4 edition of Perspectives on learning and memory found in the catalog.
Perspectives on learning and memory
|Statement||edited by Lars-Göran Nilsson, Trevor Archer.|
|Series||Comparative cognition and neuroscience|
|Contributions||Nilsson, Lars-Göran, 1944-, Archer, Trevor.|
|LC Classifications||QP406 .P465 1985|
|The Physical Object|
|Pagination||xiv, 338 p. :|
|Number of Pages||338|
|ISBN 10||0898596289, 089859698X|
|LC Control Number||85010360|
Journal of Experimental Psychology: Learning, Memory, and Cognition invites manuscripts that present empirical and theoretical advances pursuant to the special section theme of "The Contribution of Learning and Memory Processes to Cognitive Control.". We welcome manuscripts that address this theme in the context of a range of paradigms, not just the conflict tasks and task switching paradigms. Henry L. “Roddy” Roediger, III has spent a career studying human learning and memory, particularly processes of memory retrieval. His recent research has focused on the power of retrieval as a mechanism for improving learning and retention and in applying this work to educational settings.
The main objections to learning accounts of synesthesia may be summarized as follows. First, synesthesia is perception rather than memory (Ramachandran & Hubbard, b). Second, learning alone cannot explain why only some people become synesthetes (Marks & Odgaard, , Spector & Maurer, ). Finally, most synesthetic pairings are not by: Organizational learning and learning organizat ion are constructs based on metaphorical thinking. “It. stems from an analogy, namely, the idea tha t a goal-oriented social structure, such as an Author: Constantin Bratianu.
review, I examine—from the perspective of a memory researcher—how infants use memory to learn from books, televi-sion, and touchscreens. Speciﬁcally, I argue that infants’ imita-tion of media is limited by age-related changes in memory ﬂexibility and that learning can be enhanced when these con-straints to memory are Size: KB. Without losing sight of each field's historical development, they provide modern bridges by which students can observe the cognitive underpinnings of animal learning and the descendants of associationism currently under scrutiny by human memory psychologists-in short, a state-of-the-art presentation that makes clear the commonalities (and contrasts) of human and animal3/5(6).
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Perspectives on Learning and Memory (Comparative Cognition and Neuroscience Series) 1st Edition by L.-G. Nilsson (Editor), T. Archer (Editor) ISBN ISBN Why is ISBN important. ISBN. This bar-code number lets you verify that you're getting exactly the right version or edition of a book.
Format: Hardcover. Written and edited by experts in the field, this collection from Cold Spring Harbor Perspectives in Biology examines important aspects of the neurobiology of learning and memory. Contributors review the various types of memory and the anatomical architectures and specialized cells involved/5(2).
Gluck, Mercado and Myers’ breakthrough first edition brought a long overdue modern perspective to the learning and memory textbook. It was the first book for the course developed from page one to account for the growing importance of neuroscience in the field, the first to compare brain studies and behavioral approaches in human and other animal species, and the first available in full-color throughout/5(35).
Perspectives on learning and memory. [Lars-Göran Nilsson; Trevor Archer;] Book: All Authors / Contributors: Lars-Göran Nilsson; Trevor X OCLC Number: Notes: Papers from the conference "Perspectives on animal learning and human memory--the Umeå conference," held at the.
Purchase Differing Perspectives in Motor Learning, Memory, and Control, Volume 27 - 1st Edition. Print Book & E-Book. ISBNPages: This book presents a comprehensive, up-to-date overview of brain*b1behavior relations as they bear on learning and memory. The structure of memory is investigated from a diversity of approaches, including anatomical, pharmacological, electrophysiological and lesions, and through the use of different populations, such as invertebrate, vertebrate, and human.
Mark A. Gluck is a Professor of Neuroscience at Rutgers University–Newark, co-director of the Memory Disorders Project at Rutgers–Newark, and publisher of the project’s public health newsletter, Memory Loss and the Brain.
His research focuses on the neural bases of learning and memory, and the consequences of memory loss due to aging, trauma, and by: It discusses learning and memory from developmental, pharmacological, and psychobiological perspectives, as well as changes in learning and memory with age.
Neurobiology of Learning and Memory also includes research on invertebrates and vertebrates, presenting basics in anatomy and development along with computational models.
It is written in. Learning and Memory: A Comprehensive Reference, Second Edition is the authoritative resource for scientists and students interested in all facets of learning and memory. This updated edition includes chapters that reflect the state-of-the-art of research in this area.
Perspectives on Learning is one of the five books in the highly regarded Teachers College Press Thinking About Eeucation Series, now in its Fourth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. His research focuses on the neural bases of learning and memory, and the consequences of memory loss due to aging, trauma, and disease.
He is co-author of Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus and Learning (MIT Press, ). Inhe was awarded an NSF Presidential Early Career Award for Scientists and Engineers by President Bill Clinton/5(18).
The opening chapter of the book provides an account of working memory from the architect of the model that has dominated psychological theory for over two decades. This book is a valuable resource for psychologists, educationalists, and anyone seeking to understand more about the cognitive basis of educational achievement in children.
This book presents a comprehensive, up-to-date overview of brain*b1behavior relations as they bear on learning and memory.
The structure of memory is investigated from a diversity of approaches, including anatomical, pharmacological, electrophysiological and lesions, and through the use of different populations, such as invertebrate, vertebrate Book Edition: 2.
The past 15 years have seen an explosion of educational books, television, and touchscreen applications developed specifically for infants. Although infants interact with these symbolic artifacts on a daily basis, they have difficulty going beyond the symbolic source and transferring learning to real‐world by: Gluck, Mercado and Myerss Learning and Memory is the first textbook developed from its inception to reflect the convergence of brain studies and behavioral approaches in modern learning and memory research incorporating findings both in animals and humans.
Each chapter integrates coverage of both human memory and animal learning, with separate sections specifically devoted/5. Human Learning and Memory Article Literature Review (PDF Available) in Annual Review of Psychology 38(1) February w Reads How we measure 'reads'.
Search in this book series. Differing Perspectives In Motor Learning, Memory, And Control. Edited by David Goodman, Robert B. Wilberg, Ian M. Franks. Vol Pages ii-ix, () Download full volume. Previous volume. Next volume. Actions for selected chapters.
Select all / Deselect all. Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens Article (PDF Available) in Child Development Perspectives 7(4)– August with 1, Reads. Memory, Meaning, and Method book. Read 2 reviews from the world's largest community for readers.
Some Psychological Perspectives on Language Learning” as Want to Read: Want to Read saving It includes insights into memory as it relates to language learning and presents language learning as a "total human experience."/5. Cognitive Psychology. By Saul McLeod, updated Cognitive psychology is the scientific study of the mind as an information processor.
Cognitive psychologists try to build up cognitive models of the information processing that goes on inside people’s minds, including perception, attention, language, memory, thinking, and consciousness. Lectures. Lectures will be pre-recorded and posted on Canvas by Monday 6pm each week.
Watching the lectures is critical because, beyond the few required readings (see below), the course material will be presented only in lectures. As noted in the University’s recording and broadcasting courses policy, students may not audio or video record section meetings without permission from the.This chapter discusses the historical perspective pertaining to the neurobiology of learning and memory.
Formal research on learning and memory began in the late 19th century. Inempirical research on human learning and memory was initiated.memory, in psychology, the storing of learned information, and the ability to recall that which has been stored. It has been hypothesized that three processes occur in remembering: perception and registering of a stimulus; temporary maintenance of the perception, or short-term memory; and lasting storage of the perception, or long-term memory.