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The Wiley Handbook on the Cognitive Neuroscience of Learning

The Wiley Handbook on the Cognitive Neuroscience of Learning

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 – Volume in the Wiley Handbooks in Cognitive Neuroscience –

Edited by
Robin A. Murphy and
Robert C. Honey

Learning, Psychology of. | Cognitive learning theory. | Cognitive neuroscience.

 
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Book Details
 Price
 4.00
 Pages
 612 p
 File Size 
 7,857 KB
 File Type
 PDF format
 ISBN
 9781118650844 (Adobe PDF) 
 9781118650851 (ePub)
 Copyright©   
 2016 John Wiley & Sons, Ltd 

About the Contributors
Robert C. Honey, School of Psychology, Cardiff University, UK
Robin A. Murphy, Department of Experimental Psychology, Oxford University, UK
Helen M. Nasser, Brooklyn College, City University of New York, USA
Andrew R. Delamater, Brooklyn College, City University of New York, USA
Nicola C. Byrom, Department of Experimental Psychology, Oxford University, UK
Tzu‐Ching E. Lin, School of Psychology, Cardiff University, UK
David N. George, Department of Psychology, University of Hull, UK
Mike Le Pelley, School of Psychology, University of New South Wales, Australia
Tom Beesley, School of Psychology, University of New South Wales, Australia
Oren Griffiths, School of Psychology, University of New South Wales, Australia
Zohar Bronfman, School of Psychology, Tel‐Aviv University, Israel
Simona Ginsburg, Natural Science Department, The Open University of Israel, Israel
Eva Jablonka, The Cohn Institute for the History and Philosophy of Science and Ideas, 
Tel‐Aviv University, Israel
David J. Sanderson, Department of Psychology, Durham University, UK
Dominic M. Dwyer, School of Psychology, Cardiff University, UK
Matthew E. Mundy, School of Psychological Sciences, Monash University, Australia
Paulo F. Carvalho, Department of Psychological and Brain Sciences, Indiana University, USA
Robert L. Goldstone, Department of Psychological and Brain Sciences, Indiana University, USA
Rosie Cowell, Department of Psychological and Brain Sciences, 
University of Massachusetts Amherst, USA
Tim Bussey, Department of Physiology and Pharmacology, University of Western Ontario, Canada
Lisa Saksida, Department of Physiology and Pharmacology, University of Western Ontario, Canada
Robert J. McDonald, Department of Neuroscience/Canadian Centre for Behavioural Neuroscience, University of Lethbridge, Canada
Nancy S. Hong, Department of Neuroscience/Canadian Centre for Behavioural Neuroscience, University of Lethbridge, Canada
Anthony McGregor, Department of Psychology, Durham University, UK
Charlotte Bonardi, School of Psychology, University of Nottingham, UK
Timothy H. C. Cheung, School of Life Sciences, Arizona State University, USA
Esther Mondragón, Centre for Computational and Animal Learning Research, UK
Shu K. E. Tam, University of Oxford, UK
Irina Baetu, School of Psychology, University of Adelaide, Australia
Andy G. Baker, Department of Psychology, McGill University, Canada
Nura W. Lingawi, Brain & Mind Research Institute, University of Sydney, Australia
Amir Dezfouli, Brain & Mind Research Institute, University of Sydney, Australia
Bernard W. Balleine, Brain & Mind Research Institute, University of Sydney, Australia
Claire M. Gillan, Department of Psychology, University of Cambridge, UK; and
Department of Psychology, New York University, USA
Gonzalo P. Urcelay, Department of Neuroscience, Psychology and Behaviour, 
University of Leicester, UK
Trevor W. Robbins, Department of Psychology, New York University and 
University of Cambridge, UK
Katharina Pittner, Maastricht University, The Netherlands
Kathrin Cohen Kadosh, Department of Experimental Psychology, University of Oxford, UK
Jennifer Y. F. Lau, Institute of Psychiatry, King’s College London, UK
Ian McLaren, School of Psychology, University of Exeter, UK
Frederick Verbruggen, School of Psychology, University of Exeter, UK
Caroline Catmur, Department of Psychology, University of Surrey, UK
Clare Press, Department of Psychological Sciences, Birkbeck, University of London, UK
Cecilia Heyes, All Souls College, University of Oxford, UK
Kim Plunkett, Department of Experimental Psychology, University of Oxford, UK
Gerhard Jocham, Centre for Behavioral Brain Sciences, Otto‐von‐Guericke‐ University, Germany
Erie Boorman, Department of Experimental Psychology, University of Oxford,
UK; and Wellcome Trust Centre for Neuroimaging, University College London, London, UK
Tim Behrens, Institute of Neurology, University College London, UK; and Nuffield
Department of Clinical Neurosciences, University of Oxford, John Radcliffe Hospital, UK.

