Psychology of Learning and Motivation

1. Auflage 2016
ISBN: 978-0-12-805182-5
Verlag: Elsevier Science & Techn.
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, Band Volume 65, 340 Seiten

Reihe: Psychology of Learning and Motivation

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 thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 65 includes chapters on such varied topics as prospective memory, metacognitive information processing, basic memory processes during reading, working memory capacity, attention, perception and memory, short-term memory, language processing, and causal reasoning. - Presents the latest information in the highly regarded Psychology of Learning and Motivation series - Provides an essential reference for researchers and academics in cognitive science - Contains information relevant to both applied concerns and basic research

Autoren/Hrsg.

Inhaltsverzeichnis

1;The Psychology of Learning and Motivation;2
2;Series Editor;3
3;The Psychology of Learning and Motivation;4
4;Copyright;5
5;Contents;6
6;CONTRIBUTORS;10
7;One - The Many Facets of Individual Differences in Working Memory Capacity;12
7.1;1. INTRODUCTION;13
7.2;2. IMPORTANCE OF WORKING MEMORY;13
7.3;3. A THEORETICAL FRAMEWORK FOR WORKING MEMORY CAPACITY;16
7.4;4. MULTIPLE FACETS INFLUENCE INDIVIDUAL DIFFERENCES IN WORKING MEMORY CAPACITY;18
7.4.1;4.1 Capacity of Primary Memory;18
7.4.2;4.2 Attention Control;27
7.4.3;4.3 Secondary Memory;36
7.5;5. MEASUREMENT OF WORKING MEMORY CAPACITY;43
7.6;6. HETEROGENEITY OF WORKING MEMORY CAPACITY LIMITATIONS;47
7.7;7. CONCLUSIONS;48
7.8;REFERENCES;48
8;Two - An Exemplar-Retrieval Model of Short-term Memory Search: Linking Categorization and Probe Recognition;58
8.1;1. INTRODUCTION AND BACKGROUND;59
8.1.1;1.1 Introduction;59
8.1.2;1.2 Background;60
8.2;2. THE “CORE” VERSION OF THE FORMAL MODEL;61
8.3;3. SHORT-TERM PROBE RECOGNITION IN A CONTINUOUS-DIMENSION SIMILARITY SPACE;65
8.4;4. SHORT-TERM PROBE RECOGNITION OF DISCRETE STIMULI;69
8.5;5. A POWER LAW OF MEMORY STRENGTH;73
8.6;6. BRIDGING SHORT-TERM AND LONG-TERM PROBE RECOGNITION AND INCORPORATING THE ROLE OF PREVIOUS MEMORY SETS;75
8.6.1;6.1 Review of Empirical Findings;75
8.6.2;6.2 The Extended EBRW Model: Conceptual Description;78
8.6.3;6.3 The Extended EBRW Model: Formal Description;82
8.6.4;6.4 Modeling Application;85
8.7;7. EVIDENCE FOR A JOINT ROLE OF CATEGORIZATION AND FAMILIARITY PROCESSES;87
8.8;8. SUMMARY AND CONCLUSIONS;91
8.9;ACKNOWLEDGMENTS;93
8.10;REFERENCES;93
9;Three - Hybrid Causal Representations;96
9.1;1. INTRODUCTION;97
9.2;2. FRAMEWORKS OF CAUSAL REASONING;98
9.2.1;2.1 The Dependency Framework;99
9.2.2;2.2 The Disposition Framework;101
9.2.3;2.3 The Process Framework;105
9.3;3. HYBRID CAUSAL REPRESENTATIONS;106
9.3.1;3.1 Unitary Versus Pluralistic Causal Theories;107
9.3.2;3.2 Hybrid Accounts;108
9.4;4. CASE STUDIES;110
9.4.1;4.1 Study 1: The Interaction of Dispositional Intuitions and Dependency Representations—Markov Violations as a Test Case;110
