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E-grāmata: Psychology of Learning and Motivation

Series edited by (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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Psychology of Learning and MotivationPalielināt
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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 65 includes chapters on such varied topics as prospective memory, metacognitive information processing, basic memory processes during reading, working memory capacity, attention, perception and memory, short-term memory, language processing, and causal reasoning.Presents the latest information in the highly regarded Psychology of Learning and Motivation seriesProvides an essential reference for researchers and academics in cognitive scienceContains information relevant to both applied concerns and basic research

Recenzijas

"...I found all of the chapters interestingthe PLM series have provided behavioral and cognitive researchers useful reviews and summaries of research as well as providing suggestions for future work. A number of landmark and influential papers have appeared in this series, and it seems that they will continue to appear." --PsycCRITIQUES

Praise for the Series: "A remarkable number of landmark papers... An important collection of theory and data." --Contemporary Psychology

Papildus informācija

As an authoritative reference on the psychology of learning and motivation, this book presents empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem-solving
Contributors ix
1 The Many Facets of Individual Differences in Working Memory Capacity
1(46)
Nash Unsworth
1 Introduction
2(1)
2 Importance of Working Memory
2(3)
3 A Theoretical Framework for Working Memory Capacity
5(2)
4 Multiple Facets Influence Individual Differences in Working Memory Capacity
7(25)
5 Measurement of Working Memory Capacity
32(4)
6 Heterogeneity of Working Memory Capacity Limitations
36(1)
7 Conclusions
37(10)
References
37(10)
2 An Exemplar-Retrieval Model of Short-term Memory Search: Linking Categorization and Probe Recognition
47(38)
Robert M. Nosofsky
1 Introduction and Background
48(2)
2 The "Core" Version of the Formal Model
50(4)
3 Short-term Probe Recognition in a Continuous-Dimension Similarity Space
54(4)
4 Short-term Probe Recognition of Discrete Stimuli
58(4)
5 A Power Law of Memory Strength
62(2)
6 Bridging Short-term and Long-term Probe Recognition and Incorporating the Role of Previous Memory Sets
64(12)
7 Evidence for a Joint Role of Categorization and Familiarity Processes
76(4)
8 Summary and Conclusions
80(5)
Acknowledgments
82(1)
References
82(3)
3 Hybrid Causal Representations
85(44)
Michael R. Waldmann
Ralf Mayrhofer
1 Introduction
86(1)
2 Frameworks of Causal Reasoning
87(8)
3 Hybrid Causal Representations
95(4)
4 Case Studies
99(23)
5 Conclusion
122(7)
Acknowledgment
123(1)
References
123(6)
4 Increased Wisdom From the Ashes of Ignorance and Surprise: Numerically-Driven Inferencing, Global Warming, and Other Exemplar Realms
129(54)
Michael Andrew Ranney
Edward L. Munnich
Lee Nevo Lamprey
1 Learning, Wisdom, and Ignorance
130(4)
2 Gauging One's Numerical Knowledge/Ignorance Boundaries
134(3)
3 Gauging One's Mechanistic Knowledge/Ignorance Boundaries
137(3)
4 (Especially Surprising) Numerical and Mechanistic Information Can Change Minds
140(2)
5 Explanatory Coherence and Numerically Driven Inferencing
142(7)
6 Numerical and Mechanistic Co-influences: Graphs and Statistics Implying Causality
149(4)
7 Using NDI Curricula to Improve People's Analytic Abilities
153(4)
8 Long-Term Conceptual Change As a Holy Grail
157(4)
9 Direct to the Public: Conceptual Change About Global Warming GW
161(2)
10 Five Ways to Increase GW Acceptance Numerically and/or Mechanistically
163(5)
11 A Rising Tide of Germane, Nondeceitful, Information "Lifts All Wisdoms"
168(15)
Acknowledgment
172(1)
Appendices
173(5)
References
178(5)
5 How Retrieval Attempts Affect Learning: A Review and Synthesis
183(34)
Nate Kornell
Kalif E. Vaughn
1 Introduction
184(2)
2 Three Kinds of Evidence
186(2)
3 Why Retrieval Success Might Matter
188(1)
4 Evidence That Unsuccessful Retrieval Improves Memory
189(3)
5 The Two-Stage Framework
192(2)
6 Moderators of the Pretesting Effect
194(5)
7 Does Retrieval Success Even Matter?
199(4)
8 Theories of Test-Enhanced Learning
203(7)
9 Conclusion
210(7)
References
212(5)
6 Prediction, Information Structure, and Good-Enough Language Processing
217(32)
Fernanda Ferreira
Matthew W. Lowder
1 Introduction
218(1)
2 The Good-Enough Language Processing Approach
219(4)
3 Prediction in Comprehension
223(9)
4 Information Structure: Given Before New
232(3)
5 Putting It All Together: Information Structure, Good-Enough Processing, and Prediction
235(5)
6 Conclusions
240(9)
References
241(8)
7 Separating the Activation, Integration, and Validation Components of Reading
249(28)
Edward J. O'Brien
Anne E. Cook
1 Introduction
249(3)
2 The Rl-Val Model of Comprehension
252(18)
3 Implications of the Rl-Val Model
270(1)
4 Conclusions
271(6)
References
272(5)
8 The Politics of Attention: Differences in Visual Cognition Between Liberals and Conservatives
277(34)
Michael D. Dodd
John R. Hibbing
Kevin B. Smith
1 Introduction
278(1)
2 Background
278(2)
3 How Does Enhanced Physiological Reactivity Manifest in Terms of Basic Cognitive Behaviors?
280(5)
4 Look Into My Eyes and Tell Me What You See
285(8)
5 Emotion Processing
293(9)
6 Political Temperament Does Not Interact With Everything
302(1)
7 Summary and Takeaway
303(8)
References
304(7)
Index 311(10)
Contents of Previous Volumes 321
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.
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