Synopses & Reviews
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.
Review
Praise for the Series
"A remarkable number of landmark papers... An important collection of theory and data."
--CONTEMPORARY PSYCHOLOGY
Synopsis
Chapters in this volume discuss strategies people use in responding to memory queries- whether and how to access memory and how to translate retrieved products into responses. Coverage includes memory for ongoing events and memory for prospective events-how we remember to do future intended actions. Individual differences in memory skill is explored across people and situations, with special consideration given to the elderly population and how strategies at encoding and retrieval can offset what would otherwise be declining memory. The final chapters explore individual differences from an expertise angle-how expertise can both facilitate and obstruct efficient use of memory and how memory skills evolve with expertise in specific domains.
* An intergrative view of memory, metamemory, judgment and decision-making, and individual differences
* Relevant to both applied concerns and basic research
* Articles written by expert contributors
About 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.
University of Illinois at Urbana-Champaign, USA
Table of Contents
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