The Wiley Handbook on the Cognitive Neuroscience of Learning

The Wiley Handbook on the Cognitive Neuroscience of Learning charts the evolution of associative analysis and the neuroscientific study of behavior as parallel approaches to understanding how the brain learns that both challenge and inform each other. Covers a broad range of topics while maintaining an overarching integrative approach Includes contributions from leading authorities in the fields of cognitive neuroscience, associative learning, and behavioral psychology Extends beyond the psychological study of learning to incorporate coverage of the latest developments in neuroscientific research INDICE: About the Contributors vii .Preface x .1 The Cognitive Neuroscience of Learning: Introduction and Intent 1Robert C. Honey and Robin A. Murphy .Part I Associative Learning 5 .2 The Determining Conditions for Pavlovian Learning: Psychological and Neurobiological Considerations 7Helen M. Nasser and Andrew R. Delamater .3 Learning to Be Ready: Dopamine and Associative Computations 47Nicola C. Byrom and Robin A. Murphy .4 Learning About Stimuli That Are Present and Those That Are Not: Separable Acquisition Processes for Direct and Mediated Learning 69Tzu–Ching E. Lin and Robert C. Honey .5 Neural Substrates of Learning and Attentive Processes 86David N. George .6 Associative Learning and Derived Attention in Humans 114Mike Le Pelley, Tom Beesley, and Oren Griffiths .7 The Epigenetics of Neural Learning 136Zohar Bronfman, Simona Ginsburg, and Eva Jablonka .Part II Associative Representations Memory, Recognition, and Perception 177 .8 Associative and Nonassociative Processes in Rodent Recognition Memory 179David J. Sanderson .9 Perceptual Learning: Representations and Their Development 201Dominic M. Dwyer and Matthew E. Mundy .10 Human Perceptual Learning and Categorization 223Paulo F. Carvalho and Robert L. Goldstone .11 Computational and Functional Specialization of Memory 249Rosie Cowell, Tim Bussey, and Lisa Saksida .Space and Time 283 .12 Mechanisms of Contextual Conditioning: Some Thoughts on Excitatory and Inhibitory Context Conditioning 285Robert J. McDonald and Nancy S. Hong .13 The Relation Between Spatial and Nonspatial Learning 313Anthony McGregor .14 Timing and Conditioning: Theoretical Issues 348Charlotte Bonardi, Timothy H. C. Cheung, Esther Mondragón, and Shu K. E. Tam .15 Human Learning About Causation 380Irina Baetu and Andy G. Baker .Part III Associative Perspectives on the Human Condition 409 .16 The Psychological and Physiological Mechanisms of Habit Formation 411Nura W. Lingawi, Amir Dezfouli, and Bernard W. Balleine .17 An Associative Account of Avoidance 442Claire M. Gillan, Gonzalo P. Urcelay, and Trevor W. Robbins .18 Child and Adolescent Anxiety: Does Fear Conditioning Play a Role? 468Katharina Pittner, Kathrin Cohen Kadosh, and Jennifer Y. F. Lau .19 Association, Inhibition, and Action 489Ian McLaren and Frederick Verbruggen .20 Mirror Neurons from Associative Learning 515Caroline Catmur, Clare Press, and Cecilia Heyes .21 Associative Approaches to Lexical Development 538Kim Plunkett .22 Neuroscience of Value ]Guided Choice 554Gerhard Jocham, Erie Boorman, and Tim Behrens .Index 592

• ISBN: 978-1-118-65094-3
• Editorial: Wiley–Blackwell
• Encuadernacion: Cartoné
• Páginas: 624
• Fecha Publicación: 29/07/2016
• Nº Volúmenes: 1
• Idioma: Inglés