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Learning and Behavior

ISBN: 9780138575663 | 0138575665
Edition: 4th
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 7/1/1997

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SummaryTable of Contents
This is the core text for Introductory and Intermediate level courses in psychology of learning, behavior, and/or conditioning which are offered in departments of psychology. Focusing on both classic and contemporary studies and the most recent development and trends, Mazur's comprehensive book describes the psychological theories, applications, and experiments of learning and behavior in both humans and animals.
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Prefaceix(2)
Acknowledgmentsxi
1 INTRODUCTION
1(18)
The Psychology of Learning and Behavior
1(1)
The Search for General Principles of Learning
2(2)
The Nature of Scientific Theories
4(7)
An Example of a Theory about Behavior: Biorhythm Theory
4(1)
The Major Components of Scientific Theories
5(1)
Fudging Scientific Theories
6(2)
Issues and Techniques in Comparing Theory with Data
8(3)
Behavioral and Cognitive Approaches to Learning
11(5)
The Use of Animal Subjects
11(3)
The Emphasis on External Events
14(2)
On Free Will, Determinism, and Chaos Theory
16(3)
2 SIMPLE IDEAS, SIMPLE ASSOCIATION, AND SIMPLE CELLS
19(18)
Early Theories about the Association of Ideas
19(4)
Aristotle
19(1)
The British Associationists: Simple and Complex Ideas
20(2)
Thomas Brown's Secondary Principles of Association
22(1)
Ebbinghaus's Experiments on Memory
23(4)
Ebbinghaus's Major Findings
23(3)
Ebbinghaus and the Associationists Compared to Later Learning Theorists
26(1)
Physiological Facts and Theories Related to Associationism
27(10)
The Basic Characteristics of Neurons
27(1)
Physiological Research on "Simple Sensations"
28(2)
Physiological Research on "Complex Ideas"
30(2)
Physiological Research on Associative Learning
32(5)
3 INNATE BEHAVIOR PATTERNS AND HABITUATION
37(20)
Characteristics of Goal-Directed Systems
38(1)
Reflexes
39(1)
Tropisms and Orientation
40(2)
Kineses
40(1)
Taxes
41(1)
Sequences of Behavior
42(4)
Fixed Action Patterns
42(2)
Reaction Chains
44(2)
Habituation
46(11)
General Principles of Habituation
47(1)
Physiological Mechanisms of Habituation
48(3)
Habituation in Emotional Responses: The Opponent-Process Theory
51(6)
4 BASIC PRINCIPLES OF CLASSICAL CONDITIONING
57(30)
Pavlov's Discovery and Its Impact
57(9)
The Standard Paradigm of Classical Conditioning
58(1)
The Variety of Conditioned Responses
59(3)
Pavlov's Stimulus Substitution Theory
62(3)
S-S or S-R Connections?
65(1)
Pavlov's Influence on Psychology
66(1)
Basic Conditioning Phenomena
66(7)
Acquisition
66(1)
Extinction
67(1)
Spontaneous Recovery
68(1)
Disinhibition
69(1)
Rapid Reacquisition
69(1)
Conditioned Inhibition
70(1)
Generalization and Discrimination
71(2)
Temporal Relationships between CS and US
73(3)
CS-US Correlations
75(1)
Other Conditioning Arrangements
76(2)
Higher-Order Conditioning
76(2)
Sensory Preconditioning
78(1)
Classical Conditioning Outside the Laboratory
78(9)
Classical Conditioning and Emotional Responses
78(2)
Classical Conditioning and the Immune System
80(1)
Applications in Behavior Therapy
81(6)
5 THEORIES AND RESEARCH ON CLASSICAL CONDITIONING
87(35)
Theories of Associative Learning
88(12)
The Blocking Effect
88(1)
The Rescorla-Wagner Model: Basic Concepts
89(3)
The Rescorla-Wagner Model: Equations and Mathematical Examples
92(4)
Theories of CS Effectiveness
96(2)
Comparator Theories of Conditioning
98(2)
Summary
100(1)
Types of Associations
100(5)
Associations in First-Order Conditioning
100(1)
Associations in Second-Order Conditioning
100(1)
Associations Involving Contextual Stimuli
