Holdings: Learning and memory

Learning and memory: an integrative approach

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Bibliographic Details
Main Author:	Lieberman, David A. (Author)
Format:	Book
Language:	English
Published:	Belmont, CA [u.a.] Thomson Wadsworth c2004
Subjects:	Conditionering (psychologie) Geheugen Leren Learning, Psychology of > Textbooks Memory > Textbooks Psychologie Gedächtnis Lernpsychologie Einführung
Online Access:	Inhaltsverzeichnis
Physical Description:	XXVI, 552 S. Ill., graph. Darst.
ISBN:	0534619746

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adam_text	Brief Contents Part One Learning 1 Chapter 1 Щ Some Basic Assumptions 3 Chapter 2 Щ Foundations of Classical Conditioning 43 Chapter З Ш Principles and Applications of Conditioning 87 Chapter 4 Ш Theories of Conditioning 115 ChapterS Щ Reinforcement 153 Chapter 6 Щ Applications of Reinforcement 196 Chapter 7 Ш Punishment 221 Chapter 8 Щ Associative and Cognitive Processes in Reinforcement 252 Part Two Memory 297 Chapter 9 Щ An Introduction to Memory 299 Chapter 10 Щ Sensory and Working Memory 334 Chapter 11 Ш Long-Term Memory 376 Chapter 12 Ш Retrieval 415 Chapter 13 Щ Concepts, Learning, and Memory 464 Contents Preface xvi Part One Learning 1 CHAPTER 1 Some Basic Assumptions 3 Is Behavior Lawful? 5 Determinism versus Free Will 5 Determinism 5 Free will 6 Examples of Lawful Behavior 6 Obedience 6 Child abuse 7 Male violence 8 The Feeling of Freedom 8 Advertising 9 Sexual attraction 9 Neural Determinism 10 Movement 1 1 Emotion 1 1 Thought 1 2 Evaluation 12 How Should We Discover Any Laws? 13 Introspection 13 The unconscious 14 The problem of conforming reports 15 Evaluation 1 6 The Experimental Method 17 One thing at a time! J 7 Clever Hans 1 8 The Nature of Scientific Progress 20 The slowness of progress 20 The artificiality of experiments 20 Behavioral and Cognitive Approaches 22 Skinner s Radical Behaviorism 22 Cognitive Approaches 23 The Current Approach 24 The Use of Animals 25 The Advantages of Using Animals 25 Control of the environment 25 Simpler systems 26 Are Animal and Human Behavior Similar? 27 Problem solving 27 Language 28 Ethical Issues 31 CONTENTS vii Learning and Memory: An Overview 32 Learning 32 Hahituatian 33 Defining homing 33 Associative Learning 34 Classical conditioning 35 Operant conditioning 35 Memory 37 Denning memory 37 Learning and memory 38 Summary 40 Glossary 41 Advanced Note 42 Review Questions 42 CHAPTER 2 Foundations of Classical Conditioning 43 The Associative Tradition 44 The Reiex 44 The Association 45 The British Assockttmnists 46 The hws of association 46 Pavlov s Conditioned Reflexes 47 An Associative Analysis 48 Conditioning 49 Controlling the conditions 49 A typical experiment 50 Extinction 52 Trie concept of inhibition 54 ConâMoneâ inhibition 55 Other Phenomena 57 Semnďmder conditioning 58 Counwconstioning 58 Generalization 58 Discriminaśon 59 The Need кж Control Grows 60 Conditioning Fear in Little Albeit 60 Alternative Explanations 61 Semitízatian 61 Pseudûconâitioning 62 What Behaviors Can Be Conditioned? 64 Autonomie and Skeletal Responses 64 Arousal 65 Brood sugar levels 66 Pain 66 Autoshaping 68 Conditioned Desires: Food, Sex and Drugs 69 Hunger 69 Sexual arousal 70 Drug craving 71 Conditioned Aversions 72 Fear 72 Taste-aversion learning 74 Conditioning and the Brain 76 The Neural Basis of Behavior 76 The Neural Basis of Learning 78 Moving at a snail s pace 78 Long-term potentìatìon 79 Synoptic plasticity 79 Summary 82 Glossary 82 Advanced Notes 84 Review Questions 85 Sniffy Pro Exercises 86 Chapter 3 Principles ana Applications of Conditioning 87 The Laws öf Association 88 Contiguity 88 TfieCS-US interval 88 Simultaneous and backward conditioning 89 Spatial contiguity 92 Frequency 92 Intensity 92 CONTmGlNCY Ш The Concept of Conttageacf 93 Contingency and Conditioning 95 Positive contingencies 96 Negative contingencies 97 viii CONTENTS Preparedness 99 Taste-Aversion Learning 99 Implications 101 The role of contiguity in associative ¡earning 101 The uniformity of conditioning 101 The Adaptive Value of Preparedness 102 The value of conditioning 102 The value of preparedness 103 Blocking 103 Kamin*s Research 104 Surprise! 