The Wiley Handbook on the Cognitive Neuroscience of Learning
Contents
- About the Contributors
- Preface
- The Cognitive Neuroscience of Learning: Introduction and Intent
- Associative Learning
- The Determining Conditions for Pavlovian Learning: Psychological and Neurobiological Considerations
- Learning to Be Ready: Dopamine and Associative Computations
- Learning About Stimuli That Are Present and Those That Are Not: Separable Acquisition Processes for Direct and Mediated Learning
- Neural Substrates of Learning and Attentive Processes
- Associative Learning and Derived Attention in Humans
- The Epigenetics of Neural Learning
- Associative Representations: Memory, Recognition, and Perception
- Associative and Nonassociative Processes in Rodent Recognition Memory
- Perceptual Learning: Representations and Their Development
- Human Perceptual Learning and Categorization
- Computational and Functional Specialization of Memory
- Mechanisms of Contextual Conditioning: Some Thoughts on Excitatory and Inhibitory Context Conditioning
- The Relation Between Spatial and Nonspatial Learning
- Timing and Conditioning: Theoretical Issues
- Human Learning About Causation
- Associative Perspectives on the Human Condition
- The Psychological and Physiological Mechanisms of Habit Formation
- An Associative Account of Avoidance
- Child and Adolescent Anxiety: Does Fear Conditioning Play a Role?
- Association, Inhibition, and Action
- Mirror Neurons from Associative Learning
- Associative Approaches to Lexical Development
- Neuroscience of Value-Guided Choice
Headings
Articles
Robert C. Honey School of Psychology, Cardiff University, UK Robin A. Murphy Department of Experimental Psychology, Oxford University, UK Helen M. N
Introduction and Manifesto What is inhibition? The “problem of inhibition” is one that has puzzled learning theorists for many decades. Once it h
Introduction Humans can readily learn that certain foods cause indigestion, that traveling at 5 pm on a weekday invariably puts one at risk of ge
In the study of human recognition memory, there is disagreement over the number of processes that determine the strength of recognition memory (e.g.
Associative or What? An associative approach to lexical acquisition assumes that the principles of associative learning are adequate to account f
The Determining Conditions for Pavlovian Learning: Psychological and Neurobiological Considerations Learning to Be Ready: Dopamine and Associative C
Derived Attention Attention describes the collection of cognitive mechanisms that act to preferentially allocate mental resources to the processi
The Psychological and Physiological Mechanisms of Habit Formation An Associative Account of Avoidance Child and Adolescent Anxiety: Does Fear Condit
Associative and Nonassociative Processes in Rodent Recognition Memory Perceptual Learning: Representations and Their Development Human Perceptual Le
Anxiety disorders are commonly reported in childhood and adolescence with prevalence rates between 5.3% and 17% (Cartwright-Hatton, McNicol, & Doubl
If an organism's behavior is to become better tuned to its environment, then there must be plasticity in those systems that interact with that envir
Introduction In this chapter, we describe how our work on the neural and cognitive mechanisms of perception and memory provides an example of an
About the Contributors Preface The Cognitive Neuroscience of Learning: Introduction and Intent Associative Learning The Determining Conditions fo
Introduction From the perspective of classical learning theory, the environment is often described as a complex and often chaotic place with myri
Introduction Learning, which involves neural plasticity and memory, is manifest at many levels of biological organization: at the single-cell lev
