The Psychology of Learning and Motivation. Volume 74

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Book
May 2021
Elsevier Science and Technology
ID: 5238369

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.

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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

Authors

Kara D. Federmeier Professor, Department of Psychology, University of Illinois Urbana-Champaign, IL, USA. 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.

Table of Contents

Authors

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