Franklin

The psychology of learning and motivation [electronic resource]. Vol. 45 : advances in research and theory / edited by Brian H. Ross.

Publication:
Amsterdam : Elsevier Academic Press, 2004.
Series:
Psychology of learning and motivation.
Psychology of learning and motivation, 0079-7421
Format/Description:
Book
1 online resource (309 p.)
Subjects:
Motivation (Psychology).
Learning, Psychology of.
Memory.
Form/Genre:
Electronic books.
Language:
English
Summary:
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.
Contents:
Front Cover; THE PSYCHOLOGY OF LEARNING AND MOTIVATION; Copyright Page; CONTENTS; Contributors; Chapter 1. EXEMPLAR MODELS IN THE STUDY OF NATURAL LANGUAGE CONCEPTS; I. Introduction; II. Category Learning Experiments with Artificial Stimuli; III. Studies of Natural Language Concepts; IV. Two Stumbling Blocks in Applying Exemplar Models to Natural Language Concepts; V. Attempts to Apply Ideas of the Exemplar View to Natural Language Concepts: Linear Separability, Typicality, and Categorizing Novel Stimuli; VI. Some Final Remarks; References
Chapter 2. SEMANTIC MEMORY: SOME INSIGHTS FROM FEATURE-BASED CONNECTIONIST ATTRACTOR NETWORKSI. Introduction; II. Why Feature Norms?; III. Why Attractor Networks?; IV. Feature Correlations and Relations; V. The Dynamics of Similarity; VI. Category-Specific Semantic Deficits; VII. Summary; References; Chapter 3. ON THE CONTINUITY OF MIND: TOWARD A DYNAMICAL ACCOUNT OF COGNITION; I. Introduction; II. Continuously Changing Graded Representations; III. Continuity in Language Processing; IV. Continuity in Visual Perception; V. Continuity in Complexity; VI. Conclusion; References
Chapter 4. ACTION AND MEMORYI. Introduction; II. Basic Approach; III. Applications; IV. Other Evidence on Memory and Action; V. Relation to Other Approaches; VI. Conclusion; References; Chapter 5. SELF-GENERATION AND MEMORY; I. Introduction; II. The Generation Effect; III. Trade-off Accounts of the Generation Effect; IV. The Perceptual-Interference Effect; V. The Effects of Generation and Perceptual Interference on Measures of Relational, Order, and Associative Information; VI. Dissociating Enhanced Item Memory from Disrupted Order and Relational Information; VII. Concluding Discussion
ReferencesCHAPTER 6. AGING, METACOGNITION, AND COGNITIVE CONTROL; I. Introduction; II. A Conceptual Framework of Strategic Behavior; III. Relevance of the Framework for Aging Effects on Memory; IV. Our Research on Strategies for Associative Learning; V. Future Directions; VI. Conclusion; Appendix 1; References; Chapter 7. THE PSYCHOPHARMACOLOGY OF MEMORY AND COGNITION: PROMISES, PITFALLS, AND A METHODOLOGICAL FRAMEWORK; I. Introduction; II. Methodological Advantages of Cognitive Psychopharmacology; III. Illustrative Examples; IV. Challenges of Cognitive Psychopharmacology
V. Concluding RemarksReferences; Index; Contents of Recent Volumes
Notes:
Description based upon print version of record.
Includes bibliographical references and index.
Contributor:
Ross, Brian H.
ISBN:
1-281-02105-9
9786611021054
0-08-052276-9
OCLC:
476074031
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