Psychology of Learning and Motivation, Vol. 39 by Douglas L. Medin

By Douglas L. Medin

Psychology of studying and Motivation 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 offers a considerate integration of a physique of labor. Volume 39 contains in its assurance chapters on classification studying, relational timing, youngster reminiscence, melancholy and reminiscence, ambitions and selection, and extra.

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00); vertical bars indicate _+1 SE. t h e y w e r e n o t s i m p l y g e n e r a l i z i n g to all test m o b i l e s b u t h a d l e a r n e d t h e i d e n t i t y o f all five m o b i l e s o n t h e t r a i n i n g list. B e c a u s e t r a i n i n g w i t h a fivei t e m list e l i m i n a t e d serial p o s i t i o n effects b u t n o t t h e d i s c r i m i n a t i o n o f a m o b i l e t h a t was n o t o n t h e list, w e c o n c l u d e t h a t i n c r e a s i n g list l e n g t h i m p a i r e d i n f a n t s ' m e m o r y for serial o r d e r b u t d i d n o t affect t h e i r m e m o r y for i t e m identity.

The training phase is followed by a transfer phase in which analogous problems are presented for solution without mention of the prior analogs. The paradigm, therefore, is procedurally similar to indirect tests of memory, during which no mention is made of the prior phase of initial exposure to materials. This parallel extends to the researchers' interests as well, because in both cases we are interested in revealing a benefit of prior "training" through its nondeliberate use. With this arrangement, Needham and Begg (1991) showed that spontaneous transfer profited from problemoriented training.

Psychological Review, 104, 467-498. , Adler, S. , & Borza, M. A. (1994). Substituting new details for old? Effects of delaying postevent information on infant memory, Memory & Cognition, 22, 644-656. , Borza, M. , Adler, S. , &Boller, K. (1993a). Infants' eyewitness testimony: Integrating postevent information with a prior memory representation. Memory & Cognition, 21, 267-279. , & Hayne, H. (1993b). The time window hypothesis: Implications for categorization and memory modification. Infant Behavior and Development, 16, 149-176.

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