Psychology of Learning and Motivation

by Medin

• ISBN13: 9780125433402
• ISBN10: 0125433409
• Format: Hardcover
• Copyright: 2000-10-19
• Publisher: Elsevier Science

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. Each chapter provides a thoughtful integration of a body of work. Volume 40 includes in its coverage chapters on memory, categorization, implicit and explicit learning, and the effects of rewards and punishments on learning.

Table of Contents

Contributors	ix
Different Organization of Concepts and Meaning Systems in the Two Cerebral Hemispheres
Dahlia W. Zaidel
Introduction	1	(2)
Concepts, Schemes, and Categories in the Hemispheric Long-Term Memory	3	(13)
Constraining Influences in the Interaction between Hemispheric Specialization and Long-Term Memory	16	(1)
Possible Answers to the Biological Logic of Hemispheric Long-Term Memory	17	(1)
Conclusions	18	(5)
References	19	(4)
The Causal Status Effect in Categorization: An Overview
Woo-kyoung Ahn
Nancy S. Kim
Different Approaches to Understanding Feature Centrality	23	(4)
Causal Status Hypothesis: General Introduction	27	(2)
Essentialism and the Causal Status Hypothesis	29	(2)
Main Empirical Results Supporting the Causal Status Hypothesis	31	(2)
Related Phenomena Accounted for by the Causal Status Hypothesis: Natural Kinds versus Artifacts	33	(4)
Computational Modeling	37	(1)
Moderating Factors	38	(11)
Causal versus Isolated Features	49	(3)
Application	52	(5)
Other Types of Dependency Relations	57	(4)
Conclusion	61	(6)
References	61	(6)
Remembering As a Social Process
Mary Susan Weldon
Introduction	67	(1)
Arguments for the Social Nature of Memory	68	(9)
How Can Remembering Be Studied as a Social Process?	77	(14)
Collaborative Remembering and Collective Memory	91	(24)
Conclusions	115	(7)
References	116	(6)
Neurocognitive Foundations of Human Memory
Ken A. Paller
What Evidence from Neuroscience Is Relevant for Understanding Cognition?	122	(2)
The Natural Implementation of Declarative Memory	124	(7)
Electrophysiological Measures of Recollection	131	(6)
Electrophysiological Measures of Perceptual Priming	137	(1)
Conclusions: Cognitive Neuroscience and Human Memory	138	(9)
References	140	(7)
Structural Influences on Implicit and Explicit Sequence Learning
Tim Curran
Michael D. Smith
Joseph M. DiFranco
Aaron T. Daggy
Introduction	147	(2)
Group Differences Revealed by Structural Manipulations	149	(13)
Effects of Reversal Frequency on Implicit and Explicit Sequence Learning (Experiments 3 to 5)	162	(11)
General Discussion	173	(5)
Conclusions	178	(5)
References	178	(5)
Recall Processes in Recognition Memory
Caren M. Rotello
Introduction	183	(1)
Evidence on the Use of Recall in Recognition	184	(2)
Evidence on the Specific Nature of the Recall Process	186	(7)
Factors That Influence the Use of Recall Processes in Recognition	193	(1)
Other Measures of Recall-to-Reject Processing	194	(1)
The Receiver Operating Characteristic Curve	195	(6)
Conjoint Recognition	201	(3)
Experiment	204	(8)
Conjoint Recognition Estimate of Recall-to-Reject Processing	212	(4)
Familiarity-Based Explanations of the Data	216	(1)
Conclusions	217	(6)
References	218	(5)
Reward Learning: Reinforcement, Incentives, and Expectations
Kent C. Berridge
Reinforcement Theories	223	(11)
Bases of Modern Incentive Theory: Bolles-Bindra-Toates	234	(5)
Consequences for the Incentive Model of Motivation and Reward	239	(7)
Do Conditioned Incentive Stimuli Take on the Motivational Properties of Primary Incentive Stimuli?	246	(6)
Splitting Pavlovian Incentives: ``Liking'' versus ``Wanting''	252	(5)
From Pavlovian Incentives to Incentive Expectations: Dickinson-Balleine	257	(7)
Brain Mechanisms of Reward Learning	264	(7)
Conclusion	271	(8)
References	272	(7)
Spatial Diagrams: Key Instruments in the Toolbox for Thought
Laura R. Novick
The Toolbox for Thought	279	(2)
The Importance of Selecting the Appropriate Representational Tools	281	(1)
Spatial Diagram Tools	282	(1)
Overview of the Chapter	282	(3)
The Use of Exemplar Knowledge in Choosing Diagrmmatic Tools	285	(5)
The Existence in Memory of Abstract Tool Schemas	290	(6)
A Structural Analysis of the Three Spatial Diagram Tools	296	(5)
Empirical Investigation of the Structural Analysis and Students' Diagram Knowledge	301	(11)
The Structure of Students' Knowledge about the Three Spatial Diagrams	312	(5)
Constructing Spatial Diagrams	317	(1)
Discussion	318	(9)
References	322	(5)
Reinforcement and Punishment in the Prisoner's Dilemma Game
Howard Rachlin
Jay Brown
Forest Baker
Introduction	327	(5)
Playing Card Paradigm (Single Trials)	332	(4)
Playing Card Paradigm (Grouped Trials)	336	(4)
Game Board Paradigm (Single Trials)	340	(5)
Game Board Paradigm (Single Trials, Increased Reward for Cooperation)	345	(2)
Game Board Paradigm (Patterned Trials)	347	(1)
Computer Paradigm (Probability of Reciprocation, Spinners)	348	(5)
Computer Paradigm (Probability of Reciprocation, No Spinners)	353	(1)
Computer Paradigm (Probability of Reciprocation, Other Player)	354	(2)
Computer Paradigm (Probability of Reinforcement and Punishment Varied Separately)	356	(2)
Computer Paradigm (Tit-for-Tat versus Pavlov)	358	(4)
Conclusions	362	(3)
References	363	(2)
Index	365	(12)
Contents of Recent Volumes3	377