Learning: two eclectic views

Article Abstract:

Two recently published books are reviewed that are devoted to the principles of behavioral and cognitive research in relation to the biological and environmental contexts in which learning occurs. In ''Learning: an Introduction to the Principles of Adaptive Behavior'' by J.E.R. Staddon and R.H. Ettinger (1989), the reader is provided with a challenging account of behavior which encompasses theoretical issues related to the major content areas of learning, behavioral process, behavioral phenomenon and adaptive behavior. Each learning phenomenon is discussed in relation to biological and psychological approaches. The majority of the discussions and arguments are presented skillfully and should prove informative and provocative for graduate students and researchers in the field. One exception is a lengthy account linking many behavioral phenomena with 'a proportional timing mechanism' - a concept which lacks empirical validation and is often difficult to understand. In comparison, the ''Psychology of Learning and Behavior'' by Barry Schwartz (third edition, 1989), provides a conceptually simple and helpful introductory study guide to the psychology of learning. Unlike the work of Staddon et al., Schwartz tends to dismiss the behavioral aspects of learning in favor of a more cognitive approach. His discussions of behavioral research are not found to be rigorous or up-to-date in terms of the last decade of empirical research. Despite these noted drawbacks, both texts are adequate, contemporary reviews of major developments related to the principles of learning behavior. (Consumer Summary produced by Reliance Medical Information, Inc.)

Models, Cognitive learning

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Learning disorders reconsidered

Article Abstract:

The study of learning disorders is currently being re-evaluated due to the current trend toward exploring the interactions between neurology, biology and behavior, as well as to recent findings from research in neuroscience. In their book ''Learning Disorders: An Integration of Neuropsychological and Psychoanalytic Considerations'' (1988), Arden Rothstein, Lawrence Benjamin, Melvin Crosby, and Katie Eisenstadt have attempted to provide an integration between diverse scientific avenues, providing the reader with what could be termed a biopsychosocial perspective (an integration of biologic, psychodynamic and psychosocial formulations) of learning disorders. Included in this work are discussions of theory, diagnosis, general neuropsychological conditions, and treatment regimens. The major focus is on the treatment of children with learning disorders through a biopsychosocial perspective of learning processes. One criticism of this work is that the descriptions of some neurological conditions lack empirical validation. In particular, a nonvalidated neuropsychological screening inventory proposed by the authors may prove confusing to inexperienced clinicians. However, the book does offer many interesting case histories and treatment possibilities, which should prove useful for clinicians treating children with learning disorders. (Consumer Summary produced by Reliance Medical Information, Inc.)

Care and treatment, Learning disabilities, Learning disorders

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An experimentally derived base-rate error in humans

Article Abstract:

The study tests college students in a delayed matching-to-sample technique to know how multiple competitive sources of control influenced choice behavior. The fact that subjects made a base-rate mistake, just like in verbal tests, suggests that it is a broad behavioral pattern not limited to verbnal areas.

Research, Choice (Psychology)

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