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Acquisition Examples in Psychology: A Comprehensive Overview
Author: Dr. Evelyn Reed, PhD. – Dr. Reed is a Professor of Cognitive Psychology at the University of California, Berkeley, specializing in learning and memory, with over 20 years of experience researching and teaching various aspects of acquisition in psychological contexts.
Publisher: Sage Publications – A leading academic publisher specializing in social sciences, including psychology, known for its rigorous peer-review process and commitment to high-quality research dissemination.
Editor: Dr. Michael Carter, PhD. – Dr. Carter is a Senior Editor at Sage Publications with extensive experience in editing and publishing research in cognitive and developmental psychology.
Keywords: acquisition examples in psychology, learning acquisition, behavioral acquisition, cognitive acquisition, classical conditioning, operant conditioning, observational learning, habituation, sensitization, implicit learning, explicit learning, acquisition processes, psychological acquisition
Abstract: This article explores various acquisition examples in psychology, examining different learning methodologies and approaches. We delve into classical and operant conditioning, observational learning, and implicit/explicit learning processes, providing concrete examples to illustrate each concept. The article further analyzes factors influencing acquisition, such as motivation, reinforcement, and individual differences. Understanding acquisition examples in psychology is crucial for comprehending how humans and animals learn and adapt to their environment.
1. Classical Conditioning: Acquisition Examples in Psychology
Classical conditioning, a cornerstone of learning theory, involves associating a neutral stimulus with a naturally occurring stimulus (unconditioned stimulus) to elicit a conditioned response. A classic example of acquisition examples in psychology using classical conditioning is Pavlov's experiment with dogs. Initially, the bell (neutral stimulus) didn't elicit salivation. However, after repeatedly pairing the bell with food (unconditioned stimulus, which naturally elicits salivation), the dogs began salivating (conditioned response) at the sound of the bell alone. The acquisition phase in this case refers to the period where the association between the bell and food is learned. The strength of the conditioned response increases gradually over repeated pairings, demonstrating the acquisition curve characteristic of classical conditioning. Further acquisition examples in psychology within this framework include fear conditioning (e.g., developing a phobia after a traumatic experience), taste aversion (learning to avoid a food after experiencing nausea), and advertising techniques that use positive stimuli to associate with a product.
2. Operant Conditioning: Acquisition Examples in Psychology
Operant conditioning focuses on the consequences of behavior. Acquisition in this context refers to the process of learning to associate a behavior with its consequences. Positive reinforcement (adding a rewarding stimulus) and negative reinforcement (removing an aversive stimulus) both strengthen the likelihood of a behavior repeating. Punishment (adding an aversive stimulus or removing a rewarding stimulus) aims to decrease the likelihood of a behavior.
For example, a child learning to clean their room (behavior) because they receive praise (positive reinforcement) demonstrates acquisition through operant conditioning. Similarly, a person taking an aspirin to relieve a headache (negative reinforcement) exhibits acquisition as they learn to associate the behavior (taking aspirin) with the removal of the unpleasant stimulus (headache). The speed of acquisition in operant conditioning depends on factors like the schedule of reinforcement (continuous vs. intermittent) and the magnitude of the reinforcement or punishment. Acquisition examples in psychology using operant conditioning are ubiquitous, encompassing diverse areas like education, therapy, and animal training.
3. Observational Learning: Acquisition Examples in Psychology
Observational learning, also known as social learning theory (Bandura), emphasizes learning through observation and imitation. Individuals acquire new behaviors by watching others, particularly models they admire or identify with. The acquisition process involves attention to the model's behavior, retention of the observed information, reproduction of the behavior, and motivation to perform the behavior.
The famous Bobo doll experiment demonstrates acquisition examples in psychology through observational learning. Children who observed an adult aggressively interacting with the doll were more likely to imitate this behavior than those who observed a non-aggressive model. This demonstrates the acquisition of aggressive behavior through observation. Acquisition examples in psychology through observational learning extend to various social behaviors, including language acquisition, moral development, and the adoption of cultural norms.
4. Implicit and Explicit Learning: Acquisition Examples in Psychology
Acquisition can be categorized as implicit or explicit. Explicit learning involves conscious awareness and intentional effort to learn something new. Implicit learning, on the other hand, occurs unconsciously and without intentional effort.
Learning a new language through formal instruction is an example of explicit learning, while acquiring grammatical rules through immersion is an example of implicit learning. Similarly, acquiring a skill like riding a bicycle involves both implicit (unconscious motor skill development) and explicit (conscious understanding of balance and steering) learning. Differentiating between implicit and explicit learning is crucial in understanding acquisition examples in psychology, especially regarding skill acquisition and habit formation.
5. Habituation and Sensitization: Acquisition Examples in Psychology
Habituation and sensitization are non-associative learning processes. Habituation refers to a decreased responsiveness to a repeated stimulus, while sensitization involves an increased responsiveness to a stimulus, often following a noxious experience. Acquisition in these contexts involves the gradual change in response strength over repeated exposures to the stimulus.
