Learning: systems, models, and theories
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Chicago, Ill.
McNally
1976
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| Ausgabe: | 2. ed. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=006053065&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XVI, 653 S. graph. Darst. |
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Datensatz im Suchindex
| _version_ | 1819312031967215616 |
|---|---|
| adam_text | Titel: Learning
Autor: Sahakian, William S.
Jahr: 1976
Table of Contents
Part One Introductory
Chapter 1
INTRODUCTION 3
ROBERT M. GAGNE 3
Models of Learning:
Cumulative Learning Model.
Eight Types of Learning: (1) Discrimination; (6) Concept
Signal Learning; (2) Stimulus- Learning; (7) Principle Learning;
Response Learning; (3) Chaining; (8) Problem Solving.
(4) Verbal Association; (5) Multiple
ERNEST R. HILGARD
GORDON H. BOWER 7
Models and Learning Theories.
Applicability of Models and Learning Principles Emphasized with Cognitive
Theories. Some Principles Potentially Theory; (C) Principles from
Useful in Practice: (A) Principles Motivation and Personality Theory.
Emphasized within S-R Theory; (B)
Part Two The Contiguity Approach
Chapter 2
CLASSICAL
CONDITIONING 13
IVAN P. PAVLOV 13
Conditioned Reflex Theory.
Autobiography. Conditioned Reflex. (3) Ultraparadoxical Phase. Reciprocal
Analyzers. Inhibition: Internal Induction. Basic Processes of the
Inhibition, External Inhibition, and Central Nervous System (Irradiation,
Sleep Inhibition. Irradiation and Concentration, and Reciprocal In-
Concentration: Hypnosis, Sleep, and duction). First- and Second-Signal
the Three Phases: (1) Equalization Systems. Dynamic Stereotypy.
Phase, (2) Paradoxical Phase, and Association.
JOHN B. WATSON 30
Behaviorism.
The Behavioristic Orientation. Radical Environmentalism. Condi-
Premise of Behaviorism. Repudiation tioned Reflex as the Unit of the
of Innate Capacity and Instinct. Habit. Behavioristic Verbal Learning. j
vi Contents
Part Two continued
Chapter 3
CONTIGUITY THEORY
OF LEARNING 36
EDWIN R. GUTHRIE 36
Contiguous Conditioning.
Synopsis of Guthrie s Contiguity Reward and Punishment. Intention.
Theory. Primary Law of Association The Learning Process. Cats in a
by Contiguity. Associative Inhibition. Puzzle Box. A Definitive Statement
Forgetting. Breaking Habits. Motives. on Contiguous Conditioning.
FRED D. SHEFFIELD
THORNTON B. ROBY 56
Reward Value of a Nonnutritive
Sweet Taste
Reinforcement without Need Roby Experiments.
Reduction. Summary of the Sheffield-
VIRGINIA W. VOEKS 59
Formalization of Guthrie s
Learning Theory.
Introduction. Postulates (1) Principle Probability; (4) Principle of Dynamic
of Association; (2) Principle of Stuations. Definitions. Some Further
Postremity; (3) Principle of Response Theoretical Implications. Summary.
Part Three Instrumental Reinforcement Theories
Chapter 4
CONNECTIONISM 81
EDWARD LEE THORNDIKE 81
Bond Psychology.
Satisfiers and Annoyers: The Original Assimilation or Response by
Nature of Wants, Interests, and Analogy; Associative Shifting.
Motives; Successful Operating. Law Control of Learning: Aids to
of Readiness. Law of Exercise. Law Improvement. Transfer of Training,
of Effect. Subsidiary Laws (Laws of Connectionism Post 1930: Repeal of
Habit): Multiple-Response or Varied the Law of Exercise. Modified Law of
Reaction; Attitudes, Dispositions, Effect. Belongingness: Principle of
Preadjustments or Sets ; The Partial Polarity. Spread or Scatter of Effect
or Piecemeal Activity of a Situation; (Reward): Proof of the Law of Effect.
