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 64 includes chapters on such varied topics as causal reasoning, the role of affordances in memory, technology-based support for older adult communication in safety-critical domains and what edge-based masking effects can tell us about cognition.
- Volume 64 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
Recenzijas
Praise for the Series: "A remarkable number of landmark papers... An important collection of theory and data." --Contemporary Psychology
Papildus informācija
Empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving
| Contributors |
|
ix | |
|
1 Beyond Born versus Made: A New Look at Expertise |
|
|
1 | (56) |
|
|
|
|
|
|
|
|
|
|
|
|
|
2 | (1) |
|
2 The Deliberate Practice View |
|
|
3 | (2) |
|
3 Challenges to the Deliberate Practice View |
|
|
5 | (17) |
|
|
|
22 | (18) |
|
5 Toward a Comprehensive Model of Expertise |
|
|
40 | (4) |
|
6 Beyond Experts Are Born versus Made |
|
|
44 | (13) |
|
|
|
46 | (1) |
|
|
|
46 | (11) |
|
2 Explaining the Basic-Level Concept Advantage in Infants ... or Is It the Superordinate-Level Advantage? |
|
|
57 | (36) |
|
|
|
|
|
58 | (4) |
|
2 Developmental Category-Level Differences |
|
|
62 | (6) |
|
|
|
68 | (8) |
|
4 Models of Infant Concept Acquisition |
|
|
76 | (1) |
|
|
|
77 | (10) |
|
6 Morals and Recommendations |
|
|
87 | (6) |
|
|
|
89 | (1) |
|
|
|
90 | (1) |
|
|
|
90 | (3) |
|
3 Believing that Humans Swallow Spiders in Their Sleep: False Beliefs as Side Effects of the Processes that Support Accurate Knowledge |
|
|
93 | (40) |
|
|
|
|
|
|
|
|
|
94 | (2) |
|
2 General Properties of the Knowledge Base |
|
|
96 | (8) |
|
|
|
104 | (3) |
|
4 Adaptive Processes that Also Support Errors |
|
|
107 | (9) |
|
5 Lingering Questions about Error Representation and Retrieval |
|
|
116 | (3) |
|
6 Correcting Errors in the Knowledge Base |
|
|
119 | (5) |
|
|
|
124 | (9) |
|
|
|
125 | (8) |
|
4 The Role of Stimulus Structure in Human Memory |
|
|
133 | (28) |
|
|
|
|
|
133 | (5) |
|
2 Empirical Demonstrations of Structural Effects on Memory |
|
|
138 | (12) |
|
3 What We Know and What We Don't Know |
|
|
150 | (11) |
|
|
|
155 | (6) |
|
5 The Role of Motor Action in Memory for Objects and Words |
|
|
161 | (34) |
|
|
|
|
|
|
|
162 | (4) |
|
|
|
166 | (17) |
|
|
|
183 | (4) |
|
|
|
187 | (8) |
|
|
|
187 | (8) |
|
6 Understanding Central Processes: The Case against Simple Stimulus-Response Associations and for Complex Task Representation |
|
|
195 | (52) |
|
|
|
|
|
|
|
196 | (5) |
|
|
|
201 | (3) |
|
|
|
204 | (1) |
|
4 Stimulus-Response Compatibility |
|
|
205 | (2) |
|
|
|
207 | (4) |
|
|
|
211 | (5) |
|
|
|
216 | (4) |
|
|
|
220 | (5) |
|
|
|
225 | (1) |
|
10 Summary of the Behavioral Phenomena |
|
|
226 | (2) |
|
11 Task Set Representation in the Human Brain |
|
|
228 | (3) |
|
|
|
231 | (16) |
|
|
|
233 | (1) |
|
|
|
234 | (13) |
|
7 What Dot-Based Masking Effects Can Tell Us About Visual Cognition: A Selective Review of Masking Effects at the Whole-Object and Edge-Based Levels |
|
|
247 | (38) |
|
|
|
|
|
248 | (1) |
|
2 Vision and Dot-Based Masking |
|
|
249 | (11) |
|
3 What Dot-Based Masking Can Tell Us About Cognition |
|
|
260 | (19) |
|
|
|
279 | (6) |
|
|
|
280 | (1) |
|
|
|
280 | (5) |
|
8 Technology-Based Support for Older Adult Communication in Safety-Critical Domains |
|
|
285 | (42) |
|
|
|
|
|
286 | (1) |
|
2 Theories of Communication |
|
|
287 | (8) |
|
3 Studies of Communication between Health-Care Providers and Older Adults |
|
|
295 | (13) |
|
|
|
308 | (19) |
|
|
|
311 | (1) |
|
|
|
311 | (8) |
|
|
|
319 | (8) |
| Contents of Previous Volumes |
|
327 | |
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.
Biežāk uzdotie jautājumi par e-grāmatām