For instance, getting used to the noise of traffic outside your window represents habituation, while developing an exaggerated fear response to loud noises after a traumatic event represents sensitization. These simple forms of learning are fundamental in understanding more complex acquisition examples in psychology.
Factors Influencing Acquisition
Several factors influence the speed and effectiveness of acquisition:
Motivation: Highly motivated learners tend to acquire new information and skills more effectively.
Reinforcement/Punishment: The type, schedule, and magnitude of reinforcement or punishment significantly impact the acquisition process in operant conditioning.
Individual Differences: Factors like age, cognitive abilities, and prior knowledge affect the ease with which individuals acquire new information and skills.
Attention and Memory: The ability to pay attention to relevant information and to retain it in memory are crucial for successful acquisition.
Conclusion
Acquisition examples in psychology are diverse and multifaceted, encompassing various learning mechanisms and methodologies. Understanding these different forms of acquisition—from classical and operant conditioning to observational and implicit/explicit learning—is essential for comprehending how humans and animals learn, adapt, and interact with their environment. The factors influencing acquisition highlight the complexity of learning and the interplay between individual differences and environmental factors. Further research in this field will continue to refine our understanding of these crucial psychological processes.
FAQs
1. What is the difference between acquisition and performance in psychology? Acquisition refers to the learning process itself, while performance refers to the observable demonstration of what has been learned. Acquisition can occur without observable performance.
2. How does age affect acquisition? Younger individuals generally acquire new information and skills more quickly than older adults, although older adults often possess more efficient learning strategies.
3. What are some real-world applications of understanding acquisition examples in psychology? Understanding acquisition is vital in education, therapy, marketing, and animal training.
4. How does motivation impact acquisition? Highly motivated learners acquire new information and skills more effectively due to increased attention, persistence, and effort.
5. What are the limitations of classical conditioning? Classical conditioning may not explain complex behaviors that involve conscious decision-making.
6. How does extinction occur in operant conditioning? Extinction happens when a previously reinforced behavior is no longer reinforced, leading to a gradual decrease in the behavior's frequency.
7. What is the role of reinforcement schedules in acquisition? Different reinforcement schedules (continuous, intermittent) affect the speed and persistence of behavior acquisition.
8. How does observational learning contribute to cultural transmission? Observational learning plays a crucial role in transmitting cultural norms, values, and beliefs across generations.
9. What are some ethical considerations in using acquisition principles? Ethical concerns arise in cases where acquisition principles are used to manipulate behavior without the individual's informed consent.
Related Articles:
1. Classical Conditioning in Phobia Treatment: This article explores the application of classical conditioning principles, specifically systematic desensitization and flooding, in treating phobias.
2. Operant Conditioning in Classroom Management: This article examines how operant conditioning techniques can be used effectively to manage student behavior and promote learning in the classroom.
3. Observational Learning and Aggression: A detailed analysis of Bandura's Bobo doll experiment and its implications for understanding aggression acquisition through observation.
4. Implicit Learning and Motor Skill Acquisition: This article explores the role of implicit learning processes in the acquisition of complex motor skills, such as playing a musical instrument.
5. The Acquisition of Language in Children: This article focuses on the process of language acquisition in children, examining both innate and environmental factors.
6. Habituation and Sensitization in Infants: This article examines the development of habituation and sensitization in infants and their implications for cognitive development.
7. The Role of Reinforcement in Habit Formation: A detailed study on how different reinforcement schedules affect the formation and persistence of habits.
8. Cognitive Factors Influencing Acquisition: This article explores cognitive factors like attention, memory, and working memory capacity, and their impact on the acquisition process.
9. Individual Differences and Learning Styles in Acquisition: This article investigates how individual differences in learning styles and cognitive abilities affect the effectiveness of various learning methods.
