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" Principles of learning and behavior / "
Michael Domjan ; with contributions by James W. Grau ; workbook by Mark A. Krause
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BL
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| Record Number
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706436
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b528625
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| Main Entry
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Domjan, Michael,1947-
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| Title & Author
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Principles of learning and behavior /\ Michael Domjan ; with contributions by James W. Grau ; workbook by Mark A. Krause
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| Edition Statement
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Sixth edition
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| Publication Statement
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Belmont, CA :: Wadsworth,, [2010]
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, ©2010
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| Page. NO
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xxi, 515, W-148 pages :: illustrations ;; 24 cm
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| ISBN
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0495601993
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: 9780495601999
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| Bibliographies/Indexes
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Includes bibliographical references (pages 457-497) and indexes
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| Contents
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Instrumental Conditioning: Motivational Mechanisms: -- Associative structure of instrumental conditioning: -- S-R association and the law of effect -- Expectancy of reward and the S-O association -- R-O and S(R-O) relations in instrumental conditioning -- Behavioral regulation: -- Antecedents of behavioral regulation -- Behavioral regulation: and the behavioral bliss point -- Economic concepts and response allocation -- Problems with behavioral regulation approaches -- Contributions of behavioral regulation -- Concluding comments -- Sample questions -- Key terms -- Stimulus Control Of Behavior: -- Identification and measurement of stimulus control: -- Differential responding and stimulus discrimination -- Stimulus generalization -- Stimulus generalization gradients as measures of stimulus control -- Stimulus and response factors in stimulus control: -- Sensory capacity and orientation -- Relative ease of conditioning various stimuli -- Type of reinforcement -- Type of instrumental response -- Stimulus elements versus configural cues in compound stimuli -- Learning factors in stimulus control: -- Stimulus discrimination training -- Effects of discrimination training on stimulus control -- Range of possible discriminative stimuli -- What is learned indiscrimination training? -- Interactions between S+ and S-: peak shift effect -- Stimulus equivalence training -- Contextual cues and conditional relations: -- Control by contextual cues -- Control by conditional relations -- Concluding comments -- Sample questions -- Key terms -- Extinction Of Conditioned Behavior: -- Effects of extinction procedures -- Extinction and original learning: -- Spontaneous recovery -- Renewal of original excitatory conditioning -- Reinstatement of conditioned excitation -- Retention of knowledge of the reinforcer -- Enhancing extinction: -- Number and spacing of extinction trials -- Reducing spontaneous recovery -- Reducing renewal -- Compounding extinction stimuli -- What is learned in extinction?: -- Inhibitory S-R associations -- Paradoxical reward effects -- Mechanisms of the partial-reinforcement extinction effect -- Resistance to change and behavioral momentum -- Concluding comments -- Sample questions -- Key terms -- Aversive Control: Avoidance And Punishment: -- Avoidance behavior: -- Origins of the study of avoidance behavior -- Discriminated avoidance procedure -- Two-process theory of avoidance -- Experimental analysis of avoidance behavior -- Alternative theoretical accounts of avoidance behavior -- Avoidance puzzle: concluding comments -- Punishment: -- Experimental analysis of punishment: -- Theories of punishment -- Punishment outside the laboratory -- Sample questions -- Key terms -- Comparative Cognition I: Memory Mechanisms: -- What is comparative cognition?: -- Animal memory paradigms: -- Working and reference memory -- Delayed matching to sample --Spatial memory in mazes -- Memory mechanisms: -- Acquisition and the problem of stimulus coding -- Retrospective and prospective coding -- Retention and the problem of rehearsal -- Retrieval -- Forgetting: -- Proactive and retroactive interference -- Retrograde amnesia -- Concluding comments -- Sample questions -- Key terms -- Comparative Cognition 2: Special Topics: -- Food caching and recovery: -- Spatial memory in food caching and recovery -- Episodic memory in food caching and recovery -- Timing: -- Techniques for studying the temporal control of behavior -- Properties of temporally controlled behavior -- Models of timing -- Serial list learning: -- Possible bases of serial list behavior -- Tests with subsets after training with a simultaneous stimulus array -- Categorization and concept learning: -- Perceptual concept learning -- Learning higher-level concepts -- Learning abstract concepts -- Tool use in nonhuman animals: -- Language learning in nonhuman animals: -- Early attempts at language training -- Language training procedures -- Evidence of "grammar" in great apes -- Sample questions -- Key terms -- References -- Name index -- Subject index
