Human Learning and Memory.PDF DOWNLOAD

Human Learning and Memory By David J. Lieberman

About the Book

This innovative textbook is the first to integrate learning and memory, behaviour, and cognition. It focuses on fascinating human research in both memory and learning (while also bringing in important animal studies) and brings the reader up to date with the latest developments in the subject.

Students are encouraged to think critically: key theories and issues are looked at in detail; descriptions of experiments include why they were done and how examining the method can help evaluate competing viewpoints.

By looking at underlying cognitive processes, students come away with a sense of learning and memory being interrelated actions taken by the same human being, rather than two separate activities.

Lively and engaging writing is supported by lots of examples of practical applications that show the relevance of lab-based research to everyday life.

Examples include treatments for phobias and autism, ways to improve eyewitness testimony, and methods of enhancing study techniques.

About the Author

David A. Lieberman’s academic journey is marked by a rich tapestry of accomplishments and contributions. As an undergraduate student at Columbia University, he embarked on a path that would lead to a distinguished career in psychology. He later earned his doctoral degree from Brown University, where he delved into the depths of psychological research and scholarship.

In his academic career, Lieberman dedicated himself to the art of teaching and the pursuit of knowledge. His passion for education led him to the University of Illinois, Champaign-Urbana, where he served as a professor for four years. His commitment to pedagogy was not only evident but celebrated, as he was twice recognized as the “most stimulating” teacher in psychology by graduating seniors in university polls.

Continuing his academic journey, Lieberman’s expertise and dedication to the field of psychology took him to the University of Stirling in Scotland. There, his course on learning received the highest student ratings of any psychology course, a testament to his profound impact on his students.

Lieberman’s influence extended beyond the classroom, as he assumed the role of Associate Editor for the Quarterly Journal of Experimental Psychology, further contributing to the field’s development. His involvement as one of two psychology members on the SERC panel responsible for awarding research grants in psychology showcases his commitment to advancing the science of psychology.

In addition to his influential teaching and editorial roles, David A. Lieberman is the accomplished author of several noteworthy books, including “Learning and the Control of Behavior,” “Learning: Behavior and Cognition,” and “Learning and Memory.” These publications reflect his deep understanding of the subject matter and his ability to distill complex concepts into accessible and insightful works. David A. Lieberman’s academic journey is a testament to his passion for psychology, his commitment to education, and his significant contributions to the field.

Some Book Contents

• Human Learning and Memory
  • Title
  • Copyright
  • Dedication
  • Contents
  • Figures
  • Acknowledgments
  • Introduction
  • Human learning?
  • Intellectually stimulating
  • Enjoyable
  • Applications: linking the laboratory and the real world
  • Integrating learning and memory
  • Aids to studying
  • Part I Learning
  • Some basic assumptions
  • Is behavior lawful?
  • Determinism versus free will
  • Determinism
  • Free will
  • Neural determinism
  • Movement
  • Emotion
  • Thought
  • Examples of lawful behavior
  • Vocabulary development
  • Child abuse
  • Aggression
  • The feeling of freedom
  • Advertising
  • Sexual attraction
  • Political attitudes
  • Evaluation
  • How should we discover any laws?
  • Introspection
  • The unconscious
  • The problem of confirming reports
  • Evaluation
  • The experimental method
  • One thing at a time!
  • Clever Hans
  • The nature of scientific progress
  • Slow…
  • Artificial
  • The use of animals
  • The advantages of using animals
  • Control of the environment
  • Simpler systems
  • Are animal and human behavior similar?
  • Language?
  • Washoe’s baby
  • Kanzi
  • Alex the parrot
  • Ethical issues
  • Learning and memory: an overview
  • Defining learning
  • Associative learning
  • Classical conditioning
  • Operant conditioning
  • Memory
  • Defining memory
  • Learning and memory
  • Summary
  • A suggestion for studying
  • Review questions
  • Classical conditioning
  • The associative context
  • The reflex
  • The association
  • The British Associationists
  • The laws of association
  • Pavlov’s conditioned reflexes
  • The discovery of conditioning
  • An associative analysis
  • Controlling the conditions
  • A typical experiment
  • Extinction
  • The concept of inhibition
  • Conditioned inhibition
  • The renewal effect
  • Other phenomena
  • Generalization
  • Discrimination
  • Second-order conditioning
  • Counterconditioning
  • What behaviors can be conditioned?
  • The need for control groups
  • Little Albert
  • Sensitization
  • Pseudoconditioning
  • Autonomic and skeletal responses
  • Arousal
  • Blood sugar levels
  • Pain
  • Skeletal responses
  • Conditioning motives and emotions
  • Conditioning cravings
  • Hunger
  • Sexual arousal
  • Cravings for drugs
  • Conditioning aversions
  • Fear
  • Taste-aversion learning
  • Applications
  • Phobias
  • Systematic desensitization
  • Exposure therapy
  • The origin of phobias
  • Aversion therapy
  • Summary
  • Review questions
  • Conditioning principles and theories
  • Principles of conditioning
  • Contiguity, frequency, and intensity
  • Contiguity
  • Frequency
  • Intensity
  • Challenges to contiguity
  • Contingency
  • Preparedness
  • Blocking
  • The Rescorla–Wagner model
  • The model
  • Translating surprise
  • The role of parameters
  • The model’s successes
  • Conditioning
  • Extinction
  • Blocking
  • Overexpectation
  • The model’s limitations
  • Evaluation
  • Associative and cognitive theories
  • Conditioning in animals
  • Stimulus substitution
  • Tolman’s expectations
  • A two-system hypothesis
  • The brain’s evolution
  • Two routes to fear
  • Two systems in humans
  • Brain damage
  • Subliminal presentations
  • Advertising
  • Causal learning
  • Medical diagnosis
  • Retrospective revaluation
  • Dogs and doctors
  • Terminology
  • Summary
  • Review questions
  • Reinforcement
  • Thorndike’s Law of Effect
  • Are animals intelligent?
  • The Law of Effect
  • Some controversial issues
  • I can’t get no satisfaction
  • Reinforcement versus conditioning
  • The reinforcer
  • Primary reinforcers
  • The Premack principle
  • A childish application
  • Secondary reinforcers
  • Social reinforcers
  • Negative reinforcers
  • Delay of reinforcement
  • Research with animals
  • Research with humans
  • Interfering responses
  • Delay reduces incentive
  • Reinforcing homework
  • Schedules of reinforcement
  • Ratio and interval schedules
  • The schedules
  • Patterns of responding
  • The partial reinforcement effect
  • Choosing a schedule
  • A criminally successful application
  • Motivation
  • Contrast effects
  • The Yerkes–Dodson law
  • The role of the stimulus
  • Stimulus control
  • Generalization
  • Attention
  • Configural learning
  • Perceptual learning
  • Practical applications
  • Encouraging discrimination
  • Encouraging generalization
  • A preliminary application
  • Summary
  • Review questions
  • Rein

