The Psychology of Learning and Motivation

The Psychology of Learning and Motivation

1st Edition - May 14, 2013

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  • Editor: Brian Ross
  • eBook ISBN: 9780124072053

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Description

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 thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 59 includes chapters on such varied topics as pupillometric studies of face memory, self-organization of human interaction, and the role of relational competition in the comprehension of modifier-noun phrases and noun-noun compounds.

Key Features

  • Volume 59 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

Readership

Researchers and students in cognitive psychology

Table of Contents

  • Series Editor

    Contributors

    Chapter One. Toward a Unified Theory of Reasoning

    1 Introduction

    2 What is Reasoning?

    3 Models of Possibilities

    4 Icons and Symbols

    5 The Principle of Truth

    6 Models as Counterexamples

    7 Modulation and the Use of Knowledge

    8 Induction and Abduction

    9 Probabilities: Extensional and Intensional

    10 Mental Simulations and Informal Programs

    11 Toward a Unified Theory

    12 Conclusions

    References

    Chapter Two. The Self-Organization of Human Interaction

    1 Introduction: The “Centipede’s Dilemma” of Interaction Research

    2 An Example Theoretical Debate and the Need for Integration

    3 Self-organization and Human Interaction

    4 Cognitive Dynamics under Social Constraints

    5 Coordination, Complementarity, and Interactive Performance

    6 Conclusion: Time for More Models

    References

    Chapter Three. Conceptual Composition: The Role of Relational Competition in the Comprehension of Modifier-Noun Phrases and Noun–Noun Compounds

    1 Introduction

    2 Modifier-Noun Phrases and Compounds as Expressions of Combined Concepts

    3 Theoretical Framework: A Three-Stage Theory of Conceptual Combination

    4 Evidence of the Modifier’s Role in Relation Suggestion

    5 The Nature of Relations and the Nature of Relational Competition

    6 The Role of Relation Competition in the Processing of Compounds that Lack an Underlying Relation

    7 Evaluation of Relational Interpretations

    8 Elaboration of Combined Concepts Following Relation Selection

    9 Summary

    10 Concluding Remarks

    References

    Chapter Four. List-Method Directed Forgetting in Cognitive and Clinical Research: A Theoretical and Methodological Review

    1 Introduction

    2 List-Method DF: Design and Measurement

    3 Our Framework of List-Method DF

    4 Forgetting is a Strategic Decision

    5 Context Change as an Explanation for DF Impairment

    6 Areas of Disagreement Across Studies

    7 Strategy Change Explains DF Benefits

    8 Implications for Clinical Populations

    9 Concluding Thoughts

    References

    Chapter Five. Recollection is Fast and Easy: Pupillometric Studies of Face Memory

    1 Introduction

    2 Recognition Memory

    3 Models of Memory

    4 Estimating Recollection and Familiarity

    5 Pupillometry

    6 Psychophysiological Correlates of Memory for Faces

    7 General Conclusions

    References

    Chapter Six. A Mechanistic Approach to Individual Differences in Spatial Learning, Memory, and Navigation

    1 Introduction

    2 What Does It Mean to Measure Spatial Learning and Navigational Ability?

    3 Dual Systems for Spatial Learning in Rodents

    4 Place and Response Learning in Humans

    5 The Place/Response Framework for Individual Differences

    6 Connections to Other Sources of Variability

    7 Competition or Interaction of Systems

    8 Conclusions

    References

    Chapter Seven. When Do the Effects of Distractors Provide a Measure of Distractibility?

    1 Introduction

    2 When Do “Distractors” Cause Distraction?

    3 A Brief Case Study on Distraction

    4 A Theory of Attention and Distractibility

    5 Conclusions

    References

    Index

    Contents of Previous Volumes

Product details

  • No. of pages: 352
  • Language: English
  • Copyright: © Academic Press 2013
  • Published: May 14, 2013
  • Imprint: Academic Press
  • eBook ISBN: 9780124072053

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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