The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Volume 46 contains chapters on category learning, prototypes, prospective memory, event memory, memory models, and musical prosody.
*Discusses the concepts of category learning, prototypes, prospective memory, event memory, memory models, and musical prosody
*Volume 46 of the highly regarded Psychology of Learning and Motivation series
*An essential reference for researchers and academics in cognitive science

Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 63 includes chapters on such varied topics as memory and imagery, statistical regularities, eyewitness lineups, embodied attention, the teleological choice rule, inductive reasoning, causal reasoning and cognitive and neural components of insight.

Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 62 includes chapters on such varied topics as automatic logic and effortful beliefs, complex learning and development, bias detection and heuristics thinking, perceiving scale in real and virtual environments, using multidimensional encoding and retrieval contexts to enhance our understanding of source memory, causes and consequences of forgetting in thinking and remembering and people as contexts in conversation.

"Psychology of Learning and Motivation" publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 61 includes chapters on such varied topics as problems of Induction, motivated reasoning and rationality, probability matching, cognition in the attention economy, masked priming, motion extrapolation and testing memory
Volume 61 of the highly regarded "Psychology of Learning and Motivation"An essential reference for researchers and academics in cognitive scienceRelevant to both applied concerns and basic research

In a time of unprecedented changes globally, Flourishing in the Holistic Classroom offers an educational model that is dynamic, organic, and adaptive. The book offers key principles, dispositions, and practices that holistic educators draw from to create learning environments in which their students can flourish. This book describes learning that is based on a balance of inner and outer ways of knowing, with an emphasis on the inner life or soul of the learner. This is illustrated through accounts of running an arts camp using the inquiry process and experiences with teacher candidates. A key principle of holistic education is connection, which is explored through experiential examples such as connections between learners and each other, the teacher, and their subject of study. The role that mindfulness practice and teacher presence plays in the classroom, as well as working with fear and vulnerability are addressed through detailed narratives. The breadth of the author's experience including being an early years teacher, a director of programs and exhibits in a children's museum, and working with pre-service teachers is woven throughout the book. Reflections from former teacher candidates highlight the influence that holistic pedagogy has on learners. The book concludes with an invitation to the reader to embrace a holistic, integrative approach to education, which creates fertile ground for student flourishing. Flourishing in the Holistic Classroom is intended to support teachers, administrators, academics, pre-service teachers and graduate students.

ICT and globalization have completely redefined learning and communication. People virtually connect to, collaborate with, and learn from other individuals. Because educational technology has matured considerably since its inception, there are still many issues in the design of learner-centered environments. The Handbook of Research on Ecosystem-Based Theoretical Models of Learning and Communication is an essential reference source that discusses learning and communication ecosystems and the strategic role of trust at different levels of the information and knowledge society. Featuring research on topics such as global society, life-long learning, and nanotechnology, this book is ideally designed for educators, instructional designers, principals, administrators, professionals, researchers, and students.

This memoir describes the journey of John (Jack) Miller. The book explores how his personal journey is related to the work he has done in holistic education, contemplative education, and spirituality in education. In holistic education the personal and professional are connected. Professor Miller's journey includes events, books, teachers, and the many factors in his life that have contributed to his work, which includes more than 20 books and extensive travel around the world. An example of the relationship between the personal and the professional is that Jack began meditating in 1974 and this practice has provided the foundation for much of his teaching and writing. Professor Miller's book, The Holistic Curriculum, first published in 1988 along with the publication of the Holistic Education Review have been seen as the beginning of holistic education as a field of study. Since his journey has been connected with so many other holistic educators, this book can serve as one perspective on how the field has unfolded over the past 35 years. Besides this historical perspective the book includes a chapter on his meditation practice as well his beliefs. There is also a chapter on his teaching and how he attempts to embody holistic education in his classroom

Studies of language acquisition often asume that children will simply begin to learn language, without questioning what sets the whole process in motion. In How Children Learn to Learn Language, Lorraine McCune thoroughly examines the often-neglected topic of how children discover the possibility of language and demonstrates that pre-language development involves a dynamic system of social, cognitive, and vocal variables that come together to enable the transition to referential language. The relationship with a caregiver is integral to this development because language is a system of symbolic communication that can emerge only with children's recognition that they are separate from others. McCune sees language learning as constructed equally from needing to develop meanings and learning to produce the sounds sequences that represent them. In order for this dual construction to be effective, however, children must discover their capacity to refer to objects and events in the world by having their internal states of focused attention accompanied by an autonomic, physiologically based vocalization, which is the grunt that results from physical or mental effort. When the grunt is intensified and directed at a conversational partner, as when children attempt to convey an internal state, it becomes their first protoword.

