Psychology of Learning and Motivation (eBook)

Advances in Research and Theory

eBook Download: EPUB

2010 | 1. Auflage
416 Seiten
Elsevier Science (Verlag)
9780123809070 (ISBN)

Infos

The Psychology of Learning and Motivation series 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

Inhalt

Front Cover 1
The Psychology of Learning and Motivation 4
Copyright Page 5
Contents 6
Contributors 10
Chapter 1: Adaptive Memory: Evolutionary Constraints on Remembering 12
1. Introduction: Nature's Criterion 13
2. The Mnemonic Value of Fitness-Relevant Processing 14
2.1. The Survival Processing Paradigm 15
2.2. Explaining the Survival Processing Advantage 19
3. Memory Theory and Nature's Criterion 23
3.1. The Encoding–Retrieval Match 24
3.2. Levels of Processing 25
3.3. Episodic Future Thought 27
3.4. Rational Analysis of Memory 29
4. Remembering with a Stone-Age Brain 31
4.1. Building the Case for Cognitive Adaptations 32
4.2. Ancestral Priorities in Survival Processing 34
4.3. What Is the Adaptation? 35
5. Conclusions 38
Acknowledgments 39
References 39
Chapter 2: Digging into Déjà Vu: Recent Research on Possible Mechanisms 44
1. Introduction 45
2. Perceptual Explanation 47
2.1. Jacoby and Whitehouse (1989) 48
2.2. Split Perception: Study 1 49
2.3. Split Perception: Study 2 50
2.4. Split Perception: Study 3 51
2.5. Superficial Glance = Shallow Processing? 53
3. Implicit Memory Explanation 54
3.1. Episodic Experience 54
3.2. Single-Element Familiarity Explanation 57
3.3. Gestalt Familiarity Explanation 60
3.4. Hypnosis 62
4. Physiological Explanation 63
4.1. Neural Transmission Asynchrony 63
4.2. Surgical Elimination of Déjà Vu 64
4.3. Surgical Elicitation of Déjà Vu 64
5. Reports in Anomalous Individuals 65
5.1. Blindness 65
5.2. Chronic Déjà Vu 66
6. Continuing Issues 67
6.1. Aging 67
6.2. Dreams 68
6.3. Single versus Multiple Causes 68
6.4. Jamais Vu 69
7. Concluding Remarks 70
References 71
Chapter 3: Spacing and Testing Effects: A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature 74
1. Introduction 75
2. A Field Guide to the Spacing Literature: Spotting Impostors 77
2.1. Recency Effects 78
2.2. Intentional Learning and Mixed Lists: Rehearsal Effects and Strategy-Switching 79
2.3. Primacy and Recency Buffers: The Zero-Sum Effect 85
2.4. Deficient-Processing Effects 88
2.5. Incidental Learning and Mixed Lists: List-Strength Effects 90
2.6. Summary: The Impostor Effects and Confounds in Spacing Designs 91
3. The Failure of Existing Spacing Theories 91
3.1. Intention Invariance 92
3.2. Age-Invariance 95
3.3. Species Invariance 96
3.4. The Glenberg Surface 97
3.5. Deliberate Contextual Variability at the Item Level Doesn’t Help 98
3.6. Recognition Required for Spacing Benefits 102
3.7. Semantic and Perceptual Priming Accounts for Cued-Memory Tasks 105
3.8. Hybrid Accounts 112
3.9. Summary: Theories and Key Phenomena 114
4. Extending a Context Plus Study-Phase Retrieval Account of Spacing Effects 115
4.1. An Account of the List-Strength Effect Using SAM 115
4.2. A Modified One-Shot Account of Spacing? 117
4.3. Some Experiments Linking Context and Spacing 119
4.4. Directed Forgetting as a List-Strength Phenomenon 120
4.5. Summary and Untested Predictions of the Account 122
5. The Testing Effect 123
5.1. Early Research: Tests Slow Forgetting 124
5.2. The Importance of Retention Interval 126
5.3. The Return of Deficient-Processing Accounts 128
5.4. Transfer-Appropriate Processing Accounts 130
5.5. Retrieval Effort and Desirable Difficulty 132
5.6. Why Does Testing Help More Than Restudy? 133
5.7. Testing Effects for Integrated Stimuli 135
5.8. Summary: The Testing Effect 136
6. Spacing and Testing in Educational Contexts 137
6.1. Do Spacing and Testing Improve Learning or Just Memory? 138
6.2. How Prevalent Are Spacing and Testing in Classroom Settings? 141
6.3. How Can One Improve Learners’ Use of Spacing and Testing? 142
6.4. Are There Individual Differences in Spacing and Testing? 145
7. Conclusions 146
References 148
Chapter 4: How One's Hook Is Baited Matters for Catching an Analogy 160
1. Introduction 161
2. Key Roles for Retrieving Analogies 162
2.1. Problem Solving and Retrieving Analogies 163
2.2. Creativity and Retrieving Analogies 166
2.3. Acquisition of Domain Knowledge and Retrieving Analogies 168
3. Underlying Structure and Retrieving Analogies 171
3.1. Encoding the Underlying Structure in Examples 171
3.2. Using Underlying Structure in Retrieval 174
4. Facilitating the Retrieval of Analogies at Retrieval Time 178
4.1. The ‘‘Own Memory’’ Studies: Retrieving Analogies from Autobiographical Memory 179
4.2. The Controlled Memory Set Studies 181
4.3. MAC/FAC Simulation Modeling 182
5. Implications 184
5.1. Implications for Problem Solving and Creativity 184
5.2. Implications for the Acquisition of Domain Knowledge 186
6. Conclusion 187