Contents vii
Part Three continued
ROBERT S. WOODWORTH 111
S-O-R Theory.
Preparatory Set or Preset (Situation- Response; Structure, Permanent
and-Goal-Set). Behavior-Primacy Characteristics; Temporary State;
Theory. The S-O-R Formula: Factors Activity in Progress,
in the Individual Which Influence His
HARRY F. HARLOW 118
Learning Sets.
Chapter 5
OPERANT BEHAVIORISM 132
B. F. SKINNER 132
Operant Conditioning.
Contingencies of Reinforcement. Satiation. Punishment: Alternatives
Operant and Respondent Behavior: to Punishment. Operant Discrimina-
Two Types of Conditioning and tion: Discrimination of Stimuli;
Extinction: Type S and Type R. Differentiation of Response.
Operant Reinforcement: Dynamic Programmed Instruction and
Laws of Reflex Strength; Positive and Teaching Machines. Verbal Behavior:
Negative Reinforcers; Generalized The Mand Function; The Tact
Reinforcers; Schedules of Reinforce- Function; The Autoclitic.
ment. Drives: Deprivation and
JOEL GREENSPOON 153
Verbal Reinforcement.
Reinforcing Effect of Spoken Sounds: Summary.
Procedure. Results. Discussion.
PAUL L. BROWN
HERBERT M. JENKINS 159
Autoshaping.
Autoshaping by the Pigeon: Method; Collected Results for Acquisition;
Experiment 1; Experiment 2; Discussion.
Experiment 3; Experiment 4;
KELLER BRELAND
MARIAN BRELAND 170
The Failure of Reinforcement.
The Misbehavior of Organisms.
via Contents
Part Three continued
DAVID PREMACK 177
Reinforcement Theory.
Theory of Reinforcement Reversibility.
Part Four The Hullian Tradition
Chapter 6
HULLIAN
CONNECTIONISM 185
CLARK L. HULL 185
Drive Reduction Theory.
Glossary of Symbols. Behavior Motivation, and Excitatory Potential.
Postulates and Corollaries. A The Oscillation of Effective Reaction
Behavior System. Behavior Theory Potential. Reaction Threshold and
and Symbolic Constructs. Organisms Response Evocation. Hull s
Conceived as Self-Maintaining Revisions: Drive Stimulus Reduction
Mechanisms. Reinforcement and and Secondary Reinforcement.
Habit Strength. Drive, Primary
KENNETH W. SPENCE 212
Behavior Theory of Learning.
Neo-Hullianism or the Spence Learning; Hull s 1952 Reinforcement
Theory: Hull s Reinforcement Theory; Spence s Theory of
Theory of Instrumental Reward Instrumental Reward Conditioning.
FRANK A. LOGAN 227
Micromolar Model.
The Macromolar Approach, as Approach. Summary.
Exemplified by Hull. The Micromolar
ABRAM AMSEL 240
Frustrative Nonreward Theory.
Purpose. Some General Comments. tion. Anticipatory Frustration in
Motivational Properties of Frustra- Noncontinuous Reward Situations.
Contents ix
Part Four continued
ALLAN R. WAGNER 259
Frustration as a Learned Drive.
Method: Subjects; Experimental Procedure: Pretraining. Results and
Design. Apparatus: Training; Discussion: Training; Testing.
Testing; Conditioned Stimulus.
E. J. CAPALDI 267
The Sequential Hypothesis.
A Hypothesis of Sequential Effects Acquisition Training: Pattern and
(Partial Reinforcement): PR Percentage; Comments on Major
Variables; Theoretical Background: Findings; Further Implications:
Stimulus Modification, Single Values Experimental Situations, Dependent
of N-length, Multiple Values of Variables. Other PR Variables:
N-length; Major PR Findings: Small Magnitude of Reward and Intertrial
Numbers of Acquisition Trials: Interval.