104 Implications 106 The role of contiguity 106 The roh of cognition í 06 Applications 107 Phobias 10? Systematic desemitizätion 107 Exposure therapy 109 The origin of phobias í 09 Aversion Therapy 110 Summary 112 Glossary 113 Review Questions 114 Sniffy Pro Exercises 114 Chapter 4 TbeoriesofCondakmng 115 The Rescorla-Wagner Model The Importance of Surprise í í ? A Mathematical Model 117 ТЛе ¡earning curve Î18 Quantifying surprise í 19 Parameters 119 The Rescohla^Wagnbr Model: Evaluation 121 Explaining the Öld 122 Ccmăiuming 122 Extinction 123 Blocking 124 Contingency 125 116 Predicting the New 126 The Model s Limitations 129 Latent inhibition 129 Configurai learning 129 Occasion setting 131 Evaluation 132 What Is Learned During Conditioning? 133 Signai or Substitute? 134 Stimulus substitution 134 Expectations 137 A Two-System Hypothesis 138 The brain s evolution 139 Two routes to fear 140 A Closer Look 142 The CR-UR Relationship 142 The Role of Awareness 143 Conditioning without awareness 144 Advertising 145 Causal Learning 146 Medical diagnosis 146 Implications 147 Summary 148 Glossary 149 Advanced Notes 150 Review Questions 152 Sniffy Pro Exercises 152 CHAPTERS Reinforcement 153 Thoemhke s Law of Effect 154 Are Animals Intelligent? 154 The Law of Effect 155 Some Controversial Issues 156 í can t get no satisfaction 157 Reinforcement versus conditioning 159 TheReíkforcee 159 Primary Reinforcers 160 Иге Premack principle 160 A efu Lfeft application loi CONTENTS ix Secondary Reinforcers 162 Social Reinforcers 163 Delay of Reinforcement 164 Delay of Reinforcement in Animals 164 Implications for Human Learning 167 Delay reduces incentive 167 Reinforcing homework 169 Schedule of Reinforcement 170 Ratio and Interval Schedules 171 The schedules 171 Patterns of responding 172 The partial reinforcement effect 174 Choosing a schedule 175 A Criminally Successful Application 176 Motivation 177 Contrast Effects 178 The Yerkes-Dodson Law 181 Stimulus Control 183 The Concept of Stimulus Control 183 Encouragmg Discrimination 186 Encouraging Generalization 187 A Preliminary Application 188 Summary 190 Glossary 191 Advanced Notes 192 Review Questions 193 Sniffy Pro Exercises 194 Chapter 6 Applications of Reinforcement 196 Three Applications 197 Classroom Behavior 19? The Token Economy 199 Autism 200 The Problem of Maintaining Behavior 202 The Problem of Extinction 202 Tactics for Encouraging Maintenance 203 Partial reinforcement 203 Reinforcing in a variety of settings 203 Fading 204 Harmful Effects of Reinforcement 205 Moral Objections 206 Bribery 206 Greed 206 Undermining Intrinsic Motivation 207 Determinants of Undermining 208 Intrinsic or extrinsic? 208 Coercion 208 Competence 209 Evaluation 209 The principk of minimal force 209 Behavioral contracts 210 Self-Control 211 The Concept of Self-Control 212 Willpower 212 Reinforcement contingencies 213 A painful examph 214 Self-Control Techniques 214 Stimulus control 214 Self-reinforcement 215 Developing Self-Control 216 Improving Your Studying 218 Summary 219 Glossary 219 Review Questions 220 Chaffer? Punishment 221 Principles op Punishment 222 Methodological issues 222 Definitions 222 Observation versus experiment 222 Animals versus kumam 223 χ CONTENTS Is Punishment Effective? 224 Bar pressing in rats 224 Self injurious behavior in humans 226 Principles 228 Intensity 228 Deky 229 Schedule 230 Stimulus control 230 Verbal exphnation 233 Side Effects of Punishment 234 Fear 234 Reduced interest 235 Impairment of attention 235 Learned helplessness 236 Aggression 238 Pain-elicited aggression 238 Modeling 238 Long-term effects 239 Conclusions 240 Application^ Children s Misbehavior 242 Reinforcing Good Behavior 242 Using Minimal Force 244 Extinction 244 Time-out 246 Response cost 247 Summary 249 Glossary 250 Advanced Note 250 Review Questions 251 Chapter 8 Associative and Cognitive Processes in Reinforcement 252 What Is Learned? 