Learning : behaviour and cognition / David A. Lieberman.
By: Lieberman, David A.
Material type: BookPublisher: Monterey, CA : Brooks Cole Pub. Co, 1993Edition: 2nd ed.Description: xxiii, 592 p.. ; 24 cm. + hbk.ISBN: 0534174000.Subject(s): Learning, Psychology of | Paired-association learning | Conditioned response | Human information processingDDC classification: 153.1526Item type | Current library | Call number | Copy number | Status | Date due | Barcode | Item holds |
---|---|---|---|---|---|---|---|
General Lending | MTU Bishopstown Library Lending | 153.1526 (Browse shelf(Opens below)) | 1 | Available | 00068464 |
Enhanced descriptions from Syndetics:
This thematic, conceptual, and integrative text offers extensive material on human applications of theory, including the impact of classical conditioning, reinforcement, and punishment on human behavior; emphasis on the relationship between associative and cognitive theories of learning; and an explanation of neural network models. .Lieberman captures students interest with a clear and interesting writing style and holds their interest with lucid explanations, examples that deal with student-relevant topics, and explorations of assumptions underlying learning research that challenge them to think critically.
Includes bibliographical references (pages 531-567) and indexes.
Part I: Introduction -- Some basic assumptions -- An introduction to associative learning -- Part II: Classical conditioning -- Foundations of conditioning -- Principles and applications -- Theories of conditioning -- Part III: Instrumental conditioning -- Reinforcement -- Response suppression -- Applications -- Theories of reinforcement: The law of effect revisited -- Part IV: Theoretical processes in associative learning -- Learning in an evolutionary context -- What is learned? Associative versus cognitive theories of learning -- How is it learned? An information-processing model -- Is associative learning simple or complex?
Table of contents provided by Syndetics
- Preface (p. XVII)
- Part I Introduction
- Chapter 1 Some Basic Assumptions (p. 3)
- 1.1 Is Behavior Lawful? (p. 4)
- 1.2 How Should We Discover Any Laws? (p. 14)
- 1.3 Behavioral and Cognitive Approaches (p. 19)
- 1.4 The Experimental Method (p. 23)
- 1.5 The Use of Animals (p. 30)
- 1.6 An Overview of Associative Learning (p. 38)
- Part II Classical Conditioning
- Chapter 2 Foundations of Classical Conditioning (p. 51)
- 2.1 The Associative Tradition (p. 51)
- 2.2 Pavlov's Conditioned Reflexes (p. 58)
- 2.3 The Need for Control Groups (p. 72)
- 2.4 What Behaviors Can Be Conditioned? (p. 77)
- 2.5 A Universal Process? (p. 90)
- Chapter 3 Principles and Applications (p. 103)
- 3.1 The Laws of Association (p. 103)
- 3.2 Contingency (p. 107)
- 3.3 Preparedness (p. 115)
- 3.4 Blocking (p. 121)
- 3.5 Applications of Conditioning (p. 124)
- Chapter 4 Theories of Conditioning (p. 139)
- 4.1 The Rescorla-Wagner Model (p. 139)
- 4.2 The Rescorla-Wagner Model: Deriving Predictions (p. 145)
- 4.3 Evaluating the Rescorla-Wagner Model (p. 151)
- 4.4 What Is Learned During Conditioning? (p. 161)
- 4.5 The Determinants of Performance (p. 170)
- 4.6 Conditioning in Humans (p. 176)
- Part III Operant Conditioning
- Chapter 5 Reinforcement (p. 193)
- 5.1 Thorndike's Law of Effect (p. 193)
- 5.2 Basic Procedures (p. 200)
- 5.3 The Reinforcer (p. 204)
- 5.4 Delay of Reinforcement (p. 210)
- 5.5 Schedules of Reinforcement (p. 220)
- 5.6 Motivation (p. 229)
- 5.7 Stimulus Control (p. 236)
- 5.8 Shaping (p. 241)
- Chapter 6 Applications of Reinforcement (p. 253)
- 6.1 Reinforcement in the Classroom (p. 253)
- 6.2 The Problem of Maintaining Behavior (p. 258)
- 6.3 Harmful Effects of Reinforcement (p. 261)
- 6.4 Alternatives to Reinforcement: Modeling (p. 268)
- 6.5 Alternatives to Reinforcement: Self-Control (p. 273)
- Chapter 7 Punishment and Extinction (p. 287)
- 7.1 Punishment (p. 287)
- 7.2 Side Effects of Punishment (p. 301)
- 7.3 Application: Children's Misbehavior (p. 307)
- 7.4 Extinction (p. 315)
- Part IV Theoretical Processes in Associative Learning
- Chapter 8 What is Learned? (p. 329)
- 8.1 Early Views (p. 329)
- 8.2 Hull's S-R Theory (p. 335)
- 8.3 Tolman's Expectations (p. 340)
- 8.4 Habits and Expectations (p. 344)
- 8.5 Complex Learning (p. 350)
- Chapter 9 The Role of Memory and Attention (p. 367)
- 9.1 A Model of Human Memory (p. 368)
- 9.2 Working Memory (p. 378)
- 9.3 The Role of Attention in Coding (p. 384)
- 9.4 Coding Relationships (p. 390)
- 9.5 Retrieval (p. 399)
- 9.6 The Associative Stage (p. 405)
- Chapter 10 The Role of the Reinforcer (p. 417)
- 10.1 Is Reinforcement Automatic? (p. 418)
- 10.2 Is Reinforcement Necessary for Learning? (p. 426)
- 10.3 The Avoidance Paradox (p. 430)
- 10.4 Reinforcement and Conditioning (p. 442)
- 10.5 Choosing a Response (p. 447)
- Chapter 11 Learning in an Evolutionary Context (p. 467)
- 11.1 The General Process View (p. 467)
- 11.2 An Evolutionary Perspective (p. 470)
- 11.3 Are Classical Conditioning and Reinforcement Uniform Processes? (p. 478)
- 11.4 Variations on an Associative Theme (p. 485)
- Chapter 12 Concept Learning: Associative and Cognitive Processes (p. 497)
- 12.1 Concept Learning in Humans (p. 498)
- 12.2 Concept Learning in Animals (p. 508)
- 12.3 Abstract Concepts in Animals (p. 511)
- 12.4 The Neural Network Solution (To Association, Abstraction, and Everything ...) (p. 517)
- 12.5 Associative Learning and Cognition (p. 530)
- References (p. 537)
- Acknowledgements (p. 571)
- Author Index (p. 577)
- Subject Index (p. 587)
- A Final Word (p. 596)