| |
| |
Preface | |
| |
| |
| |
How Psychologists Study Learning | |
| |
| |
Learning in School | |
| |
| |
Learning in the Laboratory | |
| |
| |
| |
The Nature of Learning Theories | |
| |
| |
Variables and Laws | |
| |
| |
Abstraction | |
| |
| |
What Are Learning Theories? | |
| |
| |
| |
Two Early Connectionist Theories | |
| |
| |
Pavlov's Conditioning | |
| |
| |
Thorndike's Early Connectionism | |
| |
| |
| |
Contiguity Interpretations of Learning | |
| |
| |
Watson's Behaviorism | |
| |
| |
Guthrie's One-Principle System | |
| |
| |
Guthrie and Watson as Contiguity Theorists | |
| |
| |
| |
Hull's Formal Theory Building | |
| |
| |
The Postulational Method of Theory Construction | |
| |
| |
The Theory | |
| |
| |
Strengths and Weaknesses of Hull's System | |
| |
| |
Hull's Influence on Other Theorists | |
| |
| |
| |
Skinner's Form of Behaviorism | |
| |
| |
The Basic Elements of Skinner's System | |
| |
| |
The Effects of Reinforcers | |
| |
| |
| |
Applications and Implications of Skinner's System | |
| |
| |
Behavior Modification | |
| |
| |
Education | |
| |
| |
Other Applications | |
| |
| |
Skinner's Relation to Other Psychologists | |
| |
| |
| |
Early European Cognitive Theory | |
| |
| |
Gestalt Theory | |
| |
| |
Piaget and Cognitive Development | |
| |
| |
| |
Early American Cognitive Theory | |
| |
| |
Tolman's Purposive Behaviorism | |
| |
| |
Tolman's Continuing Influence | |
| |
| |
The Cognitive Revolution | |
| |
| |
| |
Cognitions, Computers, and Production Systems | |
| |
| |
Computers and Learning Theory | |
| |
| |
Anderson's ACT Theory | |
| |
| |
| |
Later Cognitive and Mixed Interpretations | |
| |
| |
Cognitive Interpretation of Classical Conditioning | |
| |
| |
Cognitive Behavioral Therapy | |
| |
| |
Explanatory Styles | |
| |
| |
The Structure of Learning | |
| |
| |
Bandura's Social Cognitive Theory | |
| |
| |
| |
The New Connectionism | |
| |
| |
Problems with Computer Models | |
| |
| |
Network Models | |
| |
| |
Applications and Evaluation | |
| |
| |
| |
Issues in Motivation | |
| |
| |
Interpretations of Drive and Reinforcement | |
| |
| |
Responses as Reinforcers | |
| |
| |
Cybernetics | |
| |
| |
Opponent-Process Theory | |
| |
| |
| |
Heredity, Evolution, and Learning | |
| |
| |
Species-Specific Behavior | |
| |
| |
Preparedness | |
| |
| |
Implications for Learning Theory | |
| |
| |
The Place of Heredity in Behavior | |
| |
| |
| |
Learning Theory Past, Present, and Future | |
| |
| |
Issues on Which Learning Theories Divide | |
| |
| |
Criteria for an Ideal Theory | |
| |
| |
The Present-Day Value of Learning Theories | |
| |
| |
Summary List of Theorists | |
| |
| |
Glossary | |
| |
| |
References | |
| |
| |
Index | |