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Habituation Volume I is a collection of papers about the phenomenon of habituation, the waning of responsiveness to repeated or constant stimulation, from different experts on the field. The book covers topics such as the nature of habituation; the behavioral habituation of different invertebrates; fish with special reference to intraspecific aggressive behavior, and lower tetrapod vertebrates such as amphibians and reptiles. Also covered is the species-meaningful analysis of habituation, the relationship of habituation with habituality and conditioning; the dual-process theory of habituation and evidence for the dual-process theory. The text is recommended for biologists and zoologists who are interested with the process of habituation, the factors that affect it, its effects on behavior, its development in different animal species, its analysis, and its underlying theories.
Originally published in 1976, this volume is based on a conference held in 1974. The purpose of the conference was to foster communication between those researchers studying habituation or closely related processes in children and those studying habituation at the level of neurophysiology and animal behaviour. Within each of these groups there was burgeoning interest in habituation, yet there had been little, if any, interaction between them. Overall, this volume provides a medium for cross-fertilization between animal-neurophysiological and developmental research on habituation, highlighting some of the current empirical and theoretical concerns within each area at the time. While other volumes may have provided more comprehensive and detailed reviews of aspects of habituation, the juxtaposition of developmental and animal neuro-physiological research provided in this text was unique in the literature at the time.
Originally published in 1976, this volume is based on a conference held in 1974. The purpose of the conference was to foster communication between those researchers studying habituation or closely related processes in children and those studying habituation at the level of neurophysiology and animal behaviour. Within each of these groups there was burgeoning interest in habituation, yet there had been little, if any, interaction between them. Overall, this volume provides a medium for cross-fertilization between animal-neurophysiological and developmental research on habituation, highlighting some of the current empirical and theoretical concerns within each area at the time. While other volumes may have provided more comprehensive and detailed reviews of aspects of habituation, the juxtaposition of developmental and animal neuro-physiological research provided in this text was unique in the literature at the time.
Habituation describes the progressive decrease of the amplitude or frequency of a motor response to repeated sensory stimulation that is not caused by sensory receptor adaptation or motor fatigue. Habituation can occur in different time scales: habituation within a testing session has been termed short-term habituation, whereas habituation across testing sessions has been termed long-term habituation. Generally, the more spaced the stimuli for inducing habituation are presented (i.e. the slower habituation is induced), the longer it seems to take to recover the behavioural response to its initial magnitude. Habituation is opposed by behavioural sensitization, which is thought to be an independent mechanism that leads to an increased behavioural response, especially if the sensory stimulus is annoying or aversive. Habituation provides an important mechanism for filtering sensory information, as it allows filtering out irrelevant stimuli and thereby focussing on important stimuli, a prerequisite for many cognitive tasks. The importance is demonstrated in mental disorders that are associated with disruptions in habituation, e.g. schizophrenia and autism spectrum disorders. The inability to filter out irrelevant information in patients with these disorders strongly correlates with disruptions in higher cognitive functions, such as in different types of memory and attention. Habituation is also considered to be the most basic form of non-associative implicit learning, and it can be observed throughout the animal kingdom. Based on the importance of habituation for cognitive function and therefore for the survival of an animal, it is assumed that habituation mechanisms are highly conserved across species. On the other hand, there is emerging evidence for a multitude of homo- and heterosynaptic mechanisms underlying habituation, depending on the modality of sensory stimulation, the level of sensory information processing where habituation occurs, and the temporal composition of sensory stimulation. Eric Kandel used the sea hare Aplysia in order to study habituation mechanisms of the gill withdrawal reflex; however, the molecular mechanisms remain largely elusive to date. A multitude of different organisms, behaviours, and experimental approaches have been used since in order to study habituation, but still surprisingly little is known about the underlying mechanisms. New insights also come from an unexpected side: in the recent past, groups that have been studying molecular mechanisms underlying short- and long-term synaptic plasticity phenomenons in different parts of the rodent brain are starting to link these plasticity processes to behavioural habituation. The scope of this Frontier Research Topic is to give an overview over the concept of habituation, different animal and behavioural models used for studying habituation mechanisms, as well as the different synaptic and molecular processes suggested to play a role in behavioural habituation through Original Research Articles, Methods, Hypothesis & Theory Articles, and Reviews.
The field of educational psychology draws from a variety of diverse disciplines including human development across the life span, measurement and statistics, learning and motivation, and teaching. And within these different disciplines, many other fields are featured including psychology, anthropology, education, sociology, public health, school psychology, counseling, history, and philosophy. In fact, when taught at the college or university level, educational psychology is an ambitious course that undertakes the presentation of many different topics all tied together by the theme of how the individual can best function in an "educational" setting, loosely defined as anything from pre-school through adult education. Educational psychology can be defined as the application of what we know about learning and motivation, development, and measurement and statistics to educational settings (both school- and community-based).
