00000cam a22000003i 4500 UP-1685594773861513087 Buklod 20080124142249.0 j|||||||||||||| | ta 161205s1997 njua rb |||1 u|eng d 0132352680 (iLib)UPBAG-00001578449 BC-38746 Php4,524.00 DLC BAG rda eng BF 318 L37 1997 Leahey, Thomas Hardy author. Learning and cognition Thomas Hardy Leahey, Richard Jackson Harris. Fourth edition. Upper Saddle River, New Jersey Prentice Hall, Inc. ©1997. xiv, 526 pages illustrations 25 cm Includes bibliographical references (pages 439-511) and index. 1. Introduction -- Learning and cognition in history -- Learning , cognition, and philosophy -- Learning and biology -- Learning and cognition in early psychology -- Issues in the study of learning and cognition -- Learning, cognition, and conditioning -- Learning, cognition, information processing, and the higher mental process -- Learning and the brain -- Learning and the evolution -- Learning and development -- Part I. Learning , cognition, and Conditioning -- 2. Fundamentals of conditioning -- Learning, cognition, and conditioning: behavioral psychology -- Kinds of conditioning -- Pavlovian conditioning -- Basic phenomena of Pavlovian conditioning -- Pavlovian conditioning of humans -- Associative theory of pavlovian conditioning -- Conclusion: the complexity of Pavlovian conditioning -- Instrumental conditioning -- Thorndike's research program -- basic phenomena of trial-error conditioning -- Theory of trial-and-error conditioning: the law of effect -- Conclusion: the contributions of Pavlov and Thorndike -- Fundamental controversies -- Two kinds of learning or one? -- Conditioning and consciousness -- 3. Traditional theories of conditioning -- Keeping issues alive: Guthrie's strict association -- two kinds of learning or one? -- Gradual, or one-trial learning? -- Forgetting: decay or interference? -- Guthrie's legacy -- Promoting mathematics and mechanism: Hull's logical behaviorism -- The legacy of logical behaviorism -- Defending intention and cognition: Tolman's purposive behaviorism -- Tolman's cognitive maps versus Hull's Habit Family Hierarchy -- The legacy of purposive behaviorism -- The legacy of formal behaviorism -- Human learning in the golden age -- Problem solving -- Thinking as mediation -- Verbal learning -- 4. Contemporary theories of conditioning -- Radical behaviorism: philosophy -- Radical behaviorism: the experimental analysis of behavior -- The skinner box -- The contingencies of reinforcement -- Conclusion -- Radical behaviorism: extension to humans -- Verbal behavior -- scientific design of cultures -- Radical behaviorism: new directions -- Creativity -- The study of choice and behavioral economics -- Critique of radical behaviorism -- Animal learning and cognition: controversies and cognition -- Controversies -- Cognition: information processing by animals -- Conclusion -- Part II. Learning, Cognition, and Information Processing -- 5. Early recognition, attention, and working memory process -- An overview of the information-processing system -- sensory memory -- Attention -- General issues -- Selectivity in attention -- Automaticity -- Models of attention -- Pattern recognition -- Template matching -- Prototypes -- Feature analysis -- Gestalt principles of organization -- Speech perception -- Working memory -- Limited capacity and rapid decay -- Rehearsal -- Encoding -- Forgetting -- Memory scanning -- Working memory and language comprehension -- Conclusion -- 6. Long-term memory -- The question of representation -- Imagery -- Network models of semantic memory -- Feature comparison model of semantic memory -- Parallel distributed processing (PDP) models -- Encoding and retrieval processes -- Ways of measuring memory -- Implicit memory -- Mnemonics -- Contextual variables in encoding and retrieval -- Forgetting -- failure to encode -- Retrieval failure -- Decay and interference -- Source amnesia -- Autobiographical memory -- Alternative conceptualizations of memory -- The levels(Depth) metaphor -- Spreading activation -- Long-term working memory -- Eyewitness memory -- What is eyewitness memory like? -- The question matters -- Rebuttal to loftus -- Conclusion -- Repressed memory: Uncovered life events or implanted fabrications? -- What is the nature of unquestioned abuse memories? -- How