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.
Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
750 Posts in this Blog
- Follow Learning Sciences on WordPress.com