Learning: behavior and cognition
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Pacific Grove, Calif.
Brooks/Cole
1993
|
| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Physical Description: | XXIII, 592 S. graph. Darst. |
| ISBN: | 0534174000 |
Staff View
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| 250 | |a 2. ed. | ||
| 264 | 1 | |a Pacific Grove, Calif. |b Brooks/Cole |c 1993 | |
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Record in the Search Index
| _version_ | 1804123869304324096 |
|---|---|
| adam_text | Titel: Learning
Autor: Lieberman, David A.
Jahr: 1993
Contents
Preface xix
PARTI CHAPTER ONE
Introduction Some Basic Assumptions 2
1.1 Why Study Learning? 4
Is Behavior Lawful? 5
Can Behavior Be Controlled? 8
Is Controlling Behavior Desirable? 8
1.2 How Should We Study Learning? 13
Authority 13
Introspection 15
1.3 The Experimental Method 18
A Hypothetical Experiment 19
The Search for Alternative Explanations 20
The Nature of Scientific Progress 23
1.4 The Use of Animals 26
The Advantages to Using Animals 26
Is Animal and Human Behavior Similar? 28
Ethical Issues 31
1.5 Varieties of Learning 32
Reflexes and Learning 33
Associative Learning 36
1.6 Summary 37
Selected Definitions 40
Review Questions 41 vii
CHAPTER TWO
An Introduction to Associative
Learning 42
2.1 The Associative Background 44
Associations in the Body 44
Associations in the Mind 45
Associations in the Brain 47
2.2 Classical Conditioning 51
Pavlov s Conditioned Reflexes 52
An Associative Analysis 55
2.3 Instrumental Conditioning 57
Reinforcement 57
Punishment 62
Instrumental and Classical Conditioning 62
2.4 Is Associative Learning Simple? 64
Theories of Learning 64
Trial-and-Error Learning Revisited 66
2.5 Summary 69
Selected Definitions 72
Review Questions 74
PART II CHAPTER THREE
Classical Foundations of Conditioning 76
Conditioning
3.1 Pavlov s Discoveries 77
Extinction 77
Counterconditioning 83
Stimulus Control 83
3.2 The Need for Control Groups 85
An Example: Conditioning Fear 85
Alternative Explanations 86
viii
3.3 The Generality of Conditioning 90
Autonomic Conditioning 91
Skeletal Conditioning 96
Conditioned Motivation 97
Expectations 103
3.4 Summary 105
Selected Definitions 106
Review Questions 108
CHAPTER FOUR
Principles and Applications no
4.1 The Laws of Association ill
Contiguity 111
Frequency 114
Intensity 114
4.2 Contingency 114
The Concept of Contingency 115
Contingency and Conditioning 117
4.3 Preparedness 123
Taste-Aversion Learning 123
Implications of Taste-Aversion Learning 125
The Adaptive Value of Conditioning 128
4.4 Blocking 130
The Phenomenon of Blocking 130
Kamin s Memory-Scan Hypothesis 131
May the Better Predictor Win 132
4.5 Applications of Conditioning 132
Systematic Desensitization 133
Aversion Therapy 136
Behavior Therapy 138
A Cognitive Analysis 139
4.6 Summary 140
Selected Definitions 142
Review Questions 143
ix
CHAPTER FIVE
Theories of Conditioning 146
5.1 The Rescorla-Wagner Model 148
Learning and the Role of Expectations 148
The Model 149
5.2 The Rescorla-Wagner Model:
Deriving Predictions 154
Parameter Estimation 154
Conditioning 155
Extinction 156
Blocking 157
5.3 Evaluating the Rescorla-Wagner
Model 159
New Predictions: Overexpectation 160
The Implications for Contingency 162
The Model s Limitations 164
Evaluation 165
5.4 What Is Learned Through
Conditioning? 166
S-SorS-R? 166
Signal or Substitute? 168
5.5 The Problem of Performance 173
Predicting the Conditioned Response 173
A Behavior-System Analysis 174
5.6 Is Conditioning Automatic? 179
Conditioning Without Awareness 180
Involuntary Conditioning 184
5.7 Summary 185
Selected Definitions 190
Review Questions 190
x
PART III CHAPTER SIX
Instrumental Reinforcement 194
Conditioning
6.1 Basic Procedures 196
The Maze 196
The Skinner Box 197
Shaping 198
6.2 Primary, Secondary, and Social
Reinforcers 199
Primary Reinforcers 199
Secondary Reinforcers 202
Social Reinforcers 204
