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The psychology of learning and motivation : advances in research and theory. Volume 40 /
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...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Diego, Calif. :
Academic Press,
�2000.
|
| Colección: | Psychology of learning and motivation ;
v. 40. |
| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
MARC
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| 245 | 0 | 4 | |a The psychology of learning and motivation : |b advances in research and theory. |n Volume 40 / |c edited by Douglas L. Medin. |
| 260 | |a San Diego, Calif. : |b Academic Press, |c �2000. | ||
| 300 | |a 1 online resource (1 volume) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Psychology of learning and motivation ; |v v. 40 | |
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a 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. | ||
| 505 | 0 | |a Front Cover; THE PSYCHOLOGY OF LEARNING AND MOTIVATION; CONTENTS; Contributors; Chapter 1. DIFFERENT ORGANIZATION OF CONCEPTS AND MEANING SYSTEMS IN THE TWO CEREBRAL HEMISPHERES; I. Introduction; II. Concepts, Schemas, and Categories in the Hemispheric Long-Term Memory; III. Constraining Influences in the Interaction between Hemispheric Specialization and Long-Term Memory; IV. Possible Answers to the Biological Logic of Hemispheric Long-Term Memory; V. Conclusions; References; Chapter 2. THE CAUSAL STATUS EFFECT IN CATEGORIZATION: AN OVERVIEW | |
| 505 | 8 | |a I. Different Approaches to Understanding Feature CentralityII. Causal Status Hypothesis: General Introduction; III. Essentialism and the Causal Status Hypothesis; IV. Main Empirical Results Supporting the Causal Status Hypothesis; V. Related Phenomena Accounted for by the Causal Status Hypothesis: Natural Kinds versus Artifacts; VI. Computational Modeling; VII. Moderating Factors; VIII. Causal versus Isolated Features; IX. Application; X. Other Types of Dependency Relations; XI. Conclusion; References; Chapter 3. REMEMBERING AS A SOCIAL PROCESS; I. Introduction | |
| 505 | 8 | |a II. Arguments for the Social Nature of MemoryIII. How Can Remembering Be Studied as a Social Process?; IV. Collaborative Remembering and Collective Memory; V. Conclusions; References; Chapter 4. NEUROCOGNITIVE FOUNDATIONS OF HUMAN MEMORY; I. What Evidence from Neuroscience Is Relevant for Understanding Cognition?; II. The Neural Implementation of Declarative Memory; III. Electrophysiological Measures of Recollection; IV. Electrophysiological Measures of Perceptual Priming; V. Conclusions: Cognitive Neuroscience and Human Memory; References | |
| 505 | 8 | |a Chapter 5. STRUCTURAL INFLUENCES ON IMPLICIT AND EXPLICIT SEQUENCE LEARNINGI. Introduction; II. Group Differences Revealed by Structural Manipulations; III. Effects of Reversal Frequency on Implicit and Explicit Sequence Learning (Experiments 3 to 5); IV. General Discussion; V. Conclusions; References; Chapter 6. RECALL PROCESSES IN RECOGNITION MEMORY; I. Introduction; II. Evidence on the Use of Recall in Recognition; III. Evidence on the Specific Nature of the Recall Process; IV. Factors That In.uence the Use of Recall Processes in Recognition | |
| 505 | 8 | |a v. Other Measures of Recall-to-Reject ProcessingVI. The Receiver Operating Characteristic Curve; VII. Conjoint Recognition; VIII. Experiment; IX. Conjoint Recognition Estimate of Recall-to-Reject Processing; X. Familiarity-Based Explanations of the Data; XI. Conclusions; References; Chapter 7. REWARD LEARNING: REINFORCEMENT, INCENTIVES, AND EXPECTATIONS; I. Reinforcement Theories; II. Bases of Modern Incentive Theory: Bolles-Bindra-Toates; III. Consequences for the Incentive Model of Motivation and Reward | |
| 650 | 0 | |a Learning, Psychology of. | |
| 650 | 0 | |a Motivation (Psychology) | |
| 650 | 6 | |a Psychologie de l'apprentissage. |0 (CaQQLa)201-0009360 | |
| 650 | 6 | |a Motivation (Psychologie) |0 (CaQQLa)201-0003507 | |
| 650 | 7 | |a SCIENCE |x Cognitive Science. |2 bisacsh | |
| 650 | 7 | |a PSYCHOLOGY |x Cognitive Psychology. |2 bisacsh | |
| 650 | 7 | |a Learning, Psychology of |2 fast |0 (OCoLC)fst00995009 | |
| 650 | 7 | |a Motivation (Psychology) |2 fast |0 (OCoLC)fst01027516 | |
| 650 | 1 | 7 | |a Leren. |2 gtt |
| 650 | 1 | 7 | |a Motivatie. |2 gtt |
| 650 | 1 | 7 | |a Geheugen. |2 gtt |
| 700 | 1 | |a Medin, Douglas L. | |
| 776 | 0 | 8 | |i Print version: |t Psychology of learning and motivation. |d San Diego, Calif. : Academic Press, �2000 |z 0125433409 |z 9780125433402 |w (OCoLC)59527323 |
| 830 | 0 | |a Psychology of learning and motivation ; |v v. 40. | |
| 856 | 4 | 0 | |u https://sciencedirect.uam.elogim.com/science/book/9780125433402 |z Texto completo |
| 856 | 4 | 0 | |u https://sciencedirect.uam.elogim.com/science/bookseries/00797421/40 |z Texto completo |