AU  - Schwartz,Barry
AU  - Steve J. Robbins
AU  - Wasserman, Edward A. 
TI  - Psychology of learning and behavior
SN  - 9780393975918
U1  - 150.1943  
PY  - 0000///
CY  - 
PB  - 
KW  - Koşullu tepki
KW  - Conditional response
KW  - Davranışçılık (psikoloji)
KW  - Behaviorism (psychology)
N1  - Includes index(A35-A49 p.); Includes references(A1-A32 p.); 1; Human Nature, Science and Behavior Theory; 2; Understanding; 3; Understanding and Science; 3; Causes Generalization and Law; 5; Experimentation: The Tool of Science; 6; Science and Human Nature; 8; Psychology, Behavior, Theory and Learning; 10; Philosophical Background of Behavior Theory; 10; Descartes and Hobbes:  Man of Medicine; 12; Associationism; 13; Biological; Background of Behavior Theory; 14; Darwin and Evolution; 16; The Emergence of Behavior Theory; 17; Single Event Learning :Habituation; 17; Event- Event Learnıng: Pavlovian Conditioning; 18; Behavıor - Event Learnıng: operant Conditioning; 20; Learning about Humans By Studying Animals; 21; Summary; 24; Single Event Learning: Habituation; 25; Separating Habtuation from Sensory Adaptation of Motor Fatigue; 26; Evidence for a Learning Explanation; 29; Applying the Principles: Response Recovery In Everyday Life; 30; Conditions that Produce Habituations; 32; Mechanisms of Habituation; 32; Dual-Process Theories; 34; Neuroscience and Learning : The Neural Mechanism of Habituation; 36; A Memory Theory of Habituation; 40; Summary; 41; Pavlovian Conditioning :Basic Phenomena; 42; The classic Conditioning experiment; 43; Acquisition and Extinction; 44; The Scope Of Pavlovian Conditioning Research; 45; Eyeblink Conditioning; 45; Conditioning Fear; 46; Neuroscience and Learning :The Neural Mechanism of Eyeblink Conditioning; 51; Applying the Principles: Causes and Treatments of Phobia; 53; Conditioned Keypecking; 53; Taste Aversion Learning; 55; The Need For Controlled Procedures in Studies of Pavlovian Conditioning; 56; Applying the Principles: Food Aversions in Cancer Patients Receiving Chemotherapy; 57; Temporal Relations between the CS and the US; 58; Delay Conditioning; 58; Simultaneous Conditioning; 59; Temporal Conditioning; 59; Backward Conditioning; 60; Other Variables Affecting Pavlovian; 60; The CS and The US; 61; Qualitative Relation between  CS and US; 64; Constrain on Learning; 64; Unbiased Environments; 66; Unbiased Environments and Substitutability; 69; Summary; 70; Pavlovian Conditioning Casual Factors; 71; Contingency; 74; Locating the US in time; 76; Informativeness Redundancy and Blocking; 77; Applying the Principles: predictiveness, fear and Anxiety; 80; Pavlovian Conditioning and Inhibition; 80; inhibition in the Nervous System; 81; Conditioned Inhibition of Behavior; 82; Detecting Inhibition; 82; External Inhibition and Disinhibition; 82; Indirect Measures of Inhibition; 83; Direct Measures of Inhibition; 83; Condition Producing Inhibition; 83; Extinction; 84; Conditioned Inhibition Training; 84; Negative Contingency  Training; 85; Inhibition of Delay; 85; Discrimination and Generalization; 85; Excitatory and Inhibitory Generalization Gradients; 87; Backward Conditioning; 87; Necessary Condition For Inhibition; 88; Appling the Principles :Experimental Neurosis; 89; Summary; 91; Pavlovian Conditioning Explanations; 92; The Rescorla-Wagner; 93; Rescorla-Wagner Theory and Compound Stimuli; 94; Rescorla-Wagner Theory and Contingency; 95; Rescorla-Wagner Theory and Inhibition; 96; A Surprising Prediction; 97; Conditioning and Changes In CS Effectiveness; 97; latent Inhibition; 99; learned Irrelevance; 99; Another Look at Blocking; 100; Neuroscience and Learning :Neural Mechanisms Underlying Changes in CS Processing; 103; Surprise and CS Salience; 103; Psychological Status of the Rescorla Wagner Theory; 103; Rehearsal and Conditioning; 