9.4.1.1;4.1.1 Agents and Causes;111
9.4.1.2;4.1.2 Agency, Accountability, and Error Attribution;114
9.4.1.3;4.1.3 A Bayes Net Account of Error Attribution;115
9.4.1.4;4.1.4 Markov Violations as a Test Case;116
9.4.1.5;4.1.5 Alternative Theories;119
9.4.2;4.2 Study 2: Mutual Constraints Between Dispositional Intuitions and Dependency Knowledge;121
9.4.2.1;4.2.1 Probabilistic Force Model;121
9.4.2.2;4.2.2 Experiment;123
9.4.3;4.3 Study 3: Dependencies, Processes, and Dispositions: The Michotte Task;125
9.5;5. CONCLUSION;133
9.6;ACKNOWLEDGMENT;134
9.7;REFERENCES;134
10;Four - Increased Wisdom From the Ashes of Ignorance and Surprise: Numerically-Driven Inferencing, Global Warming, a ...;140
10.1;1. LEARNING, WISDOM, AND IGNORANCE;141
10.2;2. GAUGING ONE'S NUMERICAL KNOWLEDGE/IGNORANCE BOUNDARIES;145
10.3;3. GAUGING ONE'S MECHANISTIC KNOWLEDGE/IGNORANCE BOUNDARIES;148
10.4;4. (ESPECIALLY SURPRISING) NUMERICAL AND MECHANISTIC INFORMATION CAN CHANGE MINDS;151
10.5;5. EXPLANATORY COHERENCE AND NUMERICALLY DRIVEN INFERENCING;153
10.6;6. NUMERICAL AND MECHANISTIC CO-INFLUENCES: GRAPHS AND STATISTICS IMPLYING CAUSALITY;160
10.7;7. USING NDI CURRICULA TO IMPROVE PEOPLE'S ANALYTIC ABILITIES;164
10.7.1;7.1 Improving Precollege Students' Numeric-Analytic Abilities;164
10.7.2;7.2 Improving Journalists' Numeric-Analytic Abilities;166
10.8;8. LONG-TERM CONCEPTUAL CHANGE AS A HOLY GRAIL;168
10.9;9. DIRECT TO THE PUBLIC: CONCEPTUAL CHANGE ABOUT GLOBAL WARMING (GW);172
10.10;10. FIVE WAYS TO INCREASE GW ACCEPTANCE NUMERICALLY AND/OR MECHANISTICALLY;174
10.11;11. A RISING TIDE OF GERMANE, NONDECEITFUL, INFORMATION “LIFTS ALL WISDOMS”;179
10.11.1;11.1 Future Directions With GW as a Touchstone;180
10.11.2;11.2 Conclusions;182
10.12;ACKNOWLEDGMENT;183
10.13;APPENDICES;184
10.13.1;Appendix A: Sources for Table 1, “Michael Ranney's Picks for the Top 40 Numbers One Should Know (But Many Don't)” (Based on ...;184
10.13.2;Appendix B: Michael Ranney's Picks, With Sources, for the “Top 40 Numbers One Should Know (But Many Don't)a,” Updated With ...;185
10.13.3;Appendix C: 400-Word Text Explaining the Mechanism of Global Warming (From Ranney, Clark, Reinholz, & Cohen, 2012b);188
10.14;REFERENCES;189
11;Five - How Retrieval Attempts Affect Learning: A Review and Synthesis;194
11.1;1. INTRODUCTION;195
11.2;2. THREE KINDS OF EVIDENCE;197
11.2.1;2.1 Retrieval Difficulty;197
11.2.2;2.2 Item Difficulty;198
11.2.3;2.3 Experimental Control of Retrieval Success;199
11.3;3. WHY RETRIEVAL SUCCESS MIGHT MATTER;199
11.4;4. EVIDENCE THAT UNSUCCESSFUL RETRIEVAL IMPROVES MEMORY;200
11.4.1;4.1 Test-Potentiated Learning;200
11.4.2;4.2 Pretesting Procedures;202
11.5;5. THE TWO-STAGE FRAMEWORK;203
11.6;6. MODERATORS OF THE PRETESTING EFFECT;205
11.6.1;6.1 Feedback Timing;205
11.6.2;6.2 Trivia Questions;206
11.6.3;6.3 Scholastic Materials;207
11.6.4;6.4 Older Adults;208
11.6.5;6.5 Metacognitive Awareness;210
11.7;7. DOES RETRIEVAL SUCCESS EVEN MATTER?;210
11.7.1;7.1 What About Target Memory?;212
11.7.2;7.2 Fragments as Feedback;213
