This new, undergraduate version of Catania’s Learning maintains the coherent treatment of animal and human learning that has been the hallmark of earlier versions. This new book has been tightened and reorganized especially for undergraduate use and for use with students new to behavior analysis. Along with chapters on positive and negative reinforcement, operant classes, stimulus control, motivating operations, and basic schedules of reinforcement, it includes new chapters on sensory systems and on applied behavior analysis. The general structure of this new version highlights the basic concepts of behavior analysis and demonstrates their relevance to a wide range of issues with concrete human examples and relevant narratives. It discusses widespread misconceptions about reinforcement; it outlines and updates the rationale for preferring free or noncontingent reinforcement over extinction as an instrument of behavior change; and it relates discrimination as a technical term to discrimination as it occurs in society while using the distinction between discrimination and prejudice to contrast the effects of direct social contingencies with those brought about by verbal shaping and verbal governance. Other topics given special attention are higher-order classes, equivalence classes, sources of novel behavior, and self-awareness. Selection by consequences remains a unifying theme, and the roots of verbal behavior are shown to grow out of basic nonverbal behavioral processes. Its coverage of relevant research is supplemented by discussions of implications for ethics, politics, and cultural practices. The ABCs of Behavior Analysis is not a psychology book. It is truly a behavior analysis book. It is about how behavior works and its emphasis is on behavior analysis as a science in its own right. Table of Contents: Preface vii Part I. Introduction 1 1. Learning and Behavior 1 2. A Behavior Taxonomy 8 Part II. Behavior Without Learning 18 3. Evolution and Development 18 4. Motor and Sensory Systems 27 5. Elicited and Emitted Behavior 38 Part III. Learning Without Words: Consequences 47 6. Consequences of Responding: Reinforcement 47 7. Reinforcers as Opportunities for Behavior 58 8. Reinforcement, Free Reinforcement and Extinction 67 9. Consequences of Responding: Punishment 74 10. Consequences of Responding: Escape and Avoidance 83 Part IV. Learning Without Words: Operant Classes 91 11. Operants: The Selection of Behavior 91 12. The Structure of Operants 101 13. Motivating Variables and Reinforcer Classes 109 Part V. Learning Without Words: Contingencies 119 14. Parameters of Reinforcement: Schedules and Delays 119 15. Discriminated Operants: Stimulus Control 131 16. Conditional Discrimination and Stimulus Classes 145 17. Sources of Novel Behavior 156 18. Behavior Synthesis 168 Part VI. Learning Without Words: Conditioning 181 19. Respondent Behavior: Conditioning 181 20. Operant-Respondent Interactions: Emotion 191 Part VII. Learning with Words: Verbal Behavior 19 21. Social Learning 198 22. Words as Stimuli and Responses 205 23. Antecedents and Consequences of Words 215 24. Contact of Verbal Behavior with the Environment 223 25. Verbal Behavior Conditional on Verbal Behavior 235 Part VIII. When Verbal and Nonverbal Behavior Interact 241 26. Verbal Governance 241 27. Prejudice as Verbally Governed Discrimination 254 28. Verbal Function: Coordinations among Classes 263 Part IX. Remembering and Knowing 272 29. Remembering 272 30. Knowing 283 Part X. Conclusion 294 31. Applied Behavior Analysis 294 32. Learning and Behavior Revisited 304 Appendices 317 Glossary 325 References 351 Name Index Subject Index
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