IntroductiontoLearningandBehavior5thEdition –EbookPDFVersion
https://ebookmass.com/product/introduction-to-learning-andbehavior-5th-edition-ebook-pdf-version/
Instant digital products (PDF, ePub, MOBI) ready for you
Download now and discover formats that fit your needs...
Introduction to 80×86 Assembly Language and Computer Architecture – Ebook PDF Version
https://ebookmass.com/product/introduction-to-8086-assembly-languageand-computer-architecture-ebook-pdf-version/
ebookmass.com
Motor Learning and Performance: From Principles to Application 5th Edition – Ebook PDF Version
https://ebookmass.com/product/motor-learning-and-performance-fromprinciples-to-application-5th-edition-ebook-pdf-version/
ebookmass.com
Introduction to Kinesiology: Studying Physical Activity 5th Edition – Ebook PDF Version
https://ebookmass.com/product/introduction-to-kinesiology-studyingphysical-activity-5th-edition-ebook-pdf-version/
ebookmass.com
Search for the Gatherers (Joe Higgins Book 2) Irene Hill
https://ebookmass.com/product/search-for-the-gatherers-joe-higginsbook-2-irene-hill/
ebookmass.com
Moord onder de magnolia's Olivia Hill
https://ebookmass.com/product/moord-onder-de-magnolias-olivia-hill/
ebookmass.com
Law and Society 11th Edition, (Ebook PDF)
https://ebookmass.com/product/law-and-society-11th-edition-ebook-pdf/
ebookmass.com
Practical Radiology: A Symptom-Based Approach 1st Edition
https://ebookmass.com/product/practical-radiology-a-symptom-basedapproach-1st-edition/
ebookmass.com
Agriculture Management Approaches Pankaj Kumar Saraswat
https://ebookmass.com/product/agriculture-management-approachespankaj-kumar-saraswat/
ebookmass.com
Der Dschungel (John Milton 9) (German Edition) Mark Dawson
https://ebookmass.com/product/der-dschungel-john-milton-9-germanedition-mark-dawson/
ebookmass.com
https://ebookmass.com/product/sustainability-of-constructionmaterials-second-edition-khatib/
ebookmass.com
BriefContents
PREFACE xix
ABOUTTHEAUTHORS xxvii
CHAPTER1 Introduction1
CHAPTER2 ResearchMethods50
CHAPTER3 ElicitedBehaviorsandClassicalConditioning93
CHAPTER4 ClassicalConditioning:BasicPhenomenaand VariousComplexities132
CHAPTER5 ClassicalConditioning:UnderlyingProcessesand PracticalApplications167
CHAPTER6 OperantConditioning:Introduction209
CHAPTER7 SchedulesandTheoriesofReinforcement254
CHAPTER8 ExtinctionandStimulusControl293
CHAPTER9 Escape,Avoidance,andPunishment334
CHAPTER10 Choice,Matching,andSelf-Control373
CHAPTER11 ObservationalLearningandRule-GovernedBehavior 416
CHAPTER12 BiologicalDispositionsinLearning453
CHAPTER13 ComparativeCognition489
APPENDIX ABriefGuidetoBehaviorSelf-Management537
GLOSSARY 545
REFERENCES 557
INDEX 589
Contents
Prefacexix
AbouttheAuthorsxxvii
CHAPTER1 Introduction1
STUDY TIP 3 AND FURTHERMORE:NotationforConditioningDiagrams5
HistoricalBackground7
Aristotle:EmpiricismandtheLawsofAssociation7
Descartes:Mind-BodyDualismandtheReflex9
TheBritishEmpiricists10
Structuralism:TheExperimentalStudyofHuman Consciousness10
Functionalism:TheStudyoftheAdaptiveMind11
TheTheoryofEvolution:HumansasAnimals12
Behaviorism:TheStudyofObservableBehavior14 AND FURTHERMORE:JohnB.Watson:Behaviorism’sControversial Founder16
FiveSchoolsofBehaviorism17
Watson’sMethodologicalBehaviorism18 AND FURTHERMORE:DeliberatePracticeandExpert Performance20
Hull’sNeobehaviorism22
Tolman’sCognitiveBehaviorism23 AND FURTHERMORE:HowtoReadGraphs27
