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 63 includes chapters on such varied topics as memory and imagery, statistical regularities, eyewitness lineups, embodied attention, the teleological choice rule, inductive reasoning, causal reasoning and cognitive and neural components of insight.
- Volume 63 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 Conducting an Eyewitness Lineup: How the Research Got It Wrong |
|
|
1 | (44) |
|
|
|
|
|
|
|
|
|
|
|
2 | (2) |
|
|
|
4 | (5) |
|
3 Impact of the Reforms Misconstrued |
|
|
9 | (14) |
|
4 Reevaluation of the Reforms |
|
|
23 | (8) |
|
5 Foundation for Next-Generation Reforms |
|
|
31 | (4) |
|
|
|
35 | (10) |
|
|
|
37 | (1) |
|
|
|
37 | (8) |
|
2 The Role of Context in Understanding Similarities and Differences in Remembering and Episodic Future Thinking |
|
|
45 | (32) |
|
|
|
|
|
|
|
46 | (1) |
|
2 Episodic Future Thought: The Concept |
|
|
47 | (2) |
|
3 Similarities in Memory-Impaired Populations |
|
|
49 | (4) |
|
|
|
53 | (3) |
|
5 Individual Differences within Healthy Young Adults |
|
|
56 | (2) |
|
6 Direct Contrasts of the Phenomenology of Remembering and Future Imagining within Healthy Young Adults |
|
|
58 | (3) |
|
7 Neural Correlates of Remembering and Episodic Future Thought |
|
|
61 | (3) |
|
8 The Important Role of Location Familiarity in Explaining Similarities between Remembering and Episodic Future Thought |
|
|
64 | (3) |
|
9 The Important Role of Context in Explaining Differences between Remembering and Episodic Future Thought |
|
|
67 | (3) |
|
|
|
70 | (7) |
|
|
|
72 | (1) |
|
|
|
72 | (5) |
|
3 Human Category Learning: Toward a Broader Explanatory Account |
|
|
77 | (38) |
|
|
|
1 A Theoretical Analysis of Categorization |
|
|
78 | (8) |
|
2 DIVA: A Connectionist Generative Approach to Category Learning |
|
|
86 | (9) |
|
3 Challenging the Reference Point Account of TACL |
|
|
95 | (4) |
|
|
|
99 | (9) |
|
5 A Brief Concluding Statement |
|
|
108 | (7) |
|
|
|
108 | (1) |
|
|
|
108 | (7) |
|
4 Choice from among Intentionally Selected Options |
|
|
115 | (26) |
|
|
|
|
|
|
|
116 | (3) |
|
|
|
119 | (1) |
|
3 Empirical Arguments against Luce Choice |
|
|
120 | (2) |
|
4 Social Influences on Learning |
|
|
122 | (3) |
|
5 A Model of Choosing among Intentionally Selected Options |
|
|
125 | (6) |
|
|
|
131 | (3) |
|
7 Discussion and Conclusions |
|
|
134 | (7) |
|
|
|
138 | (3) |
|
5 Embodied Seeing: The Space Near the Hands |
|
|
141 | (32) |
|
|
|
|
|
|
|
|
|
142 | (1) |
|
|
|
142 | (13) |
|
|
|
155 | (8) |
|
|
|
163 | (5) |
|
5 Defensive Behaviors versus Movement Control |
|
|
168 | (1) |
|
|
|
168 | (5) |
|
|
|
169 | (4) |
|
6 The Analysis of Visual Cognition in Birds: Implications for Evolution, Mechanism, and Representation |
|
|
173 | (38) |
|
|
|
|
|
|
|
|
|
174 | (7) |
|
2 Comparative Psychology of Early Vision |
|
|
181 | (9) |
|
3 Comparative Psychology of Emergent Stimulus Processing |
|
|
190 | (11) |
|
|
|
201 | (10) |
|
|
|
204 | (1) |
|
|
|
204 | (7) |
| Index |
|
211 | (10) |
| Contents of Previous Volumes |
|
221 | |
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.
