Psychology of Learning and Motivation

Advances in Research and Theory
1. Auflage 2000
ISBN: 978-0-08-052273-9
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band Volume 40, 381 Seiten, Web PDF

Reihe: Psychology of Learning and Motivation

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.

Autoren/Hrsg.

Inhaltsverzeichnis

1;Cover;1
2;CONTENTS;6
3;Contributors;10
4;Chapter 1. DIFFERENT ORGANIZATION OF CONCEPTS AND MEANING SYSTEMS IN THE TWO CEREBRAL HEMISPHERES;12
4.1;I. Introduction;12
4.2;II. Concepts, Schemas, and Categories in the Hemispheric Long-Term Memory ;14
4.3;III. Constraining Influences in the Interaction between Hemispheric Specialization and Long-Term Memory ;27
4.4;IV. Possible Answers to the Biological Logic of Hemispheric Long-Term Memory ;28
4.5;V. Conclusions;29
4.6;References;30
5;Chapter 2. THE CAUSAL STATUS EFFECT IN CATEGORIZATION: AN OVERVIEW;34
5.1;I. Different Approaches to Understanding Feature Centrality;34
5.2;II. Causal Status Hypothesis: General Introduction;38
5.3;III. Essentialism and the Causal Status Hypothesis;40
5.4;IV. Main Empirical Results Supporting the Causal Status Hypothesis ;42
5.5;V. Related Phenomena Accounted for by the Causal Status Hypothesis: Natural Kinds versus Artifacts ;44
5.6;VI. Computational Modeling;48
5.7;VII. Moderating Factors;49
5.8;VIII. Causal versus Isolated Features;60
5.9;IX. Application;63
5.10;X. Other Types of Dependency Relations;68
5.11;XI. Conclusion;72
5.12;References;72
6;Chapter 3. REMEMBERING AS A SOCIAL PROCESS;78
6.1;I. Introduction;78
6.2;II. Arguments for the Social Nature of Memory;79
6.3;III. How Can Remembering Be Studied as a Social Process?;88
6.4;IV. Collaborative Remembering and Collective Memory;102
6.5;V. Conclusions;126
6.6;References;127
7;Chapter 4. NEUROCOGNITIVE FOUNDATIONS OF HUMAN MEMORY;132
7.1;I. What Evidence from Neuroscience Is Relevant for Understanding Cognition? ;133
7.2;II. The Neural Implementation of Declarative Memory;135
7.3;III. Electrophysiological Measures of Recollection;142
7.4;IV. Electrophysiological Measures of Perceptual Priming;148
7.5;V. Conclusions: Cognitive Neuroscience and Human Memory;149
7.6;References;151
8;Chapter 5. STRUCTURAL INFLUENCES ON IMPLICIT AND EXPLICIT SEQUENCE LEARNING;158
8.1;I. Introduction;158
8.2;II. Group Differences Revealed by Structural Manipulations;160
8.3;III. Effects of Reversal Frequency on Implicit and Explicit Sequence Learning (Experiments 3 to 5) ;173
8.4;IV. General Discussion;184
8.5;V. Conclusions;189
8.6;References;189
9;Chapter 6. RECALL PROCESSES IN RECOGNITION MEMORY;194
9.1;I. Introduction;194
9.2;II. Evidence on the Use of Recall in Recognition;195
9.3;III. Evidence on the Specific Nature of the Recall Process;197
9.4;IV. Factors That In.uence the Use of Recall Processes in Recognition ;204
9.5;V. Other Measures of Recall-to-Reject Processing;205
9.6;VI. The Receiver Operating Characteristic Curve;206
9.7;VII. Conjoint Recognition;212
9.8;VIII. Experiment;215
9.9;IX. Conjoint Recognition Estimate of Recall-to-Reject Processing;223
9.10;X. Familiarity-Based Explanations of the Data;227
9.11;XI. Conclusions;228
9.12;References;229
10;Chapter 7. REWARD LEARNING: REINFORCEMENT, INCENTIVES, AND EXPECTATIONS;234
10.1;I. Reinforcement Theories;234
10.2;II. Bases of Modern Incentive Theory: Bolles–Bindra–Toates;245
10.3;III. Consequences for the Incentive Model of Motivation and Reward ;250
10.4;IV. Do Conditioned Incentive Stimuli Take on the Motivational Properties of Primary Incentive Stimuli? ;257
10.5;V. Splitting Pavlovian Incentives: ‘‘Liking’’ versus ‘‘Wanting’’;263
10.6;VI. From Pavlovian Incentives to Incentive Expectations: Dickinson–Balleine ;268
10.7;VII. Brain Mechanisms of Reward Learning;275
10.8;VIII. Conclusion;282
10.9;References;283
11;Chapter 8. SPATIAL DIAGRAMS: KEY INSTRUMENTS IN THE TOOLBOX FOR THOUGHT;290
11.1;I. The Toolbox for Thought;290
11.2;II. The Importance of Selecting the Appropriate Representational Tool ;292
11.3;III. Spatial Diagram Tools;293
11.4;IV. Overview of the Chapter;293
11.5;V. The Use of Exemplar Knowledge in Choosing Diagrammatic Tools ;296
11.6;VI. The Existence in Memory of Abstract Tool Schemas;301
11.7;VII. A Structural Analysis of the Three Spatial Diagram Tools;307
11.8;VIII. Empirical Investigation of the Structural Analysis and Students’ Diagram Knowledge ;312
11.9;IX. The Structure of Students’ Knowledge about the Three Spatial Diagrams ;323
11.10;X. Constructing Spatial Diagrams;328
11.11;XI. Discussion;329
11.12;References;333
12;Chapter 9. REINFORCEMENT AND PUNISHMENT IN THE PRISONER’S DILEMMA GAME;338
12.1;I. Introduction;338
12.2;II. Playing Card Paradigm (Single Trials);343
12.3;III. Playing Card Paradigm (Grouped Trials);347
12.4;IV. Game Board Paradigm (Single Trials);351
12.5;V. Game Board Paradigm (Single Trials, Increased Reward for Cooperation) ;356
12.6;VI. Game Board Paradigm (Patterned Trials);358
12.7;VII. Computer Paradigm (Probability of Reciprocation, Spinners);359
12.8;VIII. Computer Paradigm (Probability of Reciprocation, No Spinners) ;364
12.9;IX. Computer Paradigm (Probability of Reciprocation, Other Player) ;365
12.10;X. Computer Paradigm (Probability of Reinforcement and Punishment Varied Separately) ;367
12.11;XI. Computer Paradigm (Tit-for-Tat versus Pavlov);369
12.12;XII. Conclusions;373
12.13;References;374
13;Index;376
14;Contents of Recent Volumes;388