The psychology of learning: an introduction from a functional-cognitive perspective
Gespeichert in:
| Hauptverfasser: | , |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Massachusetts
The MIT Press
[2020]
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | xiv, 299 Seiten Illustrationen, Diagramme, Porträts |
| ISBN: | 9780262539234 |
Internformat
MARC
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| 245 | 1 | 0 | |a The psychology of learning |b an introduction from a functional-cognitive perspective |c Jan De Houwer and Sean Hughes |
| 264 | 1 | |a Cambridge, Massachusetts |b The MIT Press |c [2020] | |
| 300 | |a xiv, 299 Seiten |b Illustrationen, Diagramme, Porträts | ||
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| 653 | 0 | |a Functionalism (Psychology) | |
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Contents Preface xi Introduction: What Is Learning and How Can We Study It? l 0.1 What Is Learning? 3 0.1.1 Learning as Ontogenetic Adaptation 3 0.1.2 Difficulties in Applying the Definition of Learning 4 0.2 What Are the Different Types of Learning? 6 0.2.1 Types of Regularity in the Environment 6 0.2.2 Types of Learning 8 0.2.3 Difficulties in Determining Different Types of Learning 11 0.3 A Functional-Cognitive Framework for the Psychology of Learning 12 0.3.1 The Functional Approach within Learning Psychology 13 0.3.1.1 The environment as a moderator of learning 13 0.3.1.2 Abstract functional knowledge 16 0.3.1.3 Why strive for abstract functional knowledge? 18 0.3.2 The Cognitive Approach within the Psychology of Learning 20 0.3.2.1 Mental mechanisms as mediators of learning 20 0.3.2.2 Why strive for cognitive knowledge? 21 0.3.3 The Relation between the Functional and Cognitive Approaches in Learning Psychology 26 0.4 Structure of the Book 31 1 Effects of Regularities in the Presence of a Single Stimulus 37 1.1 Functional Knowledge 37 1.1.1 The Nature of the Stimuli 39 1.1.2 The Nature of the Observed Behavior 40 1.1.3 Properties of the Organism 42 1.1.4 The Impact of the Broader Context 42 1.1.5 Characteristics of Noncontingent Stimulus Presentations 48 1.1.5.1 The nature of the noncontingent stimulus presentation 48
viii Contents 1Л .5.2 Changes in the nature of the noncontingent stimuius presentations 1.1.5.3 Temporal aspects of the noncontingent stimulus presentation 49 1.2 Process Theories 49 1.2.1 The Model of Sokolov and the Model of Bradley 50 1.2.2 The Opponent-Process Model of Solomon 53 2 48 Classical Conditioning: Effects of Regularities in the Presence of Multiple Stimuli 57 2.1 Some Basic Terms and Procedures 57 2.1.1 Basic Terms 57 2.1.2 Procedures 59 2.2 Functional Knowledge 61 2.2.1 The Nature of the Stimuli 61 2.2.1.1 Classical conditioning is a general phenomenon 61 2.2.1.2 The influence of the properties of the CS or US, and the relation between CS and US on classical conditioning effects 63 2.2.1.3 The impact of the nature of the US on the nature of the CR 65 2.2.2 The Nature of the Observed Behavior 66 2.2.2.1 Influences on involuntary behavior 66 2.2.2.2 Three types of behavior 68 2.2.2.3 Unconscious learning: The relation between different conditioned changes in behavior 71 2.2.3 The Properties of the Organism 73 2.2.4 The Influence of the Broader Context 76 2.2.5 Characteristics of the CS-US Relation and Changes in Those Characteristics 77 2.2.5.1 The nature of the spatiotemporal relation 77 2.2.5.2 Changes in the nature of the spatiotemporal relation 85 2.2.5.3 The way that the CS-US relation is presented 92 2.3 Mental Process Theories 92 2.3.1 Associative Models 92 2.3.1.1 S-R models 93 2.3.1.2 S-S models 96 2.3.2 Propositional Models 110 2.3.2.1 The core of propositional models 110 2.3.2.2 General evaluation of propositional models 111 3 Operant Conditioning:
Effects of Regularities in the Presence of Stimuli and Behavior 117 3.1 Some Basic Terms and Procedures 117 3.1.1 Basic Terms 117 3.1.1.1 The three terms of the three-term contingency 3.1.1.2 Types of operant conditioning 121 118
