Learning and cognition:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Englewood Cliffs, NJ
Prentice Hall
1993
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XII, 545 S. graph. Darst. |
| ISBN: | 0134465504 |
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Datensatz im Suchindex
| _version_ | 1804123269341642752 |
|---|---|
| adam_text | Titel: Learning and cognition
Autor: Leahey, Thomas Hardy
Jahr: 1993
Contents
Preface xi
1 Introduction 1
Learning and Cognition in History 1
Learning, cognition, and philosophy, 1 I Learning and
biology, 5 I Learning and early psychology, 6
Issues in the Study of Learning and Cognition 11
Learning, cognition, and conditioning, 111 Learning,
cognition, information processing, and the higher
mental processes, 12 I Learning and the brain, 13 I
Learning and evolution, 14 I Learning and
development, 14 I Overview, 15
Suggested Reading 15
Part I Learning, Cognition, and Conditioning
2 Fundamentals of Conditioning 16
Introduction 16
Learning, cognition, and conditioning: Behavioral
psychology, 16 I Kinds of conditioning, 16
Pavlovian Conditioning 17
Pavlov s research program, 17 I Basic phenomena of
Pavlovian conditioning, 19 I Pavlovian conditioning of
humans, 22 I Associative theory of Pavlovian
conditioning, 23 I Conclusion: The complexity of Pavlovian
conditioning, 36
Instrumental Conditioning 36
Thorndike s research program, 36 I Basic phenomena of
trial-and-error conditioning, 37 I Theory of trial-and-error
conditioning: The law of effect, 39 I Conclusion: The
contributions of Pavlov and Thorndike, 42
Fundamental Controversies 42
Two kinds of learning or one? 42 I Conditioning and
consciousness, 44
Suggested Readings 47
3 Traditional Theories of Conditioning 48
Introduction 48
Keeping Issues Alive: Guthrie s Strict Associationism 48
Two kinds of learning or one? 49 I Gradual, or one-trial
learning? 51 I Forgetting: Decay or interference? 52 I
Guthrie s legacy, 53
Promoting Mathematics and Mechanism: Hull s Logical
Behaviorism 55
The research program of Clark L. Hull, 55 I The legacy
of logical behaviorism, 58
Defending Intention and Cognition: Tolman s Purposive
Behaviorism 59
The research program of E. C. Tolman, 59 I Tolman s cognitive
map vs. Hull s habit family hierarchy, 62 I The legacy of
purposive behaviorism, 66
The Legacy of Formal Behaviorism 66
Human Learning in the Golden Age 67
Problem solving, 67 I Thinking as mediation, 71 I
Verbal learning, 74
Suggested Readings 76
4 Contemporary Theories of Conditioning 77
Radical Behaviorism: Philosophy 77
Radical Behaviorism: The Experimental Analysis of Behavior 79
The Skinner box, 79 I The contingencies of
reinforcement, 81 I The response, 82 I The setting, 84 I
The reinforcer, 85 I Patterns of reinforcement, 88 I
Schedules of reinforcement, 89 I Conclusion, 91
Radical Behaviorism: Extension to Humans 92
Verbal behavior, 92 I Scientific design of cultures, 94
Radical Behaviorism: New Directions 95
Creativity, 95 I The study of choice and behavioral
economics, 97
Critique of Radical Behaviorism 100
Animal Learning and Cognition: Controversies and
Cognition 102
Controversies, 102 I Cognition: information processing by
animals, 106 I Conclusion, 108
Suggested Readings 109
Part II Learning, Cognition, and Information Processing
5 Memory and Information Processing I: Perceptual and
Working Memory Processes 110
Introduction 110
An Overview of the Information-Processing System 111
Sensory Memory 114
Attention 116
General issues, 117 I Selectivity in attention, 118 I
Automaticity, 119 I Models of attention, 121
Pattern Recognition 122
Template matching, 123 I Prototypes, 124 I Feature
analysis, 124 I Gestalt principles of organization, 125 I
Speech perception, 126
Working Memory 132
Limited capacity and rapid decay, 133 I Rehearsal, 134 I
Encoding, 137 I Forgetting, 137 I Memory scanning, 139 I
Working memory and language comprehension, 140
Conclusion 140
Suggested Readings 141
6 Memory and Information Processing II: Long-Term
Memory 142
Taxonomies of Memory 142
The Question of Representation 143
Imagery, 145 I Network models of semantic memory, 148 I
Feature comparison model of semantic memory, 150 I
Parallel distributed processing (PDP) models, 752
Encoding and Retrieval Processes 153
Ways of measuring memory, 153 I Implicit memory, 155 I
Mnemonics, 156 I Contextual variables in encoding
and retrieval, 159
Forgetting 162
Failure to encode, 163 I Retrieval failure, 163 I Decay and
interference, 164 I Systematic partial forgetting, 164
Autobiographical Memory 165
Alternative Conceptualizations of Memory 166
The levels (depth) metaphor, 167 I Spreading
activation, 168
Eyewitness Memory 170
What is eyewitness memory like? 170 I The question
matters, 172 I A rebuttal to Loftus, 173 I
Conclusion, 174
Memory as Construction and Reconstruction 175
Suggested Readings 178
Part III Learning, Cognition, and the Higher Mental Processes
7 Language 179
Semantics 180
Word Meaning, 180
Syntax 187
Surface and deep structure, 187 I The given-new
contract, 189 I Style, 191 I Propositional structure, 191
Pragmatics 194
Reading and Writing 199
Writing systems, 199 I Eye movements in reading, 202 I
Essential prereading skills, 202 I Perception in
reading, 203 I Control of reading rate, 206 / Sign
language, 207 I The process of writing, 208
Suggested Readings 210
8 Comprehension 212
The Role of Theme 213
The construction of memory representations, 213 I
Theme as an organizing top-down force, 213 I Prior
knowledge and point of view, 214