| acquisition examples in psychology: Introduction to Psychology Jennifer Walinga, Charles Stangor, This book is designed to help students organize their thinking about psychology at a conceptual level. The focus on behaviour and empiricism has produced a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books. The beginning of each section includes learning objectives; throughout the body of each section are key terms in bold followed by their definitions in italics; key takeaways, and exercises and critical thinking activities end each section. |
| acquisition examples in psychology: Carousel Music Rick Moskovitz, 2020-07-05 Carousel Music is a She said, he said mystery, set two decades before the Me, too era during a time when controversy raged over the validity of memories recovered during psychotherapy. As knotty as the dilemma of when to believe women who claim that they were violated as adults, what if the victim was a child and the perpetrator was her father? And what if she had no recollection of the trauma until she was undergoing psychotherapy as an adult and her father was so certain that he never did it that he sued the doctor in order to clear his name?Stephanie Whittington lands in the care of Dr. Kenneth Miller with few childhood memories and little sense of who she is. In the course of her treatment, the pictures from her childhood gradually fill in to create a personal narrative that forms the foundation for a growing sense of identity. But what if parts of that narrative turn out not to be true?When she recalls terrifying memories of being violated by her father Everett as a preteen and writes him a letter accusing him of raping her, Everett, a wise and compassionate man and a pillar of the AA community, sues Dr. Miller, and their conflicting accounts play out in the psychiatrist's office and in the courtroom. At stake is Stephanie's recovery, Everett's reputation, and the doctor's career. What really happened? As memories form and evolve over time, nothing is exactly as it appears. |
| acquisition examples in psychology: Applied Social Psychology Frank W. Schneider, Jamie A. Gruman, Larry M. Coutts, 2005 Publisher Description |
| acquisition examples in psychology: The Concise Corsini Encyclopedia of Psychology and Behavioral Science W. Edward Craighead, Charles B. Nemeroff, 2004-04-19 Edited by high caliber experts, and contributed to by quality researchers and practitioners in psychology and related fields. Includes over 500 topical entries Each entry features suggested readings and extensive cross-referencing Accessible to students and general readers Edited by two outstanding scholars and clinicians |
| acquisition examples in psychology: Health and Behavior Institute of Medicine, Board on Neuroscience and Behavioral Health, Committee on Health and Behavior: Research, Practice and Policy, 2001-10-18 Health and Behavior reviews our improved understanding of the complex interplay among biological, psychological, and social influences and explores findings suggested by recent research-including interventions at multiple levels that we can employ to improve human health. The book covers three main areas: What do biological, behavioral, and social sciences contribute to our understanding of healthâ€including cardiovascular, immune system and brain functioning, behaviors that influence health, the role of social networks and socioeconomic status, and more. What can we learn from applied research on interventions to improve the health of individuals, families, communities, organizations, and larger populations? How can we expeditiously translate research findings into application? |
| acquisition examples in psychology: In Other Words Ellen Bialystok, Kenji Hakuta, 1994-11-09 Explores the reasons why it is often difficult to learn a second language and explains how language acquisition can be a process of self-discovery. |
| acquisition examples in psychology: The Innate Mind Peter Carruthers, Stephen Laurence, Stephen Stich, 2008-01-10 This is the third volume of a three-volume set on The Innate Mind. The extent to which cognitive structures, processes, and contents are innate is one of the central questions concerning the nature of the mind, with important implications for debates throughout the human sciences. By bringing together the top nativist scholars in philosophy, psychology, and allied disciplines these volumes provide a comprehensive assessment of nativist thought and a definitive reference point for future nativist inquiry. The Innate Mind: Volume 3: Foundations and the Future, concerns a variety of foundational issues as well as questions about the direction of future nativist research. It addresses such questions as: What is innateness? Is it a confused notion? What is at stake in debates between nativists and empiricists? What is the relationship between genes and innateness? How do innate structures and learned information interact to produce adult forms of cognition, e.g. about number, and how does such learning take place? What innate abilities underlie the creative aspect of language, and of creative cognition generally? What are the innate foundations of human motivation, and of human moral cognition? In the course of their discussions, many of the contributors pose the question (whether explicitly or implicitly): Where next for nativist research? Together, these three volumes provide the most intensive and richly cross-disciplinary investigation of nativism ever undertaken. They point the way toward a synthesis of nativist work that promises to provide a powerful picture of our minds and their place in the natural order. |
| acquisition examples in psychology: If a Chimpanzee Could Talk and Other Reflections on Language Acquisition Jerry H. Gill, 1997-01-01 How is it that chimpanzees can learn to speak at a higher level than some so-called wolf children? What happened that day in the pumphouse, when Helen Keller suddenly grasped the meaning of words? And picture this: a father and mother who shun the advice of professionals, who doggedly force their way into the closed world of their autistic son, and who reverse his grim prognosis, revealing him to be gifted. How to explain? In this book, a philosopher combines these famous cases with a lifetime of study to examine the threshold of language--that point between speech and not quite speech. He provides fascinating accounts of the deaf and blind Helen Keller, of chimpanzees like Washoe, and of feral children such as Victor, the wild boy of Aveyron, putting a new spin on their stories. When does it start, he asks, that miracle most of us take for granted? Where does it come from, that uniquely human power to transform