Categories of Human Learning

List of ContributorsPrefaceClassical and Operant Conditioning Subclasses of Classical and Instrumental Conditioning Special Problems of Equivalence of Stimuli, Responses, and Reinforcement in a Classificatory Scheme Summary of the Classification Problem Conditioning Experiments with Human Subjects Comparability of the Forms of Human Learning ReferencesCategories of Learning and the Problem of Definition: Comments on Professor Grant's Paper Can the Same Responses Be Conditioned Both Classically and Instrumentally? Classical and Instrumental Conditioning and the Nature of Reinforcement Are Laws of Classical Conditioning and Instrumental Conditioning the Same? Summary ReferencesThe Representativeness of Rote Verbal Learning Approaches to a Taxonomy of Human Learning Characterization of Rote Verbal Learning Factors in Response Learning Factors Influencing Associative Learning Summary and General Comments ReferencesThe Centrality of Verbal Learning: Comments on Professor Underwood's Paper Unity vs. Diversity of Learning Process The Centrality of Verbal Learning Summary and Conclusion ReferencesProbability Learning Methodological Approaches Some Facts About Probability Learning Systematic Interpretations ReferencesAn Evaluation of Stimulus Sampling Theory: Comments on Professor Estes' Paper Reinforcement Schedules and Mean Response Sequential Dependencies The Friedman, Burke, Cole, Estes, and Millward Experiment Stimulus Variation Experiments ReferencesShort-Term Memory and Incidental Learning Short-Term Retention Incidental Learning Conclusions ReferencesBehavioral Effects of Instruction to Learn: Comments on Professor Postman s Paper Incidental Learning The Stimulus Trace and Short-Term Memory ReferencesThe Concept of the Concept Models of Concepts The Nature of Concepts The Place of Classification Learning in the Psychology of Learning Concluding Comments ReferencesOn Verbalizations and Concepts: Comments on Professor Kendler's Paper Text ReferencesPerceptual-Motor Skill Learning Definitions and Taxonomy Theoretical Models The Continuity-Discontinuity Issue in Skill Learning Phases Characteristic of Skill Learning Cognitive Aspects of Skill Learning Some Cross-Category Problems of Skill Learning Some Relatively Unique Aspects of Skill Learning Summary ReferencesThe Generality of Research on Transfer Functions: Comments on Professor Fitts' Paper Historical Perspective The Techniques Some Empirical Data Relation to Other Human Learning Summary ReferencesProblem Solving Dependent Variables in Problem Solving Independent Variables Individual Differences Variables The Nature of Problem Solving ReferencesLearning and Problem Solving: Comments on Professor Gagné's Paper The Relation of Learning and Problem Solving The Question of Emergent Properties ReferencesThe Taxonomy of Human Learning: Overview Why the Taxonomy of Human Learning? Development of a Taxonomy The Validity of the Traditional Categories of Learning Conclusion ReferencesAuthor IndexSubject Index