Elsevier S & T

The Psychology of Learning and Motivation

Ross, Brian H.

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Table of contents
  • The Psychology of Learning and Motivationiii
  • Copyright Pageiv
  • Contentsv
  • Contributorsix
  • Chapter 1: Short-Term Memory: New Data and A Model1
  • I. Short-Term Memory: A Wealth of Data and Theories1
  • II. Explanatory Constructs and New Data14
  • III. C-SOB: A Model of Serial Recall in STM21
  • IV. Experimental Predictions31
  • V. General Discussion37
  • VI. Concluding Remarks43
  • References44
  • Chapter 2: Theory and Measurement of Working Memory Capacity Limits49
  • I. Key Theoretical Issues50
  • II. Space (Chunk Capacity) Limits55
  • III. Energy Limits, Time Limits, and Combinations of Limits75
  • IV. Ideographic Evidence80
  • V. Addressing the Holistic-Versus-Analytic Distinction96
  • VI. Conclusion97
  • References98
  • Chapter 3: What Goes with What? Development of Perceptual Grouping in Infancy105
  • I. Introduction106
  • II. Historical Views on the Development of Perceptual Organization107
  • III. Initial Empirical Efforts and Their Theoretical Implications108
  • IV. Further Empirical Work on the Classic Grouping Principles111
  • V. Infants' Use of a Classic Grouping Principle to Organize a More Complex Stimulus119
  • VI. Infants' Utilization of New Grouping Principles121
  • VII. Classic Grouping Principles Reconsidered: The Special Case of Form Similarity126
  • VIII. Lightness Versus Form Similarity: Automatic Versus Constructivist Grouping?132
  • IX. Theoretical Significance and Connections with the Literature135
  • References143
  • Chapter 4: Co-constructing Conceptual Domains Through Family Conversations and Activities147
  • I. Introduction148
  • II. Studies of Development in Context152
  • III. Conclusions About Cognitive Development in Context of Conversations161
  • References163
  • Chapter 5: The Concrete Substrates of Abstract Rule Use167
  • I. Introduction168
  • II. When Rules Are Not Rules: Rule-Plus-Exception Category Learning170
  • III. Learning Abstract Rules from Examples182
  • IV. Learning to Reason About Rewards in Dynamic Environments191
  • V. General Discussion201
  • References204
  • Chapter 6: Ambiguity, Accessibility, and a Division of Labor for Communicative Success209
  • I. Introduction210
  • II. Listener-Centered Grammatical Encoding: "That" as Disambiguator211
  • III. Speaker-Centered Grammatical Encoding: "That" as Syntactic Pause223
  • IV. Why Do Speakers Not Avoid Ambiguity?232
  • V. How Ambiguous Is Language Really?239
  • VI. Why Are Speakers' Utterances so Unambiguous?241
  • VII. Conclusion: A Division of Labor for Communicative Success243
  • References244
  • Chapter 7: Lexical Expertise and Reading Skill247
  • I. Introduction248
  • II. Defining and Assessing Lexical Expertise250
  • III. Lexical Expertise and Reading Comprehension263
  • IV. Conclusions272
  • References277
  • Index283
  • Contents of Recent Volumes289
Book details
  • Vendor Elsevier S & T
  • SKU 9780123743169
  • ISBN-13 9780080878812
  • Author Ross, Brian H.
  • Category Psychology
  • Subject Cognitive 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. 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.