ix Contents 3.1.2 Procedures 122 3.1.2.1 Discrete trials methods 122 3.1.2.2 Free-operant methods 123 3.2 Functional Knowledge 123 3.2.1 The Nature of the Stimuli 123 3.2.1.1 Operant conditioning is a general phenomenon 123 3.2.1.2 The influence of the properties of the Sd and Sr on the degree of operant conditioning 124 3.2.1.3 The impact of the nature of the Sr on the nature of change in R 126 3.2.2 The Nature of the Observed Behavior 132 3.2.2.1 Influences on voluntary and involuntary behavior? 132 3.2.2.2 The nature of the change in behavior 133 3.2.3 The Properties of the Organism 137 3.2.4 The Influence of the Broader Context 138 3.2.4.1 Other Sd: R-Sr relations 138 3.2.4.2 Establishing operations 139 3.2.5 The Nature of the Relation 141 3.2.5.1 Contingency is more important than contiguity 141 3.2.5.2 Conditional contingency is more important than contingency 143 3.2.5.3 Reinforcement schedules 144 •3.2.5.4 Indirect relations 151 3.2.5.5 Changes in the nature of the relation 153 3.3 Mental Process Theories 166 3.3.1 Associative Models 166 3.3.1.1 S-R models 166 3.3.1.2 R-Sr and Sd-Sr models 170 3.3.2 Propositional Models 175 3.3.2.1 The core of propositional models 175 3.3.2.2 General evaluation of propositional models 176 4 Complex Forms of Learning: Joint Effects of Multiple Regularities 181 4.1 Some Basic Terms and an Overview 181 4.2 Functional Knowledge 182 4.2.1 Two Types of Complex Learning 182 4.2.1.1 Moderated learning 182 4.2.1.2 Effects of metaregularities: On the functions of relations and regularities 4.2.2 Learning 2.0 191 4.3 Mental Process Theories
196 185
x 5 Contents Applied Learning Psychology: Using the Principles of Learning to Improve the Well-Being of Individuals, Groups, and Societies 199 5.1 Introduction: From Experimentation to Application 199 5.2 On the Relationship between Learning and Application 202 5.3 The Functional Approach to Behavior Change 204 5.3.1 Applied Behavior Analysis 204 5.3.2 Testing the Effectiveness of ABA Interventions 206 5.3.3 Training for Generalization 208 5.4 Applied Learning Psychology: Shaping the Behavior of Individuals 208 5.4.1 Developmental Disabilities 208 5.4.2 Maladaptive (Clinical) Behaviors and Their Treatment 210 5.4.3 Substance Abuse 214 5.5 Applied Learning Psychology: From Individuals to Groups 216 5.5.1 Nurturing Families 217 5.5.2 Nurturing Schools 220 5.6 Future Directions for Application 222 5.7 Applied Cognitive Learning Psychology 228 5.8 Psychological Engineering: A Functional-Cognitive Way Forward 229 Reflections on the "Think It Through" Questions Glossary 247 Notes 259 References 267 Index 297 233
Contents Preface xi Introduction: What Is Learning and How Can We Study It? l 0.1 What Is Learning? 3 0.1.1 Learning as Ontogenetic Adaptation 3 0.1.2 Difficulties in Applying the Definition of Learning 4 0.2 What Are the Different Types of Learning? 6 0.2.1 Types of Regularity in the Environment 6 0.2.2 Types of Learning 8 0.2.3 Difficulties in Determining Different Types of Learning 11 0.3 A Functional-Cognitive Framework for the Psychology of Learning 12 0.3.1 The Functional Approach within Learning Psychology 13 0.3.1.1 The environment as a moderator of learning 13 0.3.1.2 Abstract functional knowledge 16 0.3.1.3 Why strive for abstract functional knowledge? 18 0.3.2 The Cognitive Approach within the Psychology of Learning 20 0.3.2.1 Mental mechanisms as mediators of learning 20 0.3.2.2 Why strive for cognitive knowledge? 21 0.3.3 The Relation between the Functional and Cognitive Approaches in Learning Psychology 26 0.4 Structure of the Book 31 1 Effects of Regularities in the Presence of a Single Stimulus 37 1.1 Functional Knowledge 37 1.1.1 The Nature of the Stimuli 39 1.1.2 The Nature of the Observed Behavior 40 1.1.3 Properties of the Organism 42 1.1.4 The Impact of the Broader Context 42 1.1.5 Characteristics of Noncontingent Stimulus Presentations 48 1.1.5.1 The nature of the noncontingent stimulus presentation 48