105; Blocking; 105; Effects of Single Events Exposure on Conditioning; 105; CS Preexposure( Latent inhibition); 105; Us Preexposure; 106; Theory of Extinction; 106; Summary; 109; Pavlovian Conditioning: Storage; 109; What is Learned in Conditioning; 113; Manipulating Representations; 114; Neuroscience and Learning :A Neural Distinction between URs and CRs; 116; The Pavlovian Conditioned Response (CR); 119; The Adaptive Function of the Conditioned Response; 121; CRs that Oppose URs; 122; Opponent Process Theory; 124; Challenge to the  Conditioned Opponent Model; 125; Role Of Conditioning in Human Drug Abuse; 126; Using Conditioning Principles to Treat Addiction; 126; Extinction; 127; Counterconditioning; 129; Competing Response Training; 129; Association: The Process Unifying Diverse CRs; 130; Summary; 132; Operant Conditioning: Basic Phenomena; 133; The Law of effect; 134; The Behavior-Consequence Relation Some Methodological Issues; 135; Measuring the Operant Response; 135; The Conditioning Chamber; 137; What is Operant Behavior ?; 138; Which Operant Behavior Should be Studied?; 139; Conditioning and Extinction; 140; Creating Behavioral Unit; 141; The Form of the Behavioral Unit; 142; Constrained Operant-Reinforcer Learning; 143; The Dancing Chicken; 143; The Miserly Raccoon; 144; Applying the Principles: Shaping New Behavior; 146; The Nature of Reinforcement; 146; Reinforcer Relativity; 147; Applying the Principles :Eliminating Behavior; 150; Neuroscience and Learning: The neural Mechanisms of reward; 153; Conditioned Reinforcement; 153; Establishing a Conditioned Reinforcer-Predictiveness; 154; Observing Responses; 156; Token Reinforcers; 158; The Functions a Conditioned Reinforcers; 158; Applications of Token Reinforcers; 159; Applying the Principles: Token Reinforcement in Education; 160; Negative Side Effects of Reinforcement?; 163; Summary; 165; Operant Conditioning: Causal Factors and Conditioning; 166; What Produces Conditioning: Contiguity or Contingency; 166; Evidence of Contiguity; 167; Superstition; 168; Another Look at Superstition; 169; Another Look at Contiguity and Conditioning; 171; Contingency Learning; 173; Contingency Learning in Infants; 174; Learned Helplessness; 175; Applying the Principles: Learned Helplessness and Depression; 178; 179; How Do Animals Form Contingency Judgments; 182; Operant Conditioning: What is Learned; 183; Response -Reinforcer Learning; 184; Stimulus-Reinforcer Learning; 185; Stimulus -Response Association; 185; Summary; 186; Aversive Control of Behavior Punishment and Avoidance; 187; Conditioned Suppression; 188; punishment; 189; The Effectiveness Of Punishment; 190; Does Punishment Work?; 191; Maximizing The Effects  of Punishment; 193; Punishment and General Suppression; 195; Applying the Principles :Effectiveness of Punishment; 197; Negativity of Punishment; 197; Avoidance Bahavior; 198; Discrete-Trial Signaled Avoidance; 199; Neuroscience and Learning :The Neural Mechanism of Avoidance Learning; 201; Shock Postponement; 202; Theories of Aversive Control; 203; Two-Factor Theory; 207; Operant Theory; 208; Cognitive Theory; 210; Biological Theory; 212; Applying the Principles: Eliminating Avoidance Behavior; 213; Summary; 215; The Maintenance of Behavior: Intermittent Reinforcement, Choice and Economics; 217; Schedules of Intermittent Reinforcement; 217; Fixed-Interval(FI) Schedules; 217; Variable-Interval(VI) Schedules; 218; Fixed-Ratio(FR) Schedules; 218; Can Schedules of Reinforcement Maintain Behavior; 219; Patterns of Behavior maintained by Reinforcement Schedules; 221; Schedules of Reinforcement in the Natural Environment; 221; Fixed Ratios; 222; Variable Ratios; 222; Fixed Intervals; 224; The Study of Choice: Concurrent Schedules of Reinforcement; 225; The Matching Law; 226; The Matching