Details

Autor(en) / Beteiligte

• Federmeier, Kara D.,

Titel

The psychology of learning and motivation. Volume 74

Ort / Verlag

Amsterdam, Netherlands : Academic Press,

Erscheinungsjahr

[2021]

Beschreibungen/Notizen

• Includes bibliographical references.
• Intro -- The Psychology of Learning and Motivation -- Copyright -- Contents -- Contributors -- Chapter One: The role of working memory in long-term learning: Implications for childhood development -- 1. Introduction -- 2. Brief overview: Long-term learning -- 2.1. Long-term learning is not an isolated cognitive skill -- 2.2. The developmental trajectory of long-term learning has multiple influences -- 3. Brief overview: Working memory -- 3.1. What is working memory? -- 3.2. Working memory training -- 3.3. Theories of working memory -- 4. The relationship between working and long-term memory -- 4.1. Differences between typical working and long-term memory tests -- 4.2. How are working and long-term memory related? -- 5. The role of working memory and its limits in long-term learning -- 5.1. Correlations between working memory performance and educational outcomes -- 5.2. Does working memory act as a long-term memory bottleneck? -- 5.3. Working memory, complexity and concept formation -- 5.4. Working memory and task completion -- 5.5. Does combining visual and non-visual materials improve long-term learning? -- 5.6. Cognitive control and attention -- 5.7. Working memory and strategic shifts -- 6. How does long-term memory knowledge enhance working memory storage? -- 6.1. Long-term memory knowledge enables working memory chunking -- 6.2. The role of familiarity in working memory -- 6.3. Diagnostic features -- 6.4. Arbitrary associations -- 7. Implications for practice -- 8. Conclusions -- References -- Chapter Two: Learning to control tinnitus -- 1. Introduction -- 1.1. What is tinnitus? -- 1.2. The tinnitus percept -- 1.3. Assessing the impact of tinnitus -- 2. Learning to habituate to tinnitus -- 2.1. Personality factors -- 3. Treatments to control tinnitus distress and facilitate habituation -- 3.1. Placebo effect.
• 3.2. Personality factors affecting habituation -- 4. Neural correlates of tinnitus -- 4.1. Impact of tinnitus on brain function -- 4.2. Impact of tinnitus on neuroanatomy -- 4.3. Interventions and brain imaging -- 5. Models of tinnitus -- 5.1. Tinnitus generation -- 5.2. Modeling psychological impact -- 5.3. Modulation of tinnitus by cognitive states-Predictions of the Husain model -- 5.4. Comorbid psychological conditions exacerbate tinnitus severity -- treating them reduces tinnitus severity -- 6. Conclusion -- Acknowledgments -- References -- Chapter Three: The attentional demands of combining comprehension and production in conversation -- 1. Introduction -- 2. Processes involved in turn-taking -- 2.1. Content prediction -- 2.2. Turn-end prediction -- 2.3. Early response planning -- 2.4. Articulation launching -- 2.5. Interim summary -- 3. Attention demands of conversation -- 3.1. Attention demands of production -- 3.2. Attention demands of comprehension -- 3.3. Attention demands of combining production and comprehension -- 4. Consequences of combining production and comprehension -- 4.1. Associated costs -- 4.2. Associated benefits -- 5. Open questions -- 6. Conclusion -- References -- Chapter Four: More than ``just a test´´-Task-switching paradigms offer an early warning system for cognitive decline -- 1. Cognitive control ability-An early warning system? -- 2. Multidimensional structure of cognitive control processes -- 3. Quantifying distinct components of cognitive control contributing to overt task performance -- 4. Differentiating between proactive and reactive cognitive control processes -- 5. Quantifying distinct components of cognitive control using task-switching paradigms -- 6. EEG-based evidence for multiple proactive and reactive control processes contributing to task-switching performance -- 6.1. Preparing to switch task.
• 6.2. Implementing a prepared switch in task-set -- 7. Using task-switching paradigms to assess cognitive control ability across the lifespan -- 7.1. Middle childhood -- 7.2. Adolescence -- 7.3. Old age -- 7.4. Increased prevalence of cardiovascular risk factors -- 8. Using task-switching paradigms to assess cognitive control ability across clinical conditions -- 9. Using task-switching paradigms to assess the effects of lifestyle on cognitive control ability -- 10. What would an omnibus task-switching paradigm look like? -- 11. What are the practicalities of rolling out such a testing protocol at scale? -- 12. Conclusion: Is the task-switching paradigm a potential candidate for the ``canary in the coalmine´´? -- Acknowledgments -- References -- Chapter Five: Policy compression: An information bottleneck in action selection -- 1. Introduction -- 2. Action selection as a communication channel -- 3. Compression as a trade-off between reward and complexity -- 4. Behavioral signatures of policy compression -- 4.1. Stochasticity -- 4.2. Perseveration -- 4.3. Response time -- 4.4. Action chunking -- 4.5. State chunking -- 4.6. Navigation -- 4.7. Psychiatry -- 5. Neural signatures of policy compression -- 6. Compression and learning -- 7. Conclusion -- Acknowledgments -- Appendix -- References -- Chapter Six: Limited evidence for probability matching as a strategy in probability learning tasks -- 1. Non-human animal probability learning -- 1.1. Typical task design -- 1.2. Findings -- 1.3. Summary -- 2. Human probability learning: Adults -- 2.1. Typical task designs -- 2.2. Findings -- 2.3. Summary -- 3. Human probability learning: Children -- 3.1. Typical task design -- 3.2. Findings -- 3.3. Summary -- 4. Implications of probability learning for other domains -- 4.1. Probability learning and language development -- 4.2. A note about generalization.
• 4.3. Implications for other domains -- 4.4. Implications for the process of science -- 5. Conclusions -- Acknowledgments -- References -- Chapter Seven: A review of uncertainty visualization errors: Working memory as an explanatory theory -- 1. Introduction -- 2. Visualization decision-making framework -- 2.1. Visual array and attention -- 2.2. Working memory -- 2.3. Visual description -- 2.4. Graph schemas -- 2.5. Matching process -- 2.6. Instantiated graph schema -- 2.7. Message assembly -- 2.8. Conceptual question -- 2.9. Decision-making -- 2.10. Behavior -- 3. Uncertainty visualization errors -- 3.1. Early-stage processing errors -- 3.1.1. Boundaries=conceptual categories -- 3.2. Middle-stage processing errors -- 3.2.1. Schema errors in hurricane visualizations -- 3.2.2. Deterministic construal errors -- 3.3. Late-stage errors -- 3.3.1. Framing errors: Probabilistic vs frequency -- 4. Conclusions -- References.
• Description based on print version record.