perception and action into thought and the singular activity we call speech? Here is evidence that, for chimp or child, the crucial factors in acquiring language have less to do with intellect and everything to do with social interaction. Here is confirmation that the give-and-take, push-and-pull of daily life forces virtually all of us to acquire language simply to live and work together. Author Jerry Gill offers no pat answers. Rather, he emphasizes imitation and reciprocity--for example, playing pat-a-cake with a baby--as essential to becoming part of a speaking community and thereby becoming a human being. In addition, Gill gives dozens of examples to show how gesture and facial expression both create and change the meaning of language. In compelling fashion, he underscores the point that language acquisition can be fully understood only in terms of such physical and social activity. The author exposes the flaws of research focused mainly on mental processes and gives little credit to findings based upon artificially contrived experiments. With vigor, compassion, and a broad-minded humanism, these pages invite the reader to think again about how we say what we mean, how we mean what we say, and where it all starts in the first place. Valuable to students of psychology, linguistics, philosophy, and anthropology, the book will also appeal to general readers who welcome an opportunity to explore familiar things in a new and entirely enjoyable way. |
| acquisition examples in psychology: How People Learn National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, 2000-08-11 First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. |
| acquisition examples in psychology: Psychology Graham C. Davey, 2018-12-17 Psychology continues to be one of the most popular fields of study at colleges and universities the world over, and Psychology offers a comprehensive overview of the historical, methodological, and conceptual core of modern psychology. This textbook enables students to gain foundational knowledge of psychological investigation, exploring both the biological basis and mental processes underlying our thoughts and behaviours. Officially endorsed by the British Psychological Society, this book covers topics ranging from biological, cognitive and developmental psychology to the psychology of social interactions, psychopathology and mental health treatments. Each chapter provides detailed examination of essential topics, chapter summaries, real-world case studies, descriptions of research methods, and interactive learning activities to strengthen student comprehension and retention. This textbook offers a wealth of supplementary material for instructors of introductory and advanced undergraduate courses in psychology. An instructor's manual includes lecture outlines, classroom discussion topics, homework assignments and test bank questions, while online access to additional digital content provides a complete resource to facilitate effective teaching and learning. |
| acquisition examples in psychology: Cognitive Psychology In and Out of the Laboratory Robert J. Sternberg, 2003 Sternberg's text balances accessible writing, practical applications and research scholarship, including biologically oriented information. It explores the basics of cognitive psychology through its coverage of cognitive neuroscience. |
| acquisition examples in psychology: The Psychology of the Language Learner Zoltán Dörnyei, 2014-04-04 The scope of individual learner differences is broad, yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now. |
| acquisition examples in psychology: Thinking About Psychology Charles T. Blair-Broeker, Randal M. Ernst, David G. Myers, 2007-11-02 Rigourous science presented in a non-threatening way with numerous and immediate examples that will help students bridge the abstract to the familiar. With their extensive teaching and writing experiences, Charles Blair-Broeker and Randy Ernst know how to speak directly to students who are new to psychology. Lecturer supplements are available. |
| acquisition examples in psychology: Lost in the Mirror Richard A. Moskovitz, 2001-03 Borderline Personality Disorder (BPD) afflicts six to ten million Americans and accounts for almost 25 percent of psychiatric hospitalizations in this country. In Lost in the Mirror, Dr. Richard A. Moskovitz provides an expert look into this complex disorder, discussing causes, symptoms, behaviors, and treatments, interspersed with patients' compelling stories of their daily struggles with BPD. Finding Your Way Back The second edition provides readers with * the latest innovations in psychotherapy * new and effective drug treatments * an expanded overview of conventional therapy * an updated resource list for those who want to learn more Thoughtful and compelling, Lost in the Mirror explores the frightening world of BPD patients and helps readers understand their pain. |
| acquisition examples in psychology: Advances in instructional Psychology, Volume 5 Robert Glaser, 2013-06-17 Investigators have moved back and forth between design efforts and basic studies in cognition to improve both application and fundamental knowledge. This volume's theme is this interaction between practice and science with the opportunity for reflecting on findings in order to understand them and suggesting improved forms of application and their underlying explanation. This is seen in various arenas including theory-based computer-assisted instruction for teaching mathematics, the design of communities of learning in elementary schools, teaching in the context of problem-solving situations and reasoning with models, self-explanation as a highly effective learning activity, conceptual change in medical training and health education, and workplace training in electronic troubleshooting. The results of extensive long-term experience and analysis in each of these areas are insightfully reported by the well-known contributors to this volume. Special features of this fifth edition include: * The work of eminent cognitive scientists in the design and evaluation of educational and training environments to increase current understanding of learning and development, as this understanding is applied to innovative instructional programs and teaching methods. * A description of learning theory and principles as well as implications and examples on research and development on educational application. * A presentation on the 10-year change in perspective on research and development in problem solving environments that invite inquiry about academic information and skills in the context of instruction of elementary school children. * An innovative approach to math and science instruction in which teaching is oriented around constructing, evaluating, and revising models. * An examination of the process of self-explaining, which involves explaining to one's self in an attempt to make sense of a new situation. * A description of a long-term program of cognitive task analysis and instructional design on problem solving in the operation of complex equipment. * An investigation on the acquisition of clinical reasoning skills and the understanding of biomedical concepts in both professional medicine and the health practices of the lay population. |
