Learning and Memory: An Integrated Approach, 2nd Edition,9780471249252

Learning and Memory: An Integrated Approach, 2nd Edition

by
Edition: 2nd
ISBN13: 9780471249252
ISBN10: 0471249254
Format: Hardcover
Pub. Date: 1999-11-01
Publisher(s): Wiley
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Summary

From one of the leading researchers in the field of human memory comes the new edition of a truly integrative perspective on learning and memory! Rather than forge a simple synthesis, Anderson integrates learning research on animals and memory research on humans without distorting the character of either one. The result is a more complete picture of learning, including material on skill acquisition, inductive learning, and applications to education.

Table of Contents

Perspectives on Learning and Memory
1(38)
Learning and Adaptation
1(2)
Behaviorist and Cognitive Approaches
3(1)
Definitions of Learning and Memory
4(2)
History of Research on Learning and Memory
6(24)
Hermann Ebbinghaus (1850--1909)
7(2)
Ivan Petrovich Pavlov (1849--1936)
9(3)
Edward L. Thorndike (1874--1949)
12(4)
Clark L. Hull (1884--1952)
16(1)
Edward C. Tolman (1886--1959)
17(3)
B. F. Skinner (1904--1990)
20(4)
The General Problem Solver (Newell & Simon, 1961)
24(3)
A Model of Memory (Atkinson & Shiffrin, 1968)
27(3)
Neural Basis of Learning and Memory
30(7)
The Nervous System
30(3)
The Neuron
33(2)
Neural Explanations and Information-Processing Explanations
35(2)
Outline of the Book
37(1)
Further Readings
38(1)
Classical Conditioning
39(39)
Overview
39(1)
The Phenomena of Classical Conditioning: Eye Blink in Humans
39(4)
Sensitization and Habituation
41(1)
Conditioning and Awareness
42(1)
What This Chapter Covers
43(1)
Neural Basis of Classical Conditioning
44(5)
Simple Learning in Aplysia (Sea Slug)
45(2)
Classical Conditioning of the Eye Blink in the Rabbit
47(2)
S--S or S--R Associations?
49(4)
Response--Prevention Paradigm
50(1)
US Devaluation Paradigm
51(1)
Sensory Preconditioning Paradigm
51(1)
Second-Order Conditioning Paradigm
52(1)
Conclusions
53(1)
What Is the Conditioned Stimulus?
53(1)
What Is the Conditioned Response?
54(4)
Association: The Role of Contingency
58(5)
Rescorla's Experiment
58(2)
Conditioned Inhibition
60(1)
Associative Bias
61(1)
Conclusions about the Nature of the Association
62(1)
Conditioning to Stimulus Combinations
63(2)
Blocking
63(1)
Configural Cues
64(1)
Conclusions
65(1)
The Rescorla--Wagner Theory
65(10)
Application to Compound Stimuli
66(2)
Application to Blocking and Conditioned Inhibition
68(2)
Problems with the Rescorla--Wagner Theory
70(2)
Neural Realization: The Delta Rule
72(3)
Final Reflections on Classical Conditioning
75(2)
Further Readings
77(1)
Instrumental Conditioning
78(40)
Overview
78(1)
Classical and Instrumental Conditioning Compared
79(1)
What This Chapter Covers
80(1)
What Is Associated?
80(3)
Associations Between Responses and Neural Outcomes
81(1)
Secondary Reinforcement
82(1)
What Is the Conditioned Stimulus?
83(11)
Generalization
84(2)
Discrimination
86(2)
Spence's Theory of Discrimination Learning
88(1)
Relational Responding: Transposition
89(1)
Dimensional or Attentional Learning
90(3)
Configural Cues and Learning of Categories
93(1)
What Is the Conditioned Response?
94(5)
Maze Learning
95(2)
Response Shaping and Instinctive Drift
97(1)
Autoshaping
98(1)
Association: Contiguity or Contingency?
99(7)
Superstitious Learning
101(1)
Partial Reinforcement
102(1)
Learned Helplessness
103(1)
Associative Bias
104(2)
Instrumental Conditioning and Causal Inference
106(3)
Application of the Rescorla-Wagner Theory