viii Contents 1Л .5.2 Changes in the nature of the noncontingent stimuius presentations 1.1.5.3 Temporal aspects of the noncontingent stimulus presentation 49 1.2 Process Theories 49 1.2.1 The Model of Sokolov and the Model of Bradley 50 1.2.2 The Opponent-Process Model of Solomon 53 2 48 Classical Conditioning: Effects of Regularities in the Presence of Multiple Stimuli 57 2.1 Some Basic Terms and Procedures 57 2.1.1 Basic Terms 57 2.1.2 Procedures 59 2.2 Functional Knowledge 61 2.2.1 The Nature of the Stimuli 61 2.2.1.1 Classical conditioning is a general phenomenon 61 2.2.1.2 The influence of the properties of the CS or US, and the relation between CS and US on classical conditioning effects 63 2.2.1.3 The impact of the nature of the US on the nature of the CR 65 2.2.2 The Nature of the Observed Behavior 66 2.2.2.1 Influences on involuntary behavior 66 2.2.2.2 Three types of behavior 68 2.2.2.3 Unconscious learning: The relation between different conditioned changes in behavior 71 2.2.3 The Properties of the Organism 73 2.2.4 The Influence of the Broader Context 76 2.2.5 Characteristics of the CS-US Relation and Changes in Those Characteristics 77 2.2.5.1 The nature of the spatiotemporal relation 77 2.2.5.2 Changes in the nature of the spatiotemporal relation 85 2.2.5.3 The way that the CS-US relation is presented 92 2.3 Mental Process Theories 92 2.3.1 Associative Models 92 2.3.1.1 S-R models 93 2.3.1.2 S-S models 96 2.3.2 Propositional Models 110 2.3.2.1 The core of propositional models 110 2.3.2.2 General evaluation of propositional models 111 3 Operant Conditioning:
Effects of Regularities in the Presence of Stimuli and Behavior 117 3.1 Some Basic Terms and Procedures 117 3.1.1 Basic Terms 117 3.1.1.1 The three terms of the three-term contingency 3.1.1.2 Types of operant conditioning 121 118
ix Contents 3.1.2 Procedures 122 3.1.2.1 Discrete trials methods 122 3.1.2.2 Free-operant methods 123 3.2 Functional Knowledge 123 3.2.1 The Nature of the Stimuli 123 3.2.1.1 Operant conditioning is a general phenomenon 123 3.2.1.2 The influence of the properties of the Sd and Sr on the degree of operant conditioning 124 3.2.1.3 The impact of the nature of the Sr on the nature of change in R 126 3.2.2 The Nature of the Observed Behavior 132 3.2.2.1 Influences on voluntary and involuntary behavior? 132 3.2.2.2 The nature of the change in behavior 133 3.2.3 The Properties of the Organism 137 3.2.4 The Influence of the Broader Context 138 3.2.4.1 Other Sd: R-Sr relations 138 3.2.4.2 Establishing operations 139 3.2.5 The Nature of the Relation 141 3.2.5.1 Contingency is more important than contiguity 141 3.2.5.2 Conditional contingency is more important than contingency 143 3.2.5.3 Reinforcement schedules 144 •3.2.5.4 Indirect relations 151 3.2.5.5 Changes in the nature of the relation 153 3.3 Mental Process Theories 166 3.3.1 Associative Models 166 3.3.1.1 S-R models 166 3.3.1.2 R-Sr and Sd-Sr models 170 3.3.2 Propositional Models 175 3.3.2.1 The core of propositional models 175 3.3.2.2 General evaluation of propositional models 176 4 Complex Forms of Learning: Joint Effects of Multiple Regularities 181 4.1 Some Basic Terms and an Overview 181 4.2 Functional Knowledge 182 4.2.1 Two Types of Complex Learning 182 4.2.1.1 Moderated learning 182 4.2.1.2 Effects of metaregularities: On the functions of relations and regularities 4.2.2 Learning 2.0 191 4.3 Mental Process Theories
196 185