254 S-R Theory 254 Behaviorism 254 A cognitive view 256 Learning without responding 256 Neobehaviorism 258 Halft view 253 Masochistic rats 260 Tolman s Expectations 261 Docility 262 Disruption 263 Reinforcer devaluation 263 The Two-System Hypothesis 265 Why Was the Issue So Difficult to Resolveľ 265 Convergence 265 Ambiguity 266 Two systems? 267 Controlled versus Automatic Processing 268 Automatic: Reinforcement Without Awareness 269 Thumb twitches 269 The double agent 270 Controlled: Testing Hypotheses 271 Concept learning 272 The Fl scallop 273 Conclusions 275 Animal Cognition 276 Cognitive Maps 276 Counting 278 Language 281 Early signs 281 Washoe 282 Kann 283 The Paradox of Avoidance 284 Two-Factor Theory 284 The Response Problem 287 The problem 287 Bollen SSĐR solution 287 The Fearlessness Problem 288 Nonchalant dogs 289 A cognitive account 289 Evaluation 291 Summary 291 Glossary 292 Advanced Notes 294 Review Questions 295 CONTENTS xi Part Two Memory 297 Chapter 9 An Introduction to Memory 299 Ebbinghaus s Memory 301 A Lot of Nonsense 301 Learning 302 Forgetting 303 Practice Makes Perfect 303 The spacing effect 304 Remembering high school 304 From Association to Cognition 306 An Associative Analysis 306 Mediation in Paired-Associate Learning 306 Mediation 307 Implications 307 Organization in Free Recall 308 Clustering 308 Hierarchical organization 309 Implications 310 Grammar in Sentences 311 Chomsky s deep structure 311 Memory for meaning 312 Summary 313 An Information-Processing Framework 314 The Computer Analogy 315 Computers 315 Sequential processing 316 Terminology 316 Two Clues to a Model of Memory 317 Rapid forgetting 317 Memory span 319 A Preliminärt Modbl 319 The Atkimon-Shiifrin. Model 320 STS and LTS 320 Control processes 320 Implications 321 Rapta forgetting 321 Memory span 322 Primacy and recency 322 Application to Studying 324 Practice 325 Amount of practice 325 Spacing of practice 326 Think! 327 Understanding aids memory 327 SQ3R 328 Review 329 Summary 330 Glossary 331 Advanced Note 332 Review Questions 332 CogLab Exercises 333 Chapter 10 Sensory and Working Memory 334 Sensory Memory 335 From Features to Grandmothers 335 Top Down Processing 337 Storing the Evidence 340 Short-Term Memory? 342 Two Stores or One! 342 The issue 342 Evidence from amnesia 343 STM as Activated LTM 345 Working Memory 347 The Mental Workbench 347 Three Components 348 The phonobffcd bop 349 The wsuu Spatíd sfaicfcjwJ 350 TL· central executive 353 xii CONTENTS From STM to ĽIM 354 Leveis of Processing 354 Rehearsal revisited 354 Depth 355 Ehbomtian 355 Consolidation 356 Attention 359 Selective Attention 360 The cocktail party 360 Filter theories 360 Capacity themes 362 Attention as a spoăight 364 Automatic Processing 367 Controlled verst« automatic processes 367 Automatization 367 Applications 369 Summaey 371 Glossary 372 Review Questions 374 CogLab Exercises 375 Chapter łl Łong-Term Memory 376 Memory Systems 377 Episodic and Semantic Memory 377 Two systems 378 Are they really afferent? 379 Unconscious Memories 381 Procedural memory 382 Perceptual memory 383 The role of tL· unconscious 386 Practical Implications 386 Unccmschus prejudice 387 Familiarity breeds attraction 388 Procedúrái Issues 388 Process purity 389 Converging operations 39Q Theories of Semantic Memory Semantic Networks 393 A hierarchical matki 393 Spreading acüvation 398 392 Propositions 399 An abstract proposition 399 Ants eat jelly 401 Schemas 404 The importance of understanding 4Q4 Scripts 406 Application: Mnemonics 407 The Method of Loci 408 Why Is It Effective? 408 Organization 408 The generation effect 410 imagery 410 Summary 411 Glossary 412 Review Questions 413 CogLab Exercises 414 Chapter 12 Retrieval 415 Why Do We Forget? 416 Decay 416 Long-term memory 416 Short-term memory 419 Interference 421 Retroactive interference 421 Proactive interference 421 Erasure 425 Unavailable or inaccessible! 