11.8;8. THEORIES OF TEST-ENHANCED LEARNING;214
11.8.1;8.1 New Theory of Disuse;214
11.8.2;8.2 Retrieval Effort Hypothesis;217
11.8.3;8.3 Elaborative Retrieval Hypothesis;218
11.8.4;8.4 Search Set Theory;219
11.8.5;8.5 Episodic Context Account;220
11.9;9. CONCLUSION;221
11.9.1;9.1 Theoretical Implications;221
11.9.2;9.2 Practical Implications;222
11.10;REFERENCES;223
12;Six - Prediction, Information Structure, and Good-Enough Language Processing;228
12.1;1. INTRODUCTION;229
12.2;2. THE GOOD-ENOUGH LANGUAGE PROCESSING APPROACH;230
12.2.1;2.1 Good-Enough Reanalysis;231
12.2.2;2.2 Good-Enough Processing in a Broader Context;233
12.3;3. PREDICTION IN COMPREHENSION;234
12.3.1;3.1 Prediction of Syntactic Structure;235
12.3.2;3.2 Prediction of Specific Words;235
12.3.2.1;3.2.1 Prediction in Cloze Contexts;236
12.3.2.2;3.2.2 Prediction as Surprisal and Entropy;237
12.3.2.3;3.2.3 Prediction and the Visual World Paradigm;238
12.3.3;3.3 Prediction and Top-Down Processing;241
12.3.4;3.4 Summary;243
12.4;4. INFORMATION STRUCTURE: GIVEN BEFORE NEW;243
12.5;5. PUTTING IT ALL TOGETHER: INFORMATION STRUCTURE, GOOD-ENOUGH PROCESSING, AND PREDICTION;246
12.6;6. CONCLUSIONS;251
12.7;REFERENCES;252
13;Seven - Separating the Activation, Integration, and Validation Components of Reading;260
13.1;1. INTRODUCTION;260
13.2;2. THE RI-VAL MODEL OF COMPREHENSION;263
13.2.1;2.1 General World Knowledge Versus Contextual Influences on Comprehension;267
13.2.2;2.2 Mediating Influences on Validation;270
13.2.3;2.3 When Validation “Fails”;274
13.2.4;2.4 Manipulating the Coherence Threshold;279
13.3;3. IMPLICATIONS OF THE RI-VAL MODEL;281
13.4;4. CONCLUSIONS;282
13.5;REFERENCES;283
14;Eight - The Politics of Attention: Differences in Visual Cognition Between Liberals and Conservatives;288
14.1;1. INTRODUCTION;289
14.2;2. BACKGROUND;289
14.3;3. HOW DOES ENHANCED PHYSIOLOGICAL REACTIVITY MANIFEST IN TERMS OF BASIC COGNITIVE BEHAVIORS?;291
14.4;4. LOOK INTO MY EYES AND TELL ME WHAT YOU SEE;296
14.5;5. EMOTION PROCESSING;304
14.5.1;5.1 Flanker Task;305
14.5.2;5.2 Visual Search: Resolving Discrepancies and Investigating Mechanisms;307
14.6;6. POLITICAL TEMPERAMENT DOES NOT INTERACT WITH EVERYTHING;313
14.7;7. SUMMARY AND TAKEAWAY;314
14.8;REFERENCES;315
15;INDEX;322
15.1;A;322
15.2;B;322
15.3;C;322
15.4;D;323
15.5;E;324
15.6;F;325
15.7;G;325
15.8;H;325
15.9;I;325
15.10;J;326
15.11;L;326
15.12;M;326
15.13;N;326
15.14;O;327
15.15;P;327
15.16;R;328
15.17;S;329
15.18;T;329
15.19;U;329
15.20;V;330
15.21;W;330
16;CONTENTS OF PREVIOUS VOLUMES;332
16.1;VOLUME 40;332
16.2;VOLUME 41;332
16.3;VOLUME 42;332
16.4;VOLUME 43;333
16.5;VOLUME 44;333
16.6;VOLUME 45;333
16.7;VOLUME 46;334
16.8;VOLUME 47;334
16.9;VOLUME 48;334
16.10;VOLUME 49;335
16.11;VOLUME 50;335
16.12;VOLUME 51;335
16.13;VOLUME 52;336
16.14;VOLUME 53;336
16.15;VOLUME 54;336
16.16;VOLUME 55;337
16.17;VOLUME 56;337
16.18;VOLUME 57;338
16.19;VOLUME 58;338
16.20;VOLUME 59;338
16.21;VOLUME 60;338
16.22;VOLUME 61;339
16.23;VOLUME 62;339
16.24;VOLUME 63;340
16.25;VOLUME 64;340