The structure of learning/ (Record no. 188727)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 06690nam a2200145Ia 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781138002777 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | CUS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 153.15 |
| Item number | GAR/S |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Gardner, R. Allen |
| 245 #4 - TITLE STATEMENT | |
| Title | The structure of learning/ |
| Statement of responsibility, etc. | R. Allen Gardner Beatrix T. Gardner |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc. | New York: |
| Name of publisher, distributor, etc. | Psychology Press, |
| Date of publication, distribution, etc. | 2014. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 373 p. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | 1 Introduction<br/>Discovery Versus Understanding<br/>Belief Versus Evidence<br/>Operational Definition<br/>Facial Vision<br/>Dependent Variable<br/>Independent Variable<br/>Experimental Control<br/>Introspection<br/>Intervening Variable<br/>Experiment Versus Correlation<br/>Adaptive Versus Maladaptive<br/>Ethological Experiments<br/>Color Vision<br/>Arbitrary and Obligatory<br/>Obligatory Patterns<br/>Observation and Experiment<br/>Experimental Psychology<br/>Ethology of the Skinner Box<br/>Plan of This Book<br/>2 Classical Conditioning<br/>Typical Procedures<br/>Salivation<br/>Leg Withdrawal<br/>Eyeblink<br/>Knee Jerk<br/>Basic Terms<br/>Unconditioned Stimulus (UCS)<br/>Conditioned Stimulus (CS)<br/>Orienting Response (OR)<br/>Unconditioned Response (UCR)<br/>Conditioned Response (CR)<br/>Response Measures<br/>Acquisition<br/>Extinction<br/>Resistance to Extinction<br/>Spontaneous Recovery<br/>Habituation<br/>Sensitization<br/>Relationship Between Conditioned<br/>and Unconditioned Responses<br/>Conditioned Response as a Fractional Response<br/>Conditioned Response as a Prepatory Response<br/>Generality<br/>Experimental Subjects<br/>Unconditioned Responses<br/>Conditioned Stimuli<br/>Arbitrary Stimuli<br/>Ethology of Stimulus/Response Compatibility<br/>Tinne and Sequence<br/>Interstimulus Interval (ISI)<br/>Length of the Interstimulus Interval<br/>Conditioned Emotional Response<br/>Social Conditioning<br/>Imprinting<br/>Conditioned Mobbing<br/>Chemical Alarms<br/>Emotional Words<br/>Summary<br/>3 Instrumental Conditioning<br/>Typical Procedures<br/>Reward<br/>Escape<br/>Avoidance<br/>Punishment<br/>Basic Terms<br/>Unconditioned Stimulus<br/>Response Measures<br/>Response Variability<br/>Acquisition<br/>Extinction<br/>Resistance to Extinction<br/>Spontaneous Recovery<br/>Generality<br/>Maze Learning<br/>Skinner Box<br/>Schedules<br/>Fixed Interval<br/>Variable Interval<br/>Fixed Ratio<br/>Variable Ratio<br/>Maintenance Versus Conditioning<br/>Time Schedules<br/>Discrimination<br/>Successive Procedure<br/>Simultaneous Procedure<br/>Multiple Stimuli and Responses<br/>Reinforcement and Inhibition Versus Differential Response<br/>Summary<br/>4 Mechanisms of Conditioning<br/>Theory and Experiment<br/>Stimuli and Responses<br/>Four Basic Mechanisms<br/>Common Sense<br/>Parsimony<br/>Implications<br/>S-S Contiguity<br/>Fractional Anticipatory Response<br/>Length of the Jnterstimulus Interval<br/>Direction of the Interstimulus Interval<br/>S-S* Contingency<br/>S-R-S* Contingency<br/>Role of S*<br/>Higher-Order Conditioning<br/>Preconditioning<br/>A Hybrid Paradigm<br/>A Misnomer<br/>S-R Contiguity<br/>Sign Stimuli<br/>Action Patterns<br/>Temporal Patterns<br/>Feedback Systems<br/>Feed Forward Systems<br/>Anticipatory Responses<br/>Backward Conditioning<br/>Rhythmic Patterns<br/>Delay Conditioning<br/>S-R Sequences<br/>Contrast With Stimulus Substitution<br/>Summary<br/>5 Reinforcement Versus Expectancy<br/>Response Contingent Reinforcement<br/>S-R-S* Contingency<br/>Goal Gradient<br/>Learning the Shorter Path to a Goal<br/>Order of Elimination of Blinds<br/>Speed-of-Locomotion Gradient<br/>Cognitive Expectancy<br/>Unrewarded Trials<br/>Free Exploration<br/>Irrelevant Drive<br/>Summary<br/>6 Sequence and Anticipation<br/>Latent Extinction<br/>Segments of a T-Maze<br/>Segments of a Goal Box<br/>Drive Discrimination<br/>Conditioned Rejection<br/>7 Feed Forward Versus