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|a 0128171766
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|a 9780128171769
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|a BF683
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|a Federmeier, Kara D.
|e editor
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|a The psychology of learning and motivation, Volume 71
|c edited by Kara D. Federmeier
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|a First edition
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|a Cambridge, MA
|b Academic Press
|c 2019
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| 300 |
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|a 1 online resource
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|a 1. Introduction -- 1.1. Electrophysiology and neuronal oscillations -- 1.2. Neuronal oscillations and language production: A thesis -- 2. Motor domain -- 2.1. Interim summary -- 3. Memory domain -- 3.1. Memory-related theta oscillations -- 3.1.1. Memory-related theta oscillations in language -- 3.2. Memory-related alpha-beta oscillations -- 3.2.1. Memory-related alpha-beta oscillations in language production -- 3.3. Interim summary -- 4. Language production and executive control -- 4.1. Theta-band oscillations and executive control -- 4.2. Theta-band oscillations and control in language production -- 4.3. Theta-band oscillations and control: New evidence from bilingual word production -- 4.4. Interim summary -- 5. Beyond speaking -- 6. Concluding remarks and open questions -- References -- Chapter Nine: Memory influences visual cognition across multiple functional states of interactive cortical dynamics -- 1. Overview of MUSI account -- 1.1. Brain state: Definition and relevance -- 1.2. Multiple-function regional activity: An overarching hypothesis -- 1.3. MUSI states 1, 2 and M: Overview and main hypotheses -- 1.3.1. State 1 -- 1.3.2. State 2 -- 1.3.3. State M -- 1.3.4. State 2 and M networks -- 1.4. Consciousness -- 1.5. Object constancy -- 1.6. Memory -- 1.6.1. Multiple memory systems theory -- 1.6.2. Amodal knowledge in anterior temporal lobe (ATL) -- 1.6.3. Embodied memory in modal cortex -- 2. State 1: Details and further evidence -- 2.1. Object processing along the visual pathways -- 2.2. Time course of visual object processing within 250ms in state 1 -- 2.2.1. Object-sensitivity and categorical perception within 180ms -- 2.2.2. Limited object constancy -- 2.2.3. Perceptual grouping and implicit learning and memory within 250ms -- 2.2.4. Limited role in higher cognition -- 3. State 2: Details and further evidence
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|a 3.2. Measures of neurocognitive reserve -- 3.2.1. Indicators of NCR: Educational level and occupational complexity -- 3.2.2. Indicators of NCR: Cognitively stimulating leisure activities -- 3.2.3. Is bilingualism an indicator of NCR? -- 3.3. Neural mechanisms of reserve -- 3.3.1. Neural reserve: Structural scaffolding of cognition with age -- 3.3.2. Neural compensation: Functional scaffolding of cognition with age -- 3.3.3. Neural compensation, the CRUNCH hypothesis, and the GOLDEN view of the aging brain -- 3.3.4. Limitations of the reserve hypothesis -- 3.4. The scaffolding theory of aging and cognition (STAC) -- 4. Reserve and the healthy aging brain -- 4.1. Is the effect of reserve specific for neurological deficits? -- 4.2. Aging, reserve and brain health: An example of geriatric depression -- 5. Conclusion and new directions -- Acknowledgments -- References -- Further reading -- Chapter Seven: Aging, context processing, and comprehension -- 1. Introduction -- 2. Findings from behavioral psycholinguistics -- 2.1. Preservation of context use in aging -- 2.2. Age-related deficits in context processing -- 2.3. Differential reliance on context in aging -- 2.4. Context processing and eye-movement control in reading -- 2.5. Interim summary -- 3. Findings from cognitive audiology -- 3.1. Context use in auditory word recognition -- 3.2. Effects of context use on speech comprehension and memory -- 3.3. Older adults may over-rely on context when listening in noise -- 3.4. Interim summary -- 4. Findings from cognitive electrophysiology -- 4.1. ERP studies of language processing -- 4.2. The N400 and context use in aging -- 4.3. Aging and context-based prediction -- 4.4. Interim summary -- 5. The way forward: Bridging gaps and integrating literatures -- 6. Conclusion -- References -- Chapter Eight: Speaking waves: Neuronal oscillations in language production
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|a 3.1. Slow or fast learning: Consequences for society -- 3.2. Slow or fast learning: Consequences for science -- 4. Evidence for early learning -- 4.1. Methods used to investigate infant sound pattern processing -- 4.1.1. Inspecting the unexpected: Habituation and conditioned head-turn paradigms -- 4.1.2. Infants look to named objects: Eye tracking -- 4.1.3. But wait, not so vast -- 4.2. Early learning of speech sound patterns: Perceptual narrowing and possibly perceptual sharpening -- 5. Why the story is wrong (even though the evidence is right) -- 5.1. Perceptual sharpening past the first year -- 5.2. Plasticity persists past the first year -- 5.2.1. Perceptual precocity not necessary -- 5.2.2. Perceptual precocity not sufficient -- 6. My own research: Perceptual immaturity persists into early childhood -- 6.1. Young children are not great at learning words -- 6.1.1. An early study, and what´s wrong with it -- 6.1.2. Learning similar-sounding words -- 6.2. Young children also have difficulty learning voices -- 6.3. Pitch processing tunes up slowly -- 6.4. Auditory pattern learning: Summary -- 7. Alternative explanations for age-related changes in performance -- 7.1. Lack of metalinguistic awareness: An accent waiting to happen -- 7.2. Attentional differences -- 8. Possible approaches to studying protracted perceptual learning -- 8.1. The mystery of the missing studies -- 8.2. Visual world paradigm -- 8.3. What´s the point of looking measures? -- 8.4. Event-related potentials -- 8.5. Connecting the tots: Tracking developmental change using overlapping related tasks -- 9. Open questions -- 9.1. Gaps in the data -- 9.2. Structure of the input -- 9.3. Relation to brain development -- 10. Summary and conclusions -- Acknowledgments -- References -- Chapter Four: Understanding social factors in alcohol reward and risk for problem drinking