Bandura’sSocialLearningTheory29
Skinner’sRadicalBehaviorism30
ADVICEFORTHE LOVELORN 35 AND FURTHERMORE:TheLifeofB.F.Skinner38
SimpleMechanismsofLearning98
HabituationandSensitization98
Opponent-ProcessTheoryofEmotion101
ClassicalConditioning107
Pavlov’sDiscoveryofClassicalConditioning107
ADVICEFORTHE LOVELORN 108
BasicProcedureandDefinitions109
STUDY TIP 112
AppetitiveandAversiveConditioning114 AND FURTHERMORE:ClassicalConditioningandInterpersonalAttraction118
ExcitatoryandInhibitoryConditioning118
TemporalFactorsinConditioning119
Pseudoconditioning123
Summary125
SuggestedReadings125
StudyQuestions126
ConceptReview126
ChapterTest128
AnswerstoChapterTest131
CHAPTER4 ClassicalConditioning:Basic PhenomenaandVariousComplexities132
SomeBasicConditioningPhenomena133 Acquisition133
ExtinctionandRelatedPhenomena134
StimulusGeneralizationandDiscrimination138 ExperimentalNeurosis140
STUDY TIP 142
ThreeExtensionstoClassicalConditioning143
Higher-OrderConditioning143
SensoryPreconditioning145 AND FURTHERMORE:WhenCelebritiesMisbehave146 USRevaluation149
FourExamplesofSpecificityinClassicalConditioning151 Overshadowing152
Blocking154
OccasionSetting156
LatentInhibition158
ADVICEFORTHE LOVELORN 160
Summary161
SuggestedReadings162
StudyQuestions162
ConceptReview162
ChapterTest163
AnswerstoChapterTest166
CHAPTER5 ClassicalConditioning:Underlying ProcessesandPracticalApplications167
UnderlyingProcessesinClassicalConditioning168
Stimulus-SubstitutionTheory168
Preparatory-ResponseTheory(andtheCompensatory-Response Model)169 AND FURTHERMORE:ConditionedCompensatoryResponsesand DrugOverdose174
Rescorla-WagnerTheory176
PracticalApplicationsofClassicalConditioning179 UnderstandingPhobias179
ADVICEFORTHE LOVELORN 180 AND FURTHERMORE:OnSearchingforLittleAlbert: APersonalAccount184
TreatingPhobias191
STUDY TIP 195 AND FURTHERMORE:WasSigmundFreudaBehaviorAnalyst?197
AversionTherapyforProblemBehaviors198
MedicalApplicationsofClassicalConditioning200
Summary203
SuggestedReadings203
StudyQuestions204
ConceptReview205
ChapterTest205
AnswerstoChapterTest208
CHAPTER6 OperantConditioning: Introduction209
HistoricalBackground211
Thorndike’sLawofEffect211
Skinner’sSelectionbyConsequences213
OperantConditioning215
OperantBehavior216
OperantConsequences:ReinforcersandPunishers217
OperantAntecedents:DiscriminativeStimuli221
FourTypesofContingencies225 PositiveReinforcement226
NegativeReinforcement227
PositivePunishment228
NegativePunishment229 AND FURTHERMORE:FourTypesofContingencies:TrickyExamples232
PositiveReinforcement:FurtherDistinctions233
ImmediateVersusDelayedReinforcement233
PrimaryandSecondaryReinforcers234
IntrinsicandExtrinsicReinforcement237 AND FURTHERMORE:PositiveReinforcementofArtisticAppreciation239
STUDY TIP 240
NaturalandContrivedReinforcers240
Shaping242
ADVICEFORTHE LOVELORN 244 AND FURTHERMORE:TrainingIshmael245
Summary247
SuggestedReadings248
StudyQuestions248
AnswerstoChapterTest253
CHAPTER7 SchedulesandTheoriesof Reinforcement254
SchedulesofReinforcement255
ContinuousVersusIntermittentSchedules255 FourBasicIntermittentSchedules256
STUDY TIP 259
OtherSimpleSchedulesofReinforcement265
ComplexSchedulesofReinforcement272
TheoriesofReinforcement277
DriveReductionTheory277
ThePremackPrinciple279
ResponseDeprivationHypothesis281
BehavioralBlissPointApproach283
ADVICEFORTHE LOVELORN 284
Summary285
SuggestedReadings286
StudyQuestions287
ConceptReview287
ChapterTest289