Feed Backward<br/>Operational Definition<br/>Defining Secondary Reward<br/>Magazine Clicks<br/>New Learning<br/>Partial Reward<br/>Interstimulus Interval<br/>Summary<br/>S-R Contiguity<br/>S-R Chains in a Skinner Box<br/>Preliminary Training<br/>S-R-f<br/>Discriminative Stimulus: S'' Versus S""<br/>Feed Forward Versus Feed Backward<br/>Conditioned Eating<br/>Magazine Click as S^<br/>Token Rewards for Chimpanzees<br/>Money Feeds Forward<br/>8 Continguity Versus Contingency<br/>Shaping and Autoshaping<br/>Superstition<br/>Earning Versus Free Loading<br/>Avoiding Food<br/>Constraints and Contingency<br/>Yoked Control<br/>Experimental Design<br/>Subject Selection<br/>Readiness<br/>Conclusion<br/>Learning Without Hedonism<br/>Bioassay<br/>Inhibition and Competition<br/>Feedback Versus Sign Stimuli<br/>Autonomous Robots<br/>Top-Down Robots<br/>Bottom-Up Robots<br/>Building From the Bottom Up<br/>Bottom-Up Learning<br/>Summary<br/>9 Appetite, Aversion, and Conflict<br/>Motive and Drive<br/>Irritability<br/>How Many Drives?<br/>Evocative Stimuli<br/>Selection<br/>Summary<br/>Aversion<br/>defensive Aggression<br/>Suppression and Induction<br/>Rhythmic Patterns<br/>Avoidance<br/>Compatibility<br/>Operant Avoidance<br/>Two IVayj to Abolish Contingency<br/>Earning Pain<br/>Summary<br/>Conflict<br/>Homeostasis<br/>Robots in Conflict<br/>Fuzzy Control<br/>Fuzzy Logic<br/>Parallel Processing<br/>Queuing<br/>Control Problem<br/>Fuzzy Solution<br/>Biological and Industrial Priorities<br/>Summary<br/>10 Excitation, Inhibition, and Competition<br/>Hull's Excitation and Inhibition<br/>Two Kinds of Inhibition<br/>Massed and Distributed Practice<br/>Resistance To Extinction<br/>Overtraining<br/>Summary<br/>Competing Responses<br/>Considering More Than One Response<br/>Two-Choice Situations<br/>Competition and Contingency<br/>Summary<br/>11 Reward Versus Nonreward<br/>Operant Procedure<br/>Partial Reward During Acquisition<br/>Extinction After Partial Reward<br/>Amount of Practice<br/>Discrete Trials<br/>Generality<br/>Discrimination<br/>Frustration<br/>What is Wrong With 100% Reward?<br/>Anticipatory Goal Responses<br/>Anticipatory Errors<br/>Summary<br/>12 Places, Paths, and Bearings<br/>Place Learning Versus Response Learning<br/>Spontaneous Alteration<br/>Intramaze Stimuli Versus Extramaze Stimuli<br/>Odor Trails<br/>Compass Bearing<br/>Navigation<br/>Radial Arm Maze<br/>Morris Water Maze<br/>Caching Food<br/>Summary<br/>13 Transfer<br/>Stimulus Generalization<br/>Basic Phenomenon<br/>Implications<br/>Peak Shift<br/>Transposition<br/>Spence's Model<br/>Psychophysics<br/>Sign Stimuli<br/>Dimensional Stimuli<br/>Neural Networks<br/>Habits, Hypotheses, and Strategies<br/>Habits Versus Hypotheses<br/>Overtraining and Reversal<br/>Learning Sets<br/>Problem Solving Versus Habit<br/>Comparative Intelligence and Intelligent Compaiisons<br/>Summary<br/>14 Teaching Sign Language to Chimpanzees<br/>Cross-Fostering<br/>Sibling Species<br/>Sign Language<br/>Sign Language Only<br/>Ethological Considerations<br/>Chimpanzee Subjects<br/>Teaching Methods<br/>Contrast With Operant Conditioning<br/>Failure of Extrinsic Incentives 301<br/>Uses of the Signs 302<br/>Phrases 311<br/>Word-for-Sign Translation<br/>Creativity<br/>Development<br/>Modular Approaches<br/>Modular Semantics<br/>Modular Conversation<br/>A Robust Phenomenon<br/>Replication<br/>Loulis<br/>15 Concepts and Communications<br/>Communication and Information<br/>Vocabulary Tests<br/>Objectives<br/>Teaching and Testing<br/>Rewards<br/>Items and Exemplars<br/>Photography<br/>Novelty<br/>Target Signs<br/>Test Results<br/>Chance Expectancy<br/>Productive Tests Versus Forced Choices<br/>Signs of ASL<br/>Concepts<br/>Communication and Language<br/>Duality of Patterning<br/>Ethology and Operational Definition |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | General Books |
| Withdrawn status | Lost status | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Full call number | Accession number | Date last seen | Date last checked out | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Central Library, Sikkim University | Central Library, Sikkim University | General Book Section | 29/08/2016 | 153.15 GAR/S | P43762 | 14/07/2018 | 14/07/2018 | General Books |