The psychology of learning and motivation [electronic resource] : advances in research and theory. Volume 41 / edited by Brian H. Ross.

Boston ; Amsterdam : Academic Press, c2002.
Psychology of learning and motivation ; v. 41.
Psychology of learning and motivation ; v. 41
1 online resource (385 p.)
Motivation (Psychology).
Learning, Psychology of.
Electronic books.
The 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 provides a thoughtful integration of a body of work. Volume 41 includes in its coverage chapters on multimedia learning, brain imaging, and memory, among others.
Front Cover; THE PSYCHOLOGY OF LEARNING AND MOTIVATION; Copyright Page; CONTENTS; Contributors; CHAPTER 1. CATEGORIZATION AND REASONING IN RELATION TO CULTURE AND EXPERTISE; I. Introduction; II. The Distribution View and an Approach to Comparative Research; III. Studies of Culture and Expertise in Folkbiology; IV. Culture and Expertise in Categorization and Reasoning about Birds; V. The Role of Culture and Expertise in Freshwater Folkecology; VI. Revisiting a Theory of Culture: Experts and Nonexperts; VII. Summary and Conclusions; References
CHAPTER 2. ON THE COMPUTATIONAL BASIS OF LEARNING AND COGNITION: ARGUMENTS FROM LSAI. Introduction; II. The Elements of Association; III. Computations for Combining Elements; IV. More on Implications; V. Conclusion; References; CHAPTER 3. MULTIMEDIA LEARNING; I. Introduction to Multimedia Learning; II. A Cognitive Theory of Multimedia Learning; III. Multimedia Effect; IV. Spatial Contiguity Effect; V. Temporal Contiguity Effect; VI. Coherence Effect; VII. Modality Effect; VIII. Redundancy Effect; IX. Pretraining Effect; X. Signaling Effect; XI. Personalization Effect; XII. Other Effects
XIII. ConclusionReferences; CHAPTER 4. MEMORY SYSTEMS AND PERCEPTUAL CATEGORIZATION; I. Introduction; II. Dot Pattern Classification Studies; III. Theoretically Modeling Dot Pattern Classification; IV. Other Experimental Paradigms; V. Final Thoughts; References; CHAPTER 5. CONSCIOUS INTENTIONS IN THE CONTROL OF SKILLED MENTAL ACTIVITY; I. Introduction-The Problem of Conscious Control; II. Why Conscious Control?; III. The Nature of Control; IV. A Theory of Conscious Agency; V. Conscious Intentions are Situated; VI. Conscious Intentions have Characteristic Information- Processing Dynamics
VII. An Empirical Research StrategyVIII. Empirical Evidence; IX. Conclusion; References; CHAPTER 6. BRAIN IMAGING AUTOBIOGRAPHICAL MEMORY; I. Introduction: Autobiographical Memory, the Self, and the Brain; II. Autobiographical Memory; III. Neuroimaging Autobiographical Memory; IV. EEG Studies of Autobiographical Memory Retrieval and Autobiographical Imagery; V. Conclusion: In Search of Autobiographical Memory; References; CHAPTER 7. THE CONTINUED INFLUENCE OF MISINFORMATION IN MEMORY: WHAT MAKES A CORRECTION EFFECTIVE?; I. The Continued Influence of Misinformation in Memory
II. Sources of the Continued Influence EffectIII. The Pragmatics of Correcting Misinformation; IV. Effective Correction of Misinformation; References; CHAPTER 8. MAKING SENSE AND NONSENSE OF EXPERIENCE: ATTRIBUTIONS IN MEMORY AND JUDGMENT; I. Perceptual Fluency as a Basis for Familiarity; II. Beyond Perceptual Fluency: Bases for the Experience of Remembering; III. Memory Cues and Diagnosticity; IV. Effects of the Past Misattributed; V. The Attribution Process; VI. Conclusions; References; CHAPTER 9. REAL-WORLD ESTIMATION: ESTIMATION MODES AND SEEDING EFFECTS; I. Introduction
II. Estimation Processes
Description based upon print version of record.
Includes bibliographical references and index.
Ross, Brian H.
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