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|a Front Cover -- The Psychology of Learning and Motivation -- Copyright -- Contents -- Contributors -- Chapter One: Automating adaptive control with item-specific learning -- 1. Introduction -- 2. Importance of stimulus-control learning -- 3. Stimulus-control learning in conflict control -- 3.1. Item-specific proportion congruence effect -- 3.2. Does stimulus-control learning exist at all? -- 3.3. Neural mechanisms of stimulus-control learning -- 3.4. Transfer and generalization -- 4. Stimulus-control learning in response inhibition -- 4.1. Automatic inhibition -- 4.2. Neural mechanisms for automatic inhibition -- 4.3. Is automatic inhibition truly automatic? -- 5. Stimulus-control learning in task switching -- 6. Stimulus-control learning in visual search -- 7. Conclusions -- References -- Chapter Two: Two-way translation: Advancing knowledge of politics and psychology via the study of bilingual voters -- 1. Psychological perspectives on bilingualism and decision making -- 1.1. Bilingualism and risk-based decision making -- 1.2. Bilingualism and moral decision making -- 1.3. Summary of psychological processes -- 2. Novel predictions on the effect of language medium on political decision making -- 2.1. Ballot measures and voting -- 2.2. Competitive framing in politics -- 2.3. Political misinformation -- 2.3.1. External sources of misinformation and bilingual voters -- 2.3.2. Internal sources of information and bilingual voters -- 2.4. Summary of novel predictions -- 2.4.1. Ballot measures and voting -- 2.4.2. Framing in politics -- 2.4.3. Political misinformation -- 3. Insights gained by psychology -- 4. Conclusion -- References -- Chapter Three: Protracted perceptual learning of auditory pattern structure in spoken language -- 1. Learning rapidly? Perceptual precocity -- 2. Learning slowly? Protracted perceptual learning -- 3. Goals of chapter
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|a 1. Social contexts, social motives, and alcohol reward -- 2. Underlying mechanisms (why?) -- 3. Individual differences (who?) -- 4. Contextual factors (where?) -- 5. Current and future directions -- 6. Summary and conclusions -- Acknowledgments -- References -- Chapter Five: Perceptual and mnemonic differences across cultures -- 1. Perceptual and mnemonic differences across cultures -- 2. Influences of culture on memory -- 2.1. Autobiographical memory -- 2.2. Episodic memory for objects -- 2.3. Candidate mechanisms -- 2.3.1. Self and social mechanisms -- 2.3.2. Cultural traditions of thought -- 2.3.3. Environmental affordances -- 2.3.4. Response bias -- 2.3.5. Evaluating the mechanisms -- 3. Influences of culture on perception -- 3.1. Direct versus indirect genetic influences on culture -- 3.2. Cultural differences in color perception -- 3.3. Culture-sensitive visual task demands -- 3.4. Culture-sensitive influences on perceptual hypotheses -- 3.5. Culture-sensitive differences in distribution of attention -- 3.6. Perceptual changes with cultural change -- 3.7. Social influences on perception across cultures -- 4. Integration of the study of perception and memory across cultures -- 5. Conclusions -- Acknowledgments -- References -- Chapter Six: Aging, neurocognitive reserve, and the healthy brain -- 1. Introduction -- 2. Cognitive and brain aging -- 2.1. Aging, individual variation, and cognition -- 2.2. Structure of the aging brain -- 2.2.1. Shrinkage of the aging brain and its association with cognitive function -- 2.2.2. Age-related reduction in micro-structural neural fibers and its cognitive consequences -- 2.3. Functional neuroimaging of cognitive aging -- 2.3.1. Greater and more distributed neural activity with age -- 2.3.2. Altered functional connectivity with age -- 3. The neurocognitive reserve hypothesis -- 3.1. Brain and cognitive reserve
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|a Includes bibliographical references
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|a Psychologie de l'apprentissage
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|a Motivation (Psychology) / http://id.loc.gov/authorities/subjects/sh85087562
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|a Motivation
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|a Learning, Psychology of / http://id.loc.gov/authorities/subjects/sh85075526
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|a Motivation (Psychology) / fast
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|a Motivation (Psychologie)
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|a Learning, Psychology of / fast
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|a eng
|2 ISO 639-2
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|b OREILLY
|a O'Reilly
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|a Psychology of Learning and Motivation
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|z 9780128171752
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|z 0128171766
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|x Verlag
|3 Volltext
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|a The Psychology of Learning and Motivation, Volume 71 , the latest release in the 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 Automating adaptive control with item-specific learning, Cognition and voting: Generalizing from the laboratory to the real-world voting booth, Protracted perceptual development of auditory pattern structure, Understanding alcohol reward in social context, Perceptual and Mnemonic Differences across Cultures, Aging, Cognitive Reserve and the Healthy Brain, Aging, context processing, and comprehension, and more. 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
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