Psychology of Learning and Motivation

Description

Psychology of Learning and Motivation, Volume 67 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 on a variety of topics, including Domain-general and domain-specific contributions to working memory, Believing is Seeing: The Role of Physics Expertise in Perception, Preferences in Reasoning, Post retrieval processing: How knowledge is updated after retrieval, Morpho-orthographic segmentation and reading: the role of embedded words, and "Is prospective memory unique? A comparison of prospective and retrospective memory."

Each chapter in this series thoughtfully integrates the writings of leading contributors, who both present and discuss significant bodies of research relevant to their discipline.

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

Front Cover 2
The Psychology of Learning and Motivation 3
The Psychology of Learning and MotivationEdited byBRIAN H. ROSSBeckman Institute and Department of PsychologyUniversity of ... 5
CONTENTS 7
CONTRIBUTORS 11
One - New Wine in Old Bottles: “Repurposed” Methodologies for Studying Expertise in Physics 13
- 1. INTRODUCTION 14
- 2. EXPERTISE IN PHYSICS 15
  - 2.1 Previous Studies of Expertise in Physics 15
  - 2.2 Can Expert–Novice Findings Translate Into Instructional Practice? 16
- 3. NEW APPROACHES FOR EXPLORING EXPERTISE IN PHYSICS 18
  - 3.1 Categorization of Problems by Difficulty 18
    - 3.1.1 Study Design 19
    - 3.1.2 Findings 21
    - 3.1.3 Conclusions From Categorization Study 27