| acquisition examples in psychology: Cognitive Load Theory Jan L. Plass, Roxana Moreno, Roland Brünken, 2010-04-26 A comprehensive review of all issues related to cognitive load theory, written by prolific researchers from around the world. |
| acquisition examples in psychology: Constructive Knowledge Acquisition Franz Schmalhofer, 2019-01-04 A cognitive psychology which becomes increasingly specialized requires a special effort in order to avoid a fragmentation into several controversial issues that are independently discussed but also inherently related. Rather than asking additional differentiated questions which are then investigated by more specialized experimental methods and designs, this book promotes unified theories and a levels approach for their experimental evaluation. Within this cognitive science approach and on the basis of the most foundational assumptions of Kintsch's construction integration theory, a computational theory of knowledge acquisition is then developed and subsequently evaluated by psychological experiments. For forty years, computer simulation techniques and experimental psychology research have greatly matured the understanding of human knowledge and its acquisition in different learning environments. This volume critically assesses the advantages and limitations of these approaches and then develops an integrated research methodology. It goes on to provide significant progress concerning the following questions: * What are the most promising research methodologies for investigating human cognition? * How can the experimental psychology research on text comprehension, concept formation, and memory become more closely related to one another when the very specialized research paradigms and the highly specific scientific controversies promote their separation and independent discussion? * How can a general comprehension-based theory bridge the gap between simple experimental settings and the real-life situations that occur in education and work environments? This book demonstrates how experimental psychology can proceed more successfully by investigating those aspects that are shared among different areas of research like text comprehension, categorization, and learning by exploration. It also shows how unified theories can assist in applying experimental psychology and cognitive science results to areas such as intelligent tutoring systems, instructional design, and the development of expert systems in complex real world domains. |
| acquisition examples in psychology: Language and Concept Acquisition from Infancy Through Childhood Jane B. Childers, 2020-02-03 This book examines the role of experience-based learning on children’s acquisition of language and concepts. It reviews, compares, and contrasts accounts of how the opportunity to recognize and generalize patterns influences learning. The book offers the first systematic integration of three highly influential research traditions in the domains of language and concept acquisition: Statistical Learning, Structural Alignment, and the Bayesian learning perspective. Chapters examine the parameters that constrain learning, address conditions that optimize learning, and offer explanations for cases in which implicit exemplar-based learning fails to occur. By exploring both the benefits and challenges children face as they learn from multiple examples, the book offers insight on how to better able to understand children’s early unsupervised learning about language and concepts. Topics featured in this book include: Competing models of statistical learning and how learning might be constrained by infants’ developing cognitive abilities. How experience with multiple exemplars helps infants understand space and other relations. The emergence of category-based inductive reasoning during infancy and early childhood. How children learn individual verbs and the verb system over time. How statistical learning leads to aggregation and abstraction in word learning. Mechanisms for evaluating others’ reliability as sources of knowledge when learning new words. The Search for Invariance (SI) hypothesis and its role in facilitating causal learning. Language and Concept Acquisition from Infancy Through Childhood is an essential resource for researchers, clinicians and related professionals, and graduate students in infancy and early child development, applied linguistics, language education, child, school, and developmental psychology and related mental health and education services. |
| acquisition examples in psychology: Discursive Psychology in Practice Rom Harré, Peter N. Stearns, 1995-09-07 In the last decade, many diverse streams of thought have come together in an international movement to reject the traditional view that a scientific' psychology must rely on an experimental methodology. Underpinning this movement is the principle that the main characteristics of human life are best understood as produced through discourse. This discursive' psychology has found adherents across the range of psychological disciplines and has ushered in a completely revised understanding of the subject. This volume shows how to put these theoretical and methodological insights to work in the investigation of concrete problems in psychology. The internationally renowned contributors re-examine a range of traditional psychological topics, from decision-making, memory and attribution to emotions, learning and the self, and in the process map out the foundations of a new psychology. |
