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.

Table of 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