Rogers
SIGNIFICANT
LEARNING THEORY 399
Significant or Experiential Learning. Learning. 2. Significance of Subject
Postulates of the Freedom to Learn Matter. 3. Learning Threatening to
Theory. 1. The Innate Potentiality for the Self-Organization as Resisted.
Part Six continued
4. The Assimilation of Learning When 10. Learning the Process of Learning.
Threat Is at a Minimum. 5. The Freer The Facilitation of Learning. The
Flow of Learning under Conditions of Instructor as Facilitator. Motivation as
Low Threat to Self. 6. The Acquisition the Self-Actualizing Tendency- Life as
of Significant Learning through the Criterion of Examinations. Stages
Doing. 7. The Facilitation of Learning of Psychological Growth and Devel-
through Responsible Participation. opment in Terms of Valuations. The
8. Self-Initiated Learning as the Most Goal of Learning as the Fully
Lasting and Pervasive. 9. The Facilita- Functioning Person. Concluding
tion of Independence, Creativity, and Comments.
Self-Reliance through Self-Evaluation.
References 415
Name Index 441
Subject Index 445
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| publisher | Rand MacNally |
| record_format | marc |
| spelling | Introduction to the psychology of learning Hrsg. von William S. Sahakian* Chicago Rand MacNally 1976 XVII, 462 S. txt rdacontent n rdamedia nc rdacarrier Lernpsychologie (DE-588)4074166-7 gnd rswk-swf (DE-588)4151278-9 Einführung gnd-content Lernpsychologie (DE-588)4074166-7 s DE-604 Sahakian, William S. 1922-1986 Sonstige (DE-588)1028938969 oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=004784720&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Introduction to the psychology of learning Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4074166-7 (DE-588)4151278-9 |
| title | Introduction to the psychology of learning |
| title_auth | Introduction to the psychology of learning |
| title_exact_search | Introduction to the psychology of learning |
| title_full | Introduction to the psychology of learning Hrsg. von William S. Sahakian* |
| title_fullStr | Introduction to the psychology of learning Hrsg. von William S. Sahakian* |
| title_full_unstemmed | Introduction to the psychology of learning Hrsg. von William S. Sahakian* |
| title_short | Introduction to the psychology of learning |
| title_sort | introduction to the psychology of learning |
| topic | Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Lernpsychologie Einführung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=004784720&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT sahakianwilliams introductiontothepsychologyoflearning |