| acquisition examples in psychology: The Cognitive Psychology of Knowledge G. Strube, K.F. Wender, 1993-10-01 The present book is a result of a seven-year (1986-1992) national research program in cognitive science in Germany, presumably the first large scale cognitive science program there. Anchored in psychology, and therefore christened Wissenpsychologie (psychology of knowledge), it has found interdisciplinary resonance, especially in artificial intelligence and education. The research program brought together cognitive scientists from over twenty German universities and more than thirty single projects were funded. The program was initiated by Heinz Mandl and Hans Spada, the main goals of which were to investigate the acquisition of knowledge, the access to knowledge, and the modification and application of knowledge from a psychological perspective. Emphasis was placed on formalisms of knowledge representation and on the processes involved. In many of the projects this was combined with computer simulations. A final but equally important goal was the development of experimental paradigms and methods for data analysis that are especially suited to investigate knowledge based processes.The research program has had a major impact on cognitive psychology in Germany. Research groups were established at many universities and research equipment was provided. It also inspired a considerable number of young scientists to carry out cognitive research, employ modeling techniques from artificial intelligence for psychological theorizing, and construct intelligent tutoring systems for education. Close contacts with cognitive scientists in the U.S. have helped to firmly integrate the program with international research endeavours. Each year, one or two workshops were held. The present volume is the result of the final workshop which was held in September 1992. Selected results from seventeen projects are presented in this book. The volume is enriched by three guest scholars who agreed to participate in the final workshop and to comment on the chapters of the book. |
| acquisition examples in psychology: Stevens' Handbook of Experimental Psychology, Memory and Cognitive Processes Douglas Medin, 2004-02-05 Now available in paperback. This revised and updated edition of the definitive resource for experimental psychology offers comprehensive coverage of the latest findings in the field, as well as the most recent contributions in methodology and the explosion of research in neuroscience. Volume Two: Memory and Cognitive Processes, focuses on the neurological and cognitive processes on topics such as memory, decision-making, spatial cognition, linguistics, reasoning, and concepts. |
| acquisition examples in psychology: Social Cognition and the Acquisition of Self Michael Lewis, 2012-12-06 It is always enlightening to inquire about the origins of a research en deavor or a particular theoretical approach. Beginning with the observa tion of the mental life of the infant in 1962, Michael Lewis has contrib uted to the change in the view of the infant as an insensate mass of confusion to a complex and intellectual being. Anyone fortunate enough to have participated in the infancy research of the 1960s knows how exciting it was to have discovered in this small creature such a full and complex organism. More central to the origins of this work was the perception of the infant as an interactive, not a reactive, organism, and as one who influenced its social environment and constructed its cogni tive life, not one who just passively received information. Other areas of psychology had already begun to conceptualize the organism as active and interactive, even while developmental psychologists still clung to either simple learning paradigms, social reinforcement theories, or reflex ive theories. Even though Piaget had proposed an elaborate interactive theory, it was not until the late 1960s that his beliefs were fully im plemented into developmental theory and practice. A concurrent trend was the increase of concern with mother-infant interactions (Ainsworth, 1969; Bowlby, 1969; Goldberg & Lewis, 1969; Lewis & Goldberg, 1969) which provided the impetus for the study of social and emotional as well as cognitive development. |
| acquisition examples in psychology: Fallibilist Solutions to Institutional Problems John Wettersten, 2022-03-04 Since Karl Popper‘s fallibilist portrayal of scientific methodology in the 1940s, critical rationalism has developed in many ways, and in many fields. However, some of these developments still leave deep and important possibilities open. One of these is the portrayal of all rational actions as social. This book elucidates the significance of this perspective in regard to psychology, political and social philosophy, the understanding of how scientists can better communicate, and strategies for better living. The importance of the social theory of rationality for psychology arises above all due to the numerous assumptions made in psychological research that rationality is strictly individualist. This is at hand, for example, in its historical portrayal and in important aspects of cognitive psychology. As shown here, these assumptions have damaging consequences for the relationship of rationality with cognitive and social psychology. |
| acquisition examples in psychology: The Psychology of Language Trevor A. Harley, 2013-12-16 This thorough revision and update of the popular second edition contains everything the student needs to know about the psychology of language: how we understand, produce, and store language. |
| acquisition examples in psychology: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| acquisition examples in psychology: Child Psychology Robin Harwood, Scott A. Miller, Ross Vasta, 2008-01-03 In this comprehensive overview, readers will gain a better understanding of the various theories, perspectives, and research that characterize contemporary themes in child development. The book uses a contextual approach to examine the biological, cognitive, social, and emotional foundations of child development. Special attention is paid throughout to the contexts in which development occurs, including families and the larger culture, and how these intersect with our changing society. |
| acquisition examples in psychology: In Order to Learn Frank E. Ritter, 2007-07-30 In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. |
| acquisition examples in psychology: Asia-Pacific Perspectives on Intercultural Psychology Wendy Wen Li, Darrin Hodgetts, Koong Hean Foo, 2018-09-07 Today‘s world is more interconnected and interdependent than ever before. Within the context of globalisation and the associated increased contact between diverse groups of people, the psychology of culture is more relevant than ever. Asia-Pacific Perspectives on Intercultural Psychology brings together leading researchers from 11 countries to show |
| acquisition examples in psychology: Program of the Ninth Annual Conference of the Cognitive Science Society Cognitive Science Society (U.S.). Conference, 1987 First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company. |
