The Psychology of Learning and Motivation: Advances in Research and Theory

by Brian H. Ross

Overview

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.

Product Details

ISBN-13:	9780125433440
Publisher:	Elsevier Science
Publication date:	01/12/2004
Series:	Psychology of Learning and Motivation , #44
Pages:	342
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

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.

Table of Contents

Contributors     ix
Short-Term Memory: New Data and a Model   Stephan Lewandowsky   Simon Farrell
Short-Term Memory: A Wealth of Data and Theories     1
Explanatory Constructs and New Data     14
C-SOB: A Model of Serial Recall in STM     21
Experimental Predictions     31
General Discussion     37
Concluding Remarks     43
References     44
Theory and Measurement of Working Memory Capacity Limits   Nelson Cowan   Candice C. Morey   Zhijian Chen   Amanda L. Gilchrist   J. Scott Saults
Key Theoretical Issues     50
Space (Chunk Capacity) Limits     55
Energy Limits, Time Limits, and Combinations of Limits     75
Ideographic Evidence     80
Addressing the Holistic-Versus-Analytic Distinction     96
Conclusion     97
References     98
What Goes with What? Development of Perceptual Grouping in Infancy   Paul C. Quinn   Ramesh S. Bhatt   Angela Hayden
Introduction     106
Historical Views on the Development of Perceptual Organization     107
Initial Empirical Efforts and Their Theoretical Implications     108
Further Empirical Work on theClassic Grouping Principles     111
Infants' Use of a Classic Grouping Principle to Organize a More Complex Stimulus     119
Infants' Utilization of New Grouping Principles     121
Classic Grouping Principles Reconsidered: The Special Case of Form Similarity     126
Lightness Versus Form Similarity: Automatic Versus Constructivist Grouping?     132
Theoretical Significance and Connections with the Literature     135
References     143
Co-Constructing Conceptual Domains Through Family Conversations and Activities   Maureen Callanan   Araceli Valle
Introduction     148
Studies of Development in Context     152
Conclusions About Cognitive Development in Context of Conversations     161
References     163
The Concrete Substrates of Abstract Rule Use   Bradley C. Love   Marc Tomlinson   Todd M. Gureckis
Introduction     168
When Rules Are Not Rules: Rule-Plus-Exception Category Learning     170
Learning Abstract Rules from Examples     182
Learning to Reason About Rewards in Dynamic Environments     191
General Discussion     201
References     204
Ambiguity, Accessibility, and a Division of Labor for Communicative Success   Victor S. Ferreira
Introduction     210
Listener-Centered Grammatical Encoding: "That" as Disambiguator     211
Speaker-Centered Grammatical Encoding: "That" as Syntactic Pause     223
Why Do Speakers Not Avoid Ambiguity?     232
How Ambiguous Is Language Really?     239
Why Are Speakers' Utterances so Unambiguous?     241
Conclusion: A Division of Labor for Communicative Success     243
References     244
Lexical Expertise and Reading Skill   Sally Andrews
Introduction     248
Defining and Assessing Lexical Expertise     250
Lexical Expertise and Reading Comprehension     263
Conclusions     272
References     277
Index     283
Contents of Recent Volumes     289

Editorial Reviews

Praise for the Series "A remarkable number of landmark papers... An important collection of theory and data." —CONTEMPORARY PSYCHOLOGY

From the Publisher