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Introduction to
Learning and Behavior
Third Edition
RUSSELL A. POWELL
Grant MacEwan College
DIANE G. SYMBALUK
Grant MacEwan College
P. LYNNE HONEY
Grant MacEwan College
Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States
Introduction to Learning © 2009, 2005 Wadsworth, Cengage Learning
and Behavior, Third Edition
ALL RIGHTS RESERVED. No part of this work covered by the
Russell A. Powell,
copyright herein may be reproduced, transmitted, stored, or used
Diane G. Symbaluk
in any form or by any means graphic, electronic, or mechanical,
and P. Lynne Honey
including but not limited to photocopying, recording, scanning,
Publisher: Michele Sordi digitizing, taping, Web distribution, information networks, or
information storage and retrieval systems, except as permitted
Assistant Editor:
under Section 107 or 108 of the 1976 United States Copyright Act,
Rebecca Rosenberg
without the prior written permission of the publisher.
Editorial Assistant: Ryan Patrick
Technology Project Manager: For product information
Lauren Keyes and technology assistance, contact us at Cengage Learning
Customer & Sales Support, 1-800-354-9706
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1 2 3 4 5 6 7 12 11 10 09 08
To parents, mentors, and students who shaped our behavior so
well as to make this book a reality.
Brief Contents
PREFACE xiii
ABOUT THE AUTHORS xxi
CHAPTER 1 Introduction 1
CHAPTER 2 Research Methods 50
CHAPTER 3 Elicited Behaviors and Classical Conditioning 91
CHAPTER 4 Classical Conditioning: Basic Phenomena
and Various Complexities 128
CHAPTER 5 Classical Conditioning: Underlying Processes
and Practical Applications 167
CHAPTER 6 Operant Conditioning: Introduction 211
CHAPTER 7 Schedules and Theories of Reinforcement 257
CHAPTER 8 Extinction and Stimulus Control 295
CHAPTER 9 Escape, Avoidance, and Punishment 339
CHAPTER 10 Choice, Matching, and Self-Control 379
CHAPTER 11 Biological Dispositions in Learning 421
CHAPTER 12 Observational Learning, Language,
and Rule-Governed Behavior 457
GLOSSARY 501
REFERENCES 511
INDEX 535
iv
Contents
Preface xiii
About the Authors xxi
CHAPTER 1 Introduction 1
AND FURTHERMORE: Notation for Conditioning Diagrams 4
Historical Background 6
Aristotle: Empiricism and the Laws of Association 6
Descartes: Mind–Body Dualism and the Reflex 8
The British Empiricists 8
Structuralism: The Experimental Study of Human Consciousness 9
Functionalism: The Study of the Adaptive Mind 10
The Theory of Evolution: Humans as Animals 11
Behaviorism: The Study of Observable Behavior 12
AND FURTHERMORE: John B. Watson: Behaviorism’s
Controversial Founder 15
Five Schools of Behaviorism 16
Watson’s Methodological Behaviorism 16
Hull’s Neobehaviorism 19
AND FURTHERMORE: Deliberate Practice
and Expert Performance 20
Tolman’s Cognitive Behaviorism 23
AND FURTHERMORE: How to Read Graphs 28
Bandura’s Social Learning Theory 28
Skinner’s Radical Behaviorism 30
ADVICE FOR THE LOVELORN 38
AND FURTHERMORE: The Life of B. F. Skinner 39
v
vi Contents
Summary 42
Suggested Readings 43
Study Questions 43
Concept Review 44
Chapter Test 46
Answers to Chapter Test 49
Glossary 501
References 511
Index 535
Preface
xiii
xiv Preface
us pay for our arrogance) and (2) many of the principles derived from con-
ditioning experiments with animals are among the most useful principles
ever discovered by psychologists. Thus, a second goal of this text is to help
convince students that the principles derived from behavioral research are
far from irrelevant, and they often have useful and provocative things to say
about human behavior.
An even more basic goal of this text is to provide students with a clear
introduction to the basic principles of learning and behavior that would be
both accessible and engaging, especially for those who may have had only
limited prior exposure to these principles (such as in an introductory psychol-
ogy course). Those students who later proceed to a higher-level course in the
subject matter (one that might utilize, for example, Domjan’s The Principles
of Learning and Behavior or Lieberman’s Learning: Behavior and Cognition as a
text) will then have a solid foundation on which to build. Students who do not
proceed to a higher-level course will nevertheless have gained an appreciation
for the behavioral perspective and learned much that may be of relevance to
their everyday lives and future careers.
Key Characteristics
The following summarizes some key characteristics of this text:
• It emphasizes basic principles of learning and behavior rather than
theory. To the extent that theory is discussed, it is either because the
theory itself has something meaningful and provocative to say about human
behavior (e.g., melioration theory as discussed in Chapter 10) or because a
simplified overview of certain theories (e.g., the Rescorla-Wagner theory,
as presented in Chapter 5) can help prepare students for a more in-depth
discussion of those theories in a higher-level course.
• It attempts to strike an appropriate balance between basic research
findings, many of which are derived from animal research, and the
application of those findings to important and interesting aspects of
human behavior. Although many texts make this claim, we feel that this
text represents a truly concerted effort in that direction. Wherever pos-
sible, examples from research paradigms with rats or pigeons are juxta-
posed with everyday examples with humans. And although some of the
applications to humans are highly speculative, they nevertheless represent
the type of speculation that behaviorists themselves often engage in and
that many students find entertaining and memorable.