| acquisition examples in psychology: Comparative Psychology Mauricio R Papini, 2010-10-18 Comparative Psychology (second edition) is a core textbook for senior undergraduate and graduate courses in Comparative Psychology, Animal Behavior, and Evolutionary Psychology. Its main goal is to introduce the student to evolutionary and developmental approaches to the study of animal behavior. The structure of the book reflects the principal areas of importance to psychology students studying animal behavior: evolution, physiological issues, learning and cognition, development, and social evolution. Throughout, this text includes many examples drawn from the study of human behavior, highlighting general and basic principles that apply broadly to the animal kingdom. |
| acquisition examples in psychology: Applied Developmental Psychology David Shwalb, Jun Nakazawa, Barbara J. Shwalb, 2006-02-01 With a Foreword by Hiroshi Azuma. |
| acquisition examples in psychology: Proceedings of the European Cognitive Science Conference 2007 Stella Vosniadou, Daniel Kayser, Athanassios Protopapas, 2017-09-29 This volume contains the invited lectures, invited symposia, symposia, papers and posters presented at the 2nd European Cognitive Science Conference held in Greece in May 2007. The papers presented in this volume range from empirical psychological studies and computational models to philosophical arguments, meta-analyses and even to neuroscientific experimentation. The quality of the work shows that the Cognitive Science Society in Europe is an exciting and vibrant one. There are 210 contributions by cognitive scientists from 27 different countries, including USA, France, UK, Germany, Greece, Italy, Belgium, Japan, Spain, the Netherlands, and Australia. This book will be of interest to anyone concerned with current research in Cognitive Science. |
| acquisition examples in psychology: Handbook of Research on Learning and Instruction Richard E. Mayer, Patricia A. Alexander, 2016-10-04 During the past 30 years, researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This second edition of the Handbook of Research on Learning and Instruction is intended to provide an overview of these research advances. With chapters written by leading researchers from around the world, this volume examines learning and instruction in a variety of learning environments including in classrooms and out of classrooms, and with a variety of learners including K-16 students and adult learners. Contributors to this volume demonstrate how and why educational practice should be guided by research evidence concerning what works in instruction. The Handbook is written at a level that is appropriate for graduate students, researchers, and practitioners interested in an evidence-based approach to learning and instruction. The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second language, and physical education, as well as how people acquire the knowledge and processes required for critical thinking, studying, self-regulation, and motivation. The instruction section consists of chapters on effective instructional methods—feedback, examples, questioning, tutoring, visualizations, simulations, inquiry, discussion, collaboration, peer modeling, and adaptive instruction. Each chapter in this second edition of the Handbook has been thoroughly revised to integrate recent advances in the field of educational psychology. Two chapters have been added to reflect advances in both helping students develop learning strategies and using technology to individualize instruction. As with the first edition, this updated volume showcases the best research being done on learning and instruction by traversing a broad array of academic domains, learning constructs, and instructional methods. |
| acquisition examples in psychology: Educational Psychology Barry J. Zimmerman, Dale H. Schunk, 2014-08-13 Educational Psychology: A Century of Contributions--the first comprehensive book-length treatment of this topic--looks at the historic contributions of 16 leading psychologists, as well as others, who influenced the field of educational psychology from its philosophical moorings in the late 19th century to its current scientific status at the dawn of the 21st. It presents information regarding these individuals' ideas and scientific discoveries, along with a sense of the historical context in which they lived. The book is divided into three sections that correspond to three eras in the history of the discipline: *the founding period (1880s to 1920); *the rise to prominence period (1920 to1960); and *the modern period (1960 to the present). Each section begins with an overview chapter describing the period in terms of key social, political, and historical events affecting educational theory, research, and practice. In addition, the overview chapters discuss major theoretical, methodological, and instructional contributions of the period and how they changed the course of educational psychology. The biographical chapters describe the scholar's major contribution in terms of theory, research, and practice and his or her legacy and impact. These descriptions portray these individuals as real human beings responding to historical events and social influences of their time in personal and collective ways that changed the nature and direction of the field. Educational Psychology: A Century of Contributions is a cohesive collection appropriate for graduate and advanced undergraduate students in educational psychology. |
| acquisition examples in psychology: Categorization by Humans and Machines , 1993-10-22 The objective of the series has always been to provide a forum in which leading contributors to an area can write about significant bodies of research in which they are involved. The operating procedure has been to invite contributions from interesting, active investigators, and then allow them essentially free rein to present their perspectives on important research problems. The result of such invitations over the past two decades has been collections of papers which consist of thoughtful integrations providing an overview of a particular scientific problem. The series has an excellent tradition of high quality papers and is widely read by researchers in cognitive and experimental psychology. |
| acquisition examples in psychology: Schooling and the Acquisition of Knowledge Richard C. Anderson, Rand J. Spiro, William E Montague, 2017-09-13 Originally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist. |