Front Cover 2
The Psychology of Learning and Motivation 3
The Psychology of Learning and MotivationEdited byBRIAN H. ROSSBeckman Institute and Department of PsychologyUniversity of ... 5
CONTENTS 7
CONTRIBUTORS 11
One - New Wine in Old Bottles: “Repurposed” Methodologies for Studying Expertise in Physics 13
- 1. INTRODUCTION 14
- 2. EXPERTISE IN PHYSICS 15
  - 2.1 Previous Studies of Expertise in Physics 15
  - 2.2 Can Expert–Novice Findings Translate Into Instructional Practice? 16
- 3. NEW APPROACHES FOR EXPLORING EXPERTISE IN PHYSICS 18
  - 3.1 Categorization of Problems by Difficulty 18
    - 3.1.1 Study Design 19
    - 3.1.2 Findings 21
    - 3.1.3 Conclusions From Categorization Study 27
  - 3.2 Change Blindness 29
    - 3.2.1 Use of Change Blindness to Study Expertise 29
    - 3.2.2 Study Design 30
    - 3.2.3 Findings 34
    - 3.2.4 Conclusions From Change Blindness Study 34
  - 3.3 The Flicker Paradigm 35
    - 3.3.1 Use of Flicker to Study Expertise 36
    - 3.3.2 Study Design 38
    - 3.3.3 Findings 39
    - 3.3.4 Conclusions From Flicker Study 41
  - 4. CONCLUSION 43
  - REFERENCES 44
- Two - The Interaction Between Knowledge, Strategies, Metacognition, and Motivation 47
  - 1. INTRODUCTION 47
  - 2. INDEPENDENT KNOWLEDGE BASE EFFECTS? 49
    - 2.1 Simulation of Knowledge Base Effects 51
    - 2.2 Availability Versus Accessibility of Knowledge and Problem Representation 52
  - 3. THE KNOWLEDGE BASE AND STRATEGY SELECTION 56
  - 4. KNOWLEDGE ACCESSIBILITY AND GENERAL-CONTEXT STRATEGIES 58
  - 5. STRATEGIES, KNOWLEDGE, METACOGNITION AND MOTIVATION 60
  - 6. DISCUSSION 62
  - REFERENCES 63
- Three - Understanding Sound: Auditory Skill Acquisition 65
  - 1. INTRODUCTION 66
  - 2. ACOUSTIC CHALLENGES TO PERCEPTION 69
  - 3. CATEGORY KNOWLEDGE 71
  - 4. PERCEPTUAL LEARNING 73
    - 4.1 Evidence of Plasticity 74
    - 4.2 Perceptual Stability and Attention 76
    - 4.3 Absolute Pitch as a Skill 79
    - 4.4 Training Absolute Pitch in Adults 81
  - 5. GENERALIZATION AND TRANSFER 84
    - 5.1 Recognizing Novel Acoustic Patterns 85
    - 5.2 Sleep and Perceptual Generalization 86
  - 6. CONTEXT AND COGNITION 90
    - 6.1 Beyond Statistical Learning 93
  - 7. CONCLUSIONS 94
  - REFERENCES 96
  - ACKNOWLEDGMENT 96
- Four - Causal Knowledge and Reasoning in Decision Making 107
  - 1. INTRODUCTION 108
  - 2. CAUSAL KNOWLEDGE AND REASONING IN DECISION MAKING 110
    - 2.1 Decision Making Based on Expected Outcomes 111
    - 2.2 Decision Making Based on Narratives 117
    - 2.3 Decision Making Based on Cues 120
    - 2.4 Do Causal Knowledge and Reasoning Improve Decision Making? 122
    - 2.5 Summary 127
  - 3. INTEGRATING CAUSAL KNOWLEDGE AND REASONING INTO DECISION MAKING—THE CAUSAL-EXPLANATION-BASED DECISION-MAKING FRAMEWORK 128
    - 3.1 Step 1: Decide on Causal Analysis 128
    - 3.2 Step 2: Provide a Causal Explanation for the Problem 131
    - 3.3 Step 3: Determine the Utility of Possible Interventions 133
    - 3.4 Step 4: Decide on an Intervention 134
    - 3.5 Step 5: Evaluate the Intervention and Causal Explanation 136
    - 3.6 Summary 137
  - 4. CONCLUSIONS 137
  - REFERENCES 140
- Five - Domain-Specific Versus Domain-General Maintenance in Working Memory: Reconciliation Within the Time-Based Re ... 147
  - 1. INTRODUCTION 148
  - 2. WHAT IS WORKING MEMORY? 149
    - 2.1 A Primary Memory 149
    - 2.2 A Storage-Processing Device 151
    - 2.3 A Workspace 153
  - 3. ARE THERE DOMAIN-SPECIFIC MAINTENANCE MECHANISMS? 154
    - 3.1 Evidence in Favor of Domain-Specific Mechanisms 155
    - 3.2 Contribution of Some Domain-General Resource 156
  - 4. ATTENTIONAL REFRESHING: A DOMAIN-GENERAL MAINTENANCE MECHANISM 158
    - 4.1 Time-Based Resource Sharing Model 160
    - 4.2 Evidence of Domain-General Resource Sharing 162
  - 5. MAINTENANCE OF VERBAL INFORMATION IN THE TIME-BASED RESOURCE SHARING MODEL 166