AnswerstoChapterTest292
CHAPTER8 ExtinctionandStimulusControl293
Extinction294
SideEffectsofExtinction295
ADVICEFORTHE LOVELORN 299
ResistancetoExtinction300
SpontaneousRecovery303
DifferentialReinforcementofOtherBehavior304 AND FURTHERMORE:ExtinctionofBedtimeTantrumsin YoungChildren306
StimulusControl306
StimulusGeneralizationandDiscrimination307
ThePeakShiftEffect310
MultipleSchedulesandBehavioralContrast313
FadingandErrorlessDiscriminationLearning317 AND FURTHERMORE:St.NeotsMargin318
StimulusControl:AdditionalApplications320 AND FURTHERMORE:FromTBtoLandmines:AnimalstotheRescue322
STUDY TIP 324 AND FURTHERMORE:EdwinGuthrie:StimulusControlforthePractical Person325
Summary326
SuggestedReadings327
StudyQuestions328
ConceptReview329 ChapterTest330 AnswerstoChapterTest333
CHAPTER9 Escape,Avoidance, andPunishment334
EscapeandAvoidance335
Two-ProcessTheoryofAvoidance337
AvoidanceConditioningandPhobias340
AvoidanceConditioningandObsessive-CompulsiveDisorder343 AND FURTHERMORE:Approach-AvoidanceConflict(or “ICan’tBelieve IVolunteeredforThis!”)346
Punishment347
TypesofPunishment347
ProblemswiththeUseofPunishment351
STUDY TIP 352
BenefitsandtheEffectiveUseofPunishment353
TheoriesofPunishment356
NoncontingentPunishment359
LearnedHelplessness359 Masserman’sExperimentalNeurosis361
ADVICEFORTHE LOVELORN 363 AND FURTHERMORE:DissociativeIdentityDisorder:ABehavioral Perspective364
Summary365
SuggestedReadings367
StudyQuestions367
ConceptReview368
ChapterTest369
AnswerstoChapterTest372
CHAPTER10 Choice,Matching,and Self-Control373
ChoiceandMatching374
ConcurrentSchedules374
TheMatchingLaw376
DeviationsfromMatching379
MatchingandMelioration383 AND FURTHERMORE:BasketballandtheMatchingLaw384
ADVICEFORTHE LOVELORN 387
Self-Control388
SkinneronSelf-Control389 AND FURTHERMORE:B.F.Skinner:TheMasterofSelf-Control392 STUDY TIP 393
Self-ControlasaTemporalIssue393
Mischel’sDelayofGratificationParadigm395
TheAinslie–RachlinModelofSelf-Control396
TheSmall-But-CumulativeEffectsModel405 AND FURTHERMORE:Self-Control:HowSweetItIs!OrIsIt?406
Summary408
SuggestedReadings409
StudyQuestions410
ConceptReview411
ChapterTest411
AnswerstoChapterTest415
ObservationalorSocialLearning417
ContagiousBehaviorandStimulusEnhancement418 ObservationalLearninginClassicalConditioning420 ObservationalLearninginOperantConditioning422 AND FURTHERMORE:It’sanAcquiredTaste … 423
Imitation426 AND FURTHERMORE:CanAnimalsTeach?429
SocialLearningandAggression431
Rule-GovernedBehavior435
AND FURTHERMORE:TheAnalysisofVerbalBehavior435
DefinitionsandCharacteristics436
SomeDisadvantagesofRule-GovernedBehavior438 AND FURTHERMORE:Psychopathology,Psychotherapy,andRule-Governed Behavior440
PersonalRulesinSelf-Regulation441
ADVICEFORTHE LOVELORN 442 AND FURTHERMORE:Say–DoCorrespondenceandWillpower444
STUDY TIP 447
Summary447
SuggestedReadings448
StudyQuestions449
ConceptReview449
ChapterTest450
AnswerstoChapterTest452
CHAPTER12 BiologicalDispositionsin Learning453
PreparednessandConditioning454
PreparednessinClassicalConditioning454
PreparednessinOperantConditioning461 AND FURTHERMORE:ConditionedFoodPreferences461
Operant–RespondentInteractions462
InstinctiveDrift462
SignTracking464
ADVICEFORTHE LOVELORN 467
AdjunctiveBehavior467
BasicProcedureandDefiningCharacteristics468
AdjunctiveBehaviorinHumans470
AdjunctiveBehaviorasDisplacementActivity471 STUDY TIP 473
ActivityAnorexia473
