Learning And Memory

by lutz, john

• ISBN13: 9781577663614
• ISBN10: 1577663616
• Edition: 2nd
• Format: Paperback
• Copyright: 2004-09-30
• Publisher: Waveland Pr Inc

Table of Contents

Preface to Students	iii
Acknowledgments	iv
1 What Is Learning?	1	(18)
Behaviorist Views of Learning	3	(2)
How Do We Define Learning?	5	(5)
Kimble's Operational Definition	6	(2)
An Alternative Definition	8	(2)
Learning vs. Memory	10	(1)
What Is a Stimulus?	10	(2)
What Is a Response?	12	(1)
S-R Psychology	13	(2)
Learning from the Information Processing and Cognitive Neuroscience Viewpoints	15	(1)
A Brief Overview	16	(1)
Summary	17	(1)
Questions for Discussion, Thought, and Practice	17	(2)
2 Habituation and Sensitization: Two Simple norms of Learning	19	(16)
What Is Habituation?	20	(5)
What Is Sensitization?	25	(4)
Habituation and Sensitization
versus Other Forms of Learning	29	(1)
Neural Basis of Habituation and Sensitization	30	(2)
Summary	32	(1)
Questions for Discussion, Thought, and Practice	33	(2)
3 Classical Conditioning	35	(38)
Pavlov's Experiments	36	(3)
Extinction (or How Do I Get This Dog to Stop Slobbering?)	39	(1)
What Can Be Conditioned?	39	(2)
Can Fears Be Extinguished?	41	(1)
How Can We Tell that Conditioning Has Occurred?	42	(3)
Control Groups	44	(1)
What Influences Classical Conditioning?	45	(9)
Intensity of the US	45	(1)
Duration of the US	46	(1)
Intensity and Duration of the CS	46	(1)
CS-US Interval	47	(3)
Intertrial Interval	50	(1)
Practice	51	(1)
Schedules	52	(1)
Novelty of the CS and US	52	(1)
Similarity of the CS and US	53	(1)
Instructions	53	(1)
Section Review	54	(1)
What Is Being Learned?	54	(5)
Higher-Order Conditioning	54	(2)
Sensory Preconditioning	56	(2)
Configural Learning	58	(1)
What Causes Learning?	59	(7)
The Rescorla-Wagner Formula	61	(5)
Classical Conditioning and the Nervous System	66	(2)
How to Analyze Examples	68	(1)
Summary	69	(1)
Questions for Discussion, Thought, and Practice	70	(3)
4 Operant Conditioning	73	(34)
Thorndike's Experiments	74	(3)
How Many Ways Can You Reinforce? Four Paradigms	77	(4)
Shaping	81	(1)
Positive Reinforcement	82	(3)
How Can You Tell It's Been Done? Rates and Other Measures	82	(3)
How Can You Do It?	85	(18)
Reinforcement as an Independent Variable	85	(18)
The Modification and Management of Behavior	103	(1)
Summary	104	(2)
Questions for Discussion, Thought, and Practice	106	(1)
5 Punishment and Negative Reinforcement	107	(28)
Punishment	107	(12)
Measuring Punishment	109	(1)
Independent Variables Influencing Punishment	109	(3)
Should I Punish? Skinner's Objections	112	(5)
What Makes Punishment Work?	117	(2)
Negative Reinforcement	119	(4)
Why Is Avoidance So Complex?	123	(8)
Theories of Avoidance	123	(2)
Two-Factor Theory	125	(2)
Contingency Theory	127	(1)
Species-Specific Defensive Reaction Theory	128	(1)
Learned Helplessness	129	(2)
Summary	131	(1)
Questions for Discussion, Thought, and Practice	132	(3)
6 Theories of Reinforcement	135	(20)
What Is Being Learned in Operant Conditioning?	135	(6)
Why Does Reinforcement Work?	141	(11)
Drive-Reduction Theories	141	(4)
Secondary Reinforcement	145	(3)
Responding as Reinforcement	148	(4)
Summary	152	(1)
Questions for Discussion, Thought, and Practice	153	(2)
7 Generalization and Discrimination	155	(22)
Generalization	156	(9)
Control Procedures in Generalization Studies	160	(1)
Independent Variables that Influence Generalization	160	(2)
What Causes Generalization?	162	(3)
Discrimination	165	(7)
How to Analyze Generalization and Discrimination Problems	172	(1)
Summary	173	(1)
Questions for Discussion, Thought, & Practice	174	(3)
8 A Comparison of Classical and Operant Conditioning	177	(20)
Similarities among the Forms of Learning	178	(3)
Differences between Classical and Operant Conditioning	181	(10)
Procedural Differences	181	(4)
Systemic Differences	185	(2)
Operant Conditioning of the Autonomic Nervous System	187	(2)
Interactions of Classical and Operant Conditioning	189	(2)
How to Recognize Classical or Operant Conditioning	191	(4)
Summary	195	(1)
Questions for Discussion, Thought, & Practice	196	(1)
9 The Context of Learning	197
The Traditional Model of Learning	197	(3)
The Misbehavior of Organisms	200	(1)
Taste Aversion Learning	201	(3)
The Preparedness Dimension	204	(2)
Animal Cognition	206	(5)
Do Humans Have Instincts?	211	(6)
Summary	217	(1)
Questions for Discussion, Thought, & Practice	217	(2)
10 Verbal Learning
The Study of Transfer and Memory	219	(2)
Ebbinghaus and the Serial Anticipation Method	221	(2)
Interference versus Decay	223	(9)
Paired-Associates Learning	232	(2)
Positive and Negative Transfer	234	(5)
Incidental Learning	239	(1)
Concept Learning	240	(3)
Summary	243	(1)
Questions for Discussion, Thought, & Practice	244	(3)
11 Information-Processing Models of Memory	247	(26)
The Stage Model of Memory	249	(1)
The Sensory Register	250	(5)
Pattern Recognition	252	(3)
Short-Term Memory (STM, or Working Memory)	255	(3)
Coding in STM	257	(1)
Capacity of STM	258	(6)
How Many Parts Does STM Have?	261	(3)
STM, Consciousness, and Attention	264	(2)
Long-Term Memory (LTM)	266	(5)
Duration of LTM	266	(4)
Organization and Long-Term Memory	270	(1)
Summary	271	(1)
Questions for Discussion, Thought, & Practice	272	(1)
12 Knowledge Representation in Permanent Memory	273	(16)
Episodic vs. Semantic Memory	274	(6)
Hierarchical Organization	275	(2)
Concept Structure	277	(2)
Concepts as Categories	279	(1)
Spreading Activation and Semantic Priming	280	(3)
Is Memory Reconstructive? Script and Schema Theories	283	(3)
Feature Comparison Models	286	(1)
Summary	286	(1)
Questions for Discussion, Thought, & Practice	287	(2)
13 Processing and Remembering	289	(26)
Levels of Processing	291	(6)
Implicit Memory	297	(3)
Encoding and Control Processes	300	(11)
Rote Rehearsal	301	(1)
Organization	302	(2)
Chunking	304	(2)
Imagery	306	(2)
Elaboration	308	(3)
Which Memory Model Is Correct?	311	(2)
Summary	313	(1)
Questions for Discussion, Thought, & Practice	314	(1)
Epilogue	315	(2)
Glossary	317	(16)
References	333	(28)
Name Index	361	(8)
Subject Index	369