F. Bedford, Perceptual Learning.
R. Gelman, A Rational-Constructivist Account of Early Learning about Numbers and Objects.
H.L. Roediger III, M.A. Wheeler, and S. Rajaram, Remembering, Knowing, and Reconstructing the Past.
A.F. Healy, D.M. Clawson, D.S. McNamara, W.R. Marmie, V.I. Schneider, T.C. Rickard, R.J. Crutcher, C.L. King, K.A. Ericsson, and L.E. Bourne, Jr., The Long-Term Retention of Knowledge and Skills.
W. Kintsch, B.K. Britton, C.R. Fletcher, E. Kintsch, S.M. Mannes, and M.J. Nathan, A Comprehension-Based Approach to Learning and Understanding.
P.W. Cheng, Separating Causal Laws from Casual Facts: Pressing the Limits of Statistical Relevance.
E.F. Shipley, Categories, Hierarchies, and Induction. Subject Index.
With a long-standing tradition for excellence, this series is a collection of quality papers that are widely read by researchers in cognitive and experimental psychology. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline.
Libraries, faculty and graduate students in experimental psychology, graduate students and faculty in cognitive development, and artificial intelligence researchers.
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- © Academic Press 1993
- 19th October 1993
- Academic Press
- eBook ISBN:
- Hardcover ISBN:
@qu:"Indispensable to all psychologists interested in the experimental study of the phenomena of learning and motivation." @source:--BRITISH JOURNAL OF PSYCHOLOGY @qu:"Provides a diverse sampling of research being conducted throughout the area of learning." @source:--CONTEMPORARY PSYCHOLOGY
Douglas L. Medin is the series editor of The Psychology of Learning and Motivation.
Northwestern University, Evanston, IL, USA