Learning and Memory
- Darrell Rudmann - Shawnee State University
Learning and Memory provides students with a clear, balanced, and integrated presentation of major theoretical perspectives foundational to the study of human learning and memory. Author Darrell Rudmann uses an engaging personal writing style appropriate for students with little or no previous background in psychology to discuss topics including the major behaviorism theories of learning, modern cognitive theories of memory, social learning theories, the roles of emotion and motivation in learning, and the well-established neurological underpinnings of these perspectives. A concluding chapter on learning and memory concepts in the real world shows students to how these concepts are applied in various industries, from advertising to education and the media.
| Learning Objectives |
| Overview |
| “Buddy O’Dell” |
| Early Philosophical Approaches |
| A Twentieth-Century Approach: Behaviorism |
| Contemporary Approaches |
| Themes in the Book |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Common Features |
| Issues of Quality |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| The Case of H.M. |
| How Neurons Communicate: Neurotransmission |
| How Neurons Adapt to Support Learning |
| Classical Conditioning |
| Skill Learning |
| Implicit Learning |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Operant Conditioning Theory |
| Strengthening Behavior |
| Schedules of Reinforcement |
| Shaping |
| Response Chains |
| Stimulus Control |
| Biological Constraints |
| Avoidance Conditioning |
| Weakening Behavior |
| Overview of Operant Conditioning Theory |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Learning by Watching Others |
| Development of Learning |
| Social Context of Cognitive Development |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Emotions During Learning |
| Motivation |
| Classic Motivational Theories |
| Modern Motivational Theories |
| Motivation in Education |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Short-Term Memory Store |
| Baddeley’s “Working Memory” Model |
| Conscious Learning |
| Forming Memories |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Retrieving Memories |
| Feeling of Knowing |
| Retrieval Cues |
| Prospective Memory |
| The Biological Basis of Retrieving Memories |
| Retrieval to Improve Learning |
| Situational Effects on Retrieval |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Episodic Memories |
| Autobiographical Memory System |
| The Structure of Autobiographical Memories |
| Conway’s Self-Memory System |
| Developmental Changes in Autobiographical Memories |
| Brain Processing Underlying Autobiographical Memories |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Tulving’s Episodic/Semantic Memory Distinction |
| Meaning and Context |
| Knowledge Representation |
| Associationistic Models of Knowledge Representation |
| Holistic Approaches of Knowledge Representation |
| Constructivism |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Forgetting Is Normal |
| Normal Rate of Forgetting |
| Forgetting Over the Lifespan |
| Causes of Forgetting |
| Other Retrieval Errors |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
| Learning Objectives |
| Overview |
| Learning and Advertising: Consumer Research |
| Learning and Education: Classroom Management |
| Learning and the Workplace: Employee Training |
| Learning and Aggression: Violence and Media |
| Memory and the Law: Eyewitness Memory |
| Chapter Summary |
| Review Questions |
| Key Terms |
| Further Resources |
| References |
Supplements
Password-protected Instructor Resources include the following:
- A Microsoft® Word® test bank containing multiple choice questions is available for each chapter. The test bank provides you with a diverse range of pre-written options as well as the opportunity for editing any question and/or inserting your own personalized questions to effectively assess students’ progress and understanding.
- Editable chapter-specific Microsoft® PowerPoint® slides that offer complete flexibility in easily creating a multimedia presentation for your course.
- Lecture notes that summarize key concepts on a chapter-by-chapter basis to help with preparation for lectures and class discussions.
- EXCLUSIVE! Access to certain full-text SAGE journal articles that have been carefully selected for each chapter.
“This is a good book that students from all disciplines should have no difficulty in understanding. It has an emphasis on learning and memory, but combines concepts with other types of psychology as well.”
“Learning and Memory is comprehensive and engaging.”
Sample Materials & Chapters
Chapter 1: History of Learning and Memory
Chapter 3: Neurological Basis of Learning