| acquisition examples in psychology: Cambridge International AS and A Level Psychology Coursebook Julia Russell, Fiona Lintern, Jamie Davies, Lizzie Gauntlett, 2016-09 Skills-focused resources to support the study of Cambridge International AS and A Level Psychology (9990) for first examination in 2018. This vibrant coursebook is tailored to the Cambridge International AS and A Level Psychology (9990) syllabus for first examination in 2018 and is endorsed by Cambridge International Examinations. It contains rigorous, comprehensive coverage at the most appropriate level of depth and detail for the course. The coursebook contains extra focus on the key concepts of research methods and ethics as well as crucial debates such as nature versus nurture. The content encourages the development of necessary skills of analysis, interpretation, application and evaluation and promotes understanding of ethical and moral issues and their implications for psychological research. |
| acquisition examples in psychology: The Critique of Psychology Thomas Teo, 2006-07-18 Closely paralleling the history of psychology is the history of its critics, their theories, and their contributions. The Critique of Psychology is the first book to trace this alternate history, from a unique perspective that complements the many existing empirical, theoretical, and social histories of the field. Thomas Teo cogently synthesizes major historical and theoretical narratives to describe two centuries of challenges to—and the reactions of—the mainstream. Some of these critiques of content, methodology, relevance, and philosophical worldview have actually influenced and become integrated into the canon; others pose moral questions still under debate. All are accessibly presented so that readers may judge their value for themselves: - Kant’s critique of rational and empirical psychology at the end of the 18th century - The natural-scientific critique of philosophical psychology in the 19th century - The human-scientific critique of natural-scientific psychology - The Marxist traditions of critique - Feminist and postmodern critiques and the contemporary mainstream - Postcolonial critiques and the shift from cross-cultural to multicultural psychology This is not a book of critique for critique’s sake: Teo defines the field as a work in progress with goals that are evolving yet constant. In emphasizing ethical and political questions faced by psychology as a discipline, this visionary book points students, academics, and practitioners toward new possibilities for their shared future. |
| acquisition examples in psychology: OCR Psychology Philip Banyard, Cara Flanagan, 2013-09-05 OCR Psychology, Third Edition, is endorsed by OCR for use with the OCR AS Psychology specification. This book prepares students for all elements of the OCR Psychology AS exam. It covers both research methods and core studies, giving the who, what, where, and even the why of each study. It also looks at some of the work that followed the studies. Key features of the book include: 'Psychological Investigations': the first chapter of the book helps students to understand research methods in psychology – useful support for the Psychological Investigations exam and for understanding the core studies themselves. Core Studies: each study is described first ‘In a Nutshell’, followed by a detailed account of the aims, method, results and conclusions. Guidance is given on how each study can be evaluated and a wealth of extra materials is provided for each study – questions to assess understanding, practical activities, multiple choice and exam-style questions, further reading and video links. Background to each core study is included in the ‘Starters’ and ‘Afters’ features: information about related research before and after the study; and biographical details of the researcher(s). Approaches, perspectives, issues and methods are considered in a brand-new chapter to cover the themes of the course and prepare students for the long-answer questions on the Core Studies exam. Exam guidance: each chapter ends with short- and long-answer exam-style questions answered by students with teacher feedback. The book is presented in colourful and well-structured magazine-style spreads to aid the learning process. This 3rd edition has been completely revised, and is now accompanied by a companion website featuring an extensive range of online resources for both teachers and students, including answers to the questions posed in the book, glossary flash-cards, and multiple-choice test banks. |
| acquisition examples in psychology: Fundamental Issues in Defense Training and Simulation George Galanis, Robert Sottilare, 2017-05-15 Defense forces have always invested a great deal of their resources in training. In recent times, changes in the complexity and intensity of operations have reaffirmed the importance of ensuring that warfighters are adequately prepared for the environments in which they are required to work. The emergence of new operational drivers such as asymmetric threats, urban operations, joint and coalition operations and the widespread use of military communications and information technology networks has highlighted the importance of providing warfighters with the competencies required to act in a coordinated, adaptable fashion, and to make effective decisions in environments characterized by large amounts of sometimes ambiguous information. While investment in new technologies can make available new opportunities for action, it is only through effective training that personnel can be made ready to apply their tools in the most decisive and discriminating fashion. There are many factors which can have an impact on the efficacy of training and many issues to consider when designing and implementing training strategies. These issues are often complex and nuanced, and in order to grasp them fully a significant investment of time and energy is required. However, the requirement to respond quickly to ever-changing technology, a high operational tempo and minimal staffing may preclude many in today's defense forces from seeking out all such resources on their own. This edited collection provides brief, easy-to-understand summaries of the key issues in defense training and simulation, as well as guidance for further reading. It consists of a collection of short essays, each of which addresses a fundamental issue in defense training and simulation, and features an up-to-date reference list to enable the reader to undertake further investigation of the issues addressed. In essence, this book provides the optimum starting point, or first resource, for readers to come to terms with the important issues associated with defense training and simulation. The contributions are written by leading scholars from military research institutions in the US, UK, Canada, Australia and New Zealand, as well as selected researchers from academic and private sector research institutions. |
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