BasicProcedureandDefiningCharacteristics474 ComparisonswithAnorexiaNervosa474
UnderlyingMechanisms476
ClinicalImplications478 AND FURTHERMORE:TheHealthySideoftheDiet–Activity Connection479
BehaviorSystemsTheory479
Summary482
SuggestedReadings483
StudyQuestions484
ConceptReview484
ChapterTest485
AnswerstoChapterTest488
CHAPTER13 ComparativeCognition489
WhatIsComparativeCognition?490
MemoryinAnimals492
HowtoStudyAnimalMemory492
MemoryinFood-StoringBirds496
CanAnimalsCount?498
TheCaseofCleverHans498
BeyondCleverHans:EvidenceforNumericalAbilityinAnimals500 AND FURTHERMORE:When “BirdBrains” OutperformPeople502
CategoryLearningandRelationalDecisions504
ConceptsofTools,Self,andOthers507
MakingandUsingTools507
TheoryofMind510
Self-AwarenessandDifferentiatingSelfFromOthers510 CooperationandDeception514
Language516 AND FURTHERMORE:ABorderCollieIsWorthaThousandWords520
CanAnimals “Talk”?521
SignLanguageExperiments522
ArtificialLanguageExperiments524 AND FURTHERMORE:AlexSpeaks527
ADVICEFORTHE LOVELORN 529
Summary530
SuggestedReadings531
StudyQuestions531
ConceptReview532
ChapterTest532
AnswerstoChapterTest535
AppendixABriefGuidetoBehavior Self-Management537
Glossary545 References557
Index589
Preface
“Iwouldn’tdothistomybudgie,” astudentoncemutteredfollowingalectureinwhichI(theseniorauthorofthistext)haddiscussedtheprocessof reinforcement.Sheapparentlysawtheuseofreinforcementasmanipulative andreprehensible.Ican’trememberhowIresponded(probablywithsomethingabitmorediplomaticthanwhatfollows),butIcouldhavesaidthat sheactuallydoes “this” toherbudgieallthetimeandissimplynotaware ofit.Moreover,becauseshe’snotawareofit,shemaybereinforcingher budgie’sbehaviorquiteerratically,withtheresultthatthetwoofthemare havingamuchlesssatisfyingrelationshipthantheycouldbehaving.Unfortunately,thisstudent’snegativereactiontobehavioralprinciplesofconditioningisnotuncommon,andmostinstructorswhoteachsuchcoursescan probablyrecountsimilarinstances.Thus,onegoalofthistextistohelpconvincestudentsthatconditioningisnotadangerousformofmanipulationbut ratheranaturalprocessthatwedofarbettertounderstandandapplywisely thantoignoreandapplycarelessly.
Anotheropinionsometimesvoicedisthattheprinciplesofconditioning, manyofwhichhavebeenderivedfromresearchwithanimals,arelargely irrelevanttoimportantaspectsofhumanbehavior.Afterall,howcanstudies oflever-pressingratsorkey-peckingpigeonssayanythingmeaningfulabout whattrulymatterstous?ThiswastheveryconclusionthatI(thesenior authoragain)cametowhen,asanundergraduate,Ifirstencounteredademonstrationofoperantconditioninginmyintroductorypsychologyclass.We wereshownafilminwhichpigeonsweretaughttopeckalittleplasticdisk (whichIlaterlearnediscalleda “responsekey”)toearnfood.Thewhole endeavorstruckmeassocompletelyartificial nottomentionmind-numbinglyboring thatIcouldn’tunderstandwhyanyonewouldwastehisorher timeonit.LittledidIknowthatsomeyearslaterIwouldfindmyselfsitting inapigeonlab,thrilledthatIhadbeengivenanopportunitytostudysomethingsointerestingandimportant!WhatIhadlearnedintheinterimwas
that:(1)youhavetobecarefulwhatyoucriticize(fatehasawayofmaking uspayforourarrogance)and(2)manyoftheprinciplesderivedfromconditioningexperimentswithanimalsareamongthemostusefulprinciples everdiscoveredbypsychologists.Thus,asecondgoalofthistextistohelp convincestudentsthattheprinciplesderivedfrombehavioralresearchare farfromirrelevant,andthattheyoftenhaveusefulandprovocativethings tosayabouthumanbehavior.
