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Psychology of Learning and Motivation, Volume 69 [Hardback]

Volume editor (Professor, Department of Psychology, University of Illinois Urbana-Champaign, IL, USA)
  • Formāts: Hardback, 374 pages, height x width: 229x152 mm, weight: 720 g
  • Sērija : Psychology of Learning and Motivation
  • Izdošanas datums: 05-Dec-2018
  • Izdevniecība: Academic Press Inc
  • ISBN-10: 0128150858
  • ISBN-13: 9780128150856
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Psychology of Learning and Motivation, Volume 69Palielināt
  • Formāts: Hardback, 374 pages, height x width: 229x152 mm, weight: 720 g
  • Sērija : Psychology of Learning and Motivation
  • Izdošanas datums: 05-Dec-2018
  • Izdevniecība: Academic Press Inc
  • ISBN-10: 0128150858
  • ISBN-13: 9780128150856
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780128150856.html
Keywords:

Psychology of Learning and Motivation, Volume 69, the latest release in the Psychology of Learning and Motivation series features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving. New to this volume are chapters covering Consilience in the Use of Feedback to Promote Learning: A Review of the Literature, Process Models as Theoretical Bridges Between Cognitive and Social Psychology, Forming Salience Maps of the Environment: A Foundation for Motivated Behavior, Enhancing Learning with Hand Gestures: Principles and Practices, Synesthesia and Metaphor, Learning Structure from the World, and more.

Additional sections cover Free Energy Principle in Cognitive Maps, The Neural and Behavioral Dynamics of Free Recall, and Roles of Instructions in Action Control: Conditional Automaticity in a Hierarchical Multidimensional Task-Space Representation.

  • 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
Contributors ix
1 Toward consilience in the use of task-level feedback to promote learning
1(38)
Andrew C. Butler
Nathaniel R. Woodward
1 Toward consilience in the use of feedback to promote learning: A review of the literature
2(1)
2 Historical overview
3(4)
3 Common flaws in feedback research
7(4)
4 Key findings in research of task-level feedback
11(17)
5 Conclusion
28(2)
Acknowledgments
30(1)
References
30(9)
2 Multinomial processing trees as theoretical bridges between cognitive and social psychology
39(28)
Jimmy Calanchini
Andrew M. Rivers
Karl Christoph Klauer
Jeffrey W. Sherman
1 The problem with process-purity
42(1)
2 Multinomial processing trees
43(7)
3 Multinomial processing trees and the future of cognitive and social psychology
50(9)
Acknowledgments
59(1)
References
59(8)
3 Communicating and reasoning with verbal probability expressions
67(40)
Peter J. Collins
Ulrike Hahn
1 General picture
69(5)
2 The social and communicative context of rational judgment
74(4)
3 The social and communicative context of verbal probability expressions
78(15)
4 Theoretical approaches
93(5)
5 Conclusion
98(1)
Acknowledgments
99(1)
References
99(8)
4 Enhancing learning with hand gestures: Potential mechanisms
107(28)
Susan Wagner Cook
1 Introduction
108(2)
2 Gesture and learning: Benefits across ages and domains
110(3)
3 Gesture and math learning
113(2)
4 Gesture and vocabulary learning
115(3)
5 Gesture and vocabulary learning in adults
118(4)
6 Gesture and learning: Caveats?
122(1)
7 Proposed mechanisms
122(5)
8 Conclusion
127(1)
References
128(5)
Further reading
133(2)
5 Metaphor and synesthesia
135(30)
Seana Coulson
1 Introduction
135(1)
2 Metaphor
136(2)
3 Maps and mappings in neuroscience
138(2)
4 Meaning and mapping
140(2)
5 Sensorimotor embodiment
142(5)
6 Grapheme-color synesthesia
147(5)
7 Synesthesia and meaning
152(4)
8 Time-space synesthesia
156(4)
9 Metaphor and synesthesia
160(1)
References
161(4)
6 Learning structured representations from experience
165(40)
Leonidas A. A. Doumas
Andrea E. Martin
1 Why are predicates hard to learn?
170(1)
2 Current approaches to the problem of learning predicates
171(4)
3 Overview of the DORA model
175(19)
4 Discussion
194(6)
References
200(3)
Further reading
203(2)
7 A conceptual consideration of the free energy principle in cognitive maps: How cognitive maps help reduce surprise
205(36)
Joshua Oon Soo Goh
Hsin-Yi Hung
Yu-Shiang Su
1 Introduction
206(3)
2 What is surprise?
209(6)
3 What is a map?
215(4)
4 Predictive coding means using a map to reduce surprise
219(7)
5 Possible mapping metrics across some information domains in the brain
226(5)
6 Cognitive maps, the brain neural network, the self, and surprise
231(5)
7 Conclusion
236(1)
Acknowledgments
236(1)
References
236(5)
8 The new science of eyewitness memory
241(44)
Scott D. Gronlund
Aaron S. Benjamin
1 Introduction
242(2)
2 Overhauling the old science view
244(15)
3 Implications of the new science of eyewitness memory
259(16)
4 Conclusions
275(2)
References
277(8)
9 Attention and long-term memory: Bidirectional interactions and their effects on behavior
285(40)
Deborah E. Hannula
1 Oculomotor behavior is aligned with targets of attention and sensitive to memory
287(6)
2 Effects of attention on encoding and retrieval success
293(10)
3 Effects of long-term memory on the deployment of attention
303(13)
4 Concluding remarks
316(1)
Acknowledgments
317(1)
References
317(8)
10 The role of task space in action control: Evidence from research on instructions
325
Aiping Xiong
Robert W. Proctor
1 Role of instructions in action control
327(14)
2 Understanding human action control within task space
341(11)
3 An application of task space in cybersecurity decision-making
352(3)
4 Discussion
355(3)
Acknowledgment
358(1)
References
359
Kara D. Federmeier received her Ph.D. in Cognitive Science from the University of California, San Diego. She is a Professor in the Department of Psychology and the Neuroscience Program at the University of Illinois and a full-time faculty member at the Beckman Institute for Advanced Science and Technology, where she leads the Illinois Language and Literacy Initiative and heads the Cognition and Brain Lab. She is also a Past President of the Society for Psychophysiological Research. Her research examines meaning comprehension and memory using human electrophysiological techniques, in combination with behavioral, eyetracking, and other functional imaging and psychophysiological methods. She has been funded by the National Institute on Aging, the Institute of Education Sciences, and the James S. McDonnell Foundation.