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Preface -- About the author -- Introduction: -- Historical antecedents: -- Historical developments in the study of the mind -- Historical developments in the study of reflexes -- Dawn of the modern era: -- Comparative cognition and the evolution of intelligence -- Functional neurology -- Animal models of human behavior -- Animal models and drug development -- Animal models and machine learning -- Definition of learning: -- Learning-performance distinction -- Learning and other sources of behavior change -- Learning and levels of analysis -- Methodological aspects of the study of learning: -- Learning as an experimental science -- General-process approach to the study of learning -- Use of nonhuman animals in research on learning: -- Rationale for the use of nonhuman animals in research on learning -- Laboratory animals and normal behavior -- Public debate about research with nonhuman animals -- Sample questions -- Key terms -- Elicited Behavior, Habituation, And Sensitization: -- Nature of elicited behavior: -- Concept of the reflex -- Modal action patterns -- Eliciting stimuli for modal action patterns -- Sequential organization of behavior -- Effects of repeated stimulation: -- Salivation and hedonic ratings of taste in people -- Visual attention in human infants -- Startle response -- Sensitization and the modulation of elicited behavior -- Adaptiveness and pervasiveness of habituation and sensitization -- Habituation versus sensory adaptation and response fatigue -- Dual-process theory of habituation and sensitization: -- Applications of the dual-process theory -- Implications of the dual-process theory -- Extensions to emotions and motivated behavior: -- Emotional reactions and their aftereffects -- Opponent process theory of motivation -- Concluding comments -- Sample questions -- Key terms -- Classical Conditioning: Foundations: -- Early years of classical conditioning -- Discoveries of Vul'fson and snarskii -- Classical conditioning paradigm -- Experimental situations: -- Fear conditioning -- Eyeblink conditioning -- Sign tracking -- Learning what tastes good or bad -- Excitatory pavlovian conditioning procedures: -- Common pavlovian conditioning procedures -- Measuring conditioned responses -- Control procedures for classical conditioning -- Effectiveness of common conditioning procedures -- Inhibitory pavlovian conditioning: -- Procedures for inhibitory conditioning -- Measuring conditioned inhibition -- Prevalence of classical conditioning -- Concluding comments -- Sample questions -- Key terms -- Classical Conditioning: Mechanisms: -- What makes effective conditioned and unconditioned stimuli?: -- Initial responses to the stimuli -- Novelty of conditioned and unconditioned stimuli -- CS and US intensity and salience -- CS-US relevance, or belongingness -- Learning without an unconditioned stimulus -- What determines the nature of the conditioned response?: -- Stimulus-substitution model -- Learning and homeostasis: a special case of stimulus substitution -- CS as a determinant of the form of the CR -- Conditioned responding and behavior systems -- S-R versus S-S learning -- How do conditioned and unconditioned stimuli become associated?: -- Blocking effect -- Rescorla-Wagner model -- Other models of classical conditioning -- Concluding comments -- Sample questions -- Key terms -- Instrumental Conditioning: Foundations: -- Early investigations of instrumental conditioning -- Modern approaches to the study of instrumental conditioning: -- Discrete-trail procedures -- Free-operant procedures -- Instrumental conditioning procedures: -- Positive reinforcement-- Punishment -- Negative reinforcement -- Omission training -- Fundamental elements of instrumental conditioning: -- Instrumental response -- Instrumental reinforcer -- Response-reinforcer relation -- Sample questions -- Key terms -- Schedules of reinforcement and choice behavior: -- Simple schedules of intermittent reinforcement: -- Ratio schedules -- Interval schedules -- Comparison of ratio and interval schedules -- Choice behavior: concurrent schedules: -- Measures of choice behavior -- Matching law -- Mechanisms of the matching law -- Complex choice: -- Concurrent-chain schedules -- Studies of "self control" -- Concluding comments -- Sample questions -- Key terms --
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| Abstract
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Synopsis: 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
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| Subject
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Behaviorism (Psychology), Textbooks
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Conditioned response, Textbooks
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Learning, Psychology of, Textbooks
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Davranışçılık (Psikoloji), Derskitapları
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Öğrenme, Psikoloji, Derskitapları
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| Subject
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Şartlı refleks, Derskitapları
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| LC Classification
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BF319.D66 2010
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| Added Entry
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Grau, James W
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Krause, Mark A., (Mark Andrew),1971-
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