Anevenmorebasicgoalofthistextistoprovidestudentswithaclear introductiontothebasicprinciplesoflearningandbehaviorthatisbothaccessibleandengaging,especiallyforthosewhomayhavehadonlylimited priorexposuretotheseprinciples(suchasinanintroductorypsychology course).Thosestudentswholaterproceedtoahigher-levelcourseinthe subjectmatterwillthenhaveasolidfoundationonwhichtobuild.Students whodonotproceedtoahigher-levelcoursewillneverthelesshavegainedan appreciationforthebehavioralperspectiveandlearnedmuchthatmaybeof relevancetotheireverydaylivesandfuturecareers.
KeyCharacteristics
Thefollowingsummarizessomekeycharacteristicsofthistext:
• Itemphasizesbasicprinciplesoflearningandbehaviorratherthan theory. Totheextentthattheoryisdiscussed,itiseitherbecausethe theoryitselfhassomethingmeaningfulandprovocativetosayabouthumanbehavior(e.g.,meliorationtheoryasdiscussedinChapter10)orbecauseageneraloverviewofcertaintheories(e.g.,theRescorla-Wagner theory,aspresentedinChapter5)canhelppreparestudentsforamore in-depthdiscussionofthosetheoriesinahigher-levelcourse.
• Itattemptstostrikeanappropriatebalancebetweenbasicresearch findings,manyofwhicharederivedfromanimalresearch,andthe applicationofthosefindingstoimportantandinterestingaspectsof humanbehavior. Althoughmanytextsmakethisclaim,wefeelthatthis textrepresentsatrulyconcertedeffortinthatregard.Whereverpossible, examplesfromresearchparadigmswithratsorpigeonsarejuxtaposed witheverydayexampleswithhumans.Andalthoughsomeoftheapplicationstohumansarehighlyspeculative,theyneverthelessrepresentthe typeofspeculationthatbehavioriststhemselvesoftenengageinandthat manystudentsfindinterestingandmemorable.
• Followingfromtheabove,thistextisespeciallyinnovativeinthe manyexamplesgivenoftheapplicationofbehavioralprinciplesto understandingcertainaspectsofromanticrelationships. Inparticular, scatteredthroughoutthetextare AdvicefortheLovelorn columnsinwhich hypotheticalstudentsaregivenbehavioral-typeadviceconcerningtheir relationshipdifficulties.Personalrelationshipsare,ofcourse,akeyconcernformanystudents,andtheyareoftenfascinatedbythenotionthat
behavioralprinciplesmaybehelpfulinunderstandingandresolvingproblematicrelationships.Thesecolumnshavethusproventobeaneffective waytomaintainstudents’ interestinthematerial,enhancetheirgraspof certainconcepts,andprovidethemwithasenseofwhatitmeanstothink likeabehaviorist.(Studentsareofcoursegivenduewarningthattheadviceinthesecolumnsisquitespeculativeandnottobetakentoo seriously.)
• Thetextcontainsmanyinterestingandthought-provokingtopics notnormallyfoundintextbooksonlearningandbehavior. Thisincludessuchtopicsaswhatitmeanstohave “willpower,” thecontroversy overtheinadvertentcreationofmultiplepersonalitiesduringpsychotherapy,andhowdifficultiesinlifeoftencontributetoasenseof “meaning” inlife,alldiscussedfromabehavioralperspective.Manyofthesetopics arepresentedinspecialboxedinsertstitled AndFurthermore,whichare intendedtoexpandonmaterialpresentedintheprecedingsection.
• Thistextcontainsnumerouspedagogicalfeaturesthataredesigned tofacilitatestudents’ abilitytostudyandunderstandthematerial. Thesefeaturesaredescribedlaterinthesectiononlearningaids.See alsothediscussionbelowonthe “StudyTips” andself-managementfeaturesthatarenewtothisedition.
