The Principles of Learning and Behavior Active Learning Edition (with Workbook)

by Domjan, Michael P.

• ISBN13: 9780534605902
• ISBN10: 0534605907
• Additional ISBN(s): 9780495601999, 9780534561567
• Edition: 5th
• Format: Paperback
• Copyright: 2005-08-09
• Publisher: Wadsworth Publishing
• More Book Details
• Purchase Benefits

Summary

This active learning edition includes a new, built-in workbook that provides examples and exercises to help students practice and remember what they read in the text. In addition, students read graphs and make their own interpretations of what the information yields about behavior. Each exercise begins with a short lesson, and then has short assignments that range from 1 minute to 30 minutes worth of work -- some are short answer, some are projects, and some are more involved. The workbook also incorporates students exercises for SNIFFY THE VIRTUAL RAT, VERSION 2.0. Known for its currency and clear writing style, PRINCIPLES OF LEARNING AND BEHAVIOR provides a comprehensive and systematic introduction to elementary forms of learning that have been the focus of research for much of the twentieth century. The book covers habituation, classical conditioning, instrumental conditioning, stimulus control, aversive control, and their applications to the study of cognition and to the alleviation of behavior problems. Biological constraints on learning are integrated throughout the text, as are applications boxes that relate animal research to human learning and behavior. The book closely reflects the field of research it represents in terms of topics covered, theories discussed, and experimental paradigms described.

