The Psychology of Learning and Motivation
Advances in Research and Theory
- 1st Edition, Volume 51 - October 9, 2009
- Latest edition
- Editor: Brian H. Ross
- Language: English
- Hardback ISBN:9 7 8 - 0 - 1 2 - 3 7 4 4 8 9 - 0
- eBook ISBN:9 7 8 - 0 - 0 8 - 0 9 2 2 7 8 - 2
The Psychology of Learning and Motivation series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instru… Read more
The Psychology of Learning and Motivation series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 51 includes chapters on such varied topics as emotion and memory interference, electrophysiology, mathematical cognition, and reader participation in narrative.
- Volume 51 of the highly regarded Psychology of Learning and Motivation series
- An essential reference for researchers and academics in cognitive science
- Relevant to both applied concerns and basic research
Researchers and students in cognitive psychology
1. Time for meaning: Electrophysiology provides insights into the dynamics of representation and processing in semantic memory
Kara D. Federmeier and Sarah Laszlo
2. Design for a Working Memory
Klaus Oberauer
3. When emotion intensifies memory interference
Mara Mather
4. Mathematical Cognition and the Problem Size Effect
Mark H. Ashcraft
5. Attentional highlighting in learning: A canonical experiment
John K. Kruschke
6. The emergence of intention attribution in infancy
Amanda L. Woodward
7. Reader Participation in the Experience of Narrative
Richard J. Gerrig
8. Aging, Self-Regulation, and Learning from Text
Elizabeth A. L. Stine-Morrow
9. Towards a Comprehensive Model of Comprehension
Danielle S McNamara
Kara D. Federmeier and Sarah Laszlo
2. Design for a Working Memory
Klaus Oberauer
3. When emotion intensifies memory interference
Mara Mather
4. Mathematical Cognition and the Problem Size Effect
Mark H. Ashcraft
5. Attentional highlighting in learning: A canonical experiment
John K. Kruschke
6. The emergence of intention attribution in infancy
Amanda L. Woodward
7. Reader Participation in the Experience of Narrative
Richard J. Gerrig
8. Aging, Self-Regulation, and Learning from Text
Elizabeth A. L. Stine-Morrow
9. Towards a Comprehensive Model of Comprehension
Danielle S McNamara
- Edition: 1
- Latest edition
- Volume: 51
- Published: October 9, 2009
- 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