ChangestotheFifthEdition
Intheprefacetothelastedition,wecommentedonhowdifficultitisto reviseatextbookthatseemstobeworkingwellforsomanystudentsand instructors.Unfortunately(orfortunately),wefoundourselvesinvery muchthesameboatwithrespecttothisrevision.Althoughsomereviewers didhavemajorsuggestionsforimprovingcertainaspectsofthetext,these wereoftencontradictedbyfeedbackfromotherreviewersandinstructors whoindicatedthattheyverymuchlikedthoseaspects.Evensomeofour ownsuggestionsforimprovementresultedinsuchstrongreactionsfromreviewersthatwequicklydroppedthem.Italsomadeusrealizetheextentto whichasuccessfultextbookisnolongerthesolepropertyofthepublisher andauthorsbutisasharedendeavorwiththosewhohavecometorelyonit, andwethereforebecamedulycautiousinconsideringwhichchangesto make.Asaresult,themostsignificantchangesinthiseditionconsistof value-addedmaterialintheformofstudytipsandadviceonbehaviorselfmanagement,aswellasparingdownonechapterthat,inourexperience, wasabittoocomplicatedformanystudentstohandle.Wealsostroveto simplifyorshortensectionswhereverpossibletotryandcounterthe dreadeddiseaseoftheever-expandingtextbook.
Thus,oneofthemostsignificantchangestothiseditionistheinclusion ofanappendix,titled “ABriefGuidetoBehaviorSelf-Management.” This appendixprovidespracticaladviceontheuseofbehavioralprinciplesto
enhanceself-controlandcomplementsthemoretheoreticalpresentationof self-controlinChapter10.Itshouldproveespeciallyusefulforstudentswho areaskedtodoabehaviorself-managementprojectasacourseassignment, aswellasforstudentswhopersonallystrugglewithsuchissuesasprocrastination.Relatedtothis,aboxed “StudyTips” inserthasalsobeenaddedto eachchapter(exceptthelast),whichoffersspecificadvicetostudentson howtoimproveandmanagetheirstudybehavior.TheStudyTipsinsertin Chapter1,forexample,describesthe3R(read-recite-review)methodfor readingatextbook,somethingthatmanystudentshaveneverbeentaught. Studytipsinotherchaptersgenerallybuilduponbehavioralconceptscoveredinthosechapters.Forexample,thestudytipsinsertforChapter7 (whichcoversschedulesofreinforcement)discussesthe “just-get-started” tacticforovercomingprocrastinationandrelatesittothe “break-and-run” patternofbehaviorthatistypicallyfoundinfixedratioschedulesofreinforcement.Ourhopeisthatthismaterialwillprovidestudentswiththeskills neededtobecome “independentlearners,” whichisacommonlycitedgoal inhighereducationbutonethateducatorsoftenmakelittleeffortintrying toachieve.Thestudytipsandself-managementadviceofferedinthistext thereforerepresentaconcertedattempttocorrectthatsituation.
TheothermajorchangeinthiseditioninvolvesChapter4,whichinour experiencemanystudentsfoundratherconfusing.Wehavethereforesimplifiedthischapterby(1)movingthediscussionofpseudoconditioningand temporalconditioningtoChapter3,(2)eliminatingthediscussionofexternalinhibition,and(3)consolidatingtheremainingconditioningprocedures underthetwocategoriesofextensionstoconditioningandspecificityin conditioning.Thischapterwillhopefullynowbeconsiderablylessdifficult forstudentstoworkthrough.
Otherchanges(manyofwhichweresuggestedbyreviewers)includethe following:IntheChapter1sectiononradicalbehaviorism,theseparatediscussionofmolarversusmolecularapproachestothestudyofbehaviorhas beendropped.Chapter1alsoincludesabriefdescriptionoftheBoardCertificationprograminappliedbehavioranalysistoalertstudentstothegrowing numberofcareeropportunitiesinappliedbehavioranalysis.InChapter2,the term “establishingoperation” hasbeenupdatedtothemoreglobalterm “motivatingoperation,” whichencompassesbothestablishingoperationsand abolishingoperations.InChapter3,thebriefdiscussionofpreparednessin backwardconditioninghasbeenmovedtotheChapter12discussionofbiologicalpreparednessinconditioning.InChapter5,thediscussionofS-SversusS-Rmodelsofconditioninghasbeendropped;itoverlapstoomuchwith othertheoriesofconditioning,whichstudentsfoundconfusing.Aswell, theAndFurthermoreboxonthesearchforLittleAlberthasbeenupdated toincludetherecentdiscoveryofapersonwhoisverylikelytohavebeen therealLittleAlbert.
