Psychology of Learning and Motivation

Name: Psychology of Learning and Motivation
Brand: Academic Press
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Academic Press

Published on 22. November 1989

320 pages

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Front Cover
Series Editor
Psychology of Learning and Motivation
Copyright
Contents
Contributors
Chapter One: Skill learning in the developing brain: Interactions of control and representation systems
1 Introduction
2 Different kinds of learning
3 Neural plasticity: the brain's potential for adaptation
4 The time course of skill learning
5 Development of control and representation systems in childhood
6 The time course of skill acquisition in childhood: empirical examples
6.1 Language and reading
6.2 Musical training
6.3 Motor learning
6.4 Perceptual learning
7 Potential advantage of protracted control development?
8 Conclusions
References
Chapter Two: Further steps towards a mechanistic functionalist framework for understanding individual differences in language and cognition
1 Computational modeling as a framework for studying cognitive mechanisms
1.1 More steps "towards a functionalist psycholinguistics of individual differences, development, and disorders"
2 Group differences and individual variation in psychological research
2.1 Cognitive and linguistic testing in clinical populations
2.2 Contemporary approaches to individual differences in language and cognition
3 Current challenges in individual differences research
3.1 Psychometric validation
3.2 Constructs versus mechanisms
4 A potential path forward
4.1 The serial reaction time task as a test case
4.2 Using the SRT task to test the mechanistic functional normativist approach
4.3 Data
4.4 Model architecture and training
4.5 Parameter fitting
4.6 Results
4.7 A framework for thinking about basic mechanisms
5 Conclusions
Acknowledgments
References
Chapter Three: Listening difficulty: From hearing to language
1 Introduction
2 Historical perspectives
2.1 Cognitive hearing science
2.2 Psycholinguistics
2.3 Difficulty in cognitive models of listening
3 Factors that influence listening difficulty: insights from cognitive hearing science and psycholinguistics
3.1 Quality of the auditory input
3.1.1 The speech signal
3.1.2 The auditory environment
3.2 Content and situational context of the auditory input
3.2.1 Message
3.2.2 Situational context
3.3 Individual differences in the factors that support listening
3.3.1 Hearing loss
3.3.2 Language history
3.4 Summary
4 Integrating across fields to improve basic understanding and clinical care
4.1 Opportunities for increased cross-collaboration: near-term recommendations
4.1.1 Quality of the auditory input
4.1.2 Content and situational context of the auditory input
4.1.3 Individual differences in the factors supporting listening
4.2 Opportunities for increased cross-collaboration: long-term recommendations
4.2.1 Enhancing ecological validity
4.2.2 Enhancing generalizability
4.2.3 Enhancing clinical care
5 Conclusion
Disclaimer
References
Chapter Four: Social episodic memory
1 Opening vignette
2 Introduction
3 Part one: Self-reference effect
3.1 Highly abbreviated review of the self-reference effect
3.2 Self-reference leads to detail-rich episodic memory representations
3.3 Interim summary of part one
4 Part two: Self-similarity effect
4.1 Highly abbreviated review of theoretical work on person memory
4.2 Highly abbreviated review of early work on the extent self-other similarity affects social episodic memory
4.3 Self-similarity effect in social episodic memory
4.4 Interim summary of part two
5 Part three: Social episodic memory influences approach/avoidance (AA) decisions
5.1 Highly abbreviated review of approach/avoidance (AA) decisions
5.2 Social episodic memory representations influence approach/avoidance (AA) decisions
5.3 Interim summary of part three
6 Part four: Future directions for the role of memory in social decision making
7 Conclusions
Acknowledgments
References
Chapter Five: Listening challenges in children: Comprehension and effort in noisy and voice-degraded conditions
1 Introduction
2 Listening comprehension in child development and education
2.1 The cognitive demands of listening effort
2.2 Listening effort and accuracy
3 Models and frameworks for understanding listening effort
4 Measures of listening effort assessment
4.1 Subjective measures
4.2 Behavioral measures
4.2.1 Single-task paradigm
4.2.2 Dual-task paradigm
4.3 Physiological measures
4.3.1 Electroencephalography
4.3.2 Functional magnetic resonance imaging
4.3.3 Functional near-infrared spectroscopy
4.3.4 Pupillometry
4.3.5 Skin conductance
5 The interplay of executive function and auditory processing
5.1 Role of executive function in listening comprehension
5.2 Role of executive function in listening effort
6 The impact of noise and dysphonia on listening comprehension and cognitive development in children
6.1 Noise
6.2 Voice disorders
6.3 Listening effort and listening accuracy under noise and dysphonia
7 Advancements in physiological measures for assessing listening effort in children: pupillometry and EEG insights
8 The interaction of working memory, selective attention, and listening comprehension
9 Conclusion
References
Chapter Six: More than a bump to the head: An overview of the long-term effects of concussion
1 Introduction
2 Defining concussion
2.1 Clinical assessment of concussion recovery
2.2 Post-concussion syndrome
2.3 Chronic traumatic encephalopathy and other neurodegenerative diseases
3 Evidence of long-term functional alterations
3.1 Mental health
3.2 Sleep
3.3 Cognition
3.4 Motor performance
4 Conclusion
References
Chapter Seven: Individual child characteristics underlie differential engagement of neural oscillations during sentence processing
1 Introduction
2 The relationship between event-related potentials (ERPs) and event-related spectral perturbations (ERSPs) in studies of sentence processing
3 How does the ability to process sentences develop?
4 What developmental factors underlie individual differences in sentence processing?
5 Future directions for considering the generalizability of these claims
6 Conclusions
References
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Psychology of Learning and Motivation

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