E-grāmata: Psychology of Learning and Motivation: Advances in Research and Theory

Contributors		ix
The Role of the Basal Ganglia in Category Learning
F. Gregory Ashby
John M. Ennis
Introduction		1	(1)
Functional Neuroanatomy of the Basal Ganglia		2	(5)
Behavioral Neuroscience Studies		7	(2)
Category-Learning Tasks Used with Human Subjects		9	(3)
Neuropsychological Patient Data		12	(4)
Neuroimaging Data		16	(1)
Covis		17	(4)
Tests of Covis		21	(4)
Future Theoretical Extensions		25	(2)
Conclusions		27	(10)
References		29	(8)
Knowledge, Development, and Category Learning
Brett K. Hayes
Introduction		37	(2)
The Case for Prior Knowledge in Children's Categorization		39	(4)
Experimental Evidence for Prior Knowledge Effects on Children's Categorization		43	(6)
Integrating Prior Knowledge and Exemplar Learning		49	(9)
Integrating Different Kinds of Knowledge		58	(5)
Limitations and Extensions of the Integration Model		63	(4)
Prior Knowledge in Infant Categorization		67	(3)
Conclusions		70	(9)
References		72	(7)
Concepts As Prototypes
James A. Hampton
Introduction		79	(3)
The Origins of Prototype Theory		82	(2)
Vagueness		84	(10)
Typicality		94	(5)
Genericity		99	(5)
Opacity: The Failure of Category Definitions		104	(4)
Conclusions		108	(7)
References		110	(5)
An Analysis of Prospective Memory
Richard L. Marsh
Gabriel I. Cook
Jason L. Hicks
Introduction to Our Thesis		115	(2)
The Appeal to Principles of Retrospective Memory		117	(2)
Types of Prospective Memory Tasks		119	(2)
Intention Formation		121	(6)
Retrieving Intentions		127	(7)
Changes Over the Retention Interval		134	(9)
Conclusions		143	(12)
References		147	(8)
Accessing Recent Events
Brian McElree
Introduction		155	(4)
Retrieval Processes		159	(15)
Focal Attention		174	(19)
Neuroanatomical Substrates		193	(1)
Conclusions		194	(7)
References		195	(6)
Simple: Further Applications of A Local Distinctiveness Model of Memory
Ian Neath
Gordon D. A. Brown
Introduction		201	(1)
The Model		202	(2)
Serial Position Effects in Absolute Identification		204	(6)
Relative Temporal Distinctiveness		210	(6)
Serial Position Effects and Time Scale		216	(5)
Simple and Working Memory		221	(6)
Temporal Versus Positional Encoding: Evidence from Grouping		227	(5)
Challenges to SIMPLE's Account		232	(5)
Conclusions		237	(8)
References		240	(5)
What Is Musical Prosody?
Caroline Palmer
Sean Hutchins
Introduction		245	(6)
Definitions of Prosody?		251	(2)
Functions of Musical Prosody		253	(10)
Rule-Based Models of Musical Prosody		263	(2)
Acquisition of Musical Prosody		265	(3)
How are Musical and Linguistic Prosody Related?		268	(1)
Conclusions and Caveats		269	(10)
References		271	(8)
Index		279	(6)
Contents of Recent Volumes		285

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.