x 5 Contents Applied Learning Psychology: Using the Principles of Learning to Improve the Well-Being of Individuals, Groups, and Societies 199 5.1 Introduction: From Experimentation to Application 199 5.2 On the Relationship between Learning and Application 202 5.3 The Functional Approach to Behavior Change 204 5.3.1 Applied Behavior Analysis 204 5.3.2 Testing the Effectiveness of ABA Interventions 206 5.3.3 Training for Generalization 208 5.4 Applied Learning Psychology: Shaping the Behavior of Individuals 208 5.4.1 Developmental Disabilities 208 5.4.2 Maladaptive (Clinical) Behaviors and Their Treatment 210 5.4.3 Substance Abuse 214 5.5 Applied Learning Psychology: From Individuals to Groups 216 5.5.1 Nurturing Families 217 5.5.2 Nurturing Schools 220 5.6 Future Directions for Application 222 5.7 Applied Cognitive Learning Psychology 228 5.8 Psychological Engineering: A Functional-Cognitive Way Forward 229 Reflections on the "Think It Through" Questions Glossary 247 Notes 259 References 267 Index 297 233 |
| adam_txt |
Contents Preface xi Introduction: What Is Learning and How Can We Study It? l 0.1 What Is Learning? 3 0.1.1 Learning as Ontogenetic Adaptation 3 0.1.2 Difficulties in Applying the Definition of Learning 4 0.2 What Are the Different Types of Learning? 6 0.2.1 Types of Regularity in the Environment 6 0.2.2 Types of Learning 8 0.2.3 Difficulties in Determining Different Types of Learning 11 0.3 A Functional-Cognitive Framework for the Psychology of Learning 12 0.3.1 The Functional Approach within Learning Psychology 13 0.3.1.1 The environment as a moderator of learning 13 0.3.1.2 Abstract functional knowledge 16 0.3.1.3 Why strive for abstract functional knowledge? 18 0.3.2 The Cognitive Approach within the Psychology of Learning 20 0.3.2.1 Mental mechanisms as mediators of learning 20 0.3.2.2 Why strive for cognitive knowledge? 21 0.3.3 The Relation between the Functional and Cognitive Approaches in Learning Psychology 26 0.4 Structure of the Book 31 1 Effects of Regularities in the Presence of a Single Stimulus 37 1.1 Functional Knowledge 37 1.1.1 The Nature of the Stimuli 39 1.1.2 The Nature of the Observed Behavior 40 1.1.3 Properties of the Organism 42 1.1.4 The Impact of the Broader Context 42 1.1.5 Characteristics of Noncontingent Stimulus Presentations 48 1.1.5.1 The nature of the noncontingent stimulus presentation 48
viii Contents 1Л .5.2 Changes in the nature of the noncontingent stimuius presentations 1.1.5.3 Temporal aspects of the noncontingent stimulus presentation 49 1.2 Process Theories 49 1.2.1 The Model of Sokolov and the Model of Bradley 50 1.2.2 The Opponent-Process Model of Solomon 53 2 48 Classical Conditioning: Effects of Regularities in the Presence of Multiple Stimuli 57 2.1 Some Basic Terms and Procedures 57 2.1.1 Basic Terms 57 2.1.2 Procedures 59 2.2 Functional Knowledge 61 2.2.1 The Nature of the Stimuli 61 2.2.1.1 Classical conditioning is a general phenomenon 61 2.2.1.2 The influence of the properties of the CS or US, and the relation between CS and US on classical conditioning effects 63 2.2.1.3 The impact of the nature of the US on the nature of the CR 65 2.2.2 The Nature of the Observed Behavior 66 2.2.2.1 Influences on involuntary behavior 66 2.2.2.2 Three types of behavior 68 2.2.2.3 Unconscious learning: The relation between different conditioned changes in behavior 71 2.2.3 The Properties of the Organism 73 2.2.4 The Influence of the Broader Context 76 2.2.5 Characteristics of the CS-US Relation and Changes in Those Characteristics 77 2.2.5.1 The nature of the spatiotemporal relation 77 2.2.5.2 Changes in the nature of the spatiotemporal relation 85 2.2.5.3 The way that the CS-US relation is presented 92 2.3 Mental Process Theories 92 2.3.1 Associative Models 92 2.3.1.1 S-R models 93 2.3.1.2 S-S models 96 2.3.2 Propositional Models 110 2.3.2.1 The core of propositional models 110 2.3.2.2 General evaluation of propositional models 111 3 Operant Conditioning:
Effects of Regularities in the Presence of Stimuli and Behavior 117 3.1 Some Basic Terms and Procedures 117 3.1.1 Basic Terms 117 3.1.1.1 The three terms of the three-term contingency 3.1.1.2 Types of operant conditioning 121 118
