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.
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Short-Term Memory: New Data and a Model
Stephan Lewandowsky and Simon Farrell
Theory and Measurement of Working Memory Capacity Limits
Nelson Cowan, Candice C. Morey, Zhijian Chen, Amanda L. Gilchrist, and J. Scott Saults
What Goes with What? Development of Perceptual Grouping in Infancy
Paul C. Quinn, Ramesh S. Bhatt and Angela Hayden
Co-constructing Conceptual Domains Through Family Conversations and Activities
Maureen Callanan and Araceli Valle
The Concrete Substrates of Abstract Rule Use
Bradley C. Love, Marc Tomlinson, and Todd M. Gureckis
Ambiguity, Accessibility, and a Division of Labor for Communicative Success
Victor S. Ferreira
Lexical Expertise and Reading Skill
Brian Ross received his Ph.D. from Stanford University in 1982. He is a professor in the UIUC Department of Psychology and a full-time faculty member in the Beckman Institute Cognitive Science Group. His fields of professional interest are cognitive psychology, human memory and learning, problem solving, acquisition of cognitive skills, remindings in learning and problem solving, and concepts and categories. Honors and awards: Arnold O. Beckman Research Award (1991, 1982); Beckman Fellow, UIUC Center for Advanced Study (1985-86); Sigma Xi.