The Psychology of Learning and Motivation
Advances in Research and Theory
- 1st Edition, Volume 46 - April 28, 2006
- 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… 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 46 contains chapters on category learning, prototypes, prospective memory, event memory, memory models, and musical prosody.
- Discusses the concepts of category learning, prototypes, prospective memory, event memory, memory models, and musical prosody
- Volume 46 of the highly regarded Psychology of Learning and Motivation series
- An essential reference for researchers and academics in cognitive science
Researchers and academics in cognitive science.
- The Role of the Basal Ganglia in Category Learning
- Publisher Summary
- I Introduction
- II Functional Neuroanatomy of the Basal Ganglia
- III Behavioral Neuroscience Studies
- IV Category‐Learning Tasks Used with Human Subjects
- V Neuropsychological Patient Data
- VI Neuroimaging Data
- VII COVIS
- VIII Tests of COVIS
- IX Future Theoretical Extensions
- X Conclusions
- Acknowledgments
- Knowledge, Development, and Category Learning
- Publisher Summary
- I Introduction
- II The Case for Prior Knowledge in Children's Categorization
- III Experimental Evidence for Prior Knowledge Effects on Children's Categorization
- IV Integrating Prior Knowledge and Exemplar Learning
- V Integrating Different Kinds of Knowledge
- VI Limitations and Extensions of the Integration Model
- VII Prior Knowledge in Infant Categorization
- VIII Conclusions
- Acknowledgments
- Concepts as Prototypes
- Publisher Summary
- I Introduction
- II The Origins of Prototype Theory
- III Vagueness
- IV Typicality
- V Genericity
- VI Opacity: The Failure of Category Definitions
- VII Conclusions
- An Analysis of Prospective Memory
- Publisher Summary
- I Introduction to Our Thesis
- II The Appeal to Principles of Retrospective Memory
- III Types of Prospective Memory Tasks
- IV Intention Formation
- V Retrieving Intentions
- VI Changes Over the Retention Interval
- VII Conclusions
- Acknowledgment
- Accessing Recent Events
- Publisher Summary
- I Introduction
- II Retrieval Processes
- III Focal Attention
- IV Neuroanatomical Substrates
- V Conclusions
- Acknowledgments
- SIMPLE: Further Applications of A Local Distinctiveness Model of Memory
- Publisher Summary
- I Introduction
- II The Model
- III Serial Position Effects in Absolute Identification
- IV Relative Temporal Distinctiveness
- V Serial Position Effects and Time Scale
- VI SIMPLE and Working Memory
- VII Temporal Versus Positional Encoding: Evidence from Grouping
- VIII Challenges to SIMPLE's Account
- IX Conclusions
- Acknowledgment
- What Is Musical Prosody?
- Publisher Summary
- I Introduction
- II Definitions of Prosody
- III Functions of Musical Prosody
- IV Rule‐Based Models of Musical Prosody
- V Acquisition of Musical Prosody
- VI How are Musical and Linguistic Prosody Related?
- VII Conclusions and Caveats
- Acknowledgments
- Subject Index
- Contents of Recent Volumes
- Edition: 1
- Latest edition
- Volume: 46
- Published: April 28, 2006
- 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