Pattern and Percentage, Extended
NEAL E. MILLER
JOHN DOLLARD 288
Reinforcement Social
Learning Theory.
Four Fundamentals of Learning Drive. Higher Mental Processes:
(Drive-Response-Cue-Reward): A Language; Reasoning. Social Learning
Simple Experiment; Four Factors of and Imitation: Learning by Imitation;
Learning. The Learning Process: Prestige Models; Drive Stimulus,
Extinction; Spontaneous Recovery; Crowd Stimulus, and Strength of
Gradient of Generalization; Innate Response; Copying and Diffusion.
Stimulus Generalization; Discrimina- Postulates of Conflict Behavior,
tion; Gradient in the Effects of Cybernetic Analysis of Response
Reward; Anticipatory Response. Guidance by Feedback Loops:
Acquired Drives and Acquired Relational Responses to Relational
Rewards: Anxiety as an Acquirable Cues: Flexible Cybernetic Behavior.
Drive; Anger as an Acquirable
O. HOBART MOWRER 304
Two-Factor Learning Theory: Sign
Learning and Solution Learning.
Punishment and Avoidance Learning; and Revised Two-Factor Theory
Fear Conditioning and Secondary Compared; Criticisms and Comment.
Reinforcement. Two-Factor Theory Revised Two-Factor Theory and the
Reconsidered and Revised: Support- Concept of Habit: The Phenomenon
ing Laboratory Evidence; Habit, of Habit Reinterpreted.
Feedback, and Field Theory; Original
x Contents
Part Five The Cognitive Approach
Chapter 7
SIGN LEARNING 329
EDWARD CHACE TOLMAN 329
Purposive Behaviorism.
Behavior: A Molar Phenomenon. Purposive Behaviorism s Laws of
Intervening Variables (Behavior- Learning: Capacity Laws; Stimulus
Determinants). Sign Learning: Signs, Laws, i.e., Laws Relative to Inter-
Significates, and Signified Means- relations in the Material and in the
End-Relations: Sign-Gestalts; The Manner of Presentation. Six Types
Three Moods of Sign-Gestalt- of Learning: Cathexes; Equivalence
Expectations; Mnemonization and Beliefs; Field Expectancies; Field-
Perception Sign-Gestalt-Expectations; Cognition Modes; Drive Discrimina-
Inferential Sign-Gestalt-Expectations. tions; Motor Patterns.
Latent Learning. Place Learning.
MARTIN E. P. SELIGMAN 343
Selected Preparedness Principle.
Generality of the Laws of Learning: Learning; Two Failures of General
The General Process View of Process Learning Theory: Language
Learning, A Reexamination of and the Functional Autonomy of
Equivalence of Associability, The Motives; Preparedness and the Laws
Dimension of Preparedness; Classical of Learning; Preparation and the
Conditioning; Instrumental Learning; General Process View of Learning.
Discrimination Learning; Avoidance
JOHN GARCIA 360
The Stimulus Fittingness Principle.
Appropriateness of the Cue: Method; Results and Discussion.
ROBERT C BOLLES 364
Species-Specific Defense
Reactions (SSDR).
Species-Specific Defense Reactions in Termination Contingency. The Safety
Avoidance Learning. Species-Specific Signal Effect. Relation to Other
Defense Reactions Defined. The Accounts of Avoidance Learning.
Escape Contingency. The CS-
ROBERT A. RESCORLA 386
The Predictive Hypothesis.
Predictive Value of a Stimulus: Method; Results; Discussion.
Contents xi
Part Five continued
Chapter 8
SOCIAL LEARNING
AND IMITATION 391
ALBERT BANDURA 391
Modeling Theory.
Modeling Theory: Some Traditions, Motivational and Reinforcement
Trends, and Disputes: Operant Processes; The Modeling Process and
Conditioning Analysis; Social- Form in Which Response Information
Learning Analysis; Attentional Is Transmitted; Alternative Explana-
Processes; Retention Processes; tions of Nonreinforced Modeling.