Table of Contents

Introduction	1	(27)
Historical Antecedents	3	(6)
Historical Developments in the Study of the Mind	5	(2)
Historical Developments in the Study of Reflexes	7	(2)
The Dawn of the Modern Era	9	(5)
Comparative Cognition and the Evolution of Intelligence	9	(2)
Functional Neurology	11	(1)
Animal Models of Human Behavior	12	(2)
Animal Models and Robotics	14	(1)
The Definition of Learning	14	(3)
The Learning-Performance Distinction	14	(1)
Learning and Other Sources of Behavior Change	15	(1)
Different Types of Causal Mechanisms	16	(1)
Methodological Aspects of the Study of Learning	17	(4)
Learning as an Experimental Science	17	(1)
The General-Process Approach to the Study of Learning	18	(3)
Use of Nonhuman Animals in Research on Learning	21	(5)
Rationale for the Use of Nonhuman Animals in Research on Learning	21	(1)
Laboratory Animals and Normal Behavior	22	(1)
Public Debate about Research with Nonhuman Animals	22	(4)
Sample Questions	26	(1)
Key Terms	26	(2)
Elicited Behavior, Habituation, and Sensitization	28	(31)
The Nature of Elicited Behavior	29	(6)
The Concept of the Reflex	29	(2)
Modal Action Pattern	31	(1)
Eliciting Stimuli for Modal Action Patterns	32	(2)
The Sequential Organization of Behavior	34	(1)
Effects of Repeated Stimulation	35	(4)
Visual Attention in Human Infants	36	(1)
Salivation and Hedonic Ratings of Taste in People	37	(1)
Startle Response in Rats	38	(1)
The Concepts of Habituation and Sensitization	39	(6)
Adaptiveness and Pervasiveness of Habituation and Sensitization	39	(2)
Habituation versus Sensory Adaptation and Response Fatigue	41	(1)
The Dual-Process Theory of Habituation and Sensitization	42	(3)
Characteristics of Habituation and Sensitization	45	(6)
Time Course	45	(2)
Stimulus Specificity	47	(1)
Effects of a Strong Extraneous Stimulus	48	(3)
Extensions to Emotions and Motivated Behavior	51	(5)
Emotional Reactions and Their Aftereffects	51	(1)
The Opponent-Process Theory of Motivation	52	(4)
Variations in Goal-Directed Behavior	56	(1)
Concluding Comments	56	(1)
Sample Questions	57	(1)
Key Terms	57	(2)
Classical Conditioning: Foundations	59	(32)
The Early Years of Classical Conditioning	60	(3)
The Discoveries of Vul'fson and Snarskii	61	(1)
The Classical Conditioning Paradigm	62	(1)
Experimental Situations	63	(11)
Fear Conditioning	63	(3)
Eyeblink Conditioning	66	(4)
Sign Tracking	70	(2)
Taste-Aversion Learning	72	(2)
Excitatory Pavlovian Conditioning Procedures	74	(5)
Common Pavlovian Conditioning Procedures	74	(1)
Measurement of Conditioned Responses	75	(1)
Control Procedures for Classical Conditioning	76	(1)
Effectiveness of Common Conditioning Procedures	77	(2)
Inhibitory Pavlovian Conditioning	79	(7)
Procedures for Inhibitory Conditioning	81	(1)
Measuring Conditioned Inhibition	82	(4)
Prevalence of Classical Conditioning	86	(2)
Concluding Comments	88	(1)
Sample Questions	88	(1)
Key Terms	89	(2)
Classical Conditioning: Mechanisms	91	(33)
What Makes Effective Conditioned and Unconditioned Stimuli?	92	(8)
Initial Response to the Stimuli	92	(1)
The Novelty of Conditioned and Unconditioned Stimuli	92	(1)
CS and US Intensity and Salience	93	(1)
CS-US Relevance, or Belongingness	94	(2)
The Concept of Biological Strength	96	(4)
What Determines the Nature of the Conditioned Response?	100	(9)
The Stimulus Substitution Model	100	(1)
Learning and Homeostasis: A Special Case of Stimulus Substitution	101	(4)
The CS as a Determinant of the Form of the CR	105	(1)
Conditioned Behavior and Behavior Systems	106	(2)
S-R versus S-S Learning	108	(1)
How Do Conditioned and Unconditioned Stimuli Become Associated?	109	(13)
The Blocking Effect	110	(2)
The Rescorla-Wagner Model	112	(4)
Other Models of Classical Conditioning	116	(6)
Concluding Comments	122	(1)
Sample Questions	122	(1)
Key Terms	123	(1)
Instrumental Conditioning: Foundations	124	(38)
Early Investigations of Instrumental Conditioning	125	(2)
Modern Approaches to the Study of Instrumental Conditioning	127	(6)
Discrete-Trial Procedures	127	(1)
Free-Operant Procedures	128	(5)
Instrumental Conditioning Procedures	133	(4)
Fundamental Elements of Instrumental Conditioning	137	(19)
The Instrumental Response	137	(5)
The Instrumental Reinforcer	142	(3)
The Response-Reinforcer Relation	145	(11)
Contiguity and Contingency: Concluding Comments	156	(3)
Sample Questions	159	(1)
Key Terms	160	(2)
Schedules of Reinforcement and Choice Behavior	162	(29)
Simple Schedules of Intermittent Reinforcement	164	(8)
Ratio Schedules	164	(3)
Interval Schedules	167	(2)
Comparison of Ratio and Interval Schedules	169	(2)
Response-Rate Schedules of Reinforcements	171	(1)
Choice Behavior: Concurrent Schedules	172	(10)
Measures of Choice Behavior	173	(1)
