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

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Overview

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

Audience: Researchers and academics in cognitive science.

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Editorial Reviews

From the Publisher
Praise for the Series "A remarkable number of landmark papers... An important collection of theory and data."—CONTEMPORARY PSYCHOLOGY
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Product Details

  • ISBN-13: 9780123744890
  • Publisher: Elsevier Science
  • Publication date: 10/23/2009
  • Pages: 408
  • Product dimensions: 6.40 (w) x 9.20 (h) x 1.10 (d)

Meet the Author

Brian Ross received his Ph.D. from Stanford University in 1982.
He is a professor in the UIUC Department of Psychology and a full-time faculty member in the Beckman Institute Cognitive Science Group. His fields of professional interest are cognitive psychology, human memory and learning, problem solving,
acquisition of cognitive skills, remindings in learning and problem solving, and concepts and categories.
Honors and awards: Arnold O. Beckman Research Award
(1991, 1982); Beckman Fellow, UIUC Center for Advanced Study (1985-86); Sigma Xi.
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Table of Contents

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)

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