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Chapter 1:
Introduction
I. INTRODUCTORY PARAGRAPHS
A. Many facts and principles about learning and memory processes have been
developed since the formal start of psychology in 1879.
B. These facts and principles have been developed at the same time that everyday
individuals have accumulated “common-sense” based notions about the nature of
learning and memory.
C. This book will attempt to merge the “common-sense” notions with the science of
learning and memory. Some examples:
2. Descartes argued that some sources of knowledge can be innate, put into
us by God.
3. John Locke and the Empiricists argued that all knowledge is derived from
experience.
a. Empiricism was based on the premise that different laws of
Association were responsible for how knowledge was acquired.
d. The law of Similarity suggests that ideas that resemble one another
come to be associated.
e. The law of Contrast argues that ideas that are dissimilar become
associated together.
B. Some behaviors that may seem as if they are due to learning are typically
excluded from the formal definition of learning.
A. Behavioral measures are sometimes inaccurate because the fail to show the
difference between what subjects know and what they do: this is the Learning /
Performance distinction.
2. Results revealed that learning ability was slow/nonexistent for rats who
were not receiving any reinforcement, but once reinforcement was
provided, rats who were previously not reinforced ran through the maze at
a rate that was equal to, or faster than, those animals who always received
reinforcement.
C. Stereotype threat also illustrates how performance does not always correlate with
underlying knowledge.
A. The terms “learning” and “memory” have , over the years, referred to different
processes.
E. Since learning and memory seem to be dependent on one another, some have
suggested that the effectiveness of learning is revealed by the level of retention
that one exhibits.
C. Basic and applied research are not totally independent of one another, however, as
they tend to feed off of one another to answer questions about behavior.
D. Research in the fields of learning and memory also tries to distinguish between
common sense and common knowledge.
3. Many people also believe that one’s general memory ability can be
improved via practice, but this is not supported by research.
E. Another major area that is discussed in the context of basic and applied research is
the use of animals in research.
VALLEY OF MEXICO
In this game of independence, the Mexican peoples had exhausted their
resources, destroyed in a great measure the industries of the country, spent
their money, and wasted rivers of blood. Many of their best generals were
either driven from the country, or dead upon the field. They might have gone
on, it is true, pronouncing and killing each other indefinitely, but for the sharp
lesson that was taught them by the cruel exigencies of a foreign war.
That some lesson should come was perhaps inevitable, like a quick, sharp box
on the ears, to bring such naughty children to their senses, and stop their
foolish trifling with life and reputation. But it was hard that the blow should
come from the hand of a nation which ought to have taken the place of an
elder brother to these foolish and heedless children,—a hand which should
have gently led them to peace and reconciliation instead of promoting discord.
The Mexicans, undoubtedly, helped to bring upon themselves the misfortunes
that came swiftly upon them. Like all people whose own folly has put them on
the wrong track, they were sure to do the wrong thing. They were heavily
punished accordingly.
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