    - 5.1 Independence of Domain-Specific and Domain-General Mechanisms 168
    - 5.2 Implications From the Independence Hypothesis 169
    - 5.3 How Can Domain-Specific and Domain-General Systems Interplay? 175
  - 6. CONCLUSIONS 177
  - ACKNOWLEDGMENTS 178
  - REFERENCES 178
- Six - A Framework of Episodic Updating: An Account of Memory Updating After Retrieval 185
  - 1. INTRODUCTION 186
  - 2. THE ROLE OF RETRIEVAL IN MEMORY UPDATING 187
    - 2.1 Updating During Retrieval 187
    - 2.2 Updating After Retrieval 188
    - 2.3 Reconsolidation as an Updating Mechanism 191
    - 2.4 Updating With Additional Information 193
    - 2.5 Accounting for the Disparate Effects of Retrieval on New Learning 199
  - 3. PHASES OF EPISODIC RETRIEVAL 200
    - 3.1 Retrieval Mode 202
      - 3.1.1 Distinguishing Between Encoding and Retrieval Processing as Evidence of Retrieval Mode 202
      - 3.1.2 Distinguishing Between Task Level Processing and Item Level Processing as Evidence of Retrieval Mode 203
      - 3.1.3 Distinguishing Between Episodic and Semantic Processing as Evidence of Retrieval Mode 204
    - 3.3 Postretrieval Processing 205
    - 3.2 Cue Search, Elaboration, and Retrieval 205
  - 4. A NEWLY PROPOSED FRAMEWORK OF EPISODIC UPDATING 208
    - 4.1 Boundary Conditions in the Framework of Episodic Updating 211
    - 4.2 Relating the Framework of Episodic Updating to Findings From Dividing Attention at Retrieval 211
  - 6. PRACTICAL IMPLICATIONS 214
  - 5. SUMMARY 214
  - ACKNOWLEDGMENTS 215
  - REFERENCES 215
- Seven - Is Prospective Memory Unique? A Comparison of Prospective and Retrospective Memory 225
  - 1. INTRODUCTION—WHAT IS PROSPECTIVE MEMORY? 225
    - 1.1 Prospective Memory Paradigms 226
  - 2. PERSPECTIVES ON PROSPECTIVE MEMORY 228
    - 2.1 Monitoring and the Multiprocess View 228
    - 2.2 The Transfer-Appropriate Processing Framework 229
    - 2.3 Activation Accounts 231
  - 3. FORGETTING IN PROSPECTIVE MEMORY 233
  - 4. AGING EFFECTS 238
  - 5. MOOD EFFECTS 242
  - 6. CONCLUSION—IS PROSPECTIVE MEMORY UNIQUE? 245
  - REFERENCES 245
- Eight - Context as an Organizing Principle of the Lexicon 251
  - 1. INTRODUCTION 252
  - 2. WORD FREQUENCY AND CONTEXTUAL DIVERSITY 257
    - 2.1 Measuring Word Frequency 260
    - 2.2 What is a Context? 263
    - 2.3 Measuring Contextual Diversity 265
  - 3. FREQUENCY AND DIVERSITY IN LINGUISTIC CONTEXTS 267
    - 3.1 Context Dispersion in Information Retrieval 267
    - 3.2 Cognitive Principles of Context Diversity 269
  - 4. THE ROLE OF SEMANTIC DIVERSITY 272
    - 4.1 Measuring Semantic Diversity 273
    - 4.2 Experimental Evidence 275
  - 5. INSIGHTS FROM DISTRIBUTIONAL MODELS 279
    - 5.1 The Semantic Distinctiveness Model 281
    - 5.2 Using Phase and Magnitude in the Semantic Distinctiveness Model 283
    - 5.3 Consistency of the Semantic Distinctiveness Model Across Multiple Languages 284
  - 6. CONCLUSIONS 286
  - ACKNOWLEDGMENTS 287
  - REFERENCES 287
  - FURTHER READING 295
- Nine - Edge-Aligned Embedded Word Activation Initiates Morpho-orthographic Segmentation 297
  - 1. INTRODUCTION 298
  - 2. A NEW APPROACH TO MORPHO-ORTHOGRAPHIC SEGMENTATION 301
  - 3. MODULATION OF EDGE-ALIGNED EMBEDDED WORD ACTIVATION 307
    - 3.1 When the Embedding Stimulus is a Real Word 307
    - 3.2 When Stems Are Modified by a Letter Transposition 308
    - 3.3 When Readers Are Poor “Embedded Word Extractors” 310
  - 4. TIME-COURSE OF STEM AND AFFIX PROCESSING 311
  - 5. A DEVELOPMENTAL PERSPECTIVE ON EMBEDDED WORD ACTIVATION 314
    - 5.1 Effects of Edge-Aligned Embedded Words 317
    - 5.2 Morpho-semantic and Morpho-orthographic Effects 319
  - 6. OUTSTANDING QUESTIONS 321
  - 7. CONCLUSIONS 323
  - ACKNOWLEDGMENTS 324
  - REFERENCES 324
- Back Cover 331

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