Schema Theory 215
What is a schema? 216 I Schemata and encoding, 216 I
Scripts, 219 I The narrative schema, 222
Inference-Drawing in Comprehension 224
Basic processes, 224 I Inferences in social cognition, 226 I
Miscomprehension of advertising, 230 I True-but-deceptive
ads, 231
Anderson s ACT* Model 235
Metacognition 236
Conclusion 237
Suggested Readings 237
9 Thinking 238
Problem Solving 239
Understanding the problem, 240 I Solving the
problem, 241 I Creativity, 243
Reasoning 247
Inductive reasoning, 247 I Deductive reasoning, 249 I
Scientific reasoning, 254
Decision Making 260
Rationality, 260 I Estimating likelihoods of
occurrence, 261 I The availability heuristic, 263 I The
anchoring adjustment heuristic, 265 I Hindsight, 265 I
Expertise in decision making, 266 I Application of cognitive
research to public policy making, 269 I Economic
decision making, 271
Conclusion 277
Suggested Readings 277
Part IV Learning, Cognition, and the Nervous System
10 Cognitive Science and the Mind-Body Problem 278
Introduction 278
The Mind-Body Problem 279
Dualism, 279 I Materialism, 280 I The architecture of
cognition: frameworks, 282
The Mind s-Eye View: The Symbol System Hypothesis 288
Functionalism, 288 I Problem solving: representation and
search, 290 I Intuition: expertise and the importance
of knowledge, 293 I Production system learning: the case
of Pavlovian conditioning, 297
The Brain s-Eye View: Connectionism 298
Critique of the symbol-system hypothesis, 299 I
Connectionist cognitive architecture: units and neural
nets, 299 I Connectionist learning: the case of Pavlovian
conditioning, 301 I Evaluation of connectionism, 305
Conclusion: Hybrid Models and the Mind-Body Problem 307
Suggested Readings 308
11 Neurophysiology of Learning and Cognition 309
Introduction 309
Two kinds of biology, 309 I Into the empty organism:
the search for the engram, 311
Proximate Causes: Learning, Memory, and the Brain 315
Human amnesia, 315 I Animal models of amnesia, 320 I
Multiple memory systems: a biological view, 322 I
Connectionist model of hippocampal function, 323 I
Learning at the cellular level: model systems, 325 I
Neurophysiology of cognition, 330
Suggested Readings 331
12 Evolution of Learning and Cognition 332
Introduction 332
Ultimate Causes: Learning and Evolution 333
Principles of evolution, 333
Human Evolution 336
The descent of Homo sapiens sapiens, 336 I The evolution of
human intelligence, 338
The Biological Basis of Social Behavior 341
Introduction: the challenges of sociobiology, 341 I
Altruism, 344 I Aggression, 351 I Sexual behavior, 355 I
Human sexuality, 361 I Families, 371
Conclusion 374
Genetics or learning? 374 I Uniquely human:
co-evolution, 375 I Sociobiology as psychology, 376
Suggested Readings 378
Part V Learning, Cognition, Evolution, and Development
13 The Origin and Development of Language 379
Introduction 379
Behaviorism and language, 379 I Could language
be innate? 380
Animal Communication 383
Patterns of animal communication, 383 I Two examples:
Honeybees and birds, 387
Can Chimps Read? 391
Ape language projects, 392 I Controversy, 393 I
Conclusion, 396
Human Language 397
Evolution of language, 397 I Acquisition of language, 400
Conclusion: The Biological Basis of Language 406
Suggested Readings 407
14 Development, Learning, and Cognition 408
Introduction 408
Defining development, 408 I Heinz Werner and
orthogenesis, 409
Cognitive Development 410
Genetic epistemology, 410 I Criticisms of genetic
epistemology, 424 I Alternatives to genetic
epistemology, 429
Moral Development 433
Lawrence Kohlberg s stage theory, 433 I Alternative:
social-learning theory, 440
Alternative: Information Processing 443
Biology of Development 444
Proximate causes, 444 I Ultimate causes, 445
Conclusion: Constraints on Development 447
Suggested Readings 451
References 453
Index 532
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| spelling | Leahey, Thomas Hardy Verfasser aut Learning and cognition Thomas H. Leahey ; Richard Jackson Harris 3. ed. Englewood Cliffs, NJ Prentice Hall 1993 XII, 545 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Cognitie gtt Leren gtt Cognition Human information processing Learning, Psychology of 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 Lernen (DE-588)4035408-8 s DE-604 Lernpsychologie (DE-588)4074166-7 s 1\p DE-604 Harris, Richard Jackson Verfasser aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=005896116&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Leahey, Thomas Hardy Harris, Richard Jackson Learning and cognition Cognitie gtt Leren gtt Cognition Human information processing Learning, Psychology of 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 cognition |
| title_auth | Learning and cognition |
| title_exact_search | Learning and cognition |
| title_full | Learning and cognition Thomas H. Leahey ; Richard Jackson Harris |
| title_fullStr | Learning and cognition Thomas H. Leahey ; Richard Jackson Harris |
| title_full_unstemmed | Learning and cognition Thomas H. Leahey ; Richard Jackson Harris |
| title_short | Learning and cognition |
| title_sort | learning and cognition |
| topic | Cognitie gtt Leren gtt Cognition Human information processing Learning, Psychology of Lernen (DE-588)4035408-8 gnd Lernpsychologie (DE-588)4074166-7 gnd Gedächtnis (DE-588)4019614-8 gnd |
| topic_facet | Cognitie Leren Cognition Human information processing Learning, Psychology of Lernen Lernpsychologie Gedächtnis |
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