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| Preface | |
| Introduction | |
| The Origins of the Study of Learning | |
| Philosophy of Epistemology | |
| Evolution | |
| Contemporary Influences | |
| The Definition of Learning | |
| Some Caveats | |
| The Learning/Performance Distinction | |
| Learning: A Recapitulation | |
| The Relationship between the Terms Learning and Memory | |
| Basic and Applied Research | |
| Common Sense and Common Knowledge | |
| Why Animals? | |
| Conceptual Approaches to the Study of Learning | |
| The Behavioral Approach | |
| The Cognitive Approach | |
| The Neuropsychological Approach | |
| Summary | |
| Habituation and Other Forms of Simple Stimulus Learning | |
| The Orienting Response | |
| Habituation | |
| Methods of Studying Habituation | |
| Parametric Features of Habituation | |
| Explanations of Habituation | |
| Nonlearning Explanations | |
| Physiological Theories | |
| Cognitive Theories | |
| Perceptual Learning | |
| Other Effects of Stimulus Exposure | |
| Preference for Familiar Stimuli | |
| Priming Facilitation | |
| Recapitulation: The Effects of Repeated Stimulus Presentation | |
| Applications | |
| Habituation to Warning Signals | |
| Exposure Therapy for Fears | |
| Summary | |
| Classical Conditioning | |
| The Definition of Classical Conditioning | |
| Methods of Studying Classical Conditioning | |
| Some Representative Procedures | |
| What Stimuli Can Serve as CSs? | |
| What Stimuli Can Serve as USs? | |
| Basic Phenomena of Conditioning | |
| Acquisition | |
| Extinction | |
| Generalization | |
| Discrimination | |
| The Role of Contiguity | |
| Other Factors Affecting Conditioning | |
| Prior Exposure | |
| Compound CSs | |
| Surprise | |
| CS-US Relevance | |
| Conditioned Inhibition | |
| What Is Learned in Classical Conditioning? | |
| So, What Is Learned in Pavlovian Conditioning? | |
| The Role of Awareness in Conditioning | |
| Extensions of Conditioning | |
| Conditioning with Drug USs and the Development of Tolerance | |
| Modification of Immune System Response | |
| Applications of Conditioning | |
| The Conditioning Theory of Phobias | |
| Systematic Desensitization | |
| Summary | |
| Instrumental Conditioning: Reward | |
| Definition and History | |
| Thorndike and Trial-and-Error Learning | |
| Skinner and Operant Learning | |
| Methods of Study | |
| Positive Reinforcement | |
| Reinforcement Variables Affecting Acquisition | |
| Amount and Quality of Reinforcement | |
| Drive | |
| Schedules of Reinforcement | |
| Delay of Reinforcement | |
| Secondary Reinforcement | |
| Social Reinforcement | |
| Theories of Reinforcement | |
| Reinforcers as Stimuli | |
| Reinforcers as Behaviors | |
| Reinforcers as Strengtheners | |
| Reinforcers as Information | |
| So, What Is Reinforcement? | |
| Is Reinforcement Necessary for Learning? | |
| Conscious Awareness in Human Instrumental Learning | |
| Criticisms of the Use of Reinforcement | |
| Response Learning | |
| Shaping | |
| Limitations of Response Learning | |
| Discriminative Stimulus Control | |
| Generalization and Discrimination | |
| Summary of Response Learning and Stimulus Learning | |
| What Is Learned in Instrumental Conditioning? | |
| Response-Reinforcer Learning | |
| Stimulus-Response Learning | |
| Stimulus-Reinforcer Learning | |
| What Is Learned? | |
| Stimulus-Response-Reinforcer | |
| Applications | |
| Habit Slips | |
| Behavior Modification | |
| Cognition in Animals | |
| Summary | |
| Instrumental Conditioning: Nonreward, Punishment, and Avoidance | |
| Defining the Contingencies: Nonreward, Punishment, and Avoidance | |
| Nonreward | |
| Extinction | |
| The Partial Reinforcement Extinction Effect | |
| Punishment | |
| When Does Punishment Work? | |
| Unwanted Side Effects of Punishment | |
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