Law In Operation; 231; Applying the Principles :Procastination; 232; Matching and Maximizing; 234; Neuroscience and Learning: Electrical Brain Stimulation Can be Used to Study Choice Behavior and Matching; 236; Choice and Foraging; 237; Operant Behavior and Economics; 238; The Concept of Demand; 240; Demand and Choice; 241; Substitutability of Commodities; 242; Open and Closed Economic System; 244; Summary; 247; Stimulus Control of Operant Behavior; 248; pervasiveness of Stimulus ControlPhenomena; 249; Discrimination and Generalization; 250; Procedures for  Studying Stimulus; 253; The Process of Discrimination; 253; Predictiveness and Redundancy; 255; Discrimination Training as a Stimulus Selector; 256; Discrimination Training and Incidental Stimuli; 259; Attention in Discrimination Learning; 261; The Process Of Generalization Excitation and Inhibition; 261; The Peak Shift; 262; Neuroscience and Learning: The Neural Mechanism of Auditory Discrimination  Learning; 265; Transposition and the Nature of perceptual judgment; 269; Compound Stimulus Control; 270; Configural Stimulus Control; 271; Positive Patterning; 272; Negative patterning; 272; Biconditional Discrimination; 273; Summary; 275; Interactions Between Pavlovian and Operant Conditioning; 276; Distinguishing Pavlovian and Operant Conditioning; 278; Operant Conditioning of Reflexive Response; 279; Pavlovian Conditioning of Voluntary Behavior; 280; The Omission Procedures; 283; Pavlovian Contingencies and Operant Behavior; 285; Types of Pavlovian Operant Combinations; 287; Studies of Pavlovian Contingencies and Operant Behavior; 289; Pavlovian Conditioned State as Information; 290; Pavlovian and Operant Conditioning: one Underlying Process; 291; Competition between Operant Response and Pavlovian CSs; 293; Occasion Setting in Pavlovian and Operant Conditioning; 296; Summary; 298; Discrimination and Conceptualization; 299; Discrimination and Generalization in a New Light; 300; From Discrimination and Generalization to Conceptualization; 302; Natural Concepts; 302; Presence Versus Absence of Objects From Natural Concepts; 303; Discriminating Objects in Multiple Natural Concepts; 307; Conceptualization via Primary and Secondary Generalization; 308; Nonsimilarity-Based Conceptualization; 308; Joint Category Learning by Pidgeon; 310; Abstracts Concepts; 311; Matching to Simple by Pidgeon; 312; Oddity Learning by Pidgeon; 315; Same-Different Learning by Pidgeon; 317; Summary; 318; Memory and Cognition; 320; Remembering and Language; 321; Remembering and knowing; 321; Delayed  Matching to Sample; 323; Basic Methods and Findings; 326; Trace Theory; 328; Complexity and Flexibility of Memory; 335; Memory Loss; 336; Selective Attention; 339; Spatial Memory; 344; Neuroscience and Learning :The Neural Mechanism for Spatial Learning; 346; Control by Time; 351; Control by Number; 354; Summary; 356; Human Learning and Cognitive Learning about Causes; 357; Conditioning and Causation; 357; Causality Detection; 357; David Hume and Causality; 358; Causation as a Psychological Impression; 358; Conditions of Causation; 358; A mechanical Model; 358; Factors That Affect Causal Judgment; 359; Comparative Psychology of Causal Association; 359; Empirical Investigation of Human Causality; 359; Contingency; 366; Applying the Principles :Inhibition in Human Contingency Judgment; 366; Reconciling Disparate Results; 367; Temporal Contiguity; 368; Applying the Principles: The Illusion of Control; 371; Cue Competition; 375; Applying the Principles : Blocking in Human Learning; 376; Learning and Cognition: A Theoretical Perspective; 377; Applying the Principles :why People Believe Weird things; 378; Summary; A1; References; A33; Credits; A35; Name Index; A41; Subject Index
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