The Psychology of Learning and Motivation
Advances in Research and Theory
- 1st Edition, Volume 49 - June 3, 2008
- Latest edition
- Editor: Brian H. Ross
- Language: English
The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental condit… Read more
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. Volume 49 contains chapters on short-term memory, theory and measurement of working memory capacity limits, development of perceptual grouping in infancy, co-constructing conceptual domains through family conversations and activities, the concrete substrates of abstract rule use, ambiguity, accessibility, and a division of labor for communicative success, and lexical expertise and reading skill.
Researchers and students in cognitive psychology.
Chapter 1
Short-Term Memory: New Data and a Model
Stephan Lewandowsky and Simon Farrell
Chapter 2
Theory and Measurement of Working Memory Capacity Limits
Nelson Cowan, Candice C. Morey, Zhijian Chen, Amanda L. Gilchrist, and J. Scott Saults
Chapter 3
What Goes with What? Development of Perceptual Grouping in Infancy
Paul C. Quinn, Ramesh S. Bhatt and Angela Hayden
Chapter 4
Co-constructing Conceptual Domains Through Family Conversations and Activities
Maureen Callanan and Araceli Valle
Chapter 5
The Concrete Substrates of Abstract Rule Use
Bradley C. Love, Marc Tomlinson, and Todd M. Gureckis
Chapter 6
Ambiguity, Accessibility, and a Division of Labor for Communicative Success
Victor S. Ferreira
Chapter 7
Lexical Expertise and Reading Skill
Sally Andrews
Short-Term Memory: New Data and a Model
Stephan Lewandowsky and Simon Farrell
Chapter 2
Theory and Measurement of Working Memory Capacity Limits
Nelson Cowan, Candice C. Morey, Zhijian Chen, Amanda L. Gilchrist, and J. Scott Saults
Chapter 3
What Goes with What? Development of Perceptual Grouping in Infancy
Paul C. Quinn, Ramesh S. Bhatt and Angela Hayden
Chapter 4
Co-constructing Conceptual Domains Through Family Conversations and Activities
Maureen Callanan and Araceli Valle
Chapter 5
The Concrete Substrates of Abstract Rule Use
Bradley C. Love, Marc Tomlinson, and Todd M. Gureckis
Chapter 6
Ambiguity, Accessibility, and a Division of Labor for Communicative Success
Victor S. Ferreira
Chapter 7
Lexical Expertise and Reading Skill
Sally Andrews
- Edition: 1
- Latest edition
- Volume: 49
- Published: June 3, 2008
- Language: English
BR
Brian H. Ross
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.
Affiliations and expertise
Professor of Psychology and of the Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-ChampaignRead The Psychology of Learning and Motivation on ScienceDirect