Advances in research and theory /

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Bibliographic Details
Imprint:	London : Academic, 2009.
Description:	1 online resource (x, 396 pages) : illustrations
Language:	English
Series:	The psychology of learning and motivation, 0079-7421 ; v. 51 Psychology of learning and motivation ; v. 51.
Subject:	Learning, Psychology of. Motivation (Psychology) Learning, Psychology of. Motivation (Psychology)
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/12644158

Hidden Bibliographic Details
Other authors / contributors:	Ross, Brian H.
ISBN:	9780080922782 0080922783 9780123744890 012374489X
Notes:	Print version record.
Summary:	The Psychology of Learning and Motivation series 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 51 includes chapters on such varied topics as emotion and memory interference, electrophysiology, mathematical cognition, and reader participation in narrative. * Volume 51 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.
Other form:	Print version: Advances in research and theory. London : Academic, 2009 9780123744890

Table of Contents:

Time for meaning : electrophysiology provides insights into the dynamics of representation and processing in semantic memory / Kara D. Federmeier and Sarah Laszlo
Design for a working memory / Klaus Oberauer
When emotion intensifies memory interference / Mara Mather
Mathematical cognition and the problem size effect / Mark H. Ashcraft and Michelle M. Guillame
Highlighting: a canonical experiment / John K. Kruschke
The emergence of intention attribution in infancy / Amanda L. Woodward, Jessica A. Sommerville, Sarah Gerson [and others]
Reader participation in the experience of narrative / Richard J. Gerrig and Matthew E. Jacovina
Aging, self-regulation, and learning from text / Elizabeth A.L. Stine-Morrow and Lisa M.S. Miller
Toward a comprehensive model of comprehension / Danielle S. McNamara and Joe Magliano.

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