Psychology of Learning and Motivation, Volume 69, the latest release in the Psychology of Learning and Motivation series features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving. New to this volume are chapters covering Consilience in the Use of Feedback to Promote Learning: A Review of the Literature, Process Models as Theoretical Bridges Between Cognitive and Social Psychology, Forming Salience Maps of the Environment: A Foundation for Motivated Behavior, Enhancing Learning with Hand Gestures: Principles and Practices, Synesthesia and Metaphor, Learning Structure from the World, and more.
Additional sections cover Free Energy Principle in Cognitive Maps, The Neural and Behavioral Dynamics of Free Recall, and Roles of Instructions in Action Control: Conditional Automaticity in a Hierarchical Multidimensional Task-Space Representation.
- 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
1. Individual Differences in the Incentive Salience of Alcohol Cues and the Neurobiology of Addiction Risk 2. Towards Consilience in the Use of Feedback to Promote Learning: A Review of the Literature 3. Process Models as Theoretical Bridges Between Cognitive and Social Psychology 4. Forming salience maps of the environment: A foundation for motivated behavior 5. Enhancing Learning with Hand Gestures: Principles and Practices 6. Synesthesia and Metaphor 7. Learning structure from the world 8. Communicating and reasoning with verbal probability expressions 9. Cognitive Constructs and Neurobiology of Memory-Attention Interactions 10. A conceptual consideration of the free energy principle in cognitive maps 11. The neural and behavioral dynamics of free recall 12. Roles of Instructions in Action Control: Conditional Automaticity in a Hierarchical Multidimensional Task-Space Representation
Brian H. Ross is a Professor of Psychology and of the Beckman Institute for Advanced Science and Technology at the University of Illinois at Urbana-Champaign. His research areas have included problem solving, complex learning, categorization, reasoning, memory, and mathematical modeling. He has been funded by the National Science Foundation, the Air Force Office of Scientific Research, and the Institute of Education Sciences. Ross has been Editor-in-Chief of the journal Memory & Cognition, Chair of the Governing Board of the Psychonomic Society, and co-author of a textbook, Cognitive Psychology. He has held temporary leadership positions on the University of Illinois campus as Department Head of Psychology, Associate Dean of the Sciences, and Dean of Liberal Arts and Sciences. Ross has degrees from Brown University (B.S., Honors in Psychology), Rutgers University (M.S. in Mathematical Statistics), Yale University (M.S. in Psychology), and Stanford University (PhD.). Ross has been Editor of The Psychology of Learning and Motivation since 2000.