Elsevier S & T

Psychology of Learning and Motivation: Advances in Research and Theory

Medin, Douglas L.

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Table of contents
  • Cover
  • CONTENTSv
  • Contributorsix
  • Chapter 1. DIFFERENT ORGANIZATION OF CONCEPTS AND MEANING SYSTEMS IN THE TWO CEREBRAL HEMISPHERES1
  • I. Introduction1
  • II. Concepts, Schemas, and Categories in the Hemispheric Long-Term Memory3
  • III. Constraining Influences in the Interaction between Hemispheric Specialization and Long-Term Mem16
  • IV. Possible Answers to the Biological Logic of Hemispheric Long-Term Memory17
  • V. Conclusions18
  • References19
  • Chapter 2. THE CAUSAL STATUS EFFECT IN CATEGORIZATION: AN OVERVIEW23
  • I. Different Approaches to Understanding Feature Centrality23
  • II. Causal Status Hypothesis: General Introduction27
  • III. Essentialism and the Causal Status Hypothesis29
  • IV. Main Empirical Results Supporting the Causal Status Hypothesis31
  • V. Related Phenomena Accounted for by the Causal Status Hypothesis: Natural Kinds versus Artifacts33
  • VI. Computational Modeling37
  • VII. Moderating Factors38
  • VIII. Causal versus Isolated Features49
  • IX. Application52
  • X. Other Types of Dependency Relations57
  • XI. Conclusion61
  • References61
  • Chapter 3. REMEMBERING AS A SOCIAL PROCESS67
  • I. Introduction67
  • II. Arguments for the Social Nature of Memory68
  • III. How Can Remembering Be Studied as a Social Process?77
  • IV. Collaborative Remembering and Collective Memory91
  • V. Conclusions115
  • References116
  • Chapter 4. NEUROCOGNITIVE FOUNDATIONS OF HUMAN MEMORY121
  • I. What Evidence from Neuroscience Is Relevant for Understanding Cognition?122
  • II. The Neural Implementation of Declarative Memory124
  • III. Electrophysiological Measures of Recollection131
  • IV. Electrophysiological Measures of Perceptual Priming137
  • V. Conclusions: Cognitive Neuroscience and Human Memory138
  • References140
  • Chapter 5. STRUCTURAL INFLUENCES ON IMPLICIT AND EXPLICIT SEQUENCE LEARNING147
  • I. Introduction147
  • II. Group Differences Revealed by Structural Manipulations149
  • III. Effects of Reversal Frequency on Implicit and Explicit Sequence Learning (Experiments 3 to 5)162
  • IV. General Discussion173
  • V. Conclusions178
  • References178
  • Chapter 6. RECALL PROCESSES IN RECOGNITION MEMORY183
  • I. Introduction183
  • II. Evidence on the Use of Recall in Recognition184
  • III. Evidence on the Specific Nature of the Recall Process186
  • IV. Factors That In.uence the Use of Recall Processes in Recognition193
  • V. Other Measures of Recall-to-Reject Processing194
  • VI. The Receiver Operating Characteristic Curve195
  • VII. Conjoint Recognition201
  • VIII. Experiment204
  • IX. Conjoint Recognition Estimate of Recall-to-Reject Processing212
  • X. Familiarity-Based Explanations of the Data216
  • XI. Conclusions217
  • References218
  • Chapter 7. REWARD LEARNING: REINFORCEMENT, INCENTIVES, AND EXPECTATIONS223
  • I. Reinforcement Theories223
  • II. Bases of Modern Incentive Theory: Bolles–Bindra–Toates234
  • III. Consequences for the Incentive Model of Motivation and Reward239
  • IV. Do Conditioned Incentive Stimuli Take on the Motivational Properties of Primary Incentive Stimul246
  • V. Splitting Pavlovian Incentives: ‘‘Liking’’ versus ‘‘Wanting’’252
  • VI. From Pavlovian Incentives to Incentive Expectations: Dickinson–Balleine257
  • VII. Brain Mechanisms of Reward Learning264
  • VIII. Conclusion271
  • References272
  • Chapter 8. SPATIAL DIAGRAMS: KEY INSTRUMENTS IN THE TOOLBOX FOR THOUGHT279
  • I. The Toolbox for Thought279
  • II. The Importance of Selecting the Appropriate Representational Tool281
  • III. Spatial Diagram Tools282
  • IV. Overview of the Chapter282
  • V. The Use of Exemplar Knowledge in Choosing Diagrammatic Tools285
  • VI. The Existence in Memory of Abstract Tool Schemas290
  • VII. A Structural Analysis of the Three Spatial Diagram Tools296
  • VIII. Empirical Investigation of the Structural Analysis and Students’ Diagram Knowledge301
  • IX. The Structure of Students’ Knowledge about the Three Spatial Diagrams312
  • X. Constructing Spatial Diagrams317
  • XI. Discussion318
  • References322
  • Chapter 9. REINFORCEMENT AND PUNISHMENT IN THE PRISONER’S DILEMMA GAME327
  • I. Introduction327
  • II. Playing Card Paradigm (Single Trials)332
  • III. Playing Card Paradigm (Grouped Trials)336
  • IV. Game Board Paradigm (Single Trials)340
  • V. Game Board Paradigm (Single Trials, Increased Reward for Cooperation)345
  • VI. Game Board Paradigm (Patterned Trials)347
  • VII. Computer Paradigm (Probability of Reciprocation, Spinners)348
  • VIII. Computer Paradigm (Probability of Reciprocation, No Spinners)353
  • IX. Computer Paradigm (Probability of Reciprocation, Other Player)354
  • X. Computer Paradigm (Probability of Reinforcement and Punishment Varied Separately)356
  • XI. Computer Paradigm (Tit-for-Tat versus Pavlov)358
  • XII. Conclusions362
  • References363
  • Index365
  • Contents of Recent Volumes377
Book details
  • Vendor Elsevier S & T
  • SKU 9780125433402
  • ISBN-13 9780080522739
  • Author Medin, Douglas L.
  • Category Education
  • Subject Educational Psychology

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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.