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The Psychology of Learning and Motivation

Advances in Research and Theory

1st Edition - February 22, 2011

Editor: Brian H. Ross

Hardback ISBN:

9 7 8 - 0 - 1 2 - 3 8 5 5 2 7 - 5

eBook ISBN:

9 7 8 - 0 - 1 2 - 3 8 5 5 2 8 - 2

The Psychology of Learning and Motivation series publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and… Read more

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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.

Hierarchical Control of Cognitive Processes

1. Introduction
2. What is Hierarchical Control?
3. The Two-Loop Theory of Typewriting
4. Distinguishing the Outer Loop and the Inner Loop
5. Words as the Interface Between Outer and Inner Loops
6. The Inner Loop is Informationally Encapsulated
7. The Outer Loop and the Inner Loop Rely on Different Feedback
8. Beyond Typewriting
Acknowledgments

Cognitive Distraction While Multitasking in the Automobile

1. A Framework for Understanding the Sources of Driver Distraction
2. Do Cell-Phone Conversations Increase the Crash Risk?
3. Why Does Talking on a Cell Phone Impair Driving?
4. Are All Conversations Harmful to Driving?
5. Can the Interference Be Practiced Away?
6. Is Everyone Impaired by Using a Cell Phone While Driving?
7. Conclusions and Future Directions

Psychological Research on Joint Action

1. Introduction
2. Emergent and Planned Coordination
3. Evidence
4. Discussion
Acknowledgments

Self-Regulated Learning and the Allocation of Study Time

1. Introduction
2. Self-Regulated Learning
3. Allocation of Study Time
4. Agenda-Based Regulation Framework
5. Comparing Accounts of Study-Time Allocation
6. Concluding Remarks and Some Directions for Future Research
Acknowledgments

The Development of Categorization

1. Introduction
2. Categorization and Selective Attention
3. The Role of Labels in the Development of Categorization
4. Early Categorization: What Develops?
Acknowledgments

Systems of Category Learning

1. Introduction
2. Review and Critique of the Evidence I: Probabilistic Category Learning
3. Review and Critique of the Evidence II: Deterministic Category Learning
4. Reexamining Some Fundamental Assumptions
5. The Contribution of Mathematical Modeling
6. Discussion and Conclusions
Acknowledgment

Abstract Concepts

1. Grounded Cognition
2. Representing Abstract Concepts: Some Evidence for Grounding
3. Explanations of Abstract Concepts
4. Discussion
Acknowledgments

Thematic Thinking

1. Introduction
2. Definition and Differentiation
3. Dissociating Thematic Relations from Taxonomic (Categorical) Relations
4. Apprehension of Thematic Relations
5. Consequences of Thematic Relations for Cognition
6. Individual Differences and Cultural Effects
7. Conclusion