101(1)
CS-CS Associations
102(1)
Occasion Setting
103(1)
Summary
104(1)
Biological Constraints on Classical Conditioning
105(7)
The Contiguity Principle and Taste-Aversion Learning
105(2)
Biological Preparedness and Taste-Aversion Learning
107(2)
Biological Preparedness in Human Learning
109(1)
Biological Constraints and the General-Principle Approach
110(2)
The Form of the Conditioned Response
112(4)
Drug Tolerance as a Conditioned Response
112(2)
Conditioned Opponent Theories
114(2)
Physiological Research on Classical Conditioning
116(6)
Research with Primitive Creatures
116(1)
Research with Mammals and Other Vertebrates
117(2)
Research with Human Subjects>
119(3)
6 BASIC PRINCIPLES OF OPERANT CONDITIONING
122(29)
The Law of Effect
122(9)
Thorndike's Experiments
122(2)
Guthrie and Horton: Evidence for a Mechanical Strengthening Process
124(3)
Superstitious Behaviors
127(3)
Problems with the "Stop-Action Principle,"
130(1)
The Procedure of Shaping or Successive Approximations
131(4)
Shaping Lever Pressing in a Rat
131(1)
Shaping Behaviors in the Classroom
132(1)
Shaping as a Tool in Behavior Modification
133(1)
Making Shaping More Precise: Percentile Schedules
134(1)
Versatility of the Shaping Process
135(1)
The Research of B.F. Skinner
135(4)
The Free Operant
136(1)
The Three-Term Contingency
137(1)
Other Basic Principles: Acquisition, Extinction, Spontaneous Recovery, Generalization and Conditional Reinforcement
138(1)
Response Chains
139(2)
Biological Constraints on Operant Conditioning
141(10)
Instinctive Drift
141(2)
Autoshaping
143(5)
Reconciling Reinforcement Theory and Biological Constraints
148(3)
7 REINFORCEMENT SCHEDULES: EXPERIMENTAL ANALYSES AND APPLICATIONS
151(25)
Plotting Moment-to-Moment Behavior: The Cumulative Recorder
151(1)
The Four Simple Reinforcement Schedules
152(7)
Fixed Ratio
152(2)
Variable Ratio
154(1)
Fixed Interval
155(2)
Variable Interval
157(1)
Extinction and the Four Simple Schedules
157(2)
Other Reinforcement Schedules
159(1)
Factors Affecting Performance on Reinforcement Schedules
159(4)
Contingency-Shaped Versus Rule-Governed Behaviors
160(2)
Reinforcement History
162(1)
Summary
162(1)
The Experimental Analysis of Reinforcement Schedules
163(5)
The Cause of the FR Postreinforcement Pause
163(1)
Comparisons of VR and VI Response Rates
164(4)
Applications of Operant Conditioning
168(8)
Teaching Language to Autistic Children
168(2)
The Taken Economy
170(1)
Reinforcing Employee Performance
171(2)
Behavior Therapy for Couples
173(1)
Summary
174(2)
8 AVOIDANCE AND PUNISHMENT
176(30)
Avoidance
177(10)
A Representative Experiment
177(1)
Two-Factor Theory
178(1)
Evidence Supporting Two-Factor Theory
179(1)
Problems with Two-Factor Theory
180(1)
One-Factor Theory
181(2)
Cognitive Theory
183(1)
Biological Constraints in Avoidance Learning
184(2)
Conclusions about the Theories of Avoidance
186(1)
Flooding as Behavior Therapy
186(1)
Learned Helplessness
187(3)
Punishment
190(6)
Is Punishment the Opposite of Reinforcement?
190(2)
Factors Influencing the Effectiveness of Punishment
192(2)
Disadvantages of Using Punishment
194(1)
Negative Punishment
195(1)
Behavior Decelerators in Behavior Therapy
196(10)
Positive Punishment
196(2)
Negative Punishment: Response Cost and Time-Out
198(2)
Other Techniques for Behavior Deceleration
200(3)
The Aversives Controversy
203(3)
9 THEORIES AND RESEARCH ON OPERANT CONDITIONING
206(25)
The Role of the Response
206(1)
The Role of the Reinforcer
207(9)
Is Reinforcement Necessary for Operant Conditioning
207(2)
Expectations about the Reinforcer
209(2)
Is Reinforcement at Work in Classical Conditioning?
211(1)
Can Reinforcement Control Visceral Responses?
212(2)
Biofeedback
214(2)
How Can We Predict What Will Be a Reinforcer?
