Theories of Human Learning: Mrs Gribbin’s Cat 7th Edition, ISBN-13: 978-1108484633

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Theories of Human Learning: Mrs Gribbin’s Cat 7th Edition, ISBN-13: 978-1108484633

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• Publisher: ‎ Cambridge University Press; 7th edition (December 12, 2019)
• Language: ‎ English
• ISBN-10: ‎ 1108484638
• ISBN-13: ‎ 978-1108484633

Mrs Gribbin invites you to join her as she explores the changing landscape of learning theories and their implications.

Both a serious academic text and an intriguing story, this seventh edition reflects a significant update in research, theory, and applications in all areas. It presents a comprehensive view of the historical development of learning theories from behaviorist through to cognitive models. The chapters also cover memory, motivation, social learning, machine learning, and artificial intelligence. The author’s highly entertaining style clarifies concepts, emphasizes practical applications, and presents a thought-provoking, narrator-based commentary. The stage is given to Mrs Gribbin and her swashbuckling cat, who both lighten things up and supply much-needed detail. These two help to explore the importance of technology for simulating human cognitive processes and engage with current models of memory. They investigate developments in, and applications of, brain-based research and plunge into models in motivation theory, to name but a few of the adventures they embark upon in this textbook.

Table of Contents:

Half-title

Title page

Copyright information

Dedication

Brief Contents

Contents

List of Illustrations

List of Boxes

Preface: Read this First. . .

What’s New in the Seventh Edition?

Acknowledgments

Part I Science and Theory

1 Human Learning

What Mrs. Gribbin Said: This Book

Objectives

The Psychology of Learning

Knowing and Consciousness

Defining Learning

Disposition

Capability

Performance

The Definition

Scientific Theories

Theories, Principles, Laws, and Beliefs

Common Misconceptions and Folk Beliefs

Misconceptions About Learning and the Brain

Purposes of Theories

Characteristics of Good Theories

Science and Psychological Theories

What Is Science?

Steps in the Scientific Method

1. Ask the Question

2. Develop a Hypothesis

3. Collect Relevant Observations

4. Test the Hypothesis

5. Reach and Share a Conclusion

Experiments

Sampling and Comparison Groups

Evaluating Psychological Research

Have I Committed the Nominal Fallacy?

Is the Sample Representative?

Can Subjects Be Believed?

Is There a Possibility of Subject Bias?

Is There a Possibility of Experimenter Bias?

Participants in Psychological Research

Ethics in Animal Research

Humans as Research Participants

Theories of Learning: A Brief Overview

Structuralism and Functionalism

Classification of Learning Theories

Preview of this Text

Chapter 2. Early Behaviorism: Pavlov, Watson, and Guthrie

Chapter 3. The Effects of Behavior: Thorndike and Hull

Chapter 4. Operant Conditioning: Skinner’s Radical Behaviorism

Chapter 5. Evolutionary Psychology: Learning, Biology, and the Brain

Chapter 6. Transition to Modern Cognitivism: Hebb, Tolman, and the Gestaltists

Chapter 7. Cognitive Theories: Bruner, Piaget, and Vygotsky

Chapter 8. Learning and Memory

Chapter 9. Motivation and Emotions

Chapter 10. Social Learning: Bandura’s Social Cognitive Theory

Chapter 11. Machine Learning and Artificial Intelligence: The Future?

Chapter 12. Analysis, Synthesis, and Integration

Applications of Learning Theories

Main Point Chapter Summary

Part II Mostly Behavioristic Theories

2 Early Behaviorism: Pavlov, Watson, and Guthrie

This Chapter

Objectives

Early Scientific Psychology

Psychophysics

Absolute Threshold

Differential Threshold

Ivan P. Pavlov (1849–1936)

Classical (Pavlovian) Conditioning

Human Reflexes

Behavioristic Explanations for Learning: Contiguity and Reinforcement

Contingency and Contiguity

Biological Predispositions and Backward Conditioning

Findings in Classical Conditioning

Acquisition

Extinction and Recovery

Generalization and Discrimination

Higher-Order Conditioning

Educational Implications of Pavlovian Conditioning

An Appraisal of Pavlov’s Classical Conditioning

John B. Watson (1878–1958)

