Learning and cognition

목차 (Table of Contents)

• CONTENTS
• Preface = xi
• 1 Introduction = 1
• Learning and Cognition in History = 1
• Learning, cognition, and philosophy = 1
• Learning and biology = 5
• Learning and early psychology = 6
• Issues in the Study of Learning and Cognition = 11
• Learning, cognition, and conditioning = 11
• Learning, cognition, information processing, and the higher mental processes = 12
• Learning and the brain = 13
• Learning and evolution = 14
• Learning and development = 14
• Overview = 15
• Suggested Reading = 15
• Part I Learning, Cognition, and Conditioning
• 2 Fundamentals of Conditioning = 16
• Introduction = 16
• Learning, cognition, and conditioning: Behavioral psychology = 16
• Kinds of conditioning = 16
• Pavlovian Conditioning = 17
• Pavlov's research program = 17
• Basic phenomena of Pavlovian conditioning = 19
• Pavlovian conditioning of humans = 22
• Associative theory of Pavlovian conditioning = 23
• Conclusion: The complexity of Pavlovian conditioning = 36
• Instrumental Conditioning = 36
• Thorndike's research program = 36
• Basic phenomena of trial-and-error conditioning = 37
• Theory of trial-and-error conditioning: The law of effect = 39
• Conclusion: The contributions of Pavlov and Thorndike = 42
• Fundamental Controversies = 42
• Two kinds of learning or one? = 42
• Conditioning and consciousness = 44
• Suggested Readings = 47
• 3 Traditional Theories of Conditioning = 48
• Introduction = 48
• Keeping Issues Alive: Guthrie's Strict Associationism = 48
• Two kinds of learning or one? = 49
• Gradual, or one-trial learning? = 51
• Forgetting: Decay or interference? = 52
• Guthrie's legacy = 53
• Promoting Mathematics and Mechanism: Hull's Logical Behaviorism = 55
• The research program of Clark L. Hull = 55
• The legacy of logical behaviorism = 58
• Defending Intention and Cognition: Tolman's Purposive Behaviorism = 59
• The research program of E. C. Tolman = 59
• Tolman's cognitive map vs. Hull's habit family hierarchy = 62
• The legacy of purposive behaviorism = 66
• The Legacy of Formal Behaviorism = 66
• Human Learning in the Golden Age = 67
• Problem solving = 67
• Thinking as mediation = 71
• Verbal learning = 74
• Suggested Readings = 76
• 4 Contemporary Theories of Conditioning = 77
• Radical Behaviorism: Philosophy = 77
• Radical Behaviorism: The Experimental Analysis of Behavior = 79
• The Skinner box = 79
• The contingencies of reinforcement = 81
• The response = 82
• The setting = 84
• The reinforcer = 85
• Patterns of reinforcement = 88
• Schedules of reinforcement = 89
• Conclusion = 91
• Radical Behaviorism: Extension to Humans = 92
• Verbal behavior = 92
• Scientific design of cultures = 94
• Radical Behaviorism: New Directions = 95
• Creativity = 95
• The study of choice and behavioral economics = 97
• Critique of Radical Behaviorism = 100
• Animal Learning and Cognition: Controversies and Cognition = 102
• Controversies = 102
• Cognition: information processing by animals = 106
• Conclusion = 108
• Suggested Readings = 109
• Part II Learning, Cognition, and Information Processing
• 5 Memory and Information Processing I: Perceptual and Working Memory Processes = 110
• Introduction = 110
• An Overview of the Information-Processing System = 111
• Sensory Memory = 114
• Attention = 116
• General issues = 117
• Selectivity in attention = 118
• Automaticity = 119
• Models of attention = 121
• Pattern Recognition = 122
• Template matching = 123
• Prototypes = 124
• Feature analysis = 124
• Gestalt principles of organization = 125
• Speech perception = 126
• Working Memory = 132
• Limited capacity and rapid decay = 133
• Rehearsal = 134
• Encoding = 137
• Forgetting = 137
• Memory scanning = 139
• Working memory and language comprehension = 140
• Conclusion = 140
• Suggested Readings = 141
• 6 Memory and Information Processing II: Long-Term Memory = 142
• Taxonomies of Memory = 142
• The Question of Representation = 143
• Imagery = 145
• Network models of semantic memory = 148
• Feature comparison model of semantic memory = 150
• Parallel distributed processing (PDP) models = 152
• Encoding and Retrieval Processes = 153
• Ways of measuring memory = 153
• Implicit memory = 155
• Mnemonics = 156
• Contextual variables in encoding and retrieval = 159
• Forgetting = 162
• Failure to encode = 163
• Retrieval failure = 163
• Decay and interference = 164
• Systematic partial forgetting = 164
• Autobiographical Memory = 165
• Alternative Conceptualizations of Memory = 166
• The levels (depth) metaphor = 167
• Spreading activation = 168
• Eyewitness Memory = 170
• What is eyewitness memory like? = 170
• The question matters = 172
• A rebuttal to Loftus = 173
• Conclusion = 174
• Memory as Construction and Reconstruction = 175
• Suggested Readings = 178
• Part III Learning, Cognition, and the Higher Mental Processes