107(1)
Interpretations
108(1)
The Hippocampus and Conditioning
109(7)
The Nature of Hippocampal Learning
112(2)
Long-Term Potentiation (LTP)
114(1)
Long-Term Potentiation and Hippocampal Learning
115(1)
Final Reflections on Conditioning
116(1)
Further Readings
117(1)
Reinforcement and Learning
118(34)
Some Basic Concepts and Principles
118(7)
Rational Behavior
119(2)
Effects of Reinforcement on Learning
121(2)
Reward and Punishment
123(2)
Aversive Control of Behavior
125(5)
Punishment
125(4)
Negative Reinforcement
129(1)
The Nature of Reinforcement
130(7)
Drive-Reduction Theory
130(2)
Premack's Theory of Reinforcement
132(2)
Neural Basis for Reinforcement
134(1)
Equilibrium Theory and Bliss Points
134(3)
Studies of Choice Behavior
137(11)
Schedules of Reinforcement
137(2)
Variable-Interval Schedules and the Matching Law
139(1)
Momentary Maximizing
140(2)
Probability Matching
142(1)
Optimal Foraging Theory
143(2)
Effects of Delay of Reinforcement
145(3)
Mechanisms of Choice
148(2)
Human Decision Making
148(2)
Final Reflections
150(1)
Further Readings
151(1)
Transient Memories
152(33)
Conditioning Research Versus Memory Research
152(3)
Animal Research Versus Human Research
153(2)
Sensory Memory
155(5)
Visual Sensory Memory
155(2)
Auditory Sensory Memory
157(2)
Conclusions about Sensory Memory
159(1)
The Raise and Fall of the Theory of Short-Term Memory
160(6)
Effects of Rehearsal
160(2)
Coding Differences
162(2)
The Retention Function
164(2)
Conclusions about Short-Term Memory
166(1)
Rehearsal Systems
166(12)
The Phonological Loop
167(2)
The Visuo-spatial Sketch Pad
169(2)
Working Memory and the Central Executive
171(1)
The Sternberg Paradigm
172(3)
Rehearsal Processes in Lower Organisms
175(3)
The Neural Basis of Working Memory
178(5)
Neural Imaging of Working Memory in Human
180(3)
Final Reflections
183(1)
Further Readings
184(1)
Acquisition on Memories
185(41)
Stages of Memory
185(1)
Practice and Trace Strength
186(11)
The Power Law of Learning
187(4)
Repetition and Conditioning
191(1)
Long-Term Potentiation and the Environment
192(3)
Significance of a Power Function
195(2)
Elaborateness of Processing
197(6)
The Generation Effect
198(2)
Differences Between Elaboration and Strength
200(1)
Incidental Versus Intentional Learning
201(1)
Implications for Education
202(1)
The Structure of Memory
203(18)
The Brain and Memory
203(2)
An Abstract Representation of Permanent Memory
205(1)
Priming
206(1)
Chunking
207(3)
Representation of Knowledge
210(1)
Memory for Visual Information
211(3)
Effects of Imagery
214(1)
Meaningful Memory for Sentences
215(1)
Differential Decay of Sensory and Semantic Information
216(2)
Kintsch's Propositional Theory of Text Memory
218(1)
The Bransford and Franks Study
219(2)
Memory Representation in Other Species
221(2)
Sequential Memory of Pigeons
221(1)
Representational Structures in Primates
222(1)
Final Reflections
223(2)
Further Readings
225(1)
Retention of Memories
226(39)
Overview
226(1)
The Retention Function
227(7)
Decay: The Power Law of Forgetting
228(3)
Degree of Learning and Forgetting
231(1)
Environmental and Neural Bases for the Power Law of Forgetting
232(2)
Spacing Effects
234(5)
Spacing Effects on the Retention Function
237(1)
Spacing Effects in the Environment
238(1)
Interference
239(17)
Item-Based Interference
241(2)
A Theory of Associative Interference
243(2)
Relationship to the Rescorla--Wagner Theory
245(1)
Recognition Memory and Multiple Cues
246(2)
Item Strength and Interference
248(1)
Interference with Preexperimental Memories
249(3)
Context-Based Interference