References 188
Chapter 5: Generating Inductive Inferences: Premise Relations and Property Effects 194
1. Introduction 195
1.1. Inference Generation 195
1.2. Induction and Relations among Concepts 198
1.3. Goals of this Chapter 201
2. Effects of Premise Relations on Inference Generation 202
2.1. The Role of Premise Relations in Argument Evaluation 202
2.2. Relative Salience of Conceptual Relations 204
2.3. Study One: Investigating Effects of Premise Relations on Inference Generation 205
2.4. Summary: Effects of Premise Relations on Inference Generation 213
3. Effects of Property on Inference Generation 214
3.1. Property Effects in Argument Evaluation 214
3.2. Study Two: Investigating Effects of Property on Inference Generation 216
3.3. Summary: Effects of Property on Inference Generation 227
4. Inference Generation: Conclusions and Implications 228
4.1. What Have We Learned About Inference Generation? 228
4.2. Implications 230
4.3. Conclusions 235
Acknowledgments 235
References 235
Chapter 6: From Uncertainly Exact to Certainly Vague: Epistemic Uncertainty and Approximation in Science and Engineering Problem Solving 238
1. Introduction 239
2. Linguistic Pragmatics of Uncertainty and Approximation 240
3. Coding Approximation and Uncertainty from Speech 242
3.1. Conversation Coding in Engineering Design Team Meetings 242
3.2. Conversation and Interview Coding in Science and Applied Science Data Analysis 243
4. Coding Uncertainty from Gestures 245
5. Uncertainty, Approximation, and Expertise 248
6. From Uncertainty to Approximation via Spatial Reasoning 252
6.1. Uncertainty and Verbally Coded Spatial Transformations in Basic and Applied Science 252
6.2. Association of Uncertainty and Approximation with Spatial Gestures in Basic Science 253
6.3. From Approximation to Uncertainty via Mental Simulations in Engineering Design 255
7. Summary and Discussion 257
8. Future Directions 259
Acknowledgments 260
References 261
Chapter 7: Event Perception: A Theory and Its Application to Clinical Neuroscience 264
1. Introduction 265
2. Event Segmentation Theory 266
2.1. Prior Evidence 270
3. Schizophrenia 273
3.1. Cognitive Deficits 274
3.2. Schizophrenia and Event Segmentation 274
4. Obsessive-Compulsive Disorder 275
4.1. Cognitive Disturbances 276
4.2. Obsessive-Compulsive Disorder and Event Segmentation 278
5. Parkinson's Disease 280
5.1. Cognitive Deficits 280
5.2. Parkinson’s Disease and Event Segmentation 282
6. Lesions of the Prefrontal Cortex 283
6.1. Cognitive Deficits 283
6.2. Prefrontal Lesions and Event Segmentation 285
7. Aging 286
7.1. Prefrontal Cortex 287
7.2. Midbrain Neuromodulatory Systems 288
7.3. Episodic Memory and Situation Model Construction 288
7.4. Aging and Event Segmentation 290
8. Alzheimer's Disease 293
8.1. Brain Changes and Cognitive Deficits 294
8.2. Alzheimer’s Disease and Event Segmentation 297
9. Conclusions 298
Acknowledgments 301
References 301
Chapter 8: Two Minds, One Dialog: Coordinating Speaking and Understanding 312
1. Introduction: The Joint Nature of Language Processing 313
2. Dialog: Beyond Transcripts 315
3. Process Models of Dialog 318
3.1. The Message Model 319
3.2. Two-Stage Models 321
3.3. The Collaborative View and the Grounding Model 322
4. The Role of Cues in Grounding 324
5. Partner-Specific Processing 326
5.1. Global and Local Adaptations 327
5.2. Speakers Adapt Utterances for Their Addressees 331
5.3. Addressees Adapt Utterance Interpretations to Speakers 334
5.4. Simple or ‘‘One-Bit’’ Partner Models 335
6. Neural Bases of Partner-Adapted Processing 335
6.1. Mirroring 336
6.2. Theory of Mind 337
6.3. Distinguishing a Partner’s Perspective from One’s Own: The Role of Executive Control 341
6.4. Mentalizing Versus Mirroring 343
6.5. Cues Hypothesized to Support Partner-Adapted Processing 344
7. Conclusions 346
Acknowledgments 348
References 349
Chapter 9: Retrieving Personal Names, Referring Expressions, and Terms of Address 356
1. Introduction 356
2. Psychological Research on Personal Name Production 357
2.1. How Difficult Are Personal Names? 357
2.2. Why Are Personal Names So Difficult? 359
3. Personal Names and Reference Across Cultures 375
3.1. What Are Names Like Cross-Culturally? 376
3.2. How Are People Referred to? 380
4. Direct Address in Spoken Language 382
4.1. Forms of Direct Address 383
4.2. Factors Influencing Choice of Address Form 387
5. Conclusion 390
Acknowledgments 390
References 391
Contents of Recent Volumes 406
Subject Index 400

Produkt-Details

• Erscheint lt. Verlag: 3.7.2010
• Mitarbeit: Herausgeber (Serie): Brian H. Ross
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Biopsychologie / Neurowissenschaften
• Themenwelt: Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
• Themenwelt: Geisteswissenschaften ► Psychologie ► Verhaltenstherapie
• ISBN-13: 9780123809070 / 9780123809070