Buch, Englisch, 288 Seiten, Format (B × H): 187 mm x 232 mm, Gewicht: 635 g
Instructor Review Copy
Buch, Englisch, 288 Seiten, Format (B × H): 187 mm x 232 mm, Gewicht: 635 g
ISBN: 978-0-205-20547-9
Verlag: Taylor & Francis Inc
Adaptive Learning and the Human Condition presents the basic principles of classical (Pavlovian) and instrumental (Skinnerian) conditioning in a more coherent and expansive manner than is the case in other textbooks. Learning is defined as an adaptive process through which individuals acquire the ability to predict, and where possible, control the environment. This overarching definition enables integration of traditional Pavlovian and Skinnerian principles and terminology and makes explicit why treatment of the learning process is essentially limited to these two historical research paradigms. Pavlov developed a methodology for studying animals under circumstances where they could predict, but not control, sequences of environmental events. Skinner studied animals under circumstances where their behavior had an effect upon environmental events. Observational learning and symbolic communication (i.e., spoken or written language) are incorporated as indirect learning processes through which individuals can acquire the ability to predict or control. This treatment creates a perspective within which it is possible to consider the fundamental nature of the learning process in understanding the human condition and in addressing significant individual and social concerns.
Examples of applications and issues not included in similar textbooks include:
The role of classical and instrumental conditioning in language acquisition
The administration of rewards and punishers in Baumrind’s parental styles as related to Kohlberg’s stages of moral development
Stone-Age hunter-gatherer and technologically-advanced cultures: How did we get from there to here?
Self-control and self-actualization
While covering traditional technical and theoretical issues, the book is written in a clear, engaging style. The narrative builds across chapters, culminating in the treatment of applications and societal concerns of import and interest to students and faculty alike. Upon completing this book, readers should be able to: explain the significance of human condition through adaptive learning; present the basic principles of classical and instrumental conditioning; and understand the significance of scientific research
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Part 1: A Science of Adaptive Learning
Chapter 1: Science, Psychology, and Adaptive Learning
Chapter 2: Adaptive Learning Research Methods
Part 2: Predictive Learning
Chapter 3: Predictive Learning: Basic Principles and Phenomena
Chapter 4: Predictive Learning: Basic Variables and Theoretical Issues
Chapter 5: Predictive Learning: Applications
Part 3: Control Learning
Chapter 6: Control Learning: Basic Principles and Phenomena
Chapter 7: Control Learning: Basic Variables and Theoretical Issues
Chapter 8: Control Learning: Applications
Chapter 9: Schedules of Reward and Maintenance of Learned Behavior
Part 4: The Human Condition
Chapter 10: Personality, Socialization, and Culture
Chapter 11: Becoming Human and Transforming the Human Condition
Chapter 12: Becoming Human through Indirect Social Learning
Chapter 13: Individual and Cultural Self-Actualization
Chapter 14: Self-Actualization through Self-Control
FULL TABLE OF CONTENTS:
Part 1: A Science of Adaptive Learning
Chapter 1. Science, Psychology, and Adaptive Learning
The Human Condition Explanation and Empiricism
The Scientific Method
Early History of Psychology
Psychology Today
Scientific Explanation in Psychology
Where Does Psychology Look for Explanations?
Definitions of Learning
Direct and Indirect Learning
Summary
Key Terms
Chapter 2. Adaptive Learning Research Methods
Internal and External Validity
Non-Experimental Research Methods
Experimental Research Methods
Adaptive Learning Research Methods and External Validity
Summary
Key Terms
Part 2. Predictive Learning
Chapter 3. Predictive Learning: Basic Principles and Phenomena
Pavlov’s classical conditioning paradigm
Measurement Procedures
Basic predictive learning phenomena
Predictive learning schema with excitatory and inhibitory stimuli
Summary
Key Terms
Chapter 4. Predictive Learning: Basic Variables and Theoretical Issues
Variables influencing predictive learning
Theoretical Issues
Summary
Key Terms
Chapter 5. Predictive Learning: Applications
Basic and applied science
Direct classical conditioning of emotions
Indirect classical conditioning of emotions
Desensitization and sensitization procedures
Classical conditioning of word meaning
Classical conditioning of attitudes
Classical conditioning of drug tolerance
Summary
Key Terms
Part 3. Control Learning
Chapter 6. Control Learning: Basic Principles and Phenomena
Thorndike and Skinner
Apparatuses used to study control learning
Skinner’s contingency schema
Adaptive learning overview of predictive and control learning
Learned and unlearned appetitive and aversive stimuli
Discriminative stimuli and warning stimuli
Stimulus-response chains
Basic control learning phenomena
Species specific characteristics and control learning
Other basic control learning phenomena
Summary
Key Terms
Chapter 7. Control Learning: Basic Variables and Theoretical Issues
Variables influencing control learning
Theoretical issues
Summary
Key Terms
Chapter 8: Control Learning: Applications
Speech and Language (verbal symbolic behavior)
Parenting
Treating behavioral problems with non-verbal individuals
Treating behavioral problems with verbal individuals
Empirically validated therapeutic techniques
Using technology to facilitate control learning
Relapse prevention
Summary
Key Terms
Chapter 9. Schedules of Reward and Maintenance of Learned Behavior
Skinnerian methodology
Skinner’s schema of intermittent schedules of reinforcement
Why do ratio schedules produce higher response rates than interval schedules?
Maintenance of learned behavior
Differential reinforcement schedules as alternatives to punishment
Extinction as an alternative to punishment
Non-contingent reinforcement as an alternative to punishment
Summary
Key Terms
Part 4. The Human Condition
Chapter 10. Personality, Socialization, and Culture
Multiple schedules, personality, and culture
Stimulus control, baseball, and the human condition
Measuring stimulus control in the laboratory
Determinants of stimulus control test patterns
The peak shift and Spence’s model of discrimination learning
Attention theory and discrimination learning
Summary
Key Terms
Chapter 11. Becoming Human and Transforming the Human Condition
Concept learning
Learning to learn
Basic research in problem-solving
The general problem-solving process
Tools, technology, and the human condition
The phonetic alphabet and Arabic numbering system
Summary
Key Terms
Chapter 12. Becoming Human through Indirect Social Learning
Observational learning
Speech and language
Preparing for school and the 3 Rs
Summary
Key Terms
Chapter 13. Individual and Cultural Self-Actualization
The Nukak’s physiological needs
The Nukak’s shelter and safety needs
The Nukak’s love and interpersonal needs
The Nukak’s esteem needs
The Nukak’s self-actualization needs
Our physiological needs
Our shelter and safety needs
Our love and interpersonal needs
Developmental tasks and stages for the Nukak and us
Our esteem needs
Our self-actualization needs
Bridges, globalization, and the human condition
Summary
Key Terms
Chapter 14. Self-Actualization through Self-Control
Concurrent schedules and the matching law
Self-control – magnitude and delay of reinforcement
Matching, impulsiveness, and adaptive learning
Determinism and Freedom
Lightning, sharks, and human predators
Will Power and Self-Control
Self-Control as Problem Solving
Improving the human condition through humanistic ecology
Summary
Key Terms
