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 57 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
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.
| Contributors |
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ix | |
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1 Meta-Cognitive Myopia and the Dilemmas of Inductive-Statistical Inference |
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1 | (56) |
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3 | (4) |
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2 Conspicuous Cases of Myopia in Judgment and Decision Making |
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7 | (2) |
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3 Meta-Cognitive Inability to Discard Irrelevant Information (Level A) |
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9 | (3) |
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4 Utilizing Selectively Sampled Information (Level B) |
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12 | (4) |
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5 Myopia and Biases in Conditional Inference (Level C) |
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16 | (10) |
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6 Myopia and Sample-Size Neglect (Level D) |
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26 | (9) |
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7 MM for Category Levels and Aggregation Effects (Level E) |
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35 | (7) |
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8 Origins and Adaptive Consequences of MM |
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42 | (3) |
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45 | (1) |
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46 | (11) |
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2 Relations Between Memory and Reasoning |
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57 | (46) |
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58 | (2) |
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2 Applying Memory Methods to Reasoning |
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60 | (18) |
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3 Studying Memory and Reasoning Together |
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78 | (16) |
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94 | (2) |
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96 | (1) |
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96 | (7) |
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3 The Visual World in Sight and Mind: How Attention and Memory Interact to Determine Visual Experience |
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103 | (44) |
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104 | (3) |
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2 Attention and the Encoding of Information in Visual Working Memory |
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107 | (10) |
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3 Attention and the Maintenance of Information in Visual Working Memory |
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117 | (6) |
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4 Visual Working Memory and the Guidance of Attention |
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123 | (5) |
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5 Attention and Visual Long-Term Memory |
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128 | (4) |
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132 | (3) |
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135 | (12) |
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4 Spatial Thinking and STEM Education: When, Why, and How? |
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147 | (36) |
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148 | (3) |
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2 STEM Learning and Spatial Training: A Skeptical First Look |
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151 | (1) |
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3 What is Spatial Thinking? |
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152 | (1) |
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4 Relations between Spatial Thinking and STEM Achievement and Attainment |
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153 | (4) |
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5 Spatial Cognition and Expert Performance in STEM Disciplines |
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157 | (5) |
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6 The Nature of Expertise in Spatially Demanding STEM Disciplines |
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162 | (6) |
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7 The Role of Spatial Abilities in Early STEM Learning |
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168 | (1) |
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8 The Malleability of Spatial Thinking |
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169 | (6) |
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9 Models of Spatial Training for STEM |
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175 | (2) |
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10 Conclusions: Spatial Training Really Does Have the Potential to Improve STEM Learning |
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177 | (1) |
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178 | (1) |
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178 | (5) |
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5 Emotions During the Learning of Difficult Material |
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183 | (44) |
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184 | (7) |
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2 Learning Materials and Tasks |
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191 | (5) |
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3 Emotions that Occur During Difficult Learning Materials and Tasks |
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196 | (18) |
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4 Responding to and Eliciting Student Emotions |
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214 | (3) |
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217 | (2) |
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219 | (1) |
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219 | (8) |
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6 Specificity and Transfer of Learning |
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227 | (28) |
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228 | (1) |
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2 Definitions and Contrasts |
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228 | (1) |
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229 | (2) |
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231 | (19) |
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250 | (1) |
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251 | (1) |
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251 | (4) |
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7 What Do Words Do? Toward a Theory of Language-Augmented Thought |
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255 | (44) |
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256 | (3) |
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2 From Labeling Our Concepts to Language Augmented Cognition |
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259 | (3) |
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3 Eskimo Snow, William James, and Grecious Aliens |
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262 | (5) |
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4 Effects of Language on Visual Memory: The Categorization-Memory Tradeoff |
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267 | (4) |
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5 Effects of Labels Run Deep: Penetrability of Visual Processing by Language |
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271 | (6) |
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6 Language Augmented Thought: A Model |
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277 | (10) |
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7 How Special are Labels? |
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287 | (4) |
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291 | (2) |
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293 | (6) |
| Index |
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299 | (8) |
| Contents of Recent Volumes |
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307 | |
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.