The Matching Law	174	(4)
Mechanisms of the Matching Law	178	(4)
Choice with Commitment	182	(7)
Concurrent-Chain Schedules	182	(2)
Studies of ``Self-Control''	184	(5)
Concluding Comments	189	(1)
Sample Questions	189	(1)
Key Terms	189	(2)
Instrumental Conditioning: Motivational Mechanisms	191	(26)
The Associative Structure of Instrumental Conditioning	192	(7)
The S-R Association and the Law of Effect	193	(1)
Expectancy of Reward and the S-O Association	193	(3)
R-O and S(R-O) Relations in Instrumental Conditioning	196	(3)
Behavioral Regulation	199	(16)
Antecedents of Behavioral Regulation	199	(5)
Behavioral Regulation and the Behavioral Bliss Point	204	(4)
Economic Concepts and Response Allocation	208	(5)
Problems with Behavioral Regulation Approaches	213	(1)
Contributions of Behavioral Regulation	214	(1)
Concluding Comments	215	(1)
Sample Questions	216	(1)
Key Terms	216	(1)
Stimulus Control of Behavior	217	(34)
Identification and Measurement of Stimulus Control	218	(4)
Differential Responding and Stimulus Discrimination	218	(2)
Stimulus Generalization	220	(1)
Stimulus Generalization Gradients as Measures of Stimulus Control	221	(1)
Stimulus and Response Factors in Stimulus Control	222	(8)
Sensory Capacity and Orientation	223	(1)
Relative Ease of Conditioning Various Stimuli	224	(1)
Type of Reinforcement	225	(1)
Type of Instrumental Response	226	(2)
Stimulus Elements versus Configural Cues in Compound Stimuli	228	(2)
Learning Factors in Stimulus Control	230	(12)
Stimulus Discrimination Training	230	(3)
Effects of Discrimination Training on Stimulus Control	233	(1)
Range of Possible Discriminative Stimuli	233	(3)
What Is Learned in Discrimination Training?	236	(2)
Interactions between S+ and S-: Peak Shift	238	(3)
Stimulus Equivalence Training	241	(1)
Contextual Cues and Conditional Relations	242	(7)
Control by Contextual Cues	243	(1)
Control by Conditional Relations	244	(5)
Concluding Comments	249	(1)
Sample Questions	249	(1)
Key Terms	250	(1)
Extinction of Conditioned Behavior	251	(28)
Effects of Extinction Procedures	253	(2)
Extinction and Original Learning	255	(11)
Spontaneous Recovery	255	(2)
Renewal of Original Excitatory Conditioning	257	(3)
Restoration of Extinction Performance	260	(1)
Reinstatement of Conditioned Excitation	261	(2)
Sensitivity to Reinforcer Devaluation	263	(3)
What Is Learned in Extinction?	266	(7)
Inhibitory S-R Associations	266	(3)
``Paradoxical'' Reward Effects	269	(1)
Mechanisms of the Partial Reinforcement Extinction Effect	270	(3)
Resistance to Change and Behavioral Momentum	273	(3)
Concluding Comments	276	(1)
Sample Questions	277	(1)
Key Terms	277	(2)
Aversive Control: Avoidance and Punishment	279	(36)
Avoidance Behavior	280	(21)
Origins of the Study of Avoidance Behavior	280	(1)
The Discriminated Avoidance Procedure	281	(2)
Two-Process Theory of Avoidance	283	(1)
Experimental Analysis of Avoidance Behavior	284	(11)
Alternative Theoretical Accounts of Avoidance Behavior	295	(6)
The Avoidance Puzzle: Concluding Comments	301	(1)
Punishment	301	(12)
Experimental Analysis of Punishment	302	(6)
Theories of Punishment	308	(4)
Punishment outside the Laboratory	312	(1)
Sample Questions	313	(1)
Key Terms	313	(2)
Animal Cognition I: Memory Mechanisms	315	(37)
What Is Animal Cognition?	316	(2)
Animal Memory Paradigms	318	(14)
Working Memory and Reference Memory	319	(1)
Delayed Matching to Sample	320	(6)
Spatial Memory in a Radial Maze	326	(6)
Memory Mechanisms	332	(14)
Acquisition and the Problem of Stimulus Coding	333	(5)
Retention and the Problem of Rehearsal	338	(3)
Retrieval	341	(5)
Forgetting	346	(4)
Proactive and Retroactive Interference	346	(1)
Retrograde Amnesia	346	(4)
Concluding Comments	350	(1)
Sample Questions	350	(1)
Key Terms	350	(2)
Animal Cognition II: Special Topics	352	(35)
Transitive Inference and Value Transfer	353	(1)
Memory in Food-Storing Birds	354	(4)
Timing	358	(6)
Techniques for the Measurement of Timing Behavior	359	(1)
The Concept of an Internal Clock	360	(1)
Characteristics of the Internal Clock	360	(1)
Models of Timing	361	(3)
Serial Pattern Learning	364	(5)
Possible Bases of Serial Pattern Behavior	364	(2)
Tests with Subsets after Training with a Simultaneous Stimulus Array	366	(1)
Evidence of the Learning of Ordinal Position	367	(2)
Perceptual Concept Learning	369	(5)
Discrimination between Perceptual Categories	371	(1)
Mechanisms of Perceptual Concept Learning	371	(3)
Language Learning in Nonhuman Animals	374	(10)
Early Attempts at Language Training	375	(1)
Language Training Procedures	376	(2)
Documenting Language Skills	378	(2)
Components of Linguistic Competence	380	(4)
Sample Questions	384	(1)
Key Terms	384	(3)
References	387	(46)
Name Index	433	(10)
Subject Index	443