Full Description
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 acquisitionThe administration of rewards and punishers in Baumrind's parental styles as related to Kohlberg's stages of moral developmentStone-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
Contents
Part 1Psychology, and Adaptive Learning Chapter 2: Adaptive Learning Research Methods Part 2: Predictive LearningChapter 3: Predictive Learning: Basic Principles and Phenomena Chapter 4: Predictive Learning: Basic Variables and Theoretical Issues Chapter 5: Predictive Learning: Applications Part 3: Control LearningChapter 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 ConditionChapter 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 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 TermsChapter 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 TermsPart 2. Predictive LearningChapter 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 TermsChapter 4. Predictive Learning: Basic Variables and Theoretical Issues Variables influencing predictive learning Theoretical Issues Summary Key TermsChapter 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 TermsPart 3. Control LearningChapter 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 phenomenaSpecies specific characteristics and control learningOther basic control learning phenomena Summary Key TermsChapter 7. Control Learning: Basic Variables and Theoretical Issues Variables influencing control learning Theoretical issues Summary Key TermsChapter 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 techniquesUsing technology to facilitate control learningRelapse prevention Summary Key TermsChapter 9. Schedules of Reward and Maintenance of Learned Behavior Skinnerian methodologySkinner's schema of intermittent schedules of reinforcement Why do ratio schedules produce higher response rates than interval schedules?Maintenance of learned behaviorDifferential reinforcement schedules as alternatives to punishmentExtinction as an alternative to punishmentNon-contingent reinforcement as an alternative to punishmentSummaryKey TermsPart 4. The Human ConditionChapter 10. Personality, Socialization, and Culture Multiple schedules, personality, and cultureStimulus control, baseball, and the human conditionMeasuring stimulus control in the laboratoryDeterminants of stimulus control test patternsThe peak shift and Spence's model of discrimination learning Attention theory and discrimination learningSummaryKey TermsChapter 11. Becoming Human and Transforming the Human Condition Concept learningLearning to learnBasic research in problem-solvingThe general problem-solving processTools, technology, and the human conditionThe phonetic alphabet and Arabic numbering systemSummaryKey TermsChapter 12. Becoming Human through Indirect Social Learning Observational learningSpeech and languagePreparing for school and the 3 RsSummaryKey TermsChapter 13. Individual and Cultural Self-Actualization The Nukak's physiological needsThe Nukak's shelter and safety needsThe Nukak's love and interpersonal needsThe Nukak's esteem needsThe Nukak's self-actualization needsOur physiological needsOur shelter and safety needsOur love and interpersonal needsDevelopmental tasks and stages for the Nukak and usOur esteem needsOur self-actualization needsBridges, globalization, and the human conditionSummaryKey TermsChapter 14. Self-Actualization through Self-Control Concurrent schedules and the matching lawSelf-control - magnitude and delay of reinforcementMatching, impulsiveness, and adaptive learningDeterminism and FreedomLightning, sharks, and human predatorsWill Power and Self-ControlSelf-Control as Problem SolvingImproving the human condition through humanistic ecologySummaryKey Terms
