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Advances in Research and Theory by Brian H. Ross (Eds.)

By Brian H. Ross (Eds.)

The Psychology of studying and Motivation sequence publishes empirical and theoretical contributions in cognitive and experimental psychology, starting from classical and instrumental conditioning to complicated studying and challenge fixing. each one bankruptcy thoughtfully integrates the writings of major participants, who current and talk about major our bodies of analysis suitable to their discipline. Volume fifty one comprises chapters on such assorted themes as emotion and reminiscence interference, electrophysiology, mathematical cognition, and reader participation in narrative. * Volume 54 of the very popular Psychology of studying and Motivation sequence * an important reference for researchers and lecturers in cognitive technological know-how * proper to either utilized issues and uncomplicated study

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Squire, L. R. (1980). Preserved learning and retention of pattern-analyzing skill in amnesia: Dissociation of knowing how and knowing that. Science, 210, 207–210. Coles, M. G. H. (1989). Modern mind reading: Psychophysiology, physiology, and cognition. Psychophysiology, 26, 251–269. , & Shallice, T. (2000). Contention scheduling and the control of routine activities. Cognitive Neuropsychology, 17, 297–338. 24 Gordon D. Logan and Matthew J. C. Crump Cooper, R. , & Shallice, T. (2006a). Hierarchical schemas and goals in the control of sequential behavior.

Bryan and Harter (1899) documented plateaus in learning skill at sending and Hierarchical Control of Cognitive Processes: The Case for Skilled Typewriting 21 receiving Morse code in telegraphers and argued that other complex skills should show similar plateaus (see LaBerge & Samuels, 1974). Improvements in the speed of sending and receiving messages occurred in steps as telegraphers learned letters, then words, and then phrases. Bryan and Harter interpreted the plateaus as indicating a hierarchy of habits, which implies hierarchical control, so we might see similar plateaus when other hierarchical skills are acquired.

Beilock, S. , Carr, T. , & Starkes, J. L. (2002). When paying attention becomes counterproductive: Impact of divided versus skill-focused attention on novice and experienced performance of sensorimotor skills. Journal of Experimental Psychology: Applied, 8, 6–16. , & Plaut, D. C. (2004). Doing without schema hierarchies: A recurrent connectionist approach to normal and routine sequential action. Psychological Review, 111, 395–429. , & Plaut, D. C. (2006). Such stuff as habits are made on: A reply to Cooper and Shallice (2006).

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