Motoric Reproduction Processes;
Chapter 9
GESTALT LEARNING
THEORY 411
MAX WERTHEIMER 412
Productive Learning.
Definition of Gestalt. Gestalt Laws Set; Direction; Closure; Good
and Factors of Organization Gestalt; Pragnanz; Good Curve).
(Proximity; Similarity; Uniform Productive Thinking.
Destiny or Common Fate; Objective
WOLFGANG KOHLER 431
Learning by Insight.
Criterion of Insight: Experimentation of Learning: Experiments with
with Chimpanzees. Relational Theory Chickens; Experiments with Apes.
KURT KOFFKA 447
Trace Theory.
Definition of Trace; Trace Theory The New Process. The Environmental
and Memory; Forgetting and Trace Field: Figure-Ground: Why We See
Theory; Definition of Learning; Things and Not the Holes between
Consolidation of Traces; Availability Them,
of Traces; Creation of Trace Systems:
xli Contents
Part Five continued
Chapter 10
TENSION SYSTEMS:
DYNAMIC THEORIES
OF LEARNING 453
KURT LEWIN 453
Field Theory.
Concepts in Topological Psychology: Cognitive Structure (Learning).
Definitions; Life Space and Psycho- Tension Systems: Ovsiankina,
logical Ecology. The Psychological (1928), The Resumption of
Field: Stimulus and Situation: The Interrupted Activities ; Zeigarnik,
Basic Formula for Behavior; Person (1968), On the Retention of
and Psychological Environment; Completed and Uncompleted
General Characteristics of a Psycho- Activities ; Learning as a Change in
logical Field. Psychological Behavior Knowledge (Cognitive Structure):
and the Person. Psychological Time Perspective, Psychological
Regions, Boundaries, Field Forces, Reality and Irreality; Learning as a
Vectors, Valence, and Locomotion. Change in Valences and Values.
Field Theory and Learning: Change in
LEON FESTINGER 476
Theory of Cognitive Dissonance.
Definition and Background of the Cognitive Dissonance. Reduction of
Theory. Situations Implying Dissonance. Effectiveness of
Cognitive Dissonance. Operational Dissonance Reduction.
Implications. Central Hypotheses of
SIGMUND FREUD 481
Pychoanalytic Theory of Learning.
The Pleasure Principle. Reality Repression, Displacement, and For-
Principle. Repetition Compulsion. getting: Repression; Forgetting and
Instincts: Their Impetus, Aim, Displacement. Anxiety as a Drive:
Object, and Source; Two Groups of Neurotic and Real Anxiety; Anxiety;
Primal Instincts; Their Vicissitudes Moral Anxiety. Personality Develop-
and Polarities; Eros and Thanatos. ment: Fixation and Regression.
Chapter 11
DEVELOPMENTAL
LEARNING THEORY 495
JEAN PIAGET 495
Developmental Theory of Learning.
Psychological Development of Period (0 to 2 Years); (2) Pre-
Operations: (1) The Sensorimotor operational Thought (2 to 7 Years);
Contents xffl
Part Five continued
(3) Concrete Operations (7 to 11 Operations (from 11-12 to 14-15 *¦
Years); (4) Prepositional or Formal Years).
Part Six The Humanistic Approach
Chapter 12
HUMANISTIC THEORIES
OF LEARNING 507
CARL R. ROGERS 507
Freedom to Learn Theory.