ix Contents 3.1.2 Procedures 122 3.1.2.1 Discrete trials methods 122 3.1.2.2 Free-operant methods 123 3.2 Functional Knowledge 123 3.2.1 The Nature of the Stimuli 123 3.2.1.1 Operant conditioning is a general phenomenon 123 3.2.1.2 The influence of the properties of the Sd and Sr on the degree of operant conditioning 124 3.2.1.3 The impact of the nature of the Sr on the nature of change in R 126 3.2.2 The Nature of the Observed Behavior 132 3.2.2.1 Influences on voluntary and involuntary behavior? 132 3.2.2.2 The nature of the change in behavior 133 3.2.3 The Properties of the Organism 137 3.2.4 The Influence of the Broader Context 138 3.2.4.1 Other Sd: R-Sr relations 138 3.2.4.2 Establishing operations 139 3.2.5 The Nature of the Relation 141 3.2.5.1 Contingency is more important than contiguity 141 3.2.5.2 Conditional contingency is more important than contingency 143 3.2.5.3 Reinforcement schedules 144 •3.2.5.4 Indirect relations 151 3.2.5.5 Changes in the nature of the relation 153 3.3 Mental Process Theories 166 3.3.1 Associative Models 166 3.3.1.1 S-R models 166 3.3.1.2 R-Sr and Sd-Sr models 170 3.3.2 Propositional Models 175 3.3.2.1 The core of propositional models 175 3.3.2.2 General evaluation of propositional models 176 4 Complex Forms of Learning: Joint Effects of Multiple Regularities 181 4.1 Some Basic Terms and an Overview 181 4.2 Functional Knowledge 182 4.2.1 Two Types of Complex Learning 182 4.2.1.1 Moderated learning 182 4.2.1.2 Effects of metaregularities: On the functions of relations and regularities 4.2.2 Learning 2.0 191 4.3 Mental Process Theories
196 185
x 5 Contents Applied Learning Psychology: Using the Principles of Learning to Improve the Well-Being of Individuals, Groups, and Societies 199 5.1 Introduction: From Experimentation to Application 199 5.2 On the Relationship between Learning and Application 202 5.3 The Functional Approach to Behavior Change 204 5.3.1 Applied Behavior Analysis 204 5.3.2 Testing the Effectiveness of ABA Interventions 206 5.3.3 Training for Generalization 208 5.4 Applied Learning Psychology: Shaping the Behavior of Individuals 208 5.4.1 Developmental Disabilities 208 5.4.2 Maladaptive (Clinical) Behaviors and Their Treatment 210 5.4.3 Substance Abuse 214 5.5 Applied Learning Psychology: From Individuals to Groups 216 5.5.1 Nurturing Families 217 5.5.2 Nurturing Schools 220 5.6 Future Directions for Application 222 5.7 Applied Cognitive Learning Psychology 228 5.8 Psychological Engineering: A Functional-Cognitive Way Forward 229 Reflections on the "Think It Through" Questions Glossary 247 Notes 259 References 267 Index 297 233
Contents Preface xi Introduction: What Is Learning and How Can We Study It? l 0.1 What Is Learning? 3 0.1.1 Learning as Ontogenetic Adaptation 3 0.1.2 Difficulties in Applying the Definition of Learning 4 0.2 What Are the Different Types of Learning? 6 0.2.1 Types of Regularity in the Environment 6 0.2.2 Types of Learning 8 0.2.3 Difficulties in Determining Different Types of Learning 11 0.3 A Functional-Cognitive Framework for the Psychology of Learning 12 0.3.1 The Functional Approach within Learning Psychology 13 0.3.1.1 The environment as a moderator of learning 13 0.3.1.2 Abstract functional knowledge 16 0.3.1.3 Why strive for abstract functional knowledge? 18 0.3.2 The Cognitive Approach within the Psychology of Learning 20 0.3.2.1 Mental mechanisms as mediators of learning 20 0.3.2.2 Why strive for cognitive knowledge? 21 0.3.3 The Relation between the Functional and Cognitive Approaches in Learning Psychology 26 0.4 Structure of the Book 31 1 Effects of Regularities in the Presence of a Single Stimulus 37 1.1 Functional Knowledge 37 1.1.1 The Nature of the Stimuli 39 1.1.2 The Nature of the Observed Behavior 40 1.1.3 Properties of the Organism 42 1.1.4 The Impact of the Broader Context 42 1.1.5 Characteristics of Noncontingent Stimulus Presentations 48 1.1.5.1 The nature of the noncontingent stimulus presentation 48
