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Robert D. Hawkins, "Computational Models of Learning in Simple Neural Systems (Psychology of Learning and Motivation)"

This volume of The Psychology of Learning and Motivation represents a slight departure from the traditional composition of such volumes. The objective of the series remains as before, namely, to provide a forum in which experimental psychologists and neuroscientists can write about significant bodies of research in which they are involved. The operating procedure has been to invite contributions from interesting, active investigators, and then allow them essentially free rein and the space they need to present their research and theoretical ideas as they see fit. The result of such invitations over the past two decades has been collections of papers which have been remarkable for the nature of their integrative summation, since the usual response to this challenge has been the presentation of a series of experimental results integrated around some particular problem and theory.

From the perspective of the editor, the process of obtaining contributions runs smoothly: A number of active scientists are selected and invited to contribute a chapter; it is then left to them to determine exactly which of their several topics they will write about and when they will send in their chapter.

The process of issuing groups of invitations and allowing those who accept to choose a topic and date has resulted in volumes that include a diverse range of topics. Recent standard volumes, for instance, have had chapters ranging from a physiological analysis of the fear-potentiated startle reflex in rats to a computer simulation model of language understanding, from experiments on foraging behavior in mammals to studies of social scientists solving problems of governmental economic policy. Although the range of topics in each volume properly reflects the diversity and vitality of the field, there are fewer chapters per volume that are of direct concern to special interest groups.

Therefore, in order to attend to some special-interest concerns and to balance the diversity of the standard volumes of The Psychology of Learning and Motivation, the publishers and editor have decided to begin a new policy.

We have agreed to publish occasional “focus” volumes that include selected contributors who write their papers around a single topic, problem, or theme. These focus volumes will be assembled from contributors selected by the editor and a special co-editor, the latter selected for his or her expertise in the topic of the focus volume. The topics of the focus volumes will vary according to the issues and areas that are active and current on the research agenda of the field. A few of them may be reports prepared by participants in a topical conference. We hope that in this manner we will have responded to the concerns voiced by some special-interest groups of readers.

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