| Preface |
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xi | |
| About the Author |
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xiii | |
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1 History of Learning and Memory |
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1 | (20) |
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2 | (1) |
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2 | (1) |
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2 | (2) |
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Early Philosophical Approaches |
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4 | (7) |
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Socrates's Early Functionalism |
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4 | (1) |
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Aristotle's Associationism |
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4 | (2) |
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6 | (1) |
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7 | (1) |
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8 | (1) |
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William James's Functionalism |
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9 | (2) |
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A Twentieth-Century Approach: Behaviorism |
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11 | (1) |
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11 | (6) |
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12 | (1) |
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12 | (1) |
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Information Processing Theories |
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13 | (1) |
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Metamemory Awareness and Strategies |
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14 | (1) |
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15 | (1) |
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Integrating the Approaches |
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15 | (2) |
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17 | (1) |
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18 | (1) |
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18 | (1) |
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19 | (1) |
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19 | (1) |
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19 | (2) |
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2 Common Research Methods in Learning and Memory |
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21 | (18) |
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22 | (1) |
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22 | (1) |
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23 | (11) |
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23 | (2) |
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Selective Interference Tasks |
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25 | (1) |
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25 | (1) |
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26 | (1) |
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26 | (1) |
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27 | (1) |
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28 | (1) |
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29 | (2) |
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31 | (1) |
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32 | (2) |
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34 | (1) |
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35 | (1) |
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36 | (1) |
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36 | (1) |
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37 | (1) |
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37 | (2) |
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3 Neurological Basis of Learning |
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39 | (34) |
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40 | (1) |
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40 | (1) |
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40 | (1) |
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How Neurons Communicate: Neurotransmission |
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41 | (1) |
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How Neurons Adapt to Support Learning |
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42 | (6) |
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Chemical Changes Across Existing Synapses |
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43 | (3) |
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46 | (1) |
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47 | (1) |
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48 | (9) |
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55 | (2) |
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57 | (4) |
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58 | (2) |
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60 | (1) |
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61 | (5) |
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What Is Learned in Implicit Learning |
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65 | (1) |
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66 | (1) |
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66 | (1) |
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67 | (1) |
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67 | (1) |
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68 | (5) |
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73 | (114) |
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75 | (32) |
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76 | (1) |
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76 | (1) |
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Operant Conditioning Theory |
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76 | (6) |
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81 | (1) |
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82 | (4) |
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83 | (1) |
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Brain Basis for Reinforcement |
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84 | (1) |
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Factors That Impact Reinforcement |
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85 | (1) |
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Schedules of Reinforcement |
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86 | (4) |
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87 | (2) |
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89 | (1) |
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89 | (1) |
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90 | (1) |
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90 | (1) |
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91 | (1) |
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92 | (1) |
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93 | (1) |
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93 | (2) |
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94 | (1) |
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95 | (6) |
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96 | (2) |
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Indirect Issues With Punishment |
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98 | (1) |
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99 | (2) |
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Overview of Operant Conditioning Theory |
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101 | (1) |
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102 | (1) |
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103 | (1) |
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103 | (1) |
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104 | (1) |
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105 | (2) |
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107 | (24) |
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108 | (1) |
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108 | (1) |
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Learning by Watching Others |
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108 | (9) |
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110 | (1) |
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110 | (1) |
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111 | (3) |
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114 | (1) |
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115 | (1) |
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116 | (1) |
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117 | (1) |
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Piaget's Theory of Cognitive Development |
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117 | (1) |
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118 | (1) |
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Piaget's Stages of Cognitive Development |
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119 | (3) |
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Sensorimotor Stage (birth until eighteen--twenty-four months) |
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119 | (1) |
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Preoperational Stage (eighteen--twenty-four months to seven years) |
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120 | (1) |
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Concrete Operations Stage (ages six--seven until eleven--twelve) |
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121 | (1) |
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Formal Operations Stage (ages eleven or twelve through adulthood) |
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122 | (1) |
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122 | (2) |
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Social Context of Cognitive Development |
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124 | (2) |
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126 | (1) |
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126 | (1) |
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127 | (1) |
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127 | (1) |
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127 | (4) |
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6 Affect and Motivation in Learning |
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131 | (26) |
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132 | (1) |
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132 | (2) |
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134 | (3) |
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137 | (2) |
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Intrinsic/Extrinsic Kinds |
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138 | (1) |
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Classic Motivational Theories |
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139 | (1) |
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Modern Motivational Theories |
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140 | (10) |
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141 | (1) |
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141 | (1) |
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141 | (1) |
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142 | (2) |
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144 | (1) |
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145 | (1) |
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145 | (2) |
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147 | (1) |
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148 | (2) |
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150 | (1) |
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151 | (1) |
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151 | (1) |
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151 | (1) |
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152 | (1) |
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152 | (5) |
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157 | (30) |
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158 | (1) |
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158 | (1) |
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159 | (6) |
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Processing Information in the Short-Term Memory Store |
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161 | (1) |
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Features of the Short-Term Memory Store |
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162 | (1) |
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Causes of Information Loss in Short-Term Memory |
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163 | (2) |
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Baddeley's "Working Memory" Model |
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165 | (7) |
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166 | (2) |
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168 | (3) |
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171 | (1) |
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171 | (1) |
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172 | (6) |
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172 | (1) |
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173 | (2) |
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Strategies During Rehearsal |
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175 | (3) |
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178 | (2) |
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179 | (1) |
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179 | (1) |
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180 | (1) |
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181 | (1) |
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181 | (1) |
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182 | (1) |
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182 | (5) |
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187 | (116) |
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189 | (28) |
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190 | (1) |
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190 | (1) |