252(2)
Is All Forgetting a Matter of Interference?
254(2)
Retention of Emotionally Charged Material
256(6)
Freud's Repression Hypothesis
256(1)
Arousal and Retention
257(2)
The False Memory Syndrome
259(1)
Eyewitness Memory and Flashbulb Memories
260(2)
Final Reflections
262(2)
Further Readings
264(1)
Retrieval of Memories
265(39)
Overview
265(1)
The Relationship Between Various Explicit Measures of Memory
266(13)
Recognition Versus Recall of Word Lists
268(2)
Retrieval Strategies and Free Recall
270(1)
Mnemonic Strategies for Recall
271(2)
Evaluation of the Generate-Recognize Theory
273(3)
Measuring Recognition Memory: The High-Threshold Model
276(1)
Signal Detectability Theory
276(3)
Conclusions about Recognition Versus Recall
279(1)
Interactions Between Study and Test
279(11)
Context Dependency of Memory
279(1)
State-Dependent Memory
280(2)
Mood-Dependency and Mood-Congruence Effects
282(2)
Enconding-Specificity Principle and Transfer-Appropriate Processing
284(1)
Reconstructive and Inferential Memory
285(2)
Inferential Intrusions in Recall
287(2)
Conclusions About Study--Test Interactions
289(1)
Explicity Versus Implicit Memories
290(12)
Feeling of Knowing
290(1)
Familiarity
291(3)
Retrieval Facilitation
294(1)
Interactions with Study Conditions
295(3)
Amnesia in Humans
298(3)
Selective Amnesia
301(1)
Final Reflections
302(1)
Further Readings
303(1)
Skill Acquisition
304(34)
Overview
304(7)
Power Law Learning
307(3)
Stages of Skill Acquisition
310(1)
The Cognitive Stage
311(8)
Difference Reduction
312(2)
Operator Subgoaling
314(5)
The Associative Stage
319(6)
The Conversion of Problem Solving into Retrieval
320(2)
Production Rules
322(2)
The Knowledge-Intensive Nature of Skill
324(1)
The Autonomous Stage
325(11)
The Motor Program
326(2)
Noncognitive Control
328(1)
Generality of Motor Programs
329(1)
Learning of Motor Programs
330(1)
Tuning of Motor Program: Schema Theory
331(3)
The Role of Feedback
334(2)
Final Reflections
336(1)
Further Readings
337(1)
Inductive Learning
338(39)
Overview
338(2)
Concept Acquisition
340(14)
Concept-Identification Studies
341(2)
Hypothesis Testing
343(3)
Natural Concepts
346(3)
A Schema Theory: Gluck and Bower
349(1)
An Exemplar Theory: Medin and Schaffer
350(2)
A Pluralistic View of Concept Acquistion
352(2)
Causal Inference
354(10)
Statistical Cues
355(2)
Cues of Spatial and Temporal Contiguity
357(4)
Kinematic Cues
361(1)
Understanding Complex Systems
362(2)
Conclusions about Causal Inference
364(1)
Language Acquisition
364(11)
Character of Language Acquisition
366(2)
Theories of Past-Tense Acquisition
368(2)
A Critical Period for Language Acquisition
370(1)
Innate Language-Learning Abilities
371(1)
Animal Language Learning
372(3)
Final Reflections
375(1)
Further Readings
376(1)
Applications to Education
377(38)
The Goals of Education
377(6)
Reading
379(1)
Mathematics
380(3)
Psychology and Education
383(4)
The Behaviorist Program
383(3)
Mastery Learning
386(1)
The Cognitive Approach
387(1)
Reading Instruction
387(10)
Nature of the Adult Skill
388(3)
Phonetic Decoding Skills
391(2)
Comprehension Skills
393(3)
Conclusions about Reading Instruction
396(1)
Mathematics Instruction
397(16)
Basic Arithmetic Facts
399(1)
Multicolumn Subtraction
400(1)
Algebraic Word Problems
401(4)
Geometric Proof Skills
405(2)
Intelligent Tutoring Systems
407(4)
The Role of Mathematics in Life
411(2)
Final Reflections
413(1)
Further Readings
414(1)
Glossary 415(11)
Bibliography 426(41)
Photo Credits 467(2)
Author Index 469(12)
Subject Index 481

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