Behaviorism

Watson’s Explanation of Learning

Conditioned Emotional Reactions

Little Albert

Transfer

Positive Emotions

The Controversy

Transfer in Everyday Life

Watson’s Environmentalism

Higher Learning

Practical Applications of Watson’s Behaviorism

Attitudes and Emotions

Behavior Modification

An Appraisal of Watson’s Behaviorism

Edwin R. Guthrie (1886–1959)

Guthrie’s Law of One-Shot Learning

What the Law Means

One-Shot Learning

The Role of Repetition

One-Shot Classical Conditioning

Movement-Produced Stimuli

Contiguity through MPS

Habits

Extinction

Reward and Punishment

Practical Applications of Guthrie’s Theory

The Fatigue Technique

The Threshold Technique

The Method of Incompatible Stimuli

Horse Illustrations

Human Illustrations

Cousin Renault

An Appraisal of Guthrie’s One-Shot Learning

Evaluation of Early Behavioristic Theories

Main Point Chapter Summary

3 The Effects of Behavior: Thorndike and Hull

This Chapter

Objectives

Edward L. Thorndike’s Connectionism

Animal Intelligence

Reinforcement and Contiguity: Two Explanations

Thorndike’s Early Theory: Main Laws

The Law of Exercise

The Law of Effect

The Law of Readiness

Subsidiary Laws

1. The Law of Multiple Responses

2. Set or Attitude

3. The Law of Prepotency of Elements

4. Response by Analogy

5. Associative Shifting

Thorndike’s Later Theory: Repealed Laws and New Emphases

Repeal of the Law of Exercise

Half a Law of Effect

Learning by Ideas

An Appraisal of Thorndike’s Connectionism

Clark L. Hull’s Hypothetico-Deductive System

Overview of Hull’s System

Main Components of Hull’s System

Graphic Summary of Hull’s System

Input Variables: Stimuli

Intervening Variables: Connectors

1. SHR

2. D

3. V

4. K

5. SER

Output Variables: Responses

Hull’s Summary Equation Illustrated

Fractional Antedating Goal Reactions

Foresight and Expectancy

Habit-Family Hierarchies

Summary and Appraisal of Hull’s System

Educational Implications of Thorndike and Hull

Main Point Chapter Summary

4 Operant Conditioning: Skinner’s Radical Behaviorism

This Chapter

Objectives

Radical Behaviorism: An Antitheory?

An Overview of Radical Behaviorism

Basic Assumptions

The Experimental Analysis of Behavior

Operant and Respondent Learning

Prevalence of Operant Behavior

The Influence of Charles Darwin and Edward Thorndike

Pavlov’s Harness and Skinner’s Box

Operant Learning

Reinforcement and Punishment

Positive and Negative Reinforcement

Punishment

Punishment versus Negative Reinforcement

Illustrations of Reinforcement and Punishment

Positive Reinforcement (Reward)

Negative Reinforcement (Relief)

Presentation Punishment (Castigation)

Removal Punishment (Penalty)