Order affects the results you get: Different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other. In Order to Learn will be of interest to researchers and students in cognitive science, education, machine learning.

Use of visual information is used to augment our knowledge, decide on our actions, and keep track of our environment. Even with eyes closed, people can remember visual and spatial representations, manipulate them, and make decisions about them. The chapters in Volume 42 of Psychology of Learning and Motivation discuss the ways cognition interacts with visual processes and visual representations, with coverage of figure-ground assignment, spatial and visual working memory, object identification and visual search, spatial navigation, and visual attention.

Human learning is studied in a variety of ways. Motor learning is often studied separately from verbal learning. Studies may delve into anatomy vs function, may view behavioral outcomes or look discretely at the molecular and cellular level of learning. All have merit but they are dispersed across a wide literature and rarely are the findings integrated and synthesized in a meaningful way. Human Learning: Biology, Brain, and Neuroscience synthesizes findings across these levels and types of learning and memory investigation.
Divided into three sections, each section includes a discussion by the editors integrating themes and ideas that emerge across the chapters within each section. Section 1 discusses general topics in human learning and cognition research, including inhibition, short term and long term memory, verbal memory, memory disruption, and scheduling and learning. Section 2 discusses cognitive neuroscience aspects of human learning. Coverage here includes models, skill acquisition, declarative and non declarative memory, age effects on memory, and memory for emotional events. Section 3 focuses on human motor learning.
This book is suitable for cognitive neuroscientists, cognitive psychologists, kinesthesiologists, and graduate courses in learning.
* Synthesizes research from a variety of disciplines, levels, and content areas
* Provides section discussions on common findings between chapters
* Covers motor and verbal learning

Memory is inextricable from learning; there's little sense in teaching students something new if they can't recall it later. Ensuring that the knowledge teachers impart is appropriately stored in the brain and easily retrieved when necessary is a vital component of instruction. In How to Teach So Students Remember, author Marilee Sprenger provides you with a proven, research-based, easy-to-follow framework for doing just that. This second edition of Sprenger's celebrated book, updated to include recent research and developments in the fields of memory and teaching, offers seven concrete, actionable steps to help students use what they've learned when they need it. Step by step, you will discover how to: Actively engage your students with new learning. Teach students to reflect on new knowledge in a meaningful way. Train students to recode new concepts in their own words to clarify understanding. Use feedback to ensure that relevant information is binding to necessary neural pathways. Incorporate multiple rehearsal strategies to secure new knowledge in both working and long-term memory. Design lesson reviews that help students retain information beyond the test. Align instruction, review, and assessment to help students more easily retrieve information. The practical strategies and suggestions in this book, carefully followed and appropriately differentiated, will revolutionize the way you teach and immeasurably improve student achievement. Remember: By consciously crafting lessons for maximum ""stickiness,"" we can equip all students to remember what's important when it matters.

Our longstanding view of memory and remembering is in the midst of a profound transformation. This transformation does not only affect our concept of memory or a particular idea of how we remember and forget; it is a wider cultural process. In order to understand it, one must step back and consider what is meant when we say memory. Brockmeier's far-ranging studies offer such a perspective, synthesizing understandings of remembering from the neurosciences, humanities, social studies, and in key works of autobiographical literature and life-writing. His conclusions force us to radically rethink our very notion of memory as an archive of the past, one that suggests the natural existence of a distinctive human capacity (or a set of neuronal systems) enabling us to "encode," "store," and "recall" past experiences. Now, propelled by new scientific insights and digital technologies, a new picture is emerging. It shows that there are many cultural forms of remembering and forgetting, embedded in a broad spectrum of human activities and artifacts. This picture is more complex than any notion of memory as storage of the past would allow. Indeed it comes with a number of alternatives to the archival memory, one of which Brockmeier describes as the narrative approach. The narrative approach not only permits us to explore the storied weave of our most personal form of remembering-that is, the autobiographical-it also sheds new light on the interrelations among memory, self, and culture.