can false memories be implanted by suggestion? -- What techniques are used by repressed memory recovery therapists? -- Memory as construction and reconstruction -- Part III. Learning, cognition, and the higher mental processes -- 7. Language -- Semantics -- Word meaning -- Syntax -- Surface and deep structure -- The given-new contract -- Style -- Propositional structure -- Pragmatics -- Reading and writing -- Writing systems -- The psychology of reading -- Sign language -- The process of writing -- 8. Comprehension -- Textbase comprehension -- Theme as a organizing top-down force -- Point of view and its relation to theme -- Schema theory -- What is s schema? -- Schemata and encoding -- Scripts -- The narrative schema -- Interference-drawing in comprehension -- Basic process -- Inferences in social cognition -- Miscomprehension of advertising -- Anderson's act model -- Metacognition -- Conclusion -- 9. Thinking -- Problem solving -- Understanding the problem -- Solving the problem -- Creativity -- Reasoning -- Inductive reasoning -- Deductive reasoning -- Scientific reasoning -- Conclusion -- Desicion Making -- Rationality -- Estimating likelihoods of occurrence -- The availability heuristic -- The anchoring- adjustment heuristic -- Hindsight -- Expertise in decision making -- Public policy decision making -- Economic decision making -- Conclusion -- Part IV. Learning, Cognition, and the Nervous system -- 10. Cognitive science and the mind-body problem -- The mind-body problem -- Dualism -- The challenges of consciousness -- The challenge of subjectivity: The private world of consciousness -- The challenge of evolution: Why we conscious? -- Does challenge exist? -- The multiple drafts model of consciousness: Escape from the Cartesian -- Theater -- Intentionality -- The architecture of cognition: Key concepts -- Levels of computation -- The conscious and intuitive processors -- Self-knowledge -- Two architectures of cognition -- The mind's eye view: the symbol system hypothesis -- Functionalism -- Problem solving: Representation and search -- Intuition: Expertise and the importance of knowledge -- Production system learning: the case of Pavlovian conditioning -- The brain's eye view: Connectionism -- Critique of the symbol-system hypothesis -- Connectionist cognitive architecture: units and neural nets -- Connectionist learning -- Evaluation of connectionism -- Conclusion: Hybrid models and the mind-body problem -- 11. Neurophysiology of learning and cognition -- Two kinds of biology -- Into the empty organism: the search for the Engram -- Proximate causes: Learning, memory, and the brain -- Human amnesia -- Animal models of amnesia -- Multiple memory systems: a biological view -- Connectionist model of Hippocampal function -- Learning at the cellular level: model systems -- Neurophysiology of cognition -- Attention -- Intelligence -- Language -- 12. Evolution of learning and cognition -- Principles of evolution -- Darwinian natural selection --The concept of fitness -- Levels of selection -- Human evolution -- The descent of Homo Sapiens Sapiens -- Evolutionary psychology -- Introduction: The challenges of evolutionary psychology -- Altruism -- Aggression -- Sexual behavior -- Human sexuality -- Families -- Conclusion -- Genetics or learning? -- Uniquely human: co-evolution -- Evolutionary psychology and the deep recesses of the mind -- Part V. Learning, cognition, evolution, and development -- 13. The origin and development of language -- behaviorism and language be innate? -- Animal communication -- Patterns of animal communication -- Can chimps read? -- Human language -- Evolution of intelligence and language -- Acquisition of language -- Conclusion: the biological basis of language -- 14. Development, learning, and cognition -- Defining development -- Heinz Werner and Orthogenesis -- Cognitive development -- Genetic epistomology -- Criticisms of genetic epistemology -- Alternatives to genetic epistemology -- Alternatives to Kohlberg's theory -- Biology of development -- Proximate causes -- Ultimate causes -- Conclusion: Constraints on development. Learning, Psychology of. Cognition. Human information processing. Harris, Richard Jackson author. FO UPBAG UPBAG-MAIN BF 318 L37 1997 Book