Primary and Secondary Reinforcers

Schedules of Reinforcement

Continuous or Intermittent Reinforcement

Interval or Ratio Schedules

Fixed or Random Schedules

Superstitious Schedules

Effects of Different Reinforcement Schedules

Magazine Training

Effects of Schedules on Response Acquisition

Effects of Schedules on Extinction

Spontaneous Recovery

Extinction and Forgetting

Effects of Schedules on Rate of Responding

Concurrent Schedules of Reinforcement

Schedules of Reinforcement in Everyday Life

Illustration 1

Illustration 2

Shaping

Chaining

Chains in Shaping

Shaping and Verbal Instructions in Human Learning

Fading, Generalization, and Discrimination

Relevance to Human Learning

Generalization

Discrimination

Individual Differences

Practical Applications of Operant Conditioning

Applications of Positive Contingencies

The Premack Principle

Applications of Aversive Contingencies

The Case Against Punishment

Less Objectionable Forms of Punishment

The Case for Punishment

Negative Reinforcement

Other Applications: Behavior Management

Positive Reinforcement and Punishment

Counterconditioning

Extinction

Skinner’s Position: An Appraisal

Contributions and Applications of Skinner’s Theory

Evaluation as a Theory

Some Philosophical Objections

Main Point Chapter Summary

5 Evolutionary Psychology: Learning, Biology, and the Brain

This Chapter

Objectives

Taste Aversion Learning

Conditioning Explanations for Taste Aversions

Problems with Classical Conditioning Explanations of Taste Aversions

One-Trial Acquisition of Taste Aversions

Delayed Conditioning of Taste Aversions

Selectivity in Taste Aversion Learning

Latent Inhibition and Taste Aversion Learning

Blocking

The Rescorla-Wagner Explanation

A Biological Explanation

Higher-Order Conditioning and Biological Adaptation

Darwin’s Natural Selection and Psychology

Evolutionary Psychology

Autoshaping

Instinctive Drift

Biological Constraints

Evolution of the Brain

Evolutionary Psychology and Learning

Some Reactions to Evolutionary Psychology

Sociobiology: A Precursor of Evolutionary Psychology

Inclusive Fitness and Altruism

Some Reactions to Sociobiology

Evolutionary Psychology: An Appraisal

A Transition

Learning and the Brain

Studying Brain Functions

Brain Injuries

Brain Ablations

Electrical Brain Stimulation

Chemical Brain Stimulation and Addiction

Brain Imaging Techniques

Hindbrain

Midbrain

Forebrain

The Hypothalamus

The Thalamus

The Limbic System

The Cerebrum and the Cerebral Cortex

The Hemispheres

Sex Differences in the Brain

The Brain and Experience

Brain-Based Education

Biofeedback and Neurofeedback

Conditioning of Autonomic Responses: Early Research

How Biofeedback Works

Recent Biofeedback Applications

Main Point Chapter Summary

Part III The Beginnings of Modern Cognitivism

6 Transition to Modern Cognitivism: Hebb, Tolman, and the Gestaltists

This Chapter

Objectives

Hebb’s Theory

Higher Mental Processes

The Physiology of Learning

The Central Nervous System

Neural Transmission

Dopamine

Norepinephrine

Acetylcholine

Serotonin

Hebb’s Main Assumptions

An Illustration of Hebb’s Theory of Perception

Neurological Basis for Learning

The Aplysia: Habituation and Sensitization

Reactivity and Plasticity

Mediating Processes

The Hebb Rule

Co-activation of Cell Assemblies

Learning: The Forming of Associations

Thinking and Learning in Hebb’s Theory

Set and Attention

Educational Applications of Hebb’s Theory

Appraisal of Hebb’s Theory

From Behaviorism to Cognitivism

Mechanistic Behaviorism

Tolman’s Purposive Behaviorism

Do Rats have Purpose?

The Blocked-Path Study

An Expectations Study

A Place Learning Study

A Latent Learning Experiment

What Is Purposive Behaviorism?

Educational Implications and Summary Principles of Tolman’s System

Behavior Is Purposive

Behavior Is Cognitive

Reinforcement Establishes and Confirms Expectancies

A Theory of Purposive Behaviorism Is Molar, Not Reductionist

Appraisal of Tolman’s Purposive Behaviorism

Gestalt Psychology

Insight or Trial and Error

Gestalt Means ”Whole”

Principles of Perception

Prägnanz: Good Form

Principle of Closure

Principle of Continuity

Principle of Similarity

Principle of Proximity

Gestalt Views of Learning and Memory

Leveling

Sharpening

Normalizing

Beyond Perception: The Behavioral Field

The Lake of Constance

The Behavioral Field

Appearance versus Reality

Gestalt Psychology and Modern Cognitivism

Educational Implications of Gestalt Psychology

Appraisal of Gestalt Psychology

Metaphors in Psychology

Metaphors in Behaviorism

Metaphors in Cognitivism

Main Point Chapter Summary

Part IV Mostly Cognitive Theories

7 Three Cognitive Theories: Bruner, Piaget, and Vygotsky

This Chapter

Objectives

Cognitive Psychology

Cognitivism Compared with Behaviorism

The Main Metaphor in Cognitive Psychology

Principal Beliefs of Cognitive Theories

1. Current Learning Builds on Previous Learning

2. Learning Involves Information Processing

3. Meaning Depends on Relationships among Concepts

Bruner’s Theory: Going Beyond the Information Given

Evolution of the Brain

Advantages of Brains

Evolution of Mind

Representation in Children

Symbolic Representation and Cognitive Theory

Bruner’s Theory of Representation: Categorization

What Is a Category?

