Brush Aversive Conditioning and Learning

1. Auflage 2014
ISBN: 978-1-4832-6114-0
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 638 Seiten, Web PDF

Aversive Conditioning and Learning covers the significant advances in establishing the phenomena, principles, and other aspects of aversive conditioning and learning. This book is organized into three sections encompassing nine chapters. The first section deals with operant and classical conditioning of responses of the autonomic nervous system and with behavioral measurement of conditioned fear. The next section discusses the mechanism of avoidance learning and a number of problem areas, including the effects of response selection on the ease of acquisition and the nature and slow time course of the processes that reinforce avoidance learning. Other problems explore are the influence on avoidance learning of prior experience with uncontrollable shock and with reliable and unreliable predictors of shock, an analysis of avoidance learning in terms of a Markov model of short- and long-term memory, and the nature of retention of conditioned fear and the possible hormonal mechanisms that control performance motivated by fear. The last section examines some of the unexpected effects of punishment, which usually produces suppression of behavior. This section emphasizes the effects of noncontingent aversive stimuli that may account for the suppressive effects of punishment and on the paradoxical facilitation of behavior that sometimes results from response-contingent shock. This book will prove useful to medical psychologists, psychiatrists, and workers in the related fields.

Autoren/Hrsg.

Brush, F. Robert

Inhaltsverzeichnis

1;Front Cover;1
2;Lifelong Education: A Psycological Analysis;4
3;Copyright Page;5
4;Table of Contents;6
5;FOREWORD;12
6;INTRODUCTION;14
7;CHAPTER 1. MODERN EDUCATION AND THE CHALLENGE OF CHANGE;17
7.1;EDUCATION FOR COPING WITH CHANGE;17
7.2;EDUCATIONAL NEEDS OF ADULTS;19
7.3;EDUCATION AND EARLY CHILDHOOD;19
7.4;GENUINE EDUCATIONAL EQUALITY;20
7.5;LIFELONG EDUCATION;21
7.6;THE ROLE OF PSYCHOLOGY;21
7.7;STRUCTURE OF THE PRESENT TEXT;23
8;CHAPTER 2. BASIC CONCEPTS IN LIFELONG EDUCATION;24
8.1;WHAT IS LIFELONG EDUCATION?;24
8.2;WHY LIFELONG EDUCATION?;27
8.3;A CHANGED CONCEPTUALIZATION OF EDUCATION;36
9;CHAPTER 3. LIFELONG EDUCATION AND PSYCHOLOGY;41
9.1;EDUCATION, SCHOOLING, AND LEARNING;41
9.2;PSYCHOLOGICAL BASIS OF EDUCATION;45
9.3;EVALUATING LIFELONG EDUCATION;49
10;CHAPTER 4. THE PERSISTENCE OF LEARNING THROUGHOUT LIFE;58
10.1;PSYCHOLOGICAL ASSUMPTIONS OF CURRENT EDUCATIONAL ORGANIZATION;58
10.2;INTELLIGENCE AND AGE;59
10.3;LEARNING OUTSIDE CONVENTIONAL SCHOOL AGES;75
10.4;IMPLICATIONS FOR THE CONCEPT OF LIFELONG EDUCATION;83
11;CHAPTER 5. THE VERTICAL INTEGRATION OF INTELLECTUAL FUNCTIONING;84
11.1;COGNITIVE FUNCTIONING AND AGE;84
11.2;STYLE OF COGNITIVE FUNCTIONING;89
11.3;THE COURSE OF COGNITIVE GROWTH;91
11.4;IMPLICATIONS FOR LIFELONG EDUCATION;98
12;CHAPTER 6. INTEGRATION OF SOCIAL, MOTIVATIONAL AND AFFECTIVE DEVELOPMENT;100
12.1;CONCEPTS IN SOCIO-AFFECTIVE DEVELOPMENT;100
12.2;DEVELOPMENT DURING THE DIFFERENT STAGES OF LIFE;105
12.3;FACTORS INFLUENCING SOCIO-AFFECTIVE DEVELOPMENT;109
12.4;SCHOOLING AND SOCIO-AFFECTIVE DEVELOPMENT;118
13;CHAPTER 7. IMPLICATIONS OF LIFELONG EDUCATION FOR CURRICULUM;121
13.1;THE LIFELONG LEARNER;121
13.2;CAN SCHOOL DEVELOP LIFELONG LEARNERS?;122
13.3;IMPLICATIONS OF LIFELONG EDUCATION FOR "CURRICULUM";128
13.4;SCHOOL CURRICULUM IN A LIFELONG EDUCATION SETTING;134
13.5;ROLE OF TEACHERS IN LIFELONG EDUCATION;137
13.6;CLASSROOM IMPLICATIONS OF LIFELONG EDUCATION;140
14;CHAPTER 8. CRITICISMS AND FUTURE PROSPECTS;154
14.1;LACK OF NOVELTY;154
14.2;LACK OF A RIGOROUS BASIS;156
14.3;FAILURE TO DEAL WITH THE ISSUES;158
14.4;LIFELONG EDUCATION AND "THE ESTABLISHMENT";161
14.5;UTOPIANISM;163
14.6;FUTURE NEEDS AND PROSPECTS;166
15;REFERENCES;171
16;INDEX;190