
The Psychology of Learning and Motivation: Volume 74
Kara D. Federmeier(Editor)
Academic Press
Published on 28. May 2021
Book
Hardback
326 pages
978-0-12-824586-6 (ISBN)
Description
The Psychology of Learning and Motivation, Volume 74, the latest release in this ongoing series, features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving.
More details
Series
Language
English
Place of publication
San Diego
United States
Publishing group
Elsevier Science Publishing Co Inc
Target group
Professional and scholarly
Researchers and students in cognitive psychology
Product notice
Laminated cover
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 19 mm
Weight
606 gr
ISBN-13
978-0-12-824586-6 (9780128245866)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions

Kara D. Federmeier
The Psychology of Learning and Motivation
E-Book
05/2021
Academic Press
€102.00
Available for download
Person
Kara D. Federmeier received her Ph.D. in Cognitive Science from the University of California, San Diego. She is a Professor in the Department of Psychology and the Neuroscience Program at the University of Illinois and a full-time faculty member at the Beckman Institute for Advanced Science and Technology, where she leads the Illinois Language and Literacy Initiative and heads the Cognition and Brain Lab. She is also a Past President of the Society for Psychophysiological Research. Her research examines meaning comprehension and memory using human electrophysiological techniques, in combination with behavioral, eyetracking, and other functional imaging and psychophysiological methods. She has been funded by the National Institute on Aging, the Institute of Education Sciences, and the James S. McDonnell Foundation.
Editor
Professor, Department of Psychology, University of Illinois Urbana-Champaign, IL, USA
Content
1. The role of working memory in long-term learning: Implications for childhood development
Alicia Forsberg, Eryn J. Adams, and Nelson Cowan
2. Learning to control tinnitus
Fatima T. Husain
3. The attentional demands of combining comprehension and production in conversation
Suzanne Rosa Jongman
4. More than "just a test?-Task-switching paradigms offer an early warning system for cognitive decline
Frini Karayanidis and Montana McKewen
5. Policy compression: An information bottleneck in action selection
Lucy Lai and Samuel J. Gershman
6. Limited evidence for probability matching as a strategy in probability learning tasks
Jessica L. Montag
7. A review of uncertainty visualization errors: Working memory as an explanatory theory
Lace Padilla, Spencer C. Castro, and Helia Hosseinpour
Alicia Forsberg, Eryn J. Adams, and Nelson Cowan
2. Learning to control tinnitus
Fatima T. Husain
3. The attentional demands of combining comprehension and production in conversation
Suzanne Rosa Jongman
4. More than "just a test?-Task-switching paradigms offer an early warning system for cognitive decline
Frini Karayanidis and Montana McKewen
5. Policy compression: An information bottleneck in action selection
Lucy Lai and Samuel J. Gershman
6. Limited evidence for probability matching as a strategy in probability learning tasks
Jessica L. Montag
7. A review of uncertainty visualization errors: Working memory as an explanatory theory
Lace Padilla, Spencer C. Castro, and Helia Hosseinpour