Categories as Rules

Attributes

Rules for Categorizing

Decision Making

Coding Systems

Research on Concept Formation

Developmental Trends in Concept Learning

Category Boundaries

The Neurobiology of Categories

Abstraction

Two Models of Abstraction

Meaning and the Construction of Reality

Constructivism and Narration

Appraisal of Bruner’s Position

Educational Implications of Bruner’s Theory

Jean Piaget: A Developmental-Cognitive Position

The Méthode Clinique

Theoretical Orientation

Adaptation Through Assimilation and Accommodation

Equilibration

Play

Imitation

Piaget’s View of Intelligence

Piaget’s View of Cognitive Structure

Piaget’s Stage Theory: A Summary

The Sensorimotor Period: Birth to Two Years

The Object Concept

Achievements by Age Two

Preoperational Thinking: 2–7 Years

Preconceptual Thinking: 2–4 Years

Intuitive Thinking: 4-7 Years

Operations

Concrete Operations: 7–11/12 Years

The Conservations

Classifying

Seriating

Dealing with Numbers

Formal Operations: After 11 or 12 Years

Abstract Relations

Hypothetical Nature of Thought

Piaget’s Theory as a Theory of Learning

Educational Implications of Piaget’s Theory

Appraisal of Piaget’s Position

Criticisms and Research

Piaget Underestimated Young Children

Formal Operations Are Not Highly General

The System Is Too Complex

How Damaging Are These Criticisms?

Lev Vygotsky: Social/Cognitive Theory

Main Ideas in Vygotsky’s Theory

The Role of Culture

Language and Thought

The Vygotsky Blocks Study

Stages of Language and Conceptual Development

Educational Applications: The Zone of Proximal Development and Scaffolding

The Zone of Proximal Development

Scaffolding

Appraisal of Vygotsky’s Theory

Main Point Chapter Summary

8 Learning and Memory

This Chapter

Objectives

Memory Metaphors

What Is Memory?

Exceptional Memories

Implicit Memories

Storage and Retrieval

Forgetting

Early Memory Research

Modal Model of Memory

Sensory Memory

Working (Short-Term) Memory

A Classical Study of Working Memory

Limited Capacity

Chunking

Baddeley’s Model of Working Memory

Research on Working Memory

Levels of Processing

Long-Term Memory (LTM)

1. Long-Term Memory Is Highly Stable

2. Long-Term Memory Is Generative

3. Understanding Influences Long-Term Memory

4. Some Things Are More Easily Remembered

Working and Long-Term Memory Compared

Categories of Long-Term Memory

Explicit (Declarative) and Implicit (Nondeclarative) Memory

Physiological Evidence

Declarative Memories

Semantic and Episodic Memory Declarative Memories

Models of Declarative Long-Term Memory

Physiology of Memory

The Engram

Lashley’s Rats

Penfield’s Patients

Rat Brain and Planaria Studies

Brain Imaging: ERPs and ERFs

Event-Related Potentials and Fields

Jennifer Aniston Neurons

Memory and the Brain

Summary of Modal Models of Memory

Why We Forget

Brain Injury

Fading Theory

Distortion Theory

Repression Theory and False Memories

Interference Theory

Retrieval-Cue Failure

Learning and Remembering: Educational Applications

What Works in Education

How Important Are Teachers?

Main Point Chapter Summary

9 Motivation and Emotions

This Chapter

Objectives

Motivation and Emotions

Reflexes, Instincts, and Imprinting

Reflexes

The Orienting Reflex

Reflexes as Explanations

Instincts

Imprinting

Psychological Hedonism

Drive Reduction and Incentives

Needs and Drives

Psychological Needs

Need/Drive Positions: An Appraisal

Some Problems with Need/Drive Theory

Incentives

Maslow’s Hierarchy

Self-Actualization

Arousal Theory

Emotion and Motivation: Level of Arousal

The Yerkes-Dodson Law

Hebb’s Arousal Theory

Two Functions of Stimuli

The Need for Stimulation

Sources of Arousal

Social Cognitive Views of Motivation

A Theory of Cognitive Dissonance

Reducing Dissonance

Summary of Dissonance Theory

Intrinsic and Extrinsic Motives

Can External Rewards Decrease Intrinsic Motivation?