Habituation, Sensitization, and Behavior reviews some of the important advances that have been made toward understanding the mechanisms underlying, and the significance of, the phenomena traditionally associated with habituation, sensitization, and behavior in intact organisms. Habituation and sensitization are used to refer to underlying theoretical processes, and behavior changes are described at the response level. Comprised of 12 chapters, this book begins with an overview of approaches, constructs, and terminology used in the study of response change in the intact organism. The discussion then turns to a two-factor dual-process theory of habituation and sensitization, together with a theory of the mechanism of habituation that emphasizes the assignment of responses to stimuli. Subsequent chapters explore the link between memory and habituation; statistical strategies for analyzing repeated-measures data; cellular approaches used in the analysis of habituation and sensitization in Aplysia; and intrinsic and extrinsic mechanisms of habituation and sensitization. The habituation of central nervous system evoked potentials is also considered, with particular reference to intrinsic habituation in the neocortex, allocortex, and mesencephalon. The final chapter is devoted to evolutionary determination of response likelihood and habituation. This monograph should be of interest to practitioners in the fields of behavioral biology, psychobiology, psychology, and psychiatry.
In attempting to understand and explain various behaviour, events, and phenomena in their field, psychologists have developed and enunciated an enormous number of 'best guesses' or theories concerning the phenomenon in question. Such theories involve speculations and statements that range on a potency continuum from 'strong' to 'weak'. The term theory, itself, has been conceived of in various ways in the psychological literature. In the present dictionary, the strategy of lumping together all the various traditional descriptive labels regarding psychologists 'best guesses' under the single descriptive term theory has been adopted. The descriptive labels of principle, law, theory, model, paradigm, effect, hypothesis and doctrine are attached to many of the entries, and all such descriptive labels are subsumed under the umbrella term theory.The title of this dictionary emphasizes the term theory (implying both strong and weak best guesses) and is a way of indication, overall, the contents of this comprehensive dictionary in a parsimonious and felicitous fashion.The dictionary will contain approximately 2,000 terms covering the origination, development, and evolution of various psychological concepts, as well as the historical definition, analysis, and criticisms of psychological concepts. Terms and definitions are in English.*Contains over 2,000 terms covering the origination, development and evolution of various psychological concepts*Covers a wide span of theories, from auditory, cognitive tactile and visual to humor and imagery*An essential resource for psychologists needing a single-source quick reference
Language, cognition, and memory are traditionally studied together prior to a researcher specializing in any one area. They are studied together initially because much of the development of one can affect the development of the others. Most books available now either tend to be extremely broad in the areas of all infant development including physical and social development, or specialize in cognitive development, language acquisition, or memory. Rarely do you find all three together, despite the fact that they all relate to each other. This volume consists of focused articles from the authoritative Encyclopedia of Infant and Early Childood Development, and specifically targets the ages 0-3. Providing summary overviews of basic and cutting edge research, coverage includes attention, assessment, bilingualism, categorization skills, critical periods, learning disabilities, reasoning, speech development, etc. This collection of articles provides an essential, affordable reference for researchers, graduate students, and clinicians interested in cognitive development, language development, and memory, as well as those developmental psychologists interested in all aspects of development. - Focused content on age 0-3- saves time searching for and wading through lit on full age range for developmentally relevant info - Concise, understandable, and authoritative—easier to comprehend for immediate applicability in research
In its first edition, this highly anticipated textbook for the topically-organized child development course provided a fresh, non-encyclopedic approach, offering the latest, straight-from-the-research understanding of child development without overwhelming the student with inessential detail. The new edition brings those hallmark features forward, again providing a thoroughly contemporary, streamlined introduction to the study of child development that emphasizes fundamental principles, enduring themes, and important recent studies. Student-friendly pedagogy, a new chapter on gender, and an enhanced media and supplements package further enrich this accessible, engaging, and informative text.
It has been 15 years since the original publication of Neuropsychology of Attention. At the time of its publication, attention was a construct that had long been of theoretical interest in the field of psychology and was receiving increased research by cognitive scientists. Yet, attention was typically viewed as a nuisance variable; a factor that needed to be accounted for when assessing brain function, but of limited importance in its own right. There is a need for a new edition of this book within Neuropsychology to present an updated and integrated review of what is know about attention, the disorders that affect it, and approaches to its clinical assessment and treatment. Such a book will provide perspectives for experimental neuropsychological study of attention and also provide clinicians with insights on how to approach this neuropsychological domain.