M. Bassok, Object-Based Reasoning: Introduction. Separation and Contrast Between Content and Structure. Semantic Knowledge Determines how People Represent Problems. Semantic Knowledge Affects Selection of Processing Strategies. Discussion. References.
R.L. Klatzky, J.M. Loomis, and R.G. Golledge, Encoding Spatial Representations Through Nonvisually Guided Locomotion: Tests of Human Path Integration: Navigational Concepts. General Assumptions and Findings Regarding Human Navigation. Representations and Processes Underlying Short Cuts in Space. The Encoding-Error Model of Path Completion. General Methodology of Reported Experiments. Encoding as Inferred from Reproduction and Verbal Report of Simple Paths. Encoding Distances and Turns Inferred from Fitting the Encoding-Error Model. Effects of Experiences on Encoding Pathway Parameters. When Does Updating of the Homing Vector Occur? Evidence Against Moment-to-Moment Updating. Group and Individual Differences in Navigation without Vision. General Summary and Conclusions. References.
M.A. Gernsbacher, Attenuating Interference During Comprehension: The Role of Suppression: Introduction. Attenuating Interference during Lexical Access. Attenuating Interference during Anaphoric Reference. Attenuating Interference during Cataphoric Reference. Attenuating Interference during Syntactic Parsing. Attenuating Interference during Metaphor Interpretation. Attenuating Interference during Inference Revision. Attenuating Interference and Comprehension Skill. Summary. References.
R.M.J. Byrne, Cognitive Processes in Counterfactual Thinking About What Might Have Been: Counterfactual Thinking. Mental Models and Counterfactual Thinking. Three Phenomena of Counterfactual thinking. Conclusions. References.
M.E.J. Masson and C.M. MacLeod, Episodic Enhancement of Processing Fluency: Introduction. Experiment Series 1: Data-Driven and Conceptually Driven Encoding Tasks. Experiment Series 2: Comparing Masked Word Identification and Word Fragment Completion. Experiment Series 3: The Question of Conscious Recollection. Experiment Series 4: Speeded Word Reading as an Indirect Measure of Memory. Experiment Series 5: Color Naming versus Word Reading and the Specificity of Priming. Experiment Series 6: Sources of Priming in Masked Word Identification. Experiment Series 7: Episodic Effects on Perceptual Judgments. Conclusions. References.
B.W.A. Whittlesea, Production, Evaluation, and Preservation of Experiences: Constructive Processing in Remembering and Performance Tasks: Introduction. Separate-Systems Assumptions: A Brief Summary. Selective Construction and Preservation of Experiences: Outline of the Account. Theme #1: Concepts are not Automatically Abstracted Across Instances. Theme #2: Memory Preserves Processing Experiences, not Stimulus Structures. Theme #3: Selective use of General and Particular Knowledge is Controlled by the Stimulus Compound. Theme #4: Processing in Large, Familiar Domains is also Controlled by Specific Experiences. Theme #5: Remembering is Reconstruction, not Retrieval. Theme #6: The Constructive Nature of Experience. References.
F. Gobet, H. Richman, J. Staszewski, and H.A. Simon, Goals, Representations and Strategies in a Concept Attainment Task: The EPAM Model: Inter-Subject Differences and Commonalties in Performing Cognitive Tasks. Architecture and Learning in Task Performance. Strategy, Goals, Attention, and task Representation in EPAM. References.
J.W. Schooler, S.M. Fiore, and M.A. Brandimonte, At a Loss From Words: Verbal Overshadowing of Perceptual Memories: Three Premises of Verbal Overshadowing. The Modality Mismatch Assumption. The Availability Assumption. The Recoding Interference Hypothesis. How Does Verbalization Disrupt Perceptual Memories? Closing Remarks. References.
The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter provides a thoughtful integration of a body of work.
Researchers and academics in cognitive science.
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- © Academic Press 1997
- 16th October 1997
- Academic Press
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@from:Praise for the Series @qu:"A remarkable number of landmark papers... An important collection of theory and data." @source:--Roberta L. Klatzky in CONTEMPORARY PSYCHOLOGY
Douglas L. Medin is the series editor of The Psychology of Learning and Motivation.
Northwestern University, Evanston, IL, USA