Attribution Theory

Attribution and Dissonance

Development of Attribution Tendencies

Dweck’s Theory: Performance versus Mastery Goals

Implications of Mindsets About Intelligence

Attribution and Achievement Goals

Self-Efficacy

Importance of Self-Efficacy Judgments

Factors in the Development of Efficacy Judgments

Intentions, Goals, and Expectancy–Value Theory

Expectancy–Value Theory

Investigations of Expectancy–Value Theory

Self-Determined and Self-Regulated Learners

Applications and Implications of Motivation Theory

Predicting Behavior

Controlling and Changing Behavior

Motivation in the Classroom

Needs, Psychological Hedonism, and Eudemonic Motives

Arousal

Cognitive Dissonance

Intrinsic and Extrinsic Attributions

Goals and Beliefs About Intelligence

Self-Determination, Self-Regulation, Self-Efficacy, and Expectancy–Value Theory

The ARCS Model of Motivation

Main Point Chapter Summary

10 Social Learning: Bandura’s Social Cognitive Theory

This Chapter

Objectives

Social Learning

Socially Accepted Behaviors: The Product

Learning Social Behaviors: The Process

Overview of Bandura’s Social Cognitive Theory

Models

Processes in Observational Learning

Attentional Processes

Retention Processes

Motor Reproduction Processes

Motivational Processes

Operant Conditioning in Observational Learning

Sources of Reinforcement in Imitation

Classical Conditioning in Observational Learning

Three Effects of Imitation

The Modeling Effect

Inhibitory and Disinhibitory Effects

The Eliciting Effect

Cognitive Control in Bandura’s Social Cognitive Theory

Behavior Control Systems

Stimulus Control

Outcome Control

Symbolic Control

An Illustration of Behavior Control Systems

Bandura’s Agentic Perspective

Intentionality

Forethought

Self-Reflection

Personal Efficacy

Collective Efficacy

Reciprocal Determinism

Applications of Bandura’s Social Cognitive Theory

Observational Learning

Behavior Control Systems

Personal Agency and Self-Efficacy

Bandura’s Social Cognitive Theory: An Appraisal

Main Point Chapter Summary

11 Machine Learning and Artificial Intelligence: The Future?

This Chapter

Objectives

The Computer and the Brain

People and Machines: Computer Metaphors

Important Differences Between Brains and Computers

Serial and Parallel Processing

Symbolic and Connectionist Models

Symbolic Models

Logic Theorist and the General Problem-Solver

Chess Computer Masters

Appraisal of Symbolic Models

Connectionist (Neural Network) Models

Implicit Learning

Explicit Learning

Neural Networks as Connectionist Models

Uses of Neural Network Models

An Historical Illustration: NETtalk

Summarizing and Simplifying Neural Networks

Artificial Intelligence

Historical Approaches to Artificial Intelligence

Why Make Computers Smarter

Can Machines Think? The Turing Test

Reductio ad Absurdum

Back to the Turing Test

Does the Computer Need to Think?

Recent Developments in Artificial Intelligence

Appraisal of Connectionist (Neural Network) Models

Some Cautions and Criticisms

Educational and Social Implications

A Field in Progress

Main Point Chapter Summary

Part V Summary

12 Summary, Synthesis, and Integration

This Chapter

Objectives

Two Major Approaches to Learning Theory

Summaries of Key Theories and Approaches

Early Approaches: Structuralism and Functionalism

Structuralism

Functionalism

Mostly Behavioristic Positions

Pavlov: Classical Conditioning

Watson: American Behaviorism

Guthrie: One-Shot Learning

Thorndike: Trial and Error and the Law of Effect

Hull: A Hypothetico-Deductive System

Skinner: Operant Conditioning

Transitions to Modern Cognitivism

Evolutionary Psychology

Hebb: The Neurophysiology of Learning

Tolman: Behavior Has a Purpose

The Gestaltists: German Cognitivism

Modern Cognitivism

Bruner: Going Beyond the Information Given

Piaget: Development and Adaptation

Vygotsky: Culture and Language

Factors Affecting Learning

Memory

Motivation

Social Learning

Machine Learning and Artificial Intelligence: The Future

Synthesis and Appraisal

Strengths and Weaknesses

Behaviorism

A Transition: Evolutionary Psychology and Early Cognitivism

Cognitivism

An Integration

Jerome Bruner: Models of the Learner

Tabula Rasa

Hypothesis Generator

Nativism

Constructivism

Novice-to-Expert Model

A Last Word

Main Point Chapter Summary

Lefrançois’s Epilogue

Glossary

References

Name Index

Subject Index

Guy R. Lefrançois is Honorary Professor in the Department of Educational Psychology at the University of Alberta, Canada. He has published over fifty titles, including a number of best-selling textbooks in their respective fields.

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