• forcement applications
  • Three applications
  • Classroom behavior
  • The token economy
  • Autism
  • The problem of maintaining behavior
  • The problem of extinction
  • Tactics for encouraging maintenance
  • Partial reinforcement
  • Reinforcing in a variety of settings
  • Fading
  • Harmful effects of reinforcement
  • Moral objections
  • Bribery
  • Greed
  • Undermining intrinsic motivation
  • Determinants of undermining
  • Intrinsic or extrinsic?
  • Coercion
  • Competence
  • Praise or money?
  • Evaluation
  • The principle of minimal force
  • Promoting autonomy
  • Self-control
  • The concept of self-control
  • Willpower
  • Reinforcement contingencies
  • A painful example
  • Self-control techniques
  • Stimulus control
  • Self-reinforcement
  • Developing self-control
  • Improving your studying
  • Summary
  • Review questions
  • Punishment
  • Principles of punishment
  • Methodological issues
  • Definitions
  • Observation versus experiment
  • Animals versus humans
  • Is punishment effective?
  • Bar pressing in rats
  • Self-injurious behavior in humans
  • Principles
  • Intensity
  • Delay
  • Schedule
  • Stimulus control
  • Verbal explanation
  • Side effects of punishment
  • Fear
  • Reduced interest
  • Impairment of attention
  • Learned helplessness
  • Aggression
  • Pain-elicited aggression
  • Modeling
  • Long-term effects
  • Conclusions
  • Alternatives to punishment
  • Reinforcing good behavior
  • Using minimal force
  • Extinction
  • Time-out
  • Response cost
  • Summary
  • Review questions
  • Theories of reinforcement
  • Association or expectation?
  • The emergence of two theories
  • S–R theory
  • A cognitive rejoinder
  • Convergence: intervening variables
  • Testing the two theories
  • Where’s my banana?
  • Masochistic rats
  • The two-system hypothesis
  • The ambiguity problem
  • Two systems?
  • Is reinforcement automatic?
  • Superstition
  • Skinner’s pigeons
  • Thomas’s rats
  • Reinforcement without awareness
  • Thumb twitches
  • The double agent
  • Implicit learning
  • Evaluation
  • But, hypothetically speaking…
  • Testing hypotheses
  • A two-systems interpretation
  • Controlled and automatic processes
  • Summary
  • Choosing a response
  • Background
  • Expected utility
  • Heuristics
  • Estimating probability
  • Availability and representativeness
  • The hot hand
  • Assigning utility
  • It’s all relative
  • Temporal discounting
  • Making a decision
  • Intuition versus deliberation
  • Intuition’s vices
  • Intuition’s virtues
  • Framing
  • Evaluation
  • Problems
  • A two-systems interpretation
  • Cultural factors
  • Transfer of skills
  • Cross-situational learning
  • Causal attributions
  • Nonanalytic encoding
  • Implicit learning
  • Implicit problem solving
  • Serial order
  • Implicit memory
  • Application to memory
  • The role of imagery
  • Implicit problem solving
  • Serial order
  • Practical applications
  • Stereotypes
  • Errorless learning
  • Subliminal perception
  • Subliminal psychodynamic activation
  • Hypnosis
  • Subliminal persuasion
  • Evaluation
  • Stereotypes
  • Errorless learning
  • Subliminal perception
  • Subliminal psychodynamic activation
  • Hypnosis
  • Subliminal persuasion
  • Evaluation
  • Memory as reconstruction
  • Reconstructing the past
  • The War of the Ghosts
  • Remembering Hitler
  • Hindsight distortion
  • Source confusion
  • A memorable rape
  • The misinformation effect
  • Lost at the mall
  • The DRM procedure
  • Reality monitoring
  • Revisiting the warehouse
  • Applications
  • Avoiding discrimination
  • Avoiding generalization
  • Equivalence relations
  • Augmenting
  • Stimulus fading
  • Alternatives to discrimination training
  • Problem solving
  • Critical thinking
  • Creativity
  • Avoiding learned helplessness
  • Avoiding learned helplessness
  • Attribution theory
  • Success and failure
  • Criticisms
  • Stability and instability
  • Avoiding learned helplessness
  • Coping
  • Interpersonal skills
  • Stress
  • Motivation
  • Health
  • Evaluation
  • Organizing your knowledge
  • Encoding