viii Contents 1Л .5.2 Changes in the nature of the noncontingent stimuius presentations 1.1.5.3 Temporal aspects of the noncontingent stimulus presentation 49 1.2 Process Theories 49 1.2.1 The Model of Sokolov and the Model of Bradley 50 1.2.2 The Opponent-Process Model of Solomon 53 2 48 Classical Conditioning: Effects of Regularities in the Presence of Multiple Stimuli 57 2.1 Some Basic Terms and Procedures 57 2.1.1 Basic Terms 57 2.1.2 Procedures 59 2.2 Functional Knowledge 61 2.2.1 The Nature of the Stimuli 61 2.2.1.1 Classical conditioning is a general phenomenon 61 2.2.1.2 The influence of the properties of the CS or US, and the relation between CS and US on classical conditioning effects 63 2.2.1.3 The impact of the nature of the US on the nature of the CR 65 2.2.2 The Nature of the Observed Behavior 66 2.2.2.1 Influences on involuntary behavior 66 2.2.2.2 Three types of behavior 68 2.2.2.3 Unconscious learning: The relation between different conditioned changes in behavior 71 2.2.3 The Properties of the Organism 73 2.2.4 The Influence of the Broader Context 76 2.2.5 Characteristics of the CS-US Relation and Changes in Those Characteristics 77 2.2.5.1 The nature of the spatiotemporal relation 77 2.2.5.2 Changes in the nature of the spatiotemporal relation 85 2.2.5.3 The way that the CS-US relation is presented 92 2.3 Mental Process Theories 92 2.3.1 Associative Models 92 2.3.1.1 S-R models 93 2.3.1.2 S-S models 96 2.3.2 Propositional Models 110 2.3.2.1 The core of propositional models 110 2.3.2.2 General evaluation of propositional models 111 3 Operant Conditioning:
Effects of Regularities in the Presence of Stimuli and Behavior 117 3.1 Some Basic Terms and Procedures 117 3.1.1 Basic Terms 117 3.1.1.1 The three terms of the three-term contingency 3.1.1.2 Types of operant conditioning 121 118
ix Contents 3.1.2 Procedures 122 3.1.2.1 Discrete trials methods 122 3.1.2.2 Free-operant methods 123 3.2 Functional Knowledge 123 3.2.1 The Nature of the Stimuli 123 3.2.1.1 Operant conditioning is a general phenomenon 123 3.2.1.2 The influence of the properties of the Sd and Sr on the degree of operant conditioning 124 3.2.1.3 The impact of the nature of the Sr on the nature of change in R 126 3.2.2 The Nature of the Observed Behavior 132 3.2.2.1 Influences on voluntary and involuntary behavior? 132 3.2.2.2 The nature of the change in behavior 133 3.2.3 The Properties of the Organism 137 3.2.4 The Influence of the Broader Context 138 3.2.4.1 Other Sd: R-Sr relations 138 3.2.4.2 Establishing operations 139 3.2.5 The Nature of the Relation 141 3.2.5.1 Contingency is more important than contiguity 141 3.2.5.2 Conditional contingency is more important than contingency 143 3.2.5.3 Reinforcement schedules 144 •3.2.5.4 Indirect relations 151 3.2.5.5 Changes in the nature of the relation 153 3.3 Mental Process Theories 166 3.3.1 Associative Models 166 3.3.1.1 S-R models 166 3.3.1.2 R-Sr and Sd-Sr models 170 3.3.2 Propositional Models 175 3.3.2.1 The core of propositional models 175 3.3.2.2 General evaluation of propositional models 176 4 Complex Forms of Learning: Joint Effects of Multiple Regularities 181 4.1 Some Basic Terms and an Overview 181 4.2 Functional Knowledge 182 4.2.1 Two Types of Complex Learning 182 4.2.1.1 Moderated learning 182 4.2.1.2 Effects of metaregularities: On the functions of relations and regularities 4.2.2 Learning 2.0 191 4.3 Mental Process Theories
196 185
