Perceptual and Associative Learning


Book Description

Reviews experiments and theories concerned with the relationship between perceptual and associative learning, and shows that even in apparently simple training procedures learning changes can occur in the way in which events are perceived.




Perceptual and Associative Learning


Book Description

Traditional theories of associative learning have found no place for the possibility that the way in which events are perceived might change as a result of experience. Evidence for the reality of perceptual learning has come from those studied by learning theorists. The work reviewed in this book shows that learned changes in perceptual organization can in fact be demonstrated, even in experiments using procedures (such as conditioning and simple discrimination learning) of the type on which associative theories have been based. These results come from procedures that have been the focus of detailed theoretical and empirical analysis; and from this analysis emerges an outline of the mechanisms responsible. Some of these are themselves associative; others require the addition of nonassociative mechanisms to the traditional theory. The result is an extended version of associative theory which, it is argued, will be relevant not only to the experimental procedures discussed in this book but to the entire range of instances of perceptual learning.




Attention and Associative Learning


Book Description

This book brings together leading international learning and attention researchers to provide both a comprehensive and wide-ranging overview of the current state of knowledge of this area as well as new perspectives and directions for the future.




New Directions in Human Associative Learning


Book Description

The editor and authors of this book present a synthesis of work on human associative learning, tracing some of its historical roots but concentrating mainly on recent developments. It is divided into three sections: an introduction to the recent data and controversies in the study of human associative learning; recent developments in the formal theories of how associative learning occurs; and applied work on human associative learning, particularly its application to depression and to the development of preferences. The book is designed to be accessible to undergraduates, providing a clear illustration of how principles most commonly introduced in animal cognition courses are relevant to the contemporary study of human cognition.




Perceptual Learning


Book Description

Perceptual learning is the specific and relatively permanent modification of perception and behaviour following sensory experience. This book presents advances made during the 1990s in this rapidly growing field.




Neural Plasticity and Memory


Book Description

A comprehensive, multidisciplinary review, Neural Plasticity and Memory: From Genes to Brain Imaging provides an in-depth, up-to-date analysis of the study of the neurobiology of memory. Leading specialists share their scientific experience in the field, covering a wide range of topics where molecular, genetic, behavioral, and brain imaging techniq




Encyclopedia of the Sciences of Learning


Book Description

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.




The Wiley Handbook on the Cognitive Neuroscience of Learning


Book Description

The Wiley Handbook on the Cognitive Neuroscience of Learning charts the evolution of associative analysis and the neuroscientific study of behavior as parallel approaches to understanding how the brain learns that both challenge and inform each other. Covers a broad range of topics while maintaining an overarching integrative approach Includes contributions from leading authorities in the fields of cognitive neuroscience, associative learning, and behavioral psychology Extends beyond the psychological study of learning to incorporate coverage of the latest developments in neuroscientific research




Odour Preferences


Book Description




Associative Learning and Cognition. Homage to Professor N. J. Mackintosh. In Memoriam (1935-2015)


Book Description

The present volume is a homage to Professor N. J. Mackintosh (1935-2015), an outstanding academic and a dear friend and colleague to many of the participants, as a final tribute after being awarded the Gold Medal by the University of Barcelona (November 2015). Although the topics of the chapters in this book have been freely chosen by the authors (Geoffrey Hall, Anthony Dickinson, John M. Pearce, Ian McLaren, Paula J. Durlach, Irina Baetu to mention a few), as well as the type of contribution (either an empirical paper, a review, or an application), they concentrate on issues that are crucial to the understanding of the basic principles of attention and associative learning (both Pavlovian and instrumental), in humans and also in other animals. In other words, to unravel the nature of conditioning, with a special emphasis on perceptual learning. The final chapter, by Gabriel Ruiz, addresses the importance of the contribution by Professor Mackintosh to the renaissance of animal psychology in Spain, where the Spanish Society for Comparative Psychology (SEPC in Spanish) played a relevant role.