• Following from the above, this text is especially innovative in the
many examples given of the application of behavioral principles to
understanding certain aspects of romantic relationships. In particular,
scattered throughout the text are Advice for the Lovelorn columns in which
hypothetical students are given behavioral-type advice concerning their
relationship difficulties. Personal relationships are, of course, a key concern
Exploring the Variety of Random
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Language: Finnish
Kirj.
HILDA HUNTUVUORI
Vartiotulella.
Koroisten markkinat.
Yönkulkijat.
Kultarannassa.
Syys-ilta Kultarannassa.
Kulkijan sydän.
Kuusien alla.
Rusko.
Kiovassa.
Talvi Gårdarikessä.
Perunin juhlassa.
Retki Miklagårdiin.
Pakomatkalla.
Viestejä.
Suomen sankarit.
Kulkija saapuu.
Hirvo.
Kulkijan kertomus.
Vainolaisiako?
Kulkijan lähtö.
Hirvon luona.
Matkalla.
Kevät-ilta.
VARTIOTULELLA.
Uisko oli pieni ja soma. Se näytti aivan tanssivan aalloilla, kun kaksi
miestä voimakkaasti souti kohti Aurajoen suulahtea. Tuossa jo
laskivat Vartiovuoren juurelle rantakoivujen alle.
Tuuri haki metsästä pehmeitä havuja, teki kokon luo tilan ja oli
pian unen mailla.
"Elipä kyllä, mutta ihan valkoparta hän oli ja hirveän vanha hän kai
onkin, mutta kahta kieltä hän puhui yhtä hyvin kuin te täällä
rannikolla. Eipä ole ukko unohtanut, mitä nuorena oppi
Hålagalannissa."
"No, minkä nuorena oppii, sen vanhana taitaa. Mutta ei kai Osma
ollut myötämielinen matkallesi, hänhän aina vastusti tällaisia retkiä.
Muistan sen hyvin niiltä ajoilta, kun vielä olin isäni luona Karjalassa,
ennenkuin tulin tänne Suomeen." Näin puhui Sarvi, Halikon sankari.
Nyt raivostui Igor: "Vai et lähde! Perkuna vie! Sitokaa miehet tuo
ja viekää laivaan! Sitten nähdään, lähteekö hän!"
Sarvi oli tavattoman iloinen. Se vain vähän pisti, että jos ei Impi
tahdokaan.
Impin äiti oli aikaisin kuollut ja siksipä oli Impi jo nuoresta pitäin
tottunut emännöimään. Nytkin hän sivumennen vilkaisi, tuliko
kankaasta kunnollista. Sitten hän kysyi naisilta, oliko mummo syönyt
mitään. Mummo, pirtin vanhin palvelusnainen, oli ollut jonkun päivän
sairaana, ja kun ei hän tänäänkään vielä ollut mitään syönyt, pisti
Impi kalakeittoa puukuppiin ja meni lavitsan luo. Mummo oli
valveilla, ja Impi kumartui huutamaan hänen korvaansa, eikö hän
söisi vähäisen. Hetken vastusteltuaan söi mummo hiukan. Impi kävi
totiseksi, kun huomasi miten sairas mummo oli. Hän haki aitasta
hunajata ja pakotti mummon ottamaan sitäkin. Sitten hän peitteli
vanhuksen hyvin nahkasilla ja jäi lavitsan reunalle istumaan.
Mummo oli hoidellut Impiä lapsena, ei ihme, jos Impi nyt oli
huolissaan. Mietteissään hän istui pirtin nurkassa, ja siinä jo oli
hänen silmiensä edessä koko lapsuusmaailma ja äiti. Niin äiti,
surunvoittoinen äiti. Kuinka huolissaan olikaan äiti katsellut, kun hän,
Impi, ratsasti hurjasti, juoksi vuoret ja metsät, kävi isän kanssa
kalassa, ui ja polski kuin pojat ikään, ja vaatteet olivat aina
riekaleina. Äiti ei voinut oikein ymmärtää, miksei hän leikkinyt toisten
tyttöjen lailla, mutta sittenkin oli äiti aina niin hyvä, sanomattoman
hyvä ja lempeä. Äidin kuoltua tuli hän hiljaisemmaksi ja vihdoin
aikuiseksi tullessaan muuttui hän toiseksi, kokonaan toiseksi. Ah,
hän oli nainen, juuriaan myöten nainen. Mutta nuorten leikeissä ei
hän sittenkään viihtynyt, yksin oli parasta, yksin, yksin. Salot olivat
kauniita, selät suuria yksin kulkea, yksin. Kaikki hänestä kuitenkin
pitivät ja hän piti myös kaikista, oi, niin äärettömästi hän piti, vaikk'ei
sitä oikein voinut osottaakaan. Ja Hirvo, miten kaunis hän olikaan! Ei
hän enään saavu Kultarantaan, tuo iloinen, vallaton Hirvo. Pitikö hän
sitten Hirvosta? Oi, kuka sen tietää. Mitähän isä sanoisi, jos tietäisi,
että hän antoi Hirvolle luvan tulla kosimaan. Oikeastaan onnellisinta
olisi, jos ei tarvitsisi kenellekään mennä, mutta kun kumminkin
täytyi, niin sitten Hirvolle ennemmin kuin kellekään muulle. Miksi
pitikään Hirvon lähteä? Niin, ei isä ainakaan nyt olisi suostunut,
mutta ehkäpä sitten, jos Hirvo palaa sankarina. On sekin
kummallista! Hirvo on palatessaan Hirvo, eihän tappeleminen tee
häntä toiseksi, ei ainakaan paremmaksi, ja sittenkin isä suostuisi.
Ihmeellistä on elämä, kuka ymmärtääkään kaikkea! — — —