425 The tip-of the-tongue effect 426 Recall versus recognition 427 Savings 428 Summary 429 Retrieval Processes 429 Memory as a Warehouse 430 Storage 430 Retrieval 430 Retrieval Cues 431 Contextual cms 43 1 State-depemhtt memory 432 Encoding specificity 434 CONTENTS xiii A Model of Retrieval; SAM 436 SAM s Assumptions 436 Coding 436 Retrieval cues 436 Cue overload 438 SAM s Predictions 438 Organization 438 Interference 440 Quantitative predictions 440 Memory as Reconstruction 442 Reconstructing the Past 442 The War of the Ghosts 442 Hindsight Has 443 Source Confusion 444 A memorable rape 444 Stopl 444 Lost at the mdl 446 Reality Monitoring 447 Real or imagined? 447 Confabulation 448 Revisiting the Warehouse 448 Application: Memory and the Law 449 Eyewitness Testimony 450 Flashbulb memories! 450 Errors during coding 452 Errors during retrieval 452 Improving Testimony 453 řřyfmosis? 454 The cognitive interview 454 Improving lineups 455 Recovered Memories 456 Recovered memories can be real 456 Recovered memories can be fake 457 Evaluation 459 Summary 459 Glossary 460 Advanced Notes 462 Review Questions 462 CogLab Exercises 463 CHAPTER 13 Concepts, Learning, and Memory 464 Concept Learning 466 Hypothesis Theory 467 АП ОГ Попе learning 468 Limitations of the rfieory 469 Fuzzy Concepts 470 Prototype theory 470 Exemphr theory 472 Evaluation 472 A Neural Network Model 476 Brains and Computers 477 Neural Networks 478 Trie delta rule 479 The Rescana-Wagner model 481 Explaining Concept Learning 482 Computer simulation 482 The concept of dog 483 Cats, dogs, and bagels 486 Explaining Everything: Learning, Memory, Language ... 487 Conditioning 487 Memory 488 Remembering Rover 488 Birds have feathers 488 Catastrophic interference 490 Language 491 A Preliminary Evaluation 492 Learning and Memory 493 Summary 496 Glossary 496 Advanced Note 497 Review Questions 498 CogLab Exercises 498 References 499 Credits 536 Name Index 538 Subject Index 547
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spelling	Lieberman, David A. Verfasser aut Learning and memory an integrative approach David A. Lieberman Belmont, CA [u.a.] Thomson Wadsworth c2004 XXVI, 552 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Conditionering (psychologie) gtt Geheugen gtt Leren gtt Learning, Psychology of Textbooks Memory Textbooks Psychologie (DE-588)4047704-6 gnd rswk-swf Gedächtnis (DE-588)4019614-8 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf (DE-588)4151278-9 Einführung gnd-content Lernpsychologie (DE-588)4074166-7 s DE-604 Gedächtnis (DE-588)4019614-8 s Psychologie (DE-588)4047704-6 s Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018606852&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Lieberman, David A. Learning and memory an integrative approach Conditionering (psychologie) gtt Geheugen gtt Leren gtt Learning, Psychology of Textbooks Memory Textbooks Psychologie (DE-588)4047704-6 gnd Gedächtnis (DE-588)4019614-8 gnd Lernpsychologie (DE-588)4074166-7 gnd
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title	Learning and memory an integrative approach
title_auth	Learning and memory an integrative approach
title_exact_search	Learning and memory an integrative approach
title_full	Learning and memory an integrative approach David A. Lieberman
title_fullStr	Learning and memory an integrative approach David A. Lieberman
title_full_unstemmed	Learning and memory an integrative approach David A. Lieberman
title_short	Learning and memory
title_sort	learning and memory an integrative approach
title_sub	an integrative approach
topic	Conditionering (psychologie) gtt Geheugen gtt Leren gtt Learning, Psychology of Textbooks Memory Textbooks Psychologie (DE-588)4047704-6 gnd Gedächtnis (DE-588)4019614-8 gnd Lernpsychologie (DE-588)4074166-7 gnd
topic_facet	Conditionering (psychologie) Geheugen Leren Learning, Psychology of Textbooks Memory Textbooks Psychologie Gedächtnis Lernpsychologie Einführung
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