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Chapter One. Learning Along With Others
1 Learning within a Community of Learners
2 Innovation Propagation in a One-dimensional Problem Space
3 Collective Learning in Higher-dimensional Problem Spaces
4 Collective Search in a Problem Space with Interactions among Solution Elements
5 Limitations, Implications, and Conclusions
Chapter Two. Space, Time, and Story
1 Introduction: Life, Perception, and Stories
2 Perceiving the Events of Life
3 Telling the Events of Life: Word, Diagram, Gesture
4 Spraction: Space, Action, Abstraction
Chapter Three. The Cognition of Spatial Cognition: Domain-General within Domain-specific
1 Spatial Cognition: Exploring the Domain-general in the Domain-specific
2 Spatial Cognition and Attention
3 Memory and Spatial Cognition
4 Representing Spatial Information: Embodiment
5 The Cognition of Spatial Cognition
Chapter Four. Perceptual Learning, Cognition, and Expertise
2 Perceptual Learning Effects
3 Perceptual Learning in Mathematics: An Example
4 Perception, Cognition, and Learning
5 Perceptual Learning and Instruction
Chapter Five. Causation, Touch, and the Perception of Force
2 Force-based Accounts of Causation
3 Grounding Forces in the Sense of Touch
4 Evidence for a Force-based View of Causation from Work on the Perception of Causation
5 The Sense of Force in Causal Perception and Induction
6 The Feeling of Causation in the Absence of Mechanism: A Dual Process Approach
7 Potential Problems for a Force-based View of Causation
Chapter Six. Categorization as Causal Explanation
1 Introductory Comments
2 Previous Accounts of Categorization
3 The Present Model
4 Tests of the Predictions
5 Placing the Present Account in the Literature
Chapter Seven. Individual Differences in Intelligence and Working Memory
2 Models of Intelligence
3 Interpretation of the General Factor
4 Models of Working Memory Capacity
5 Toward a Unified Model
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.
- Volume 58 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
- No. of pages:
- © Academic Press 2013
- 1st February 2013
- Academic Press
- Hardcover ISBN:
- eBook ISBN:
Praise for the Series:
"A remarkable number of landmark papers... An important collection of theory and data." --Contemporary Psychology
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.
University of Illinois, Urbana-Champaign, IL, USA
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