Transcript FIT A General Intro

An Introduction to
Learning 5/e
• A BRIEF BIOGRAPHICAL
INTRODUCTION
• We’ll get to the text soon, but first let’s
consider some preliminaries about
learning and studying
• This course is about learning
• SO
• It should teach you something
about how to learn it
• What you do is what you learn
• OR
• What you learn is what you do
• Remember that what you do is what you learn
• Distinguish between getting it and liking it
• Don’t worry that you might learn about
something that you don’t need
• Mastery can be richly rewarding, but it takes
time and effort
• Remember that what you learn is what you do
How Should You Study?
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Read and review each chapter at least twice (preferably 3
or 4 times) before any testing that covers it
Make your first reading a quick pass to pick up the overall
structure and worry about the details later: Start with the big
picture and then get into the fine points
Always spend some time going back over earlier material
Browse through the whole text now and then, to become
familiar with what is to come later
If you have questions about terminology, use the chapter
outlines, Glossary, index and other text resources
Give special attention to material about questions you
missed when tested
• Highlighting as an example
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What is the function of highlighting?
When is the best time to do it?
Highlighting saves you time when you
review, because you don’t read what
you didn’t highlight
• But what if you highlighted the wrong
things?
• Is there any reason to think that you
learn something about an item by
highlighting it?
• Highlighting is irreversible, but pencil
marks in the margins aren’t
• What is this subject really about?
• Learning and Behavior
• Why should we worry about behavior?
WHERE SHOULD WE LOOK FOR THE
CAUSES OF BEHAVIOR?
• Do we look inside, trying to find our causes
in emotions or thoughts or feelings?
• But we have to beware of circular reasoning:
• Why did you do that? Because of some
feeling. How did you know about the
feeling? Because you did that.
• How about some examples (e.g., emotions)?
• Maybe we should look outside, at properties
of the environment?
ABOUT EXAMPLES WITH PEOPLE AND
EXAMPLES WITH ANIMALS
• In biology and medicine, nonhuman organisms
have often served in basic research. The same
is the case in the study of behavior.
• Creatures that don’t talk are really very different
from us in their behavior, but they are like us in
other basic physiological ways.
• We will discover that our verbal behavior is built
upon processes that we share with other
organisms.
• How is the book organized?
LEARNING
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Part I. INTRODUCTION
Part II. BEHAVIOR WITHOUT LEARNING
Part III. LEARNING WITHOUT WORDS
Part IV. LEARNING WITH WORDS
Part V. CONCLUSION
Part I. INTRODUCTION
CHAPTERS
• 1. Learning and Behavior (The ABCs)
• 2. A Behavior Taxonomy
Part II.
BEHAVIOR WITHOUT LEARNING
CHAPTERS
• 3. Evolution and Development
• 4. Elicited and Emitted Behavior
Part III.
LEARNING WITHOUT WORDS
CHAPTERS
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5. Consequences of Responding: Reinforcement
6. Reinforcers as Opportunities for Behavior
7. Consequences of Responding: Punishment
8. Consequences of Responding: Escape and
Avoidance
Part III.
LEARNING WITHOUT WORDS
CHAPTERS
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9. Operants: The Selection of Behavior
10. The Structure of Operants
11. Discriminated Operants: Stimulus Control
12. Conditional Discrimination and Stimulus Classes
13. Sources of Novel Behavior
14. Motivating Operations and Reinforcer Classes
15. Reinforcement Schedules
16. Schedule Combinations: Behavior Synthesis
17. Respondent Behavior: Conditioning
18. Operant Respondent Interactions: Emotion
19. Social Learning
Part IV. LEARNING WITH WORDS
CHAPTERS
• 20. Verbal Function: Formal Classes
• 21. Verbal Function: Intraverbals and Verbal
Learning
• 22. Verbal Behavior Contacts the Environment
• 23. Verbal Governance
• 24. Verbal Function: Coordinations among
Classes
• 25. Language Structure
• 26. The Functions of Remembering
• 27. The Structure of Remembering
• 28. Knowing: Cognitive Processes
• 29. Problem Solving
Part V. CONCLUSION
CHAPTER
• 30. Structure and Function in
Learning