6.3 Delay of Reinforcement 206
Does Delay Matter? 207
The Role of Interference 212
Implications for Human Learning 213
6.4 Schedules of Reinforcement 215
Ratio and Interval Schedules 217
DRL and DRO Schedules 223
Concurrent Schedules 224
A Criminally Successful Application 225
6.5 Motivation 227
Drive 227
Incentive 228
Learning and Motivation 231
6.6 Stimulus Control 233
The Concept of Stimulus Control 234
Encouraging Generalization 235
Encouraging Discrimination 237
6.7 A Preliminary Application 239
Dicky s Glasses 239
The Importance of Gradual Change 240
6.8 Summary 242
Selected Definitions 244
Review Questions 246
xi
CHAPTER SEVEN
Response Suppression 248
7.1 Punishment 249
Methodological Issues 249
Punishment in Animals 251
Punishment in Humans 257
A Theoretical Analysis 260
7.2 Side Effects of Punishment 261
A Traumatic Example of Punishment 262
Fear 263
Aggression 265
Evaluating Punishment 267
7.3 Extinction 270
A Practical Application of Extinction 270
Extinction as Punishment 271
7.4 The Partial Reinforcement
Effect 275
The Discrimination Hypothesis 275
Capaldi s Sequential Model 275
7.5 Summary 280
Selected Definitions 282
Review Questions 283
CHAPTER EIGHT
Applications 284
8.1 Reinforcement in the Classroom 286
Classroom Behavior 286
Teaching Sports 287
The Token Economy 289
8.2 The Problem of Maintaining
Behavior 290
xii
8.3 Harmful Effects of
Reinforcement 293
Moral Objections 293
Undermining Intrinsic Motivation 294
Evaluating Reinforcement 296
8.4 Alternatives to Reinforcement:
Modeling 298
Modeling 298
Modeling in the Treatment of Phobias 299
Determinants of Imitation 301
8.5 Alternatives to Reinforcement:
Self-Control 303
Techniques of Self-Control 304
The Development of Self-Control 306
Improving Your Studying 309
8.6 Summary 309
Selected Definitions 312
Review Questions 312
CHAPTER NINE
Theories of Reinforcement: The
Law of Effect Revisited 314
9.1 Is Reinforcement Automatic? 315
Is Contiguity Sufficient? 316
Reinforcement Without Awareness 320
Evaluating Automatic Reinforcement 323
9.2 Is Reinforcement Necessary for
Learning? 324
Learning Without Reinforcement 325
The Role of the Reinforcer 327
9.3 Avoidance 330
Two-Factor Theory 331
The Response Problem 335
The Case of the Nonchalant Jumper 338
A Cognitive Analysis 340
Synthesis: Information and Motivation 342
xiii
9.4 Reinforcement and Conditioning:
One Process or Two? 343
Contingencies 344
Responses 346
Principles 349
One Process? 350
Conclusion 352
9.5 Summary 353
Selected Definitions 356
Review Questions 357
PART IV CHAPTER TEN
Theoretical Learning in an Evolutionary
Processes in Context 360
Associative
Learning 10-! The general process view 36i
10.2 An Evolutionary Perspective 364
Principles of Evolution 365
Learning and Evolution 367
10.3 The Challenge Within-. Are
Classical Conditioning and
Reinforcement Uniform
Processes? 373
Classical Conditioning? 373
Reinforcement: The Misbehavior of
Organisms 375
Why Does Reinforcement Fail? 378
10.4 Variations on a Theme 381
An Adaptationist Perspective 382
Classical Conditioning and Reinforcement
Reconsidered 384
An Associative Analysis of Imprinting 386
Implications 387
10.5 Summary 389
Selected Definitions 391
Review Questions 392
xiv
CHAPTER ELEVEN
What Is Learned?
Associative Versus Cognitive
Theories of Learning 394
11.1 S-R Theory 395
The Development of S-R Theory 396
A Cognitive Rejoinder 400
The Issue 400
11.2 A Test: Learning Without
Responding 401
Rats in a Cart 402
Latent Extinction 402
11.3 Neobehaviorism 404
Hull s Contribution 404
Explaining Latent Extinction 406
A Prediction: The Case of the Masochistic
Rats 409
11.4 A Cognitive Analysis 411
Tolman s Expectations 411
Reinforcer Devaluation 413
11.5 Synthesis 414
Why Was the Theoretical Debate So Difficult to
Resolve? 415
Habits and Awareness in Human Behavior 418
The New Consensus 420
11.6 Summary 422
Selected Definitions 424
Review Questions 426
xv
CHAPTER TWELVE
How Is It Learned?
