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Preface | |
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Introduction | |
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Some Basic Assumptions | |
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Is Behavior Lawful? | |
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How Should We Discover Any Laws? | |
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Behavioral and Cognitive Approaches | |
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The Experimental Method | |
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The Use of Animals | |
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An Overview of Associative Learning | |
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Classical Conditioning | |
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Foundations of Classical Conditioning | |
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The Associative Tradition | |
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Pavlov's Conditioned Reflexes | |
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The Need for Control Groups | |
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What Behaviors Can Be Conditioned? | |
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A Universal Process? | |
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Principles and Applications | |
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The Laws of Association | |
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Contingency | |
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Preparedness | |
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Blocking | |
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Applications of Conditioning | |
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Theories of Conditioning | |
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The Rescorla-Wagner Model | |
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The Rescorla-Wagner Model: Deriving Predictions | |
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Evaluating the Rescorla-Wagner Model | |
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What Is Learned During Conditioning? | |
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The Determinants of Performance | |
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Conditioning in Humans | |
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Operant Conditioning | |
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Reinforcement | |
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Thorndike's Law of Effect | |
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Basic Procedures | |
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The Reinforcer | |
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Delay of Reinforcement | |
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Schedules of Reinforcement | |
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Motivation | |
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Stimulus Control | |
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Shaping | |
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Applications of Reinforcement | |
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Reinforcement in the Classroom | |
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The Problem of Maintaining Behavior | |
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Harmful Effects of Reinforcement | |
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Alternatives to Reinforcement: Modeling | |
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Alternatives to Reinforcement: Self-Control | |
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Punishment and Extinction | |
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Punishment | |
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Side Effects of Punishment | |
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Application: Children's Misbehavior | |
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Extinction | |
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Theoretical Processes in Associative Learning | |
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What is Learned? | |
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Early Views | |
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Hull's S-R Theory | |
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Tolman's Expectations | |
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Habits and Expectations | |
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Complex Learning | |
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The Role of Memory and Attention | |
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A Model of Human Memory | |
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Working Memory | |
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The Role of Attention in Coding | |
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Coding Relationships | |
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Retrieval | |
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The Associative Stage | |
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The Role of the Reinforcer | |
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Is Reinforcement Automatic? | |
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Is Reinforcement Necessary for Learning? | |
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The Avoidance Paradox | |
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Reinforcement and Conditioning | |
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Choosing a Response | |
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Learning in an Evolutionary Context | |
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The General Process View | |
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An Evolutionary Perspective | |
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Are Classical Conditioning and Reinforcement Uniform Processes? | |
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Variations on an Associative Theme | |
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Concept Learning: Associative and Cognitive Processes | |
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Concept Learning in Humans | |
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Concept Learning in Animals | |
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Abstract Concepts in Animals | |
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The Neural Network Solution (To Association, Abstraction, and Everything ...) | |
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Associative Learning and Cognition | |
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References | |
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Acknowledgements | |
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Author Index | |
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Subject Index | |
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A Final Word | |