The Psychology of Learning and Motivation

The Psychology of Learning and Motivation, Volume 76, the latest release in this ongoing series, features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving.

• Presents the latest information in the highly regarded Psychology of Learning and Motivation series
• Provides an essential reference for researchers and academics in cognitive science
• Contains information relevant to both applied concerns and basic research

1. Understanding cerebellar function through network perspectives: A review of resting-state connectivity of the cerebellum
Jessica A. Bernard
2. What if they're just not that into you (or your experiment)? On motivation and psycholinguistics
Kiel Christianson, Jack Dempsey, Anna Tsiola, and Maria Goldshtein
3. Spectral characteristics of visual working memory in the monkey frontoparietal network
Bryan D. Conklin
4. The N400 in silico: A review of computational models
Samer Nour Eddine, Trevor Brothers, and Gina R. Kuperberg
5. Dynamic decision making: Empirical and theoretical directions
Jared M. Hotaling and David Kellen
6. Connecting movement and cognition through different modes of learning
Elizabeth B. Torres

Kara D. Federmeier received her Ph.D. in Cognitive Science from the University of California, San Diego. She is a Professor in the Department of Psychology and the Neuroscience Program at the University of Illinois and a full-time faculty member at the Beckman Institute for Advanced Science and Technology, where she leads the Illinois Language and Literacy Initiative and heads the Cognition and Brain Lab. She is also a Past President of the Society for Psychophysiological Research. Her research examines meaning comprehension and memory using human electrophysiological techniques, in combination with behavioral, eyetracking, and other functional imaging and psychophysiological methods. She has been funded by the National Institute on Aging, the Institute of Education Sciences, and the James S. McDonnell Foundation.