Neal E. Miller's pioneering work in experimental psychology has earned him worldwide respect. This second in a two-volume collection of his work brings together forty-three of Miller's most important and representative essays on learning, motivation, and their physiological mechanisms. They were selected on the basis of their current relevance and their historical significance at the time they were published. In order to emphasize the main themes, essays on a given topic have been grouped together.Learning, Motivation, and Their Physiological Mechanisms begins when the author first discovered the thrill of designing and executing experiments to get clear-cut answers concerning the behavior of children and of rats. The first study was one of the earliest ones on the behavioral effects of the recently synthesized male hormone, testosterone. The second was one of the earliest studies demonstrating the value of using a variety of behavioral techniques to investigate the motivational effects of a physiological intervention. The next studies investigated the satisfying and rewarding effects of food or water in the stomach versus in the mouth and the thirst-inducing and reducing effects of hyper- and hypotonic solutions, respectively, injected into the brain. The last study describes a technique devised for extending the analysis of the mechanism of hunger to the effects of humoral factors in the blood.The study is completed with an examination of trial-and-error learning that was motivated by direct electrical stimulation of the brain and rewarded by the termination of such stimulation. Other studies show that the stimulation via such electrodes not only elicits eating, but also has the principal motivational characteristics of normal hunger. The conclusion deals with a series of experiments that overthrows strong traditional beliefs by proving that glandular and visceral responses mediated by the autonomic nervous system are subject to instrumental learning, which can be

This volume covers the current status of research in the neurobiology of motivated behaviors in humans and other animals in healthy condition. This includes consideration of the psychological processes that drive motivated behavior and the anatomical, electrophysiological and neurochemical mechanisms which drive these processes and regulate behavioural output. The volume also includes chapters on pathological disturbances in motivation including apathy, or motivational deficit as well as addictions, the pathological misdirection of motivated behavior. As with the chapters on healthy motivational processes, the chapters on disease provide a comprehensive up to date review of the neurobiological abnormalities that underlie motivation, as determined by studies of patient populations as well as animal models of disease. The book closes with a section on recent developments in treatments for motivational disorders.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

Every day at about 4:30, Jazz, a Hungarian Vizsla dog, leaps up on the sofa and looks out for his owner who always comes home at 5:00. He doesn't need an internal clock because he has an acute sense of smell that allows him to measure how long his master has been absent. Explaining complex behavior in simple ways, this book is a fascinating exploration of the evolution, development and processes of learning in animals. Now in its second edition, there is increased emphasis on development, evolution and dynamics; new accounts of taxic orientation, reflex induction, habituation and operant learning in organisms; more discussion of spatial learning and the processes underlying it; expanded chapters on choice and completely new chapters on molar laws, classical conditioning theories and comparative cognition. J. E. R. Staddon provides a definitive summary of contemporary theoretical understanding suitable for graduates and advanced undergraduates.

To scientists engaged in research on the cellular mechanisms in the mammalian brain, concepts of "motivation" seem to be a logical neces sity, even if they are not fashionable. Immersed in the detailed, time consuming research required to deal with mammalian nerve cells, we usually pay scant attention to the more global brain -behavior questions that have arisen from decades of biological and psychological studies. We felt it was time to confront these issues-namely, how far has neuro biological investigation come in uncovering mechanisms by which moti vational signals influence behavior? At Rockefeller University, we have recently held a course on this subject. We restricted our treatment to those motivational systems most tractable to physiological approaches, and invited scientists skilled in both behavioral issues and physiological techniques to participate. This volume results from that course. The deans and administration at Rockefeller University provided much help in planning the course, and the staff of Springer-Verlag assisted in planning the book. Gabriele Zummer helped organize both the course and the processing of book chapters. They all deserve our thanks. December 1981 Donald W. Pfaff Professor of Neurobiology and Behavior Rockefeller University Contents Part One: Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 1 Donald W. Pfaff Motivational Concepts: Definitions and Distinctions . . . . . . . . . . 3 Motivation: A Brief Review of Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . 5 Drive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Reinforcement, Reward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Incentive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Arousal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Motivation Is a Unitary Behavioral Concept with Multiple Neurophysiological Mechanisms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Chapter 2 Alan N.

The hunger for sodium has been used as a model system in which to study how the brain produces motivated behaviour. In this account of the field Jay Schulkin draws together information across a range of disciplines and topics, ranging from the ecology of salt ingestion to the sodium molecule and the action of various hormones. The phenomenon of sodium hunger was discovered by Curt Richter, the great American psychobiologist, over 50 years ago. Its study has been of interest for some time: to naturalists, psychologists, endocrinologists, physiologists and neuroscientists. This book offers a systematic account of the behaviour of the sodium hungry animal, the endocrine and physiological mechanisms that act to maintain sodium balance and then act on the brain to promote the search for and the ingestion of salt. Finally, the book provides a description of a neural network that orchestrates the behaviour of salt seeking and salt ingestion. Graduate students and research workers in psychology, physiology and neuroscience will find valuable information in this review.

In the past ten years, there has been growing interest in applying our knowledge of the functioning of the human brain to the field of education-including reading, learning, language and mathematics. This has resulted in the development of a number of new practices in education-some good, some bad and some just crazy. The 'good' is nearly always sound cognitive research that has clear implications for educational practice. The 'bad' is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The 'ugly' is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other. Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists and geneticists to critically review some of these new developments, examining the science behind these practices, the validity of the theories on which they are based, and whether they work. It will be fascinating reading for anyone involved in education, including teachers, psychologists, neuroscientists, and policy makers as well as interested parents.