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The psychology of learning and motivation, Volume 71

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 cha...

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Bibliographic Details
Other Authors: Federmeier, Kara D. (Editor)
Format: eBook
Language:English
Published: Cambridge, MA Academic Press 2019
Edition:First edition
Series:Psychology of Learning and Motivation
Subjects:
Psychologie De L'apprentissage
Motivation (psychology) / Http://id.loc.gov/authorities/subjects/sh85087562
Motivation
Learning, Psychology Of / Http://id.loc.gov/authorities/subjects/sh85075526
Motivation (psychology) / Fast
Motivation (psychologie)
Learning, Psychology Of / Fast
Online Access:
Collection: O'Reilly - Collection details see MPG.ReNa
Table of Contents:
  • 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
  • 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
  • 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
  • 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
  • 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
  • Includes bibliographical references

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