Chapter9eliminatestheAndFurthermorediscussionof “Repressionas Avoidance” andreplacesitwithadescriptionofapproach-avoidanceconflict.
Studentsseemtofindtheconceptofapproach-avoidancequiteinteresting, givenitsrelevanceforunderstandingcertainrelationshipissues.InChapter 10,theAndFurthermorebox, “Self-Control:HowSweetItIs!OrIsIt?” , hasbeenupdatedtoincluderecentfindingsthatseemtocontradict Baumeister’sstrengthmodelofself-control.AndChapter11nowincludes abriefdescriptionofSkinner’sgeneralapproachtoverbalbehavior,thereby providingacontexttothefollowingdiscussionofrule-governedbehavior.
Finally,thenumberofstudyquestionsattheendofeachchapterhas beensomewhatreduced,oftenbycombiningtwoormorerelatedconcepts intothesamequestion.Thehopeisthatthiswillpromptstudentstomore oftenponderthesimilaritiesanddifferencesbetweenconcepts,andthereby enhancetheirunderstandingofthoseconcepts.
LearningAids
Thistextcontainsmanypedagogicalfeaturesdesignedtofacilitatestudents’ readingandcomprehensionofthematerial.Theseincludethefollowing:
• QuickQuizzes. Scatteredthroughouteachchapterareseveralfill-inthe-blankquizzes.Thepurposeofthesequizzesistohelpstudents activelyworkwiththematerialastheyreadit.Althoughanearlyreviewer ofthefirsteditioncommentedthatsuchfrequentquizzingmightfrustrate studentsbyinterruptingtheirreading,actualuseofthematerialinclass revealedquitetheopposite.Studentscommentedthatthequizzeswere extremelybeneficialinhelpingthemengagewiththematerial.Theyespeciallyappreciatedquizzesthatwereembeddedwithinsectionsthatthey perceivedasquitetechnical,simplybecausethequizzesbrokethematerialupintoshortchunksthattheywerebetterabletoassimilate.Students thereforedemandedmorequizzes,notfewer,andtheauthorsduly complied.
• StudyQuestions. Afocusedsetofaround10–15studyquestionsisincludedattheendofeachchapter.Thesestudyquestionscoverthemost basicconceptsdiscussedinthatchapter.Studentscanbemotivatedtoanswerthesequestionsifinstructorsinformthemthatsomeofthesequestionsmayappearasshort-answeritemsonquizzesorexams.Infact,the seniorauthor’sownstrategyistogivestudentsarandomsampleoffour orfiveofthesequestionsasaweeklychaptertest,withstudentsineach classbeingunawareofwhichquestionstheywillbeasked.
• ConceptReviews. Eachchapterisfollowedbyaconceptreview,which listsallkeytermsanddefinitionsinthechapter.Thesekeytermsanddefinitionsarethenreiteratedintheglossaryattheendofthetext.
• ChapterTests. Eachchapterendswithachaptertest,consistingmostly offill-in-the-blankitems.Thistestprovidescomprehensivecoverageof thematerialpresentedinthechapter.Itdiffersfromthe QuickQuizzes inthatmoreitemsareofaconceptual,ratherthanfactualordefinitional,
nature,therebyencouragingstudentstothinkmoredeeplyaboutthematerial.Thesetestitemsarenumberedinrandomorder,sothatstudents canimmediatelylookuptheanswertoanyparticularitemwithouthaving toworryaboutinadvertentlyseeingtheanswertothenextitem.
