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. Each chapter provides a thoughtful integration of a body of work.
Review
Praise for the Series
"A remarkable number of landmark papers... An important collection of theory and data."
--CONTEMPORARY PSYCHOLOGY
Review
markable number of landmark papers... An important collection of theory and data."
--CONTEMPORARY PSYCHOLOGY
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
M. Rinck and G. Bower, Goal-Based Accessibility of Entities Within Mental Models.
R.A. Zwaan, The Immersed Experiencer: Toward an Embodied Theory of Language Comprehension.
G.S. Dell and J.M. Sullivan, Speech Errors and Language Production: Neuropsychological and Connectionist Perspectives.
J.K> Bock, Psycholinguistically Speaking: Some Matters of Meaning, Marking, and Morphing.
R.W. Engle and M.J. Kane, Executive Attention, Working Memory Capacity, and a Two-Factor Theory of cognitive Control.
C. Green and J.E. Hummel, Relational Perception and Cognition: Implications for Cognitive Architecture and the Perceptual-Cognitive Interface.
K. Lamberts, An Exemplar Model for Perceptual Categorization of Events.
Y. Kareev, On the Perception of Consistency.
S. Sloman and D. Lagnado, Causal Invariance in Reasoning and Learning.