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The psychology of learning and motivation. Volume 63 /
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, w...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam [Netherlands] :
Academic Press,
2015.
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| Edición: | First edition. |
| Colección: | Psychology of learning and motivation ;
Volume 63. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front Cover; The Psychology of Learning and Motivation; Copyright; Contents; Contributors; Conducting an Eyewitness Lineup: How the Research Got It Wrong; 1. Introduction; 2. Eyewitness Reforms; 2.1 Proper Choice of Lineup Fillers; 2.2 Unbiased Instructions; 2.3 Sequential Presentation; 2.4 Proper Consideration of Confidence; 2.5 Double-Blind Lineup Administration; 3. Impact of the Reforms Misconstrued; 3.1 Focus on Benefits, Discount Costs; 3.2 Discriminability versus Response Bias; 3.3 Measurement Issues; 3.3.1 Diagnosticity Ratio; 3.3.2 Point-Biserial Correlation; 3.4 Role of Theory.
- 4. Reevaluation of the Reforms4.1 Decline Effects; 4.2 Alternative Theoretical Formulations; 4.2.1 Signal-Detection Alternative; 4.2.2 Continuous or Discrete Mediation; 4.2.3 Role for Recollection; 4.3 Role for Confidence; 5. Foundation for Next-Generation Reforms; 5.1 Theory-Driven Research; 5.2 Cost and Benefits; 6. Conclusions; Acknowledgments; References; The Role of Context in Understanding Similarities and Differences in Remembering and Episodic Future Thinking; 1. Introduction; 2. Episodic Future Thought: The Concept; 3. Similarities in Memory-Impaired Populations; 3.1 Amnesia.
- 3.2 Other Memory-Impaired Populations4. Conceptual Issues; 5. Individual Differences within Healthy Young Adults; 5.1 Tendencies; 5.2 Cognitive Abilities; 6. Direct Contrasts of the Phenomenology of Remembering and Future Imagining within Healthy Young Adults; 6.1 Vividness; 6.2 Visual Perspective; 7. Neural Correlates of Remembering and Episodic Future Thought; 7.1 Positron Emission Tomography; 7.2 Early fMRI Studies; 7.3 fMRI Studies Focusing on Scenes; 8. The Important Role of Location Familiarity in Explaining Similarities between Remembering and Episodic Future Thought.
- 9. The Important Role of Context in Explaining Differences between Remembering and Episodic Future Thought10. Conclusions; Acknowledgments; References; Human Category Learning: Toward a Broader Explanatory Account; 1. A Theoretical Analysis of Categorization; 1.1 Traditional Artificial Classification Learning; 1.2 Discriminative versus Generative Category Learning; 2. DIVA: A Connectionist Generative Approach to Category Learning; 2.1 Introducing the DIVA Model; 2.2 Design Principles and Specifications of DIVA; 2.3 What Does DIVA Entail for the Psychology of Category Learning?
- 2.4 Accounting for TACL with a Generative Approach Plus Focusing3. Challenging the Reference Point Account of TACL; 4. Beyond TACL; 4.1 Alternatives to Learning Categories by Guessing the Category; 4.2 Alternatives to Learning Categories One Example at a Time; 5. A Brief Concluding Statement; Acknowledgments; References; Choice from among Intentionally Selected Options; 1. Introduction; 2. The Luce Choice Rule; 3. Empirical Arguments against Luce Choice; 4. Social Influences on Learning; 5. A Model of Choosing among Intentionally Selected Options; 5.1 Feature Utilities; 5.2 Commonality.