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The psychology of learning and motivation : advances in research and theory. Volume 30 /

The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditions to complex learning and problem solving. This guest-edited special volume is devoted to current research and discus...

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Bibliographic Details
Corporate Author: ScienceDirect (Online service)
Other Authors: Medin, Douglas L.
Format: eBook
Language:English
Language Notes:English.
Published: San Diego : Academic Press, ©1993.
Series:Psychology of learning and motivation ; v. 30.
Subjects:
Learning, Psychology of.
Motivation (Psychology)
Learning.
Perception.
Learning
Perception
Transfer, Psychology.
Motivation
Psychologie de l'apprentissage.
Motivation (Psychologie)
Apprentissage.
SCIENCE > Cognitive Science.
PSYCHOLOGY > Cognitive Psychology.
Learning, Psychology of
Electronic books.
Online Access:Connect to the full text of this electronic book
Connect to the full text of this electronic book

MARC

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490 1 |a Psychology of learning and motivation ;  |v v. 30 
504 |a Includes bibliographical references and index. 
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520 |a The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditions to complex learning and problem solving. This guest-edited special volume is devoted to current research and discussion on associative versus cognitive accounts of learning. Written by major investigators in the field, topics include all aspects of causal learning in an open forum in which different approaches are brought together. Key Features * Up-to-date review of the literature * Discusses recent controversies * Presents major advances in understanding causal learning * Synthesizes contrasting approaches * Includes important empirical contributions * Written by leading researchers in the field. 
505 0 |a F. Bedford, Perceptual Learning; R. Gelman, A Rational-Constructivist Account of Early Learning about Numbers and Objects; H.L. Roediger III, M.A. Wheeler, and S. Rajaram, Remembering, Knowing, and Reconstructing the Past; A.F. Healy, D.M. Clawson, D.S. McNamara, W.R. Marmie, V.I. Schneider, T.C. Rickard, R.J. Crutcher, C.L. King, K.A. Ericsson, and L.E. Bourne, Jr., The Long-Term Retention of Knowledge and Skills; W. Kintsch, B.K. Britton, C.R. Fletcher, E. Kintsch, S.M. Mannes, and M.J. Nathan, A Comprehension-Based Approach to Learning and Understanding; P.W. Cheng, Separating Causal Laws from Casual Facts: Pressing the Limits of Statistical Relevance; E.F. Shipley, Categories, Hierarchies, and Induction; Subject Index. 
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