An Information-Processing
Model 428
12.1 The Concept of Information
Processing 431
The Computer Analogy 431
The Information-Processing Perspective 432
Coding, Storage, and Retrieval 433
12.2 An Information-Processing Model of
Human Memory 434
Coding 434
Storage 439
Retrieval 440
Summary 442
12.3 Stimulus Coding: Relational and
Configural Learning 443
S-R and Cognitive Theories of Coding 443
Transposition 444
Configural Learning 450
12.4 Stimulus Coding: Attention 452
Selective Attention 452
A Perceptual Model of Attention 454
Blocking: Attention as a Central Process 456
Summary 459
12.5 The Role of the Reinforcer:
Surprise! 460
A Surprising Hypothesis 461
Marking 461
12.6 Retrieval 463
Effects of Rehearsal on Memory 463
Interference 466
Retrieval Cues 467
xvi
12.7 A Neoassociative Model of Learning
and Memory 469
The Model 469
Explaining Basic Phenomena 470
Testing the Neoassociative Model 472
The Model s Weaknesses 474
12.8 Summary 478
Selected Definitions 482
Review Questions 484
CHAPTER THIRTEEN
Is Associative Learning Simple
or Complex? 486
13.1 Cognitive Maps 488
Tolman s Cognitive Map Hypothesis 488
But Is It Really a Map? 490
Map Complexity 493
13.2 Rule Learning 495
Learning Set 495
Learned Helplessness 498
13.3 Concept Learning 501
Concept Learning in Pigeons 502
Is It Really Learning? 503
13.4 Hypothesis Theory 504
The Theory 505
Predictions of Hypothesis Theory 506
Evaluating Hypothesis Theory 508
13.5 The Problem of Abstraction 509
Prototypes and Exemplars 509
Testing Prototype Theory 510
xvii
13.6 The Neural Network Solution (to
Association, Abstraction, and
Everything...) 511.
Brains and Computers 512
A Neural Network Model 515
Explaining Abstraction 518
And Everything . . . 522
A Preliminary Evaluation 523
13.7 Associative Learning and
Cognition 524
13.8 Summary 526
Selected Definitions 528
Review Questions 528
References 531
Acknowledgments 569
Author Index 575
Subject Index 583
xviii
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| spelling | Lieberman, David A. Verfasser aut Learning behavior and cognition David A. Lieberman 2. ed. Pacific Grove, Calif. Brooks/Cole 1993 XXIII, 592 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Leren gtt Behavior Cognition Conditioned response Learning Learning, Psychology of Paired-association learning Kognitives Lernen (DE-588)4164479-7 gnd rswk-swf Assoziation (DE-588)4003269-3 gnd rswk-swf Operante Konditionierung (DE-588)4172613-3 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 s Operante Konditionierung (DE-588)4172613-3 s DE-604 Assoziation (DE-588)4003269-3 s Kognitives Lernen (DE-588)4164479-7 s 1\p DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=006294242&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 | Lieberman, David A. Learning behavior and cognition Leren gtt Behavior Cognition Conditioned response Learning Learning, Psychology of Paired-association learning Kognitives Lernen (DE-588)4164479-7 gnd Assoziation (DE-588)4003269-3 gnd Operante Konditionierung (DE-588)4172613-3 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4164479-7 (DE-588)4003269-3 (DE-588)4172613-3 (DE-588)4074166-7 |
| title | Learning behavior and cognition |
| title_auth | Learning behavior and cognition |
| title_exact_search | Learning behavior and cognition |
| title_full | Learning behavior and cognition David A. Lieberman |
| title_fullStr | Learning behavior and cognition David A. Lieberman |
| title_full_unstemmed | Learning behavior and cognition David A. Lieberman |
| title_short | Learning |
| title_sort | learning behavior and cognition |
| title_sub | behavior and cognition |
| topic | Leren gtt Behavior Cognition Conditioned response Learning Learning, Psychology of Paired-association learning Kognitives Lernen (DE-588)4164479-7 gnd Assoziation (DE-588)4003269-3 gnd Operante Konditionierung (DE-588)4172613-3 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Leren Behavior Cognition Conditioned response Learning Learning, Psychology of Paired-association learning Kognitives Lernen Assoziation Operante Konditionierung Lernpsychologie |
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