Psychology of Learning and Motivation, Volume 67, features 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 67 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 series
- Provides an essential reference for researchers and academics in cognitive science
- Contains information relevant to both applied concerns and basic research
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An essential authoritative reference on the psychology of learning and motivation for researchers and academics working in cognitive science
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ix | |
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1 New Wine in Old Bottles: "Repurposed" Methodologies for Studying Expertise in Physics |
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1 | (34) |
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2 | (1) |
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3 | (3) |
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3 New Approaches for Exploring Expertise in Physics |
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6 | (25) |
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31 | (4) |
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32 | (3) |
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2 The Interaction Between Knowledge, Strategies, Metacognition, and Motivation |
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35 | (18) |
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35 | (2) |
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2 Independent Knowledge Base Effects? |
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37 | (7) |
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3 The Knowledge Base and Strategy Selection |
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44 | (2) |
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4 Knowledge Accessibility and General-Context Strategies |
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46 | (2) |
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5 Strategies, Knowledge, Metacognition and Motivation |
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48 | (2) |
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50 | (3) |
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51 | (2) |
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3 Understanding Sound: Auditory Skill Acquisition |
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53 | (42) |
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54 | (3) |
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2 Acoustic Challenges to Perception |
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57 | (2) |
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59 | (2) |
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61 | (11) |
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5 Generalization and Transfer |
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72 | (6) |
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78 | (4) |
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82 | (13) |
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84 | (1) |
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84 | (11) |
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4 Causal Knowledge and Reasoning in Decision Making |
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95 | (40) |
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96 | (2) |
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2 Causal Knowledge and Reasoning in Decision Making |
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98 | (18) |
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3 Integrating Causal Knowledge and Reasoning Into Decision Making---the Causal-Explanation-Based Decision-Making Framework |
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116 | (9) |
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125 | (10) |
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128 | (7) |
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5 Domain-Specific Versus Domain-General Maintenance in Working Memory: Reconciliation Within the Time-Based Resource Sharing Model |
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135 | (38) |
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136 | (1) |
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2 What is Working Memory? |
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137 | (5) |
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3 Are There Domain-Specific Maintenance Mechanisms? |
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142 | (4) |
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4 Attentional Refreshing: A Domain-General Maintenance Mechanism |
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146 | (8) |
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5 Maintenance of Verbal Information in the Time-Based Resource Sharing Model |
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154 | (11) |
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165 | (8) |
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166 | (1) |
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166 | (7) |
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6 A Framework of Episodic Updating: An Account of Memory Updating After Retrieval |
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173 | (40) |
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174 | (1) |
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2 The Role of Retrieval in Memory Updating |
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175 | (13) |
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3 Phases of Episodic Retrieval |
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188 | (8) |
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4 A Newly Proposed Framework of Episodic Updating |
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196 | (6) |
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202 | (1) |
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202 | (11) |
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203 | (1) |
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203 | (10) |
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7 Is Prospective Memory Unique? A Comparison of Prospective and Retrospective Memory |
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213 | (26) |
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1 Introduction---What Is Prospective Memory? |
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213 | (3) |
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2 Perspectives on Prospective Memory |
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216 | (5) |
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3 Forgetting in Prospective Memory |
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221 | (5) |
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226 | (4) |
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230 | (3) |
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6 Conclusion---Is Prospective Memory Unique? |
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233 | (6) |
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233 | (6) |
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8 Context as an Organizing Principle of the Lexicon |
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239 | (46) |
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240 | (5) |
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2 Word Frequency and Contextual Diversity |
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245 | (10) |
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3 Frequency and Diversity in Linguistic Contexts |
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255 | (5) |
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4 The Role of Semantic Diversity |
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260 | (7) |
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5 Insights From Distributional Models |
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267 | (7) |
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274 | (11) |
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275 | (1) |
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275 | (8) |
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283 | (2) |
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9 Edge-Aligned Embedded Word Activation Initiates Morpho-orthographic Segmentation |
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285 | |
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286 | (3) |
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2 A New Approach to Morpho-orthographic Segmentation |
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289 | (6) |
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3 Modulation of Edge-Aligned Embedded Word Activation |
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295 | (4) |
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4 Time-Course of Stem and Affix Processing |
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299 | (3) |
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5 A Developmental Perspective on Embedded Word Activation |
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302 | (7) |
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309 | (2) |
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311 | |
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312 | (1) |
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312 | |
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.
