| LDR | | 05221cmm u2200529Mu 4500 |
| 001 | | 000000309007 |
| 003 | | OCoLC |
| 005 | | 20230525120557 |
| 006 | | m d |
| 007 | | cr |n| |
| 008 | | 140111s2014 xx o 000 0 eng d |
| 020 | |
▼a 9781317762799 (electronic bk.) |
| 020 | |
▼a 1317762797 (electronic bk.) |
| 035 | |
▼a (OCoLC)867928631 |
| 035 | |
▼a 685214
▼b (N$T) |
| 040 | |
▼a EBLCP
▼b eng
▼e pn
▼c EBLCP
▼d OCLCQ
▼d N$T
▼d 248032 |
| 049 | |
▼a N$TA |
| 050 | 4 |
▼a BF318 .P43 2014 |
| 072 | 7 |
▼a PSY
▼x 008000
▼2 bisacsh |
| 072 | 7 |
▼a SCI
▼x 090000
▼2 bisacsh |
| 082 | 04 |
▼a 153.1/5
▼a 153.15 |
| 100 | 1 |
▼a Pear, Joseph J. |
| 245 | 14 |
▼a The Science of Learning
▼h [electronic resource]. |
| 260 | |
▼a Hoboken :
▼b Taylor and Francis,
▼c 2014. |
| 300 | |
▼a 1 online resource (1375 pages) |
| 336 | |
▼a text
▼b txt
▼2 rdacontent |
| 337 | |
▼a computer
▼b c
▼2 rdamedia |
| 338 | |
▼a online resource
▼b cr
▼2 rdacarrier |
| 500 | |
▼a Summary and Conclusions. |
| 505 | 0 |
▼a Cover; Title; Copyright; Dedication; Contents; Preface; PART I. BASIC TERMS AND CONCEPTS; 1 Introduction; Theoretical Approaches to Learning; The Theory of Evolution; A Definition of Learning; The Evolution of Learning; Summary and Conclusions; 2 Nonassociative Learning; Sensitization and Habituation: Two Opposing Processes; Exposure-Based Learning; Nervous System Required for Nonassociative Learning; Summary and Conclusions; 3 Associative Learning; Respondent Behavior; Operant Behavior; Differences Between Respondent and Operant Behavior; Respondent and Operant Attending Responses. |
| 505 | 8 |
▼a Evolutionary Bases of Respondent and Operant ConditioningA Note About Associative Terminology; Relationships Between Associative and Nonassociative Learning; Nervous System Required for Associative Learning; Summary and Conclusions; 4 Basic Respondent and Operant Processes; Acquisition and Extinction; Partial Reinforcement; Schedules of Reinforcement; Stimulus Generalization and Discrimination: Two Opposing Stimulus-Control Processes; Response Generalization; Stimulus-Stimulus and Response-Response Interactions; Summary and Conclusions; 5 Derivatives of Associative Learning; Latent Learning. |
| 505 | 8 |
▼a Latent ExtinctionLearned Helplessness; Insight; Learning by Imitation; Summary and Conclusions; PART II. BASIC STIMULUS-STIMULUS AND RESPONSE-STIMULUS CONTINGENCIES; 6 Stimulus Pairings Across Response Systems; Internal Responses; Specific Motor Reactions; Sign Tracking; Diffuse Motor Responses; Conditioned Emotional Responses; Mediated Pairings; Summary and Conclusions; 7 Basic Operant Behavior; Response Generalization and Shaping; Differential Conditionability of Operant Responses; Schedule Effects on Response Rate; Levels of Analysis; Schedule Effects on Pausing. |
| 505 | 8 |
▼a Spatiotemporal Patterns of BehaviorWithin-Session Changes in Response Rate; Open versus Closed Economies; Summary and Conclusions; PART III. COMPLEX CONTINGENCIES; 8 Stimulus Control: Discrimination and Generalization; Multiple Schedules; Stimulus Discrimination and Behavioral Contrast; Stimulus Generalization; Simultaneous Discriminations; Stimulus Control and Attention; Response Count and Discriminative Control; Behavioral Momentum; Landmark Learning; Control by Social Behavioral Stimuli; Facilitating Stimulus Discrimination Training; Transitive Inference; Summary and Conclusions. |
| 505 | 8 |
▼a 9 Conditional DiscriminationsBasic Types of Conditional Discriminations; Discrimination Levels; Control by S+ or S- in Conditional Discriminations; Schedule Effects in Matching-to-Sample; Conditional Discriminations and Language; Conditional Discriminations and Numerosity Behavior; Summary and Conclusions; 10 Memory: Stimulus Discrimination Across Time; The Computer Analogy; Stimulus Encoding and Retrieval in Conditional Discriminations; Timing; Memory of Multiple Stimulus Discriminations; False Memories; Flashbulb Memories; Mnemonic Techniques; Memory and Executive Function. |
| 520 | |
▼a Growing at an ever-increasing pace for over a century, the solid body of concepts and facts that constitute the science of learning demand a comprehensive, systematic introduction. Completely up-to-date and written in a direct, easy-to-read style that is suitable for undergraduates, The Science of Learning is such an introduction. Because its focus is on what is known rather than what is speculated, this book differs from other learning texts by not dwelling on which theories are or are not in vogue. The text's comprehensive coverage makes it an ideal reference for more advanced sc. |
| 588 | |
▼a Description based on print version record. |
| 650 | 4 |
▼a Learning, Psychology of. |
| 650 | 0 |
▼a Learning, Psychology of. |
| 650 | 7 |
▼a PSYCHOLOGY / Cognitive Psychology
▼2 bisacsh |
| 650 | 7 |
▼a SCIENCE / Cognitive Science
▼2 bisacsh |
| 655 | 4 |
▼a Electronic books. |
| 776 | 08 |
▼i Print version:
▼a Pear, Joseph J.
▼t Science of Learning.
▼d Hoboken : Taylor and Francis, 짤2014
▼z 9781841690360 |
| 856 | 40 |
▼3 EBSCOhost
▼u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=685214 |
| 910 | |
▼a cpp1723AUTO |
| 938 | |
▼a EBL - Ebook Library
▼b EBLB
▼n EBL1588520 |
| 938 | |
▼a EBSCOhost
▼b EBSC
▼n 685214 |
| 990 | |
▼a 관리자 |
| 994 | |
▼a 02
▼b N$T |