• 7 Language = 179
• Semantics = 180
• Word Meaning = 180
• Syntax = 187
• Surface and deep structure = 187
• The given-new contract = 189
• Style = 191
• Prepositional structure = 191
• Pragmatics = 194
• Reading and Writing = 199
• Writing systems = 199
• Eye movements in reading = 202
• Essential prereading skills = 202
• Perception in reading = 203
• Control of reading rate = 206
• Sign language = 207
• The process of writing = 208
• Suggested Readings = 210
• 8 Comprehension = 212
• The Role of Theme = 213
• The construction of memory representations = 213
• Theme as an organizing top-down force = 213
• Prior knowledge and point of view = 214
• Schema Theory = 215
• What is a schema? = 216
• Schemata and encoding = 216
• Scripts = 219
• The narrative schema = 222
• Inference-Drawing in Comprehension = 224
• Basic processes = 224
• Inferences in social cognition = 226
• Miscomprehension of advertising = 230
• True-but-deceptive ads = 231
• Anderson's AC$$T^*$$ Model = 235
• Metacognition = 236
• Conclusion = 237
• Suggested Readings = 237
• 9 Thinking = 238
• Problem Solving = 239
• Understanding the problem = 240
• Solving the problem = 241
• Creativity = 243
• Reasoning = 247
• Inductive reasoning = 247
• Deductive reasoning = 249
• Scientific reasoning = 254
• Decision Making = 260
• Rationality = 260
• Estimating likelihoods of occurrence = 261
• The availability heuristic = 263
• The anchoring adjustment heuristic = 265
• Hindsight = 265
• Expertise in decision making = 266
• Application of cognitive research to public policy making = 269
• Economic decision making = 271
• Conclusion = 277
• Suggested Readings = 277
• Part IV Learning, Cognition, and the Nervous System
• 10 Cognitive Science and the Mind-Body Problem = 278
• Introduction = 275
• The Mind-Body Problem = 279
• Dualism = 279
• Materialism = 280
• The architecture of cognition: frameworks = 282
• The Mind's-Eye View: The Symbol System Hypothesis = 288
• Functionalism = 288
• Problem solving: representation and search = 290
• Intuition: expertise and the importance of knowledge = 293
• Production system learning: the case of Pavlovian conditioning = 297
• The Brain's-Eye View: Connectionism = 298
• Critique of the symbol-system hypothesis = 299
• Connectionist cognitive architecture: units and neural nets = 299
• Connectionist learning: the case of Pavlovian conditioning = 301
• Evaluation of connectionism = 305
• Conclusion: Hybrid Models and the Mind-Body Problem = 307
• Suggested Readings = 308
• 11 Neurophysiology of Learning and Cognition = 309
• Introduction = 309
• Two kinds of biology = 309
• Into the empty organism: the search for the engram = 311
• Proximate Causes: Learning, Memory, and the Brain = 315
• Human amnesia = 315
• Animal models of amnesia = 320
• Multiple memory systems: a biological view = 322
• Connectionist model of hippocampal function = 323
• Learning at the cellular level: model systems = 325
• Neurophysiology of cognition = 330
• Suggested Readings = 331
• 12 Evolution of Learning and Cognition = 332
• Introduction = 332
• Ultimate Causes: Learning and Evolution = 333
• Principles of evolution = 333
• Human Evolution = 336
• The descent of Homo sapiens sapiens = 336
• The evolution of human intelligence = 338
• The Biological Basis of Social Behavior = 341
• Introduction: the challenges of sociobiology = 341
• Altruism = 344
• Aggression = 351
• Sexual behavior = 355
• Human sexuality = 361
• Families = 377
• Conclusion = 374
• Genetics or learning? = 374
• Uniquely human: co-evolution = 375
• Sociobiology as psychology = 376
• Suggested Readings = 378
• Part V Learning, Cognition, Evolution, and Development
• 13 The Origin and Development of Language = 379
• Introduction = 379
• Behaviorism and language = 379
• Could language be innate? = 380
• Animal Communication = 383
• Patterns of animal communication = 383
• Two examples: Honeybees and birds = 387
• Can Chimps Read? = 391
• Ape language projects = 392
• Controversy = 393
• Conclusion = 396
• Human Language = 397
• Evolution of language = 397
• Acquisition of language = 400
• Conclusion: The Biological Basis of Language = 406
• Suggested Readings = 407
• 14 Development, Learning, and Cognition = 408
• Introduction = 408
• Defining development = 408
• Heinz Werner and orthogenesis = 409
• Cognitive Development = 410
• Genetic epistemology = 410
• Criticisms of genetic epistemology = 424
• Alternatives to genetic epistemology = 429
• Moral Development = 433
• Lawrence Kohlberg's stage theory = 433
• Alternative: social-learning theory = 440
• Alternative: Information Processing = 443
• Biology of Development = 444
• Proximate causes = 444
• Ultimate causes = 445
• Conclusion: Constraints on Development = 447
• Suggested Readings = 451
• References = 453
• Index = 532