By Frances K. McSweeney, Eric S. Murphy
This mixed survey of operant and classical conditioning offers expert and educational readers with an up to date, inclusive account of a center box of psychology study, with in-depth assurance of the fundamental conception, its purposes, and present themes together with behavioral economics. * presents finished assurance of operant and classical conditioning, proper primary idea, and functions together with the most recent strategies * beneficial properties chapters via major researchers, pros, and academicians * experiences a number of center literature on conditioning * Covers state-of-the-art subject matters comparable to behavioral economics
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Additional resources for The Wiley Blackwell Handbook of Operant and Classical Conditioning
New York: Century. Thorndike, E. L. (1911). Animal intelligence: Experimental studies. New York: Macmillan. Principles of Pavlovian Conditioning 25 Timberlake, W. (1994). Behavior systems, associationism, and Pavlovian conditioning. Psychonomic Bulletin & Review, 1, 405–420. Urcelay, G. P. (2012). Exposure techniques: The role of extinction learning. In P. Neudeck & H. ), Exposure therapy (pp. 35–63). New York: Springer. Wagner, A. R. (1971). Elementary associations. In H. H. Kendler & J. T. ), Essays in neobehaviorism: A memorial volume to Kenneth W.
Rescorla, R. A. Inhibition in Pavlovian conditioning: Application of a theory. In M. S. Halliday & R. A. ), Inhibition and learning. London: Academic Press, 1972. Williams, B. , & McDevitt, M. A. (2002). Inhibition and superconditioning. Psychological Science, 13, 454–459. Williams, D. A. (1986). On extinction of inhibition: Do explicitly unpaired conditioned inhibitors extinguish? American Journal of Psychology, 99, 515–525. Williams, D. , & Williams, H. (1969). Automaintenance in the pigeon: Sustained pecking despite contingent nonreinforcement.
A more recent strategy has been to modify the value of the US after it has been used to train a CS. Any post-conditioning influence on the CS would be evidence for S-S learning. One way to accomplish this is to use second-order conditioning and to modify the first-order stimulus through extinction. For example, one might first pair a tone with an air puff, then a light with the tone. The key question is whether the conditioned eyeblinking to the light is then affected by extinction of the tone.