• OpeningVignettes. Eachchapterbeginswithachapteroutline,followedbyeitheraquotationoravignetterelatedtothematerialpresented inthatchapter.Thevignettesusuallyconsistofashort,fictionalscenario illustratingaparticularconcept.Theexactconceptinvolvedisnotimmediatelyrevealed,however,thusencouragingstudentstoactivelyponder howthematerialtheyarereadingmayberelatedtothescenario.(Anexplanationoftheconcepteachscenarioisintendedtoillustratecanbe foundintheinstructor’smanual.)
Instructor’sManual
Theinstructor’smanualincludesarevisedtestbankthatcontainsalarge numberofmultiple-choiceitemsperchapter.Manyoftheseitemsareconceptualinnature,andtheyareorganizedbytextbookheadingsandsubheadings.Theinstructor’smanualalsocontainsanswerstoallofthe QuickQuiz andstudyquestionitemsforeachchapter,aswellasasetofannotatedWeb linkswherestudentswillfindinformationofinterest.Themanualalsocontainsadescriptionofhowthe AdvicefortheLovelorn columncanbeadapted asastudentassignment(alongwithadditionalexamplesofsuchcolumns thatcanbeprovidedtostudentstofacilitatetheirownefforts).
SniffytheVirtualRatLite provideseverystudentwithhands-onexperience inapplying,eitherathomeorinschool,theprinciplesofoperantandclassicalconditioning.Sniffyisacompute r-generatedratthatcanbetaughtto pressalevertoearnfood,aprotocolthatisthenusedtodemonstrate manyaspectsofbothoperantandclassi calconditioning.StudentspurchasingSniffyreceivealaboratorymanualwithinstructions,andahybridCDROMthatoperatesonMacOSVersion8.6orlaterandWindows95SE, ME,2000,orXP.
TheLiteversionofSniffyincludes16exercisesthatcovertheessential phenomenaoflearningpsychology.Thestimulantoperantphenomenacoveredincludemagazinetraining;shaping;primaryandsecondaryreinforcement;variable-interval,variable-ratio,fixed-interval,andfixed-ratioschedule effects;andthepartial-reinforcementeffect.Theclassicalconditioningphenomenacoveredincludeacquisition,extinction,andspontaneousrecovery.
StudentsenjoyworkingwithSniffyandreportthattheseexercises greatlyenhancetheirunderstandingofthebasicprinciples.Wedonot,of
course,proposethatSniffycanfullysubstitutefortheactualexperienceof workingwithliveanimals.Unfortunately,forvariousreasons,mostinstitutionsarenolongerabletoofferthisvaluableopportunitytotheirundergraduates.Sniffywascreatedpreciselytofillthisvoid.Additionally,some schoolsuseSniffyasawarm-upbeforeallowingstudentstoworkwithreal animals.FormoreinformationaboutSniffytheVirtualRatLite,Version 2.0,visitcengagebrain.com.Sniffy’screatorsdiscusshowtheyuseSniffyin theirclasses,andstudentsdescribetheirexperiencesworkingwithSniffy.
Acknowledgments
Wewishtothank “Dr.Dee,” AllyMcBeal(whowasalltherageontelevisionwhenthistextwasfirstconceived),andalltheotherpeople(realand fictional)whoinspiredtheAdvicetotheLovelornfeaturesandotheraspects ofthistext.Wealsothankthefollowingreviewersfortheircommentsand suggestions,whichcontributedgreatlytotheimprovementsmadeinthis edition:JosephJ.Benz,UniversityofNebraska,Kearney;JamesMacDonall, FordhamUniversity;ChristyPorter,CollegeofWilliamandMary;and ElizabethCooper,UniversityofTennessee,Knoxville.
Inaddition,wethankthepeopleatCengageLearning,including Jon-DavidHague,MichelleClark,KimiyaHojjat,KailashRawat,Kristina Mose-Lebon,NicoleSala,BrittaniMorgan,VeerabhaguNagarajan,and PinkySubiforalltheirsupportinhelpingtocreatethisedition.Thiswasan especiallygreatteamtoworkwith,andtheymadetheprocessofrevisingmuch easierthanitmightotherwisehavebeen.
Finally,aspecialthankstoDr.SuzanneE.MacDonald,whoservedas coauthoronearlyeditionsofthetextandwhoseinfluencecanstillbeseen withincertainchapters.
RussPowell LynneHoney DianeSymbaluk
