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, who present and discuss significant bodies of research relevant to their discipline. Volume 60 includes chapters on such varied topics as the balance between mindfulness and mind-wandering; institutions; implications for the nature of memory traces; repetition, spacing, and abstraction; immediate repetition paradigms; stimulus-response compatibility effects; environmental knowledge; and the control of visual attention. Volume 60 of the highly regarded Psychology of Learning and Motivation series An essential reference for researchers and academics in cognitive science Relevant to both applied concerns and basic research
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.
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.
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.
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.
Chapters in this volume discuss strategies people use in responding to memory queries- whether and how to access memory and how to translate retrieved products into responses.
This is the latest release in this well-received and highly credible series of publications.
This volume presents and discusses the implications of this work on learning and motivation for educational policy.
Written by leading experts on learning, this book situates this topic within the broader context of educational psychology research and brings it to a wider audience.
This volume contains overviews of research projects at the intersection of cognitive science and education. The prominent contributors were chosen both for the quality of their work and the variety of their contributions.
Social Cognitive and Affective Neuroscience, 4(1), 85–92. doi:10.1093/scan/nsn042 Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutiérriz, C. G., ... Zavala, M. (2016). Improving underrepresented minority ...