The Psychology of Learning and Motivation: Advances in Research and Theory by Brian H. Ross

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

byBrian H. RossEditorRoss

Hardcover | October 9, 2009

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ThePsychology of Learning and Motivationseries 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

About The Author

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 Found...
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Title:The Psychology of Learning and Motivation: Advances in Research and TheoryFormat:HardcoverDimensions:408 pages, 9 × 6 × 0.98 inPublished:October 9, 2009Publisher:Academic PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:012374489X

ISBN - 13:9780123744890

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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)

Editorial Reviews

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