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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 | |