The Psychology of Learning and Motivation: Advances in Research and Theory Volume 49

ISBN-13: 9780123743169 / Angielski / Twarda / 2008 / 294 str.

Aaron S. Benjamin; Brian H. Ross

Opis

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.

Recenzje

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

Spis treści

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

O autorze

Ross, Brian H. 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.