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191 | (1) |
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The Experience of Retrieval |
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191 | (1) |
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192 | (2) |
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Theories of Feeling of Knowing |
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193 | (1) |
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194 | (1) |
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195 | (2) |
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Models of Prospective Memory |
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195 | (2) |
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The Biological Basis of Retrieving Memories |
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197 | (1) |
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Disrupting Long-Term Traces |
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197 | (1) |
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Retrieval to Improve Learning |
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198 | (4) |
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199 | (2) |
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Theoretical Explanations for Retrieval Benefits |
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201 | (1) |
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Situational Effects on Retrieval |
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202 | (3) |
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Encoding Specificity Principle |
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202 | (1) |
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203 | (1) |
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204 | (1) |
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205 | (1) |
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Transfer-Appropriate Processing |
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205 | (1) |
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206 | (3) |
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206 | (1) |
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Explanations for Collaborative Inhibition |
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207 | (1) |
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Reducing Collaborative Inhibition |
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208 | (1) |
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209 | (1) |
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210 | (1) |
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210 | (1) |
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211 | (1) |
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211 | (1) |
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211 | (6) |
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9 Episodic and Autobiographical Memories |
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217 | (28) |
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218 | (1) |
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218 | (1) |
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219 | (5) |
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Reexperiencing Past Events |
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219 | (1) |
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Involuntary Episodic Memories |
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220 | (1) |
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Visual Perspectives in Episodic Memories |
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220 | (1) |
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Characteristics of Episodic Memories |
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220 | (1) |
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Episodic Memory in Contrast With Other Kinds of Memories |
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221 | (1) |
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Brain Processing of Episodic Memories |
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222 | (1) |
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222 | (1) |
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Accuracy of Flashbulb Memories |
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223 | (1) |
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Autobiographical Memory System |
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224 | (4) |
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Dimensions and Functions of Autobiographical Memories |
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225 | (3) |
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228 | (1) |
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The Structure of Autobiographical Memories |
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228 | (2) |
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Organization by Time or Theme |
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228 | (1) |
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229 | (1) |
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Conway's Self-Memory System |
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230 | (1) |
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Developmental Changes in Autobiographical Memories |
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230 | (5) |
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232 | (3) |
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Autobiographical Memory and Older Adults |
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235 | (1) |
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Brain Processing Underlying Autobiographical Memories |
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235 | (3) |
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The Autobiographical Memory Retrieval Network |
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236 | (2) |
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238 | (1) |
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239 | (1) |
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239 | (1) |
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239 | (1) |
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240 | (5) |
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245 | (26) |
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246 | (1) |
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246 | (1) |
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Tulving's Episodic/Semantic Memory Distinction |
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247 | (1) |
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247 | (1) |
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Neuroscience Evidence for a Distinction |
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248 | (1) |
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Declarative Versus Nondeclarative Distinction |
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248 | (1) |
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248 | (2) |
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Recall in Semantic Memory |
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249 | (1) |
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Recognition in Semantic Memory |
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250 | (1) |
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250 | (1) |
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Associationistic Models of Knowledge Representation |
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251 | (3) |
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Semantic Networks of Associations |
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252 | (1) |
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Connectivity in Semantic Networks |
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253 | (1) |
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254 | (1) |
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Holistic Approaches of Knowledge Representation |
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254 | (9) |
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255 | (1) |
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255 | (2) |
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257 | (2) |
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259 | (1) |
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260 | (1) |
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261 | (2) |
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263 | (2) |
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264 | (1) |
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265 | (1) |
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266 | (1) |
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266 | (1) |
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267 | (1) |
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267 | (4) |
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271 | (32) |
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272 | (1) |
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272 | (1) |
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272 | (1) |
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Normal Rate of Forgetting |
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273 | (3) |
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275 | (1) |
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Forgetting Events Over Time |
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275 | (1) |
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Forgetting Over the Lifespan |
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276 | (6) |
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276 | (3) |
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Possible Causes of Childhood Amnesia |
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279 | (1) |
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280 | (2) |
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282 | (7) |
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282 | (1) |
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283 | (2) |
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285 | (1) |
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286 | (1) |
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287 | (1) |
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Retrieval-Induced Inhibition |
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287 | (1) |
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Whether Memories Can Be Inhibited Unconsciously |
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288 | (1) |
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289 | (7) |
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Output Monitoring Failures |
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289 | (1) |
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Source Monitoring Failures |
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290 | (2) |
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Forms of Source Monitoring Failures |
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292 | (2) |
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294 | (1) |
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295 | (1) |
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296 | (1) |
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296 | (1) |
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297 | (1) |
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297 | (1) |
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297 | (6) |
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303 | (30) |
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12 Learning and Memory in the Real World |
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305 | (28) |
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306 | (1) |
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306 | (1) |
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Learning and Advertising: Consumer Research |
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306 | (7) |
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307 | (1) |
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Evoking Emotions Using Advertising |
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307 | (1) |
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Theoretical Basis for Emotional Conditioning Through Advertisements |
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307 | (2) |
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Background Music in Advertising |
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309 | (1) |
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Musical Congruence With Brand |
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310 | (1) |
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Celebrities in Advertising |
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311 | (2) |
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Text Versus Visual Components in an Advertisement |
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313 | (1) |
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313 | (1) |
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313 | (1) |
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314 | (1) |
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Learning and Education: Classroom Management |
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315 | (6) |
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Learning and the Workplace: Employee Training |
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318 | (3) |
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Learning and Aggression: Violence and Media |
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321 | (2) |
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Experiments on Aggressive Imitation |
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322 | (1) |
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323 | (1) |
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323 | (1) |
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Memory and the Law: Eyewitness Memory |
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323 | (4) |
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327 | (1) |
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327 | (1) |
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327 | (1) |
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328 | (1) |
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328 | (5) |
| Index |
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333 | |
