Learning: Principles and Applications

Learning: Principles and Applications provides students a current, comprehensive, and engaging introduction to the psychology of learning. Praised for its easy-to-read style and presentation of important contributions of both human and nonhuman animal research, the text helps readers understand the process of learning with coverage of classic experiments, contemporary research, real-world examples, applications, chapter-opening vignettes, and critical thinking questions. The Eighth Edition features expanded sections on theories of conditioning, a streamlined organization through two separate chapters on memory storage and retrieval, and enhanced pedagogy to better connect the material to the everyday lives of students.

Table of Contents:
Preface Acknowledgments About the Author Chapter 1. An Introduction to Learning The Gift of Knowledge A Definition of Learning Functionalism Behaviorism Thorndike Pavlov Watson The Ethics of Conducting Research Critical Thinking Questions Key Terms Chapter 2. The Modification of Instinctive Behavior If Only This Time The Instinctive Basis of Behavior Habituation and Sensitization Dishabituation Learning in the Aplysia Californica Opponent-Process Theory The Addictive Process Critical Thinking Questions Key Terms Chapter 3. Principles and Applications of Pavlovian Conditioning A Lingering Fear Principles of Pavlovian Conditioning Temporal Relationships Between the Conditioned Stimulus and the Unconditioned Stimulus Conditions Affecting the Acquisition of a Conditioned Response Extinction of the Conditioned Response Other Inhibitory Processes A Conditioned Response Without Conditioned Stimulus– Unconditioned Stimulus Pairings Applications of Pavlovian Conditioning Critical Thinking Questions Key Terms Chapter 4. Theories of Pavlovian Conditioning He Never Saw It Coming The Nature of the Conditioned Response Stimulus-Substitution Theory The Conditioning of an Opponent Response Sometimes-Opponent-Process Theory The Nature of the Pavlovian Conditioning Process Rescorla–Wagner Associative Model The Unconditioned Stimulus Preexposure Effect The Potentiation of a Conditioned Response The Conditioned Stimulus Preexposure Effect The Cue Deflation Effect The Importance of Within-Compound Associations A Comparator Theory of Pavlovian Conditioning Mackintosh’s Attentional View The Retrospective Processing View Critical Thinking Questions Key Terms Chapter 5. Principles and Applications of Appetitive Conditioning A Loss of Control The Legacy of B. F. Skinner Instrumental and Operant Conditioning Types of Reinforcement Shaping Schedules of Reinforcement How Readily Is an Instrumental or Operant Response Learned? Extinction of an Instrumental or Operant Response Partial Reinforcement and Resistance to Extinction Contingency Management Critical Thinking Questions Key Terms Chapter 6. Principles and Applications of Aversive Conditioning A Good Spanking Principles of Aversive Conditioning Escape Conditioning Vicious Circle Behavior The Avoidance of Aversive Events Punishment Types of Punishment The Effectiveness of Punishment The Negative Consequences of Punishment Applications of Aversive Conditioning The Ethical Use of Punishment Critical Thinking Questions Key Terms Chapter 7. Theories of Appetitive and Aversive Conditioning A Lack of Self-Control The Nature of Reinforcement Probability-Differential Theory Application: The Use of Activity Reinforcement Response Deprivation Theory Principles of Behavioral Economics The Pain of Failure The Nature of Avoidance Learning The Nature of Punishment Critical Thinking Questions Key Terms Chapter 8. Biological Influences on Learning A Nauseating Experience Generality of the Laws of Learning A Behavior Systems Approach Animal Misbehavior Schedule-Induced Behavior Flavor Aversion Learning Flavor Preference Learning Imprinting The Avoidance of Aversive Events The Biology of Reinforcement Critical Thinking Questions Key Terms Chapter 9. Traditional Learning Theories The Oldies But Goodies Traditional Learning Theories Hull’s Associative Theory An Evaluation of Associative Theory Spence’s Acquired Motive Approach Guthrie’s Contiguity View An Evaluation of Contiguity Theory Tolman’s Purposive Behaviorism An Evaluation of Purposive Behaviorism Critical Thinking Questions Key Terms Chapter 10. Stimulus Control of Behavior A Disappointing Review The Stimulus Generalization Process Discrimination Learning Behavioral Contrast Occasion Setting Hull–Spence Theory of Discrimination Learning Errorless Discrimination Training The Transposition Effect Sutherland and Mackintosh’s Attentional View Continuity Versus Noncontinuity Critical Thinking Questions Key Terms Chapter 11. Cognitive Control of Behavior The Insurmountable Barrier Tolman’s Purposive Behaviorism A Mental Representation of Events The Importance of Habits Learned Helplessness Hopelessness Theory of Depression The Neuroscience of Learned Helplessness A Cognitive View of Phobic Behavior Concept Learning Critical Thinking Questions Key Terms Chapter 12. The Storage of Our Experiences A Fleeting Experience Measures of Memory A Three-Stage View of Memory Storage Sensory Register Short-Term Store A Rehearsal Systems Approach Long-Term Store The Neuroscience of Memory Storage Critical Thinking Questions Key Terms Chapter 13. Memory Retrieval and Forgetting A Look Into the Past Memory Retrieval How Quickly We Forget Interference Reconstruction of the Past False Memory Syndrome Motivated Forgetting The Neuroscience of Memory Retrieval Application: Mnemonics Critical Thinking Questions Key Terms Glossary References Author Index Subject Index

About the Author :
Stephen B. Klein is professor in the psychology department at Mississippi State University. He received a B.S. degree in psychology in 1968 from Virginia Polytechnic Institute and a Ph.D. degree in psychology in 1971 from Rutgers University. Professor Klein taught at Old Dominion University for twelve years and at Fort Hays State University for seven years prior to coming to Mississippi State University in 1990. He also served as head of the psychology department at both Mississippi State University and Fort Hays State University. Professor Klein has written numerous articles for psychological journals in the area of the biological basis of learning and memory and is the author of Motivation: Biosocial Approaches, published by McGraw-Hill in 1982; Learning: Principles and Applications, published by McGraw-Hill in 1987, 1991, 1996, and 2002; Learning: Principles and Applications published by Sage in 2009, 2012, and 2015, and Biological Psychology, published by Prentice-Hall in 2000. Dr. Klein also coauthored with B. Michael Thorne Biological Psychology, published by Worth in 2007 and coedited with Robert Mowrer the two-volume text Contemporary Learning Theories in 1989 and Handbook of Contemporary Learning Theories in 2001, both published by Lawrence Erlbaum. His family includes his wife, Marie, and five children, Dora, David, Jason, Katherine, and William. In his spare time, he enjoys sports, most passionately baseball, and science fiction, especially Star Trek and Star Wars.

Review :
"The text is very strong with respect to presenting competing theories of learning phenomena. It is one of the best I’ve read in this regard." "This text allows students to continually build up a foundation/knowledge base to help reinforce and increase their own self-paced understanding of the material." "The text provides a thorough overview of classical research and pivotal studies that lay the foundation of several important theories. Brief vignettes at the beginning of each chapter are helpful in setting the stage for the chapter’s discussion in a relevant and approachable way, while also presenting a forum to reference back to throughout the chapter as information is expanded upon."