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The Science of Learning
The Science of Learning
상세정보
- 자료유형
- 단행본
- Control Number
- n867928631
- International Standard Book Number
- 9781317762799 (electronic bk.)
- International Standard Book Number
- 1317762797 (electronic bk.)
- International Standard Book Number
- 9781317762805
- International Standard Book Number
- 1317762800
- International Standard Book Number
- 1841690368
- International Standard Book Number
- 9781841690360
- International Standard Book Number
- 1841690376
- International Standard Book Number
- 9781841690377
- Library of Congress Call Number
- BF318 .P43 2014
- Dewey Decimal Classification Number
- 153.1/5153.15
- Main Entry-Personal Name
- Pear, Joseph J.
- Publication, Distribution, etc. (Imprint
- Hoboken : Taylor and Francis, 2014
- Physical Description
- 1 online resource (1375 pages)
- Formatted Contents Note
- 완전내용Cover; Title; Copyright; Dedication; Contents; Preface; PART I. BASIC TERMS AND CONCEPTS; 1 Introduction; Theoretical Approaches to Learning; The Theory of Evolution; A Definition of Learning; The Evolution of Learning; Summary and Conclusions; 2 Nonassociative Learning; Sensitization and Habituation: Two Opposing Processes; Exposure-Based Learning; Nervous System Required for Nonassociative Learning; Summary and Conclusions; 3 Associative Learning; Respondent Behavior; Operant Behavior; Differences Between Respondent and Operant Behavior; Respondent and Operant Attending Responses.
- Formatted Contents Note
- 완전내용Evolutionary Bases of Respondent and Operant ConditioningA Note About Associative Terminology; Relationships Between Associative and Nonassociative Learning; Nervous System Required for Associative Learning; Summary and Conclusions; 4 Basic Respondent and Operant Processes; Acquisition and Extinction; Partial Reinforcement; Schedules of Reinforcement; Stimulus Generalization and Discrimination: Two Opposing Stimulus-Control Processes; Response Generalization; Stimulus-Stimulus and Response-Response Interactions; Summary and Conclusions; 5 Derivatives of Associative Learning; Latent Learning.
- Formatted Contents Note
- 완전내용Latent ExtinctionLearned Helplessness; Insight; Learning by Imitation; Summary and Conclusions; PART II. BASIC STIMULUS-STIMULUS AND RESPONSE-STIMULUS CONTINGENCIES; 6 Stimulus Pairings Across Response Systems; Internal Responses; Specific Motor Reactions; Sign Tracking; Diffuse Motor Responses; Conditioned Emotional Responses; Mediated Pairings; Summary and Conclusions; 7 Basic Operant Behavior; Response Generalization and Shaping; Differential Conditionability of Operant Responses; Schedule Effects on Response Rate; Levels of Analysis; Schedule Effects on Pausing.
- Formatted Contents Note
- 완전내용Spatiotemporal Patterns of BehaviorWithin-Session Changes in Response Rate; Open versus Closed Economies; Summary and Conclusions; PART III. COMPLEX CONTINGENCIES; 8 Stimulus Control: Discrimination and Generalization; Multiple Schedules; Stimulus Discrimination and Behavioral Contrast; Stimulus Generalization; Simultaneous Discriminations; Stimulus Control and Attention; Response Count and Discriminative Control; Behavioral Momentum; Landmark Learning; Control by Social Behavioral Stimuli; Facilitating Stimulus Discrimination Training; Transitive Inference; Summary and Conclusions.
- Formatted Contents Note
- 완전내용9 Conditional DiscriminationsBasic Types of Conditional Discriminations; Discrimination Levels; Control by S+ or S- in Conditional Discriminations; Schedule Effects in Matching-to-Sample; Conditional Discriminations and Language; Conditional Discriminations and Numerosity Behavior; Summary and Conclusions; 10 Memory: Stimulus Discrimination Across Time; The Computer Analogy; Stimulus Encoding and Retrieval in Conditional Discriminations; Timing; Memory of Multiple Stimulus Discriminations; False Memories; Flashbulb Memories; Mnemonic Techniques; Memory and Executive Function.
- General Note
- Summary and Conclusions.
- Summary, Etc.
- 요약Growing at an ever-increasing pace for over a century, the solid body of concepts and facts that constitute the science of learning demand a comprehensive, systematic introduction. Completely up-to-date and written in a direct, easy-to-read style that is suitable for undergraduates, The Science of Learning is such an introduction. Because its focus is on what is known rather than what is speculated, this book differs from other learning texts by not dwelling on which theories are or are not in vogue. The text's comprehensive coverage makes it an ideal reference for more advanced sc.
- Subject Added Entry-Topical Term
- Learning, Psychology of
- Subject Added Entry-Topical Term
- Learning, Psychology of
- Subject Added Entry-Topical Term
- PSYCHOLOGY Cognitive Psychology.
