Learning Theory and Neurotic Paradox
Author | : Patricia Marie D'Auria |
Publisher | : |
Total Pages | : 162 |
Release | : 1985 |
Genre | : Avoidance (Psychology) |
ISBN | : |
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Author | : Patricia Marie D'Auria |
Publisher | : |
Total Pages | : 162 |
Release | : 1985 |
Genre | : Avoidance (Psychology) |
ISBN | : |
Author | : Mark Haselgrove |
Publisher | : Psychology Press |
Total Pages | : 241 |
Release | : 2013-06-17 |
Genre | : Education |
ISBN | : 113663410X |
This book examines a variety of psychological disorders from the perspective of the psychology of learning. Grounded in the study of classical and instrumental conditioning, learning theory provides an explanatory framework for the way in which humans acquire information, and when applied, how abnormalities in learning may give rise to clinical conditions. This edited volume addresses a wide range of clinically relevant issues in chapters written by international experts in each field. Individual chapters present experimental research into the neuropsychological basis of the acquisition of fears, phobias and clinical aversions, the placebo and nocebo effects, the psychology of drug addiction and relapse following clinical treatment, as well as the role of learning in Tourette’s syndrome, depression and schizophrenia. This book will be particularly useful for undergraduate and postgraduate students of clinical psychology, behavioural neuroscience and those studying the applications of learning theory to clinical or psychiatric research.
Author | : Stephen Walker |
Publisher | : Routledge |
Total Pages | : 206 |
Release | : 2017-09-13 |
Genre | : Psychology |
ISBN | : 135179759X |
The ability to learn is of crucial importance in human life, but understanding this ability has proved to be difficult. There have been many attempts to formulate scientific theories based on both animal experiments and human experience; and these have been applied to education and the treatment of psychological disturbance, with a certain amount of success. Originally published in 1984, this incisive guide to the research and its outcomes provides the background to one of the most debated topics in psychology today. Learning Theory and Behaviour Modification introduces the work of major figures, such as Pavlov and Skinner, which has strongly influenced theories in educational and clinical psychology, and formed the basis of the techniques known as ‘behaviour modification’. As well as giving examples of these techniques the author relates new ideas about the scope and limits of behaviour modification to recent changes in the views of learning theorists. How much can experiments on animals tell us about human psychology?
Author | : Ralph Metzner |
Publisher | : |
Total Pages | : 44 |
Release | : 1961 |
Genre | : Learning |
ISBN | : |
Author | : Lynn Margolies |
Publisher | : |
Total Pages | : 0 |
Release | : 1956 |
Genre | : Learning, Psychology of |
ISBN | : |
Author | : Pauline Grippin |
Publisher | : |
Total Pages | : 284 |
Release | : 1984 |
Genre | : Education |
ISBN | : |
Author | : Louis Everstine |
Publisher | : Xlibris Corporation |
Total Pages | : 156 |
Release | : 2014-10-06 |
Genre | : Psychology |
ISBN | : 1499041063 |
This book traces the development of learning theory in Psychology. Each major theory of the past century is analyzed in detail, and in terms of its evolution from those that preceded it. Theory-building is cumulative, each new idea standing on the shoulders of earlier ones, according to the logical progression of thesis to antithesis to synthesis. On what we learned from the subject of this book, learning, we learned from what was learned before. A classical example of theory developing by trial and error, fits and starts, blind alleys and flashes of insight is the discovery of the DNA molecule. At least three laboratories, in England and America, were closing-in on the answer at the same time, competing with each-other as they reached the finish-line. Each following its governing theory--for instance, Linus Pauling’s gamble on a triple helix--the lads from Cambridge won the race, and the rest, as they say, is History. None of the drama of that campaign to find the truth of a natural phenomenon is to be found here, with one exception: the gradual process of one theory morphing into another, on the strength of a new idea, has finally yielded a workable synthesis of how we learn. This result is presented here in precise, simple terms that leave jargon behind. A totally new theory of human learning is presented here. Three basic principles are put forward: Promising, Demonstrating, and Commanding. Methods are provided for their implementation.
Author | : Orval Hobart Mowrer |
Publisher | : |
Total Pages | : 500 |
Release | : 1960 |
Genre | : Language and languages |
ISBN | : |
The reader will find that some much-publicized developments, e.g., those pertaining to so-called "information theory" and "general semantics," receive scant attention, whereas certain unconventional topics, e.g., statistics and probability theory, have been accentuated. The final chapter of the book considers the field of psychopathology. /// Because of the exploratory nature of this book and the general fomentation of the field which it represents, its "audience" cannot be precisely forecase. However, its possible uses as a supplement to the earlier book, Learning Theory and Behavior, and as a basic text in more advanced work in the psychology of learning are obvious.
Author | : William Kaye Estes |
Publisher | : |
Total Pages | : 248 |
Release | : 1970 |
Genre | : Education |
ISBN | : |
Author | : Deirdre K. Mithaug |
Publisher | : Routledge |
Total Pages | : 269 |
Release | : 2002-12-18 |
Genre | : Education |
ISBN | : 113565445X |
This volume brings together four semi-autonomous bodies of research (choice, self-determination, self-regulation, and self-management) to form a new theory of self-engaged learning entitled, Self-Determined Learning Theory. This theory explains why and how students self-engage. It identifies the factors that give students the sense of control over their learning that is needed for sustained, adaptive, and ultimately successful learning. It begins by describing the characteristics of disengaged learners, then describes and illustrates self-determined learning theory within both normal and special populations. It then examines the theory's predictive value across several special population contexts and then concludes with a critique of the theory's credibility and worth. Divided into three sections--theory construction, theory verification, and theory evaluation--this volume is organized using the four steps of a previous book, Learning to Theorize: A Four Step Strategy. Step 1 defines a problem of not understanding something as discrepancy between what is known and not known about a circumstance. Step 2 searches for information and explanations to change the condition of not knowing into a condition of knowing. Step 3 evaluates the credibility and worth of the explanation constructed in Step 2. Step 4 adjusts existing beliefs so they are consistent with the new theory. Although aimed primarily at leaders in special education, it should also appeal to researchers and scholars in psychology, educational psychology, and school psychology who are interested in the applications of self-regulated learning theory--in this case to special populations.