Advances in research and theory / edited by Brian H. Ross.

Format:

Book

Contributor:

Ross, Brian H., editor.

Series:

Psychology of learning and motivation ; v. 49.

Psychology of learning and motivation, 0079-7421 ; volume 49

Language:

English

Subjects (All):

Learning, Psychology of.

Motivation (Psychology).

Physical Description:

1 online resource (305 p.)

Edition:

First edition.

Place of Publication:

Burlington, Massachusetts : Elsevier Science & Technology, 2008.

Language Note:

English

Summary:

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 lex

Contents:

Front Cover; The Psychology of Learning and Motivation; Copyright Page; Contents; Contributors; Chapter 1: Short-Term Memory: New Data and A Model; I. Short-Term Memory: A Wealth of Data and Theories; II. Explanatory Constructs and New Data; III. C-SOB: A Model of Serial Recall in STM; IV. Experimental Predictions; V. General Discussion; VI. Concluding Remarks; References; Chapter 2: Theory and Measurement of Working Memory Capacity Limits; I. Key Theoretical Issues; II. Space (Chunk Capacity) Limits; III. Energy Limits, Time Limits, and Combinations of Limits; IV. Ideographic Evidence

V. Addressing the Holistic-Versus-Analytic DistinctionVI. Conclusion; References; Chapter 3: What Goes with What? Development of Perceptual Grouping in Infancy; I. Introduction; II. Historical Views on the Development of Perceptual Organization; III. Initial Empirical Efforts and Their Theoretical Implications; IV. Further Empirical Work on the Classic Grouping Principles; V. Infants' Use of a Classic Grouping Principle to Organize a More Complex Stimulus; VI. Infants' Utilization of New Grouping Principles; VII. Classic Grouping Principles Reconsidered: The Special Case of Form Similarity

VIII. Lightness Versus Form Similarity: Automatic Versus Constructivist Grouping?IX. Theoretical Significance and Connections with the Literature; References; Chapter 4: Co-constructing Conceptual Domains Through Family Conversations and Activities; I. Introduction; II. Studies of Development in Context; III. Conclusions About Cognitive Development in Context of Conversations; References; Chapter 5: The Concrete Substrates of Abstract Rule Use; I. Introduction; II. When Rules Are Not Rules: Rule-Plus-Exception Category Learning; III. Learning Abstract Rules from Examples

IV. Learning to Reason About Rewards in Dynamic EnvironmentsV. General Discussion; References; Chapter 6: Ambiguity, Accessibility, and a Division of Labor for Communicative Success; I. Introduction; II. Listener-Centered Grammatical Encoding: ""That"" as Disambiguator; III. Speaker-Centered Grammatical Encoding: ""That"" as Syntactic Pause; IV. Why Do Speakers Not Avoid Ambiguity?; V. How Ambiguous Is Language Really?; VI. Why Are Speakers' Utterances so Unambiguous?; VII. Conclusion: A Division of Labor for Communicative Success; References; Chapter 7: Lexical Expertise and Reading Skill

I. IntroductionII. Defining and Assessing Lexical Expertise; III. Lexical Expertise and Reading Comprehension; IV. Conclusions; References; Index; Contents of Recent Volumes

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

1-281-37098-3

9786611370985

0-08-092168-X

0-08-087881-4

OCLC:

476167250