The Psychology of Learning, An Introduction from a Functional-Cognitive Perspective by Houwer, Jan De -- Read -- Imperial Library of Trantor

Index

Cover Title Page Copyright Dedication Table of Contents Preface Introduction: What Is Learning and How Can We Study It?

0.1 What Is Learning?

0.1.1 Learning as Ontogenetic Adaptation 0.1.2 Difficulties in Applying the Definition of Learning

0.2 What Are the Different Types of Learning?

0.2.1 Types of Regularity in the Environment 0.2.2 Types of Learning 0.2.3 Difficulties in Determining Different Types of Learning

0.3 A Functional-Cognitive Framework for the Psychology of Learning

0.3.1 The Functional Approach within Learning Psychology

0.3.1.1 The environment as a moderator of learning 0.3.1.2 Abstract functional knowledge 0.3.1.3 Why strive for abstract functional knowledge?

0.3.2 The Cognitive Approach within the Psychology of Learning

0.3.2.1 Mental mechanisms as mediators of learning 0.3.2.2 Why strive for cognitive knowledge?

0.3.3 The Relation between the Functional and Cognitive Approaches in Learning Psychology

0.4 Structure of the Book

1: Effects of Regularities in the Presence of a Single Stimulus

1.1 Functional Knowledge

1.1.1 The Nature of the Stimuli 1.1.2 The Nature of the Observed Behavior 1.1.3 Properties of the Organism 1.1.4 The Impact of the Broader Context 1.1.5 Characteristics of Noncontingent Stimulus Presentations

1.1.5.1 The nature of the noncontingent stimulus presentation 1.1.5.2 Changes in the nature of the noncontingent stimulus presentations 1.1.5.3 Temporal aspects of the noncontingent stimulus presentation

1.2 Process Theories

1.2.1 The Model of Sokolov and the Model of Bradley 1.2.2 The Opponent-Process Model of Solomon

2: Classical Conditioning: Effects of Regularities in the Presence of Multiple Stimuli

2.1 Some Basic Terms and Procedures

2.1.1 Basic Terms 2.1.2 Procedures

2.2 Functional Knowledge

2.2.1 The Nature of the Stimuli

2.2.1.1 Classical conditioning is a general phenomenon 2.2.1.2 The influence of the properties of the CS or US, and the relation between CS and US on classical conditioning effects 2.2.1.3 The impact of the nature of the US on the nature of the CR

2.2.2 The Nature of the Observed Behavior

2.2.2.1 Influences on involuntary behavior 2.2.2.2 Three types of behavior 2.2.2.3 Unconscious learning: The relation between different conditioned changes in behavior

2.2.3 The Properties of the Organism 2.2.4 The Influence of the Broader Context 2.2.5 Characteristics of the CS-US Relation and Changes in Those Characteristics

2.2.5.1 The nature of the spatiotemporal relation 2.2.5.2 Changes in the nature of the spatiotemporal relation 2.2.5.3 The way that the CS-US relation is presented

2.3 Mental Process Theories

2.3.1 Associative Models

2.3.1.1 S-R models 2.3.1.2 S-S models

2.3.2 Propositional Models

2.3.2.1 The core of propositional models 2.3.2.2 General evaluation of propositional models

3: Operant Conditioning: Effects of Regularities in the Presence of Stimuli and Behavior

3.1 Some Basic Terms and Procedures

3.1.1 Basic Terms

3.1.1.1 The three terms of the three-term contingency 3.1.1.2 Types of operant conditioning

3.1.2 Procedures

3.1.2.1 Discrete trials methods 3.1.2.2 Free-operant methods

3.2 Functional Knowledge

3.2.1 The Nature of the Stimuli

3.2.1.1 Operant conditioning is a general phenomenon 3.2.1.2 The influence of the properties of the Sd and Sr on the degree of operant conditioning 3.2.1.3 The impact of the nature of the Sr on the nature of change in R

3.2.2 The Nature of the Observed Behavior

3.2.2.1 Influences on voluntary and involuntary behavior? 3.2.2.2 The nature of the change in behavior

3.2.3 The Properties of the Organism 3.2.4 The Influence of the Broader Context

3.2.4.1 Other Sd: R-Sr relations 3.2.4.2 Establishing operations

3.2.5 The Nature of the Relation

3.2.5.1 Contingency is more important than contiguity 3.2.5.2 Conditional contingency is more important than contingency 3.2.5.3 Reinforcement schedules 3.2.5.4 Indirect relations 3.2.5.5 Changes in the nature of the relation

3.3 Mental Process Theories

3.3.1 Associative Models

3.3.1.1 S-R models 3.3.1.2 R-Sr and Sd-Sr models

3.3.2 Propositional Models

3.3.2.1 The core of propositional models 3.3.2.2 General evaluation of propositional models

4: Complex Forms of Learning: Joint Effects of Multiple Regularities

4.1 Some Basic Terms and an Overview 4.2 Functional Knowledge

4.2.1 Two Types of Complex Learning

4.2.1.1 Moderated learning 4.2.1.2 Effects of metaregularities: On the functions of relations and regularities

4.2.2 Learning 2.0

4.3 Mental Process Theories

5: Applied Learning Psychology: Using the Principles of Learning to Improve the Well-Being of Individuals, Groups, and Societies

5.1 Introduction: From Experimentation to Application 5.2 On the Relationship between Learning and Application 5.3 The Functional Approach to Behavior Change

5.3.1 Applied Behavior Analysis 5.3.2 Testing the Effectiveness of ABA Interventions 5.3.3 Training for Generalization

5.4 Applied Learning Psychology: Shaping the Behavior of Individuals

5.4.1 Developmental Disabilities 5.4.2 Maladaptive (Clinical) Behaviors and Their Treatment 5.4.3 Substance Abuse

5.5 Applied Learning Psychology: From Individuals to Groups

5.5.1 Nurturing Families 5.5.2 Nurturing Schools

5.6 Future Directions for Application 5.7 Applied Cognitive Learning Psychology 5.8 Psychological Engineering: A Functional-Cognitive Way Forward

Reflections on the “Think It Through” Questions Glossary References Index

← Prev
Back
Next →

← Prev
Back
Next →