Two Types of Learning: Cognitive Facilitation. The Goal of Learning:
(Meaningless) and Experiential The Fully Functioning Person: Some
(Significant). Two Possible Aims for Implications of this Description:
Education: Stored Knowledge and (A) Appropriate to Clinical Expe-
Discovery: To Transmit Stored rience, (B) Leads toward Operational
Knowledge; To Nurture the Process Hypotheses, (C) Explains Perplexing
of Discovery. Assumptions in Contradictions, (D) Creativity as an
Education: Current and Significant Outcome, (E) Builds on Trustworthi-
Experiential Learning: Assumptions ness of Human Nature, (F) Relates
Implicit in Current Education. Freedom and Determinism;
Learning: A Humanistic Orientation. Conclusion
ABRAHAM H. MASLOW 522
Third Force Psychology Theory
of Learning
Humanistic Learning Theory. Third (Learning to Be a Person): Intrinsic
Force Psychology. Self - Actualization: vs. Extrinsic Learning. Peak
The Real Self. Intrinsic Learning vs. Experiences: Cognition of Being
Reinforcement. Intrinsic Learning and Peak Experiences.
Part Seven The Functionaiistic Approach
Chapter 13
MEMORY EXPERIMENTS
AND THEORIES 539
HERMANN EBBINGHAUS 539
Experiments on Memory.
Nonsense Syllables. Experimental Method, Retention, and Repetition.
Method in Memorization. Length of Overlearning and the Savings
Lists. Meaningful Material. Savings Method. Curve of Retention.
xiv Contents
Part Seven continued
LLOYD R. PETERSON
MARGARET
JEAN PETERSON 550
Short-Term Memory.
Short-Term Retention: Experiment I; Experiment II; Summary.
Chapter 14
PHYSIOLOGICAL AND
NEUROLOGICAL
THEORIES OF LEARNING
AND MEMORY 559
DONALD OLDING HEBB 559
Consolidation Theory of Memory.
What Is Remembered? Synaptic Change and Consolidation.
JAMES V. McCONNELL 564
Memory Transfer by RNA.
Memory Transfer through Cannibalism in Planarians.
Part Eight Mathematical and Information Processing Theories
Chapter 15
MATHEMATICAL MODEL
OF LEARNING 577
WILLIAM K. ESTES 577
Stimulus Sampling Theory.
A Statistical Theory of Learning: Conditioning: Reinforcement by
Preliminary Considerations; Contingent Stimulation; Partial
Definitions and Assumptions; Simple Reinforcement; Discussion;
Conditioning: Reinforcement by Summary
Controlled Elicitation; Operant
Contents xv
Part Eight continued
Chapter 16
INFORMATION
PROCESSING
LEARNING THEORY 596
ALLEN NEWELL
HERBERT A. SIMON 596
Simulation Theory.
Simulation: Information Processing Levels of Explanation; Some Specific
Theory of Learning; Simulation with Theories; Problem-Solving Processes.
Mathematical Theories; Information- Rote Memory Processes; Recognition
Processing Theories; Evaluation; of Periodic Patterns.
GEORGE A. MILLER 607
Chunks of Information and the
Memory Span.
The Magical Number Seven, Plus or Stimuli; Subitizing; The Span of
Minus Two: Absolute Judgments of Immediate Memory; Recoding;
Unidimensional Stimuli; Absolute Summary.
Judgments of Multidimensional
DONALD E. BROADBENT 627
Mechanical Model.
The Basic Model. Immediate Summary.
Memory. Limitations of the Model.
Name Index 641
Subject Index 647
|
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| indexdate | 2024-12-20T09:32:43Z |
| institution | BVB |
| language | English |
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| physical | XVI, 653 S. graph. Darst. |
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| spellingShingle | Sahakian, William S. 1922-1986 Learning systems, models, and theories Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4074166-7 (DE-588)4143413-4 |
| title | Learning systems, models, and theories |
| title_auth | Learning systems, models, and theories |
| title_exact_search | Learning systems, models, and theories |
| title_full | Learning systems, models, and theories William S. Sahakian |
| title_fullStr | Learning systems, models, and theories William S. Sahakian |
| title_full_unstemmed | Learning systems, models, and theories William S. Sahakian |
| title_short | Learning |
| title_sort | learning systems models and theories |
| title_sub | systems, models, and theories |
| topic | Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Lernpsychologie Aufsatzsammlung |
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