- Subject Added Entry-Topical Term
- SCIENCE Cognitive Science.
- Subject Added Entry-Topical Term
- Learning, Psychology of.
- Additional Physical Form Entry
- Print versionPear, Joseph J. Science of Learning. Hoboken : Taylor and Francis, ©2014 9781841690360
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:504634
MARC
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■24514▼aThe Science of Learning
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■300 ▼a1 online resource (1375 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■5050 ▼aCover; Title; Copyright; Dedication; Contents; Preface; PART I. BASIC TERMS AND CONCEPTS; 1 Introduction; Theoretical Approaches to Learning; The Theory of Evolution; A Definition of Learning; The Evolution of Learning; Summary and Conclusions; 2 Nonassociative Learning; Sensitization and Habituation: Two Opposing Processes; Exposure-Based Learning; Nervous System Required for Nonassociative Learning; Summary and Conclusions; 3 Associative Learning; Respondent Behavior; Operant Behavior; Differences Between Respondent and Operant Behavior; Respondent and Operant Attending Responses.
■5058 ▼aEvolutionary Bases of Respondent and Operant ConditioningA Note About Associative Terminology; Relationships Between Associative and Nonassociative Learning; Nervous System Required for Associative Learning; Summary and Conclusions; 4 Basic Respondent and Operant Processes; Acquisition and Extinction; Partial Reinforcement; Schedules of Reinforcement; Stimulus Generalization and Discrimination: Two Opposing Stimulus-Control Processes; Response Generalization; Stimulus-Stimulus and Response-Response Interactions; Summary and Conclusions; 5 Derivatives of Associative Learning; Latent Learning.
■5058 ▼aLatent ExtinctionLearned Helplessness; Insight; Learning by Imitation; Summary and Conclusions; PART II. BASIC STIMULUS-STIMULUS AND RESPONSE-STIMULUS CONTINGENCIES; 6 Stimulus Pairings Across Response Systems; Internal Responses; Specific Motor Reactions; Sign Tracking; Diffuse Motor Responses; Conditioned Emotional Responses; Mediated Pairings; Summary and Conclusions; 7 Basic Operant Behavior; Response Generalization and Shaping; Differential Conditionability of Operant Responses; Schedule Effects on Response Rate; Levels of Analysis; Schedule Effects on Pausing.
■5058 ▼aSpatiotemporal Patterns of BehaviorWithin-Session Changes in Response Rate; Open versus Closed Economies; Summary and Conclusions; PART III. COMPLEX CONTINGENCIES; 8 Stimulus Control: Discrimination and Generalization; Multiple Schedules; Stimulus Discrimination and Behavioral Contrast; Stimulus Generalization; Simultaneous Discriminations; Stimulus Control and Attention; Response Count and Discriminative Control; Behavioral Momentum; Landmark Learning; Control by Social Behavioral Stimuli; Facilitating Stimulus Discrimination Training; Transitive Inference; Summary and Conclusions.
■5058 ▼a9 Conditional DiscriminationsBasic Types of Conditional Discriminations; Discrimination Levels; Control by S+ or S- in Conditional Discriminations; Schedule Effects in Matching-to-Sample; Conditional Discriminations and Language; Conditional Discriminations and Numerosity Behavior; Summary and Conclusions; 10 Memory: Stimulus Discrimination Across Time; The Computer Analogy; Stimulus Encoding and Retrieval in Conditional Discriminations; Timing; Memory of Multiple Stimulus Discriminations; False Memories; Flashbulb Memories; Mnemonic Techniques; Memory and Executive Function.
■500 ▼aSummary and Conclusions.
■520 ▼aGrowing at an ever-increasing pace for over a century, the solid body of concepts and facts that constitute the science of learning demand a comprehensive, systematic introduction. Completely up-to-date and written in a direct, easy-to-read style that is suitable for undergraduates, The Science of Learning is such an introduction. Because its focus is on what is known rather than what is speculated, this book differs from other learning texts by not dwelling on which theories are or are not in vogue. The text's comprehensive coverage makes it an ideal reference for more advanced sc.
■5880 ▼aPrint version record.
■590 ▼aeBooks on EBSCOhost▼bAll EBSCO eBooks
■650 0▼aLearning, Psychology of
■650 4▼aLearning, Psychology of
■650 7▼aPSYCHOLOGY▼xCognitive Psychology.▼2bisacsh
■650 7▼aSCIENCE▼xCognitive Science.▼2bisacsh
■650 7▼aLearning, Psychology of.▼2fast▼0(OCoLC)fst00995009
■655 4▼aElectronic books.
■77608▼iPrint version▼aPear, Joseph J.▼tScience of Learning.▼dHoboken : Taylor and Francis, ©2014▼z9781841690360
■85640▼uhttp://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=685214
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■938 ▼aYBP Library Services▼bYANK▼n11576651
■938 ▼aYBP Library Services▼bYANK▼n11813055
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