The Psychology of Learning and Motivation

The Psychology of Learning and Motivation

Advances in Research and Theory

1st Edition - February 22, 2011

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  • Editor: Brian Ross
  • eBook ISBN: 9780123855282

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The Psychology of Learning and Motivation series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 51 includes chapters on such varied topics as emotion and memory interference, electrophysiology, mathematical cognition, and reader participation in narrative.

Key Features

  • Volume 54 of the highly regarded Psychology of Learning and Motivation series
  • An essential reference for researchers and academics in cognitive science
  • Relevant to both applied concerns and basic research


Researchers and students in cognitive psychology

Table of Contents

    • Hierarchical Control of Cognitive Processes
      • 1. Introduction
      • 2. What is Hierarchical Control?
      • 3. The Two-Loop Theory of Typewriting
      • 4. Distinguishing the Outer Loop and the Inner Loop
      • 5. Words as the Interface Between Outer and Inner Loops
      • 6. The Inner Loop is Informationally Encapsulated
      • 7. The Outer Loop and the Inner Loop Rely on Different Feedback
      • 8. Beyond Typewriting
      • Acknowledgments
    • Cognitive Distraction While Multitasking in the Automobile
      • 1. A Framework for Understanding the Sources of Driver Distraction
      • 2. Do Cell-Phone Conversations Increase the Crash Risk?
      • 3. Why Does Talking on a Cell Phone Impair Driving?
      • 4. Are All Conversations Harmful to Driving?
      • 5. Can the Interference Be Practiced Away?
      • 6. Is Everyone Impaired by Using a Cell Phone While Driving?
      • 7. Conclusions and Future Directions
    • Psychological Research on Joint Action
      • 1. Introduction
      • 2. Emergent and Planned Coordination
      • 3. Evidence
      • 4. Discussion
      • Acknowledgments
    • Self-Regulated Learning and the Allocation of Study Time
      • 1. Introduction
      • 2. Self-Regulated Learning
      • 3. Allocation of Study Time
      • 4. Agenda-Based Regulation Framework
      • 5. Comparing Accounts of Study-Time Allocation
      • 6. Concluding Remarks and Some Directions for Future Research
      • Acknowledgments
    • The Development of Categorization
      • 1. Introduction
      • 2. Categorization and Selective Attention
      • 3. The Role of Labels in the Development of Categorization
      • 4. Early Categorization: What Develops?
      • Acknowledgments
    • Systems of Category Learning
      • 1. Introduction
      • 2. Review and Critique of the Evidence I: Probabilistic Category Learning
      • 3. Review and Critique of the Evidence II: Deterministic Category Learning
      • 4. Reexamining Some Fundamental Assumptions
      • 5. The Contribution of Mathematical Modeling
      • 6. Discussion and Conclusions
      • Acknowledgment
    • Abstract Concepts
      • 1. Grounded Cognition
      • 2. Representing Abstract Concepts: Some Evidence for Grounding
      • 3. Explanations of Abstract Concepts
      • 4. Discussion
      • Acknowledgments
    • Thematic Thinking
      • 1. Introduction
      • 2. Definition and Differentiation
      • 3. Dissociating Thematic Relations from Taxonomic (Categorical) Relations
      • 4. Apprehension of Thematic Relations
      • 5. Consequences of Thematic Relations for Cognition
      • 6. Individual Differences and Cultural Effects
      • 7. Conclusion

Product details

  • No. of pages: 320
  • Language: English
  • Copyright: © Academic Press 2011
  • Published: February 22, 2011
  • Imprint: Academic Press
  • eBook ISBN: 9780123855282

About the Serial Editor

Brian Ross

Brian Ross
Brian H. Ross is a Professor of Psychology and of the Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-Champaign. His research areas have included problem solving, complex learning, categorization, reasoning, memory, and mathematical modeling. He has been funded by the National Science Foundation, the Air Force Office of Scientific Research, and the Institute of Education Sciences. Ross has been Editor-in-Chief of the journal Memory & Cognition, Chair of the Governing Board of the Psychonomic Society, and co-author of a textbook, Cognitive Psychology. He has held temporary leadership positions on the University of Illinois campus as Department Head of Psychology, Associate Dean of the Sciences, and Dean of Liberal Arts and Sciences. Ross has degrees from Brown University (B.S., Honors in Psychology), Rutgers University (M.S. in Mathematical Statistics), Yale University (M.S. in Psychology), and Stanford University (PhD.). Ross has been Editor of The Psychology of Learning and Motivation since 2000.

Affiliations and Expertise

Professor of Psychology and of the Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-Champaign

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