216(8)
Need Reduction
217(1)
Drive Reduction
217(1)
Trans-Situationality
218(1)
Premack's
219(4)
Response Deprivation Theory
223(1)
Behavioral Economics
224(7)
Optimization: Theory and Research
224(3)
Elasticity and Inelasticity of Demand
227(1)
Income Level and Demand
227(1)
Behavioral Economics and Drug Abuse
228(1)
Summary
229(2)
10 STIMULUS CONTROL AND CONCEPT FORMATION
231(28)
Generalization Gradients
232(5)
Measuring Generalization Gradients
232(1)
What Causes Generalization Gradients?
233(4)
Is Stimulus Control Absolute or Relational?
237(5)
Transposition and Peak Shift
237(2)
Spence's Theory of Excitatory and Inhibitory Gradients
239(1)
The Intermediate-Size Problem
240(1)
Evaluating the Two Theories
241(1)
Behavioral Contrast
242(2)
"Errorless" Discrimination Learning
244(3)
Transfer of Learning After Discrimination Training
247(2)
Concept Formation
249(6)
The Structure of Natural Categories
250(1)
Animal Studies on Natural Concept Formation
251(2)
Developing Stimulus Equivalence
253(2)
Stimulus Control in Behavior Modification
255(4)
Study Behavior
255(1)
Insomnia
256(3)
11 COMPARATIVE COGNITION
259(30)
Memory
260(12)
Short-Term Memory or Working Memory
260(6)
Rehearsal
266(4)
Long-Term Memory, or Reference Memory
270(2)
Time, Number, and Serial Patterns
272(8)
Experiments on an "Internal Clock,"
273(2)
Counting
275(2)
Serial Pattern Learning
277(1)
Chunking
278(2)
Language and Reasoning
280(9)
Teaching Language to Animals
280(5)
Reasoning by animals
285(4)
12 LEARNING BY OBSERVATION
289(22)
Theories of Imitation
290(7)
Imitation as an Instinct
290(2)
Imitation as an Operant Response
292(1)
Imitation as a Generalized Operant Response
292(1)
Bandura's Theory of Imitation
293(2)
Which Theory of Imitation is Best?
295(2)
Factors That Affect the Likelihood of Imitation
297(1)
Interactions Between Observational Learning and Operant Conditioning
298(2)
Achievement Motivation
298(1)
Aggression
299(1)
The Influence of Television
300(1)
What Can Be Learned through Observation?
301(3)
Phobias
302(1)
Drug Use and Addictions
302(1)
Cognitive Development
303(1)
Moral Standards and Behavior
304(1)
Modeling in Behavior Therapy
304(5)
Facilitation of Low-Probability Behaviors
305(1)
Acquisition of New Behaviors
306(1)
Elimination of Fears and Unwanted Behaviors
306(2)
Videotape Self-Modeling
308(1)
Conclusions: The Sophisticated Skill of Learning by Observation
309(2)
13 LEARNING MOTOR SKILLS
311(24)
The Variety of Motor Skills
312(1)
Variables Affecting Motor Learning and Performance
313(8)
Reinforcement and Knowledge of Results
313(3)
Knowledge of Performance
316(2)
Distribution of Practice
318(2)
Transfer from Previous Training
320(1)
Theories of Motor-Skill Learning
321(7)
Adams's Two-Stage Theory
321(4)
Schmidt's Schema Theory
325(3)
Learning Movement Sequences
328(7)
The Response Chain Approach
328(1)
Motor Programs
329(6)
14 CHOICE
335(33)
The Matching Law
336(8)
Herrnstein's (1961) Experiment
336(2)
Other Experiments on Matching
338(1)
Deviations from Matching
338(2)
Varying the Quality and Amount of Reinforcement
340(1)
An Application to Single Schedules
341(3)
Theories of Choice Behavior
344(10)
Matching as an Explanatory Theory
345(1)
Melioration Theory
346(1)
Optimization Theory as an Explanation of Matching
347(4)
Momentary Maximization Theory
351(2)
Other Theories of Choice
353(1)
Self-Control Choices
354(7)
The Ainslie-Rachlin Thoery
355(1)
Animal Studies on Self-Control
356(2)
Factors Affecting Self-Control in Children
358(2)
Techniques for Improving Self-Control
360(1)
Other Choice Situations
361(7)
Preference for Variability
361(2)
Risk Taking
363(1)
The Tragedy of the Commons
364(4)
References368(46)
Author Index414(10)
Subject Index424

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