x 5 Contents Applied Learning Psychology: Using the Principles of Learning to Improve the Well-Being of Individuals, Groups, and Societies 199 5.1 Introduction: From Experimentation to Application 199 5.2 On the Relationship between Learning and Application 202 5.3 The Functional Approach to Behavior Change 204 5.3.1 Applied Behavior Analysis 204 5.3.2 Testing the Effectiveness of ABA Interventions 206 5.3.3 Training for Generalization 208 5.4 Applied Learning Psychology: Shaping the Behavior of Individuals 208 5.4.1 Developmental Disabilities 208 5.4.2 Maladaptive (Clinical) Behaviors and Their Treatment 210 5.4.3 Substance Abuse 214 5.5 Applied Learning Psychology: From Individuals to Groups 216 5.5.1 Nurturing Families 217 5.5.2 Nurturing Schools 220 5.6 Future Directions for Application 222 5.7 Applied Cognitive Learning Psychology 228 5.8 Psychological Engineering: A Functional-Cognitive Way Forward 229 Reflections on the "Think It Through" Questions Glossary 247 Notes 259 References 267 Index 297 233 |
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| id | DE-604.BV046898366 |
| illustrated | Illustrated |
| index_date | 2024-07-03T15:23:18Z |
| indexdate | 2024-07-20T07:42:01Z |
| institution | BVB |
| isbn | 9780262539234 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032308075 |
| oclc_num | 1220879078 |
| open_access_boolean | |
| owner | DE-12 DE-11 DE-355 DE-BY-UBR |
| owner_facet | DE-12 DE-11 DE-355 DE-BY-UBR |
| physical | xiv, 299 Seiten Illustrationen, Diagramme, Porträts |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | The MIT Press |
| record_format | marc |
| spelling | De Houwer, Jan 1968- Verfasser (DE-588)142924903 aut The psychology of learning an introduction from a functional-cognitive perspective Jan De Houwer and Sean Hughes Cambridge, Massachusetts The MIT Press [2020] xiv, 299 Seiten Illustrationen, Diagramme, Porträts txt rdacontent n rdamedia nc rdacarrier Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Lernen (DE-588)4035408-8 gnd rswk-swf Kognitive Psychologie (DE-588)4073586-2 gnd rswk-swf Learning, Psychology of / Research Cognitive learning Functionalism (Psychology) Lernpsychologie (DE-588)4074166-7 s Kognitive Psychologie (DE-588)4073586-2 s Lernen (DE-588)4035408-8 s DE-604 Hughes, Sean Verfasser (DE-588)1217660879 aut Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032308075&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032308075&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | De Houwer, Jan 1968- Hughes, Sean The psychology of learning an introduction from a functional-cognitive perspective Lernpsychologie (DE-588)4074166-7 gnd Lernen (DE-588)4035408-8 gnd Kognitive Psychologie (DE-588)4073586-2 gnd |
| subject_GND | (DE-588)4074166-7 (DE-588)4035408-8 (DE-588)4073586-2 |
| title | The psychology of learning an introduction from a functional-cognitive perspective |
| title_auth | The psychology of learning an introduction from a functional-cognitive perspective |
| title_exact_search | The psychology of learning an introduction from a functional-cognitive perspective |
| title_exact_search_txtP | The psychology of learning an introduction from a functional-cognitive perspective |
| title_full | The psychology of learning an introduction from a functional-cognitive perspective Jan De Houwer and Sean Hughes |
| title_fullStr | The psychology of learning an introduction from a functional-cognitive perspective Jan De Houwer and Sean Hughes |
| title_full_unstemmed | The psychology of learning an introduction from a functional-cognitive perspective Jan De Houwer and Sean Hughes |
| title_short | The psychology of learning |
| title_sort | the psychology of learning an introduction from a functional cognitive perspective |
| title_sub | an introduction from a functional-cognitive perspective |
| topic | Lernpsychologie (DE-588)4074166-7 gnd Lernen (DE-588)4035408-8 gnd Kognitive Psychologie (DE-588)4073586-2 gnd |
| topic_facet | Lernpsychologie Lernen Kognitive Psychologie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032308075&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032308075&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT dehouwerjan thepsychologyoflearninganintroductionfromafunctionalcognitiveperspective AT hughessean thepsychologyoflearninganintroductionfromafunctionalcognitiveperspective |
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