Preface
This handbook provides a cohesive overview of the study of associative learning as
it is approached from the stance of scientists with complementary interests in its theoretical
analysis and biological basis. These interests have been pursued by studying
humans and animals, and the content of this handbook reflects this fact. Wiley, the
publishers of this series of handbooks, gave us free rein in determining the overarching
focus of this book, associative learning, and the specific topics that would be
included. We have taken full advantage of this latitude and thank them for their
support throughout the editorial process. Our choice of topics was determined by a
combination of their enduring significance and contemporary relevance. The contributors
then chose themselves, as it were, on the basis of their expertise. Inevitably,
there has been some bias in our choices, and we have made only a limited attempt to
cover all of the domains of research that have resulted in significant scientific progress.
However, we hope that you will be as interested to read the contributions that we
have selected as we were to receive them. It remains for us to express our thanks to
the contributors who have followed, fortunately not slavishly, their individual remits
and who have collectively produced a handbook that we hope will be of interest to a
broad readership. Finally, we would like to thank Laurence Errington for generating
the comprehensive subject index, which provides the reader with an effective tool for
negotiating the volume as a whole.


Table of Contents
About the Contributors vii
Preface x
1 The Cognitive Neuroscience of Learning: Introduction and Intent 1
Robert C. Honey and Robin A. Murphy
Part I Associative Learning 5
2 The Determining Conditions for Pavlovian Learning: Psychological
and Neurobiological Considerations 7
Helen M. Nasser and Andrew R. Delamater
3 Learning to Be Ready: Dopamine and Associative Computations 47
Nicola 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 69
Tzu‐Ching E. Lin and Robert C. Honey
5 Neural Substrates of Learning and Attentive Processes 86
David N. George
6 Associative Learning and Derived Attention in Humans 114
Mike Le Pelley, Tom Beesley, and Oren Griffiths
7 The Epigenetics of Neural Learning 136
Zohar Bronfman, Simona Ginsburg, and Eva Jablonka
Part II Associative Representations
Memory, Recognition, and Perception 177
8 Associative and Nonassociative Processes in Rodent Recognition Memory 179
David J. Sanderson
9 Perceptual Learning: Representations and Their Development 201
Dominic M. Dwyer and Matthew E. Mundy
vi Contents
10 Human Perceptual Learning and Categorization 223
Paulo F. Carvalho and Robert L. Goldstone
11 Computational and Functional Specialization of Memory 249
Rosie Cowell, Tim Bussey, and Lisa Saksida
Space and Time 283
12 Mechanisms of Contextual Conditioning: Some Thoughts on Excitatory
and Inhibitory Context Conditioning 285
Robert J. McDonald and Nancy S. Hong
13 The Relation Between Spatial and Nonspatial Learning 313
Anthony McGregor
14 Timing and Conditioning: Theoretical Issues 348
Charlotte Bonardi, Timothy H. C. Cheung, Esther Mondragón,
and Shu K. E. Tam
15 Human Learning About Causation 380
Irina Baetu and Andy G. Baker
Part III Associative Perspectives on the Human Condition 409
16 The Psychological and Physiological Mechanisms of Habit Formation 411
Nura W. Lingawi, Amir Dezfouli, and Bernard W. Balleine
17 An Associative Account of Avoidance 442
Claire M. Gillan, Gonzalo P. Urcelay, and Trevor W. Robbins
18 Child and Adolescent Anxiety: Does Fear Conditioning Play a Role? 468
Katharina Pittner, Kathrin Cohen Kadosh, and Jennifer Y. F. Lau
19 Association, Inhibition, and Action 489
Ian McLaren and Frederick Verbruggen
20 Mirror Neurons from Associative Learning 515
Caroline Catmur, Clare Press, and Cecilia Heyes
21 Associative Approaches to Lexical Development 538
Kim Plunkett
22 Neuroscience of Value‐Guided Choice 554
Gerhard Jocham, Erie Boorman, and Tim Behrens
Index 592


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This edition first published 2016

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