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 59 includes chapters on such varied topics as pupillometric studies of face memory, self-organization of human interaction, and the role of relational competition in the comprehension of modifier-noun phrases and noun-noun compounds.
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 59 includes chapters on such varied topics as pupillometric studies of face memory, self-organization of human interaction, and the role of relational competition in the comprehension of modifier-noun phrases and noun-noun compounds.
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.
Towards a Unified Theory of Human Reasoning
The Self-Organization of Human Interaction
Conceptual Composition: The Role of Relational Competition in the
Comprehension of Modifier-Noun Phrases and Noun-Noun Compounds
List-Method Directed Forgetting in Cognitive and Clinical Research:
A Theoretical and Methodological Review
Recollection is Fast and Easy: Pupillometric Studies of Face
Memory
A Mechanistic Approach to Individual Differences in Spatial
Learning, Memory, and Navigation
When do the Effects of Distractors Provide a Measure of
Distractibility?
Brian Ross received his Ph.D. from Stanford University in 1982. He is a professor in the UIUC Department of Psychology and a full-time faculty member in the Beckman Institute Cognitive Science Group. His fields of professional interest are cognitive psychology, human memory and learning, problem solving, acquisition of cognitive skills, remindings in learning and problem solving, and concepts and categories. Honors and awards: Arnold O. Beckman Research Award (1991, 1982); Beckman Fellow, UIUC Center for Advanced Study (1985-86); Sigma Xi.
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