Bruce Goldstein's COGNITIVE PSYCHOLOGY connects the study of cognition to your everyday life. This accessible book introduces you to landmark studies as well as the cutting-edge research that defines this fascinating field. To help you further experiment with and understand the concepts in the text, you can use COGLAB 2.0: THE ONLINE COGNITIVE PSYCHOLOGY LABORATORY. Available at www.academic.cengage.com, COGLAB contains dozens of classic experiments designed to help you learn about cognitive concepts and how the mind works.
Information processing & cognitive theories of learningjvirwin
Information processing and cognitive theories of learning focus on how people actively process and organize new information. According to these theories:
- People learn by building on their prior knowledge and experiences. New learning is connected to what is already known.
- How information is attended to, organized, rehearsed, and stored in memory impacts what is learned. Information must enter through the senses and be briefly held in sensory memory before being processed further.
- Short-term and working memory allow people to actively think about and manipulate new information for a brief period of time before it is either forgotten or consolidated into long-term memory through repetition and practice.
Cognitive psychology is a relatively young branch of psychology, yet it has quickly grown to become one of the most popular subfields. Few Practical Application of Cognitive Psychology(Science),Thinking, decision-making/increasing decision making accuracy, problem-solving, learning /structuring educational curricula to enhance learning , attention,Memory/Improving memory, forgetting, and
language acquisition.
But what exactly is cognitive psychology?
What do cognitive psychologists do?
Socio emotional development of infants and toddlers예뻐 반
This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.
Clinical Neuropsychology, Psychology, Clinical Psychology, Dr. Steven Mendoza, Cognition, memory, education, university work, Capella university, The Union Institute, the Fielding Graduate University, National University, Steven Mendoza, PhD, Psychology Professor
This document discusses working memory, including its definition as the processing space in the mind/brain used for computing information. It describes common models of working memory that include multiple subsystems like the phonological loop and visuospatial sketchpad. Examples are given of how working memory explains phenomena like phonological confusions, word length effects, and irrelevant speech effects. The document also discusses that working memory has limits, capacities vary between individuals, and it is crucial for learning due to its role in holding information during effortful tasks.
Reading comprehension involves two basic cognitive steps: 1) word recognition of written symbols, and 2) fusion or interpretation of those symbols to construct meaning. There are four levels of comprehension - literal, interpretative, applied, and evaluative. Meta-cognition, or self-aware reading, is characterized by self-awareness, careful reading and retention, making assumptions or hypotheses before reading, and deliberately reflecting on, questioning, classifying, summarizing and predicting the text using techniques like SQ3R (survey, question, read, recite, review).
Jean Piaget was a Swiss psychologist born in 1896 who studied cognitive development in children. He is known for developing the theory of four cognitive development stages: sensorimotor, preoperational, concrete operational, and formal operational. The stages describe the typical development process from birth through adulthood in how children and adolescents understand and reason about the physical and social world. Piaget believed that education should focus on helping students develop new ways of thinking rather than just repeating old knowledge.
Cognitivist theory focuses on mental processes like thinking, learning, and problem solving. It views learning as occurring through acquiring new information, transforming old knowledge, and evaluating new understandings over time. The document discusses key principles of cognitivism and how technology in education should incorporate interactivity, reflection, collaboration, adaptation to learners, and flexibility.
Information processing & cognitive theories of learningjvirwin
Information processing and cognitive theories of learning focus on how people actively process and organize new information. According to these theories:
- People learn by building on their prior knowledge and experiences. New learning is connected to what is already known.
- How information is attended to, organized, rehearsed, and stored in memory impacts what is learned. Information must enter through the senses and be briefly held in sensory memory before being processed further.
- Short-term and working memory allow people to actively think about and manipulate new information for a brief period of time before it is either forgotten or consolidated into long-term memory through repetition and practice.
Cognitive psychology is a relatively young branch of psychology, yet it has quickly grown to become one of the most popular subfields. Few Practical Application of Cognitive Psychology(Science),Thinking, decision-making/increasing decision making accuracy, problem-solving, learning /structuring educational curricula to enhance learning , attention,Memory/Improving memory, forgetting, and
language acquisition.
But what exactly is cognitive psychology?
What do cognitive psychologists do?
Socio emotional development of infants and toddlers예뻐 반
This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.
Clinical Neuropsychology, Psychology, Clinical Psychology, Dr. Steven Mendoza, Cognition, memory, education, university work, Capella university, The Union Institute, the Fielding Graduate University, National University, Steven Mendoza, PhD, Psychology Professor
This document discusses working memory, including its definition as the processing space in the mind/brain used for computing information. It describes common models of working memory that include multiple subsystems like the phonological loop and visuospatial sketchpad. Examples are given of how working memory explains phenomena like phonological confusions, word length effects, and irrelevant speech effects. The document also discusses that working memory has limits, capacities vary between individuals, and it is crucial for learning due to its role in holding information during effortful tasks.
Reading comprehension involves two basic cognitive steps: 1) word recognition of written symbols, and 2) fusion or interpretation of those symbols to construct meaning. There are four levels of comprehension - literal, interpretative, applied, and evaluative. Meta-cognition, or self-aware reading, is characterized by self-awareness, careful reading and retention, making assumptions or hypotheses before reading, and deliberately reflecting on, questioning, classifying, summarizing and predicting the text using techniques like SQ3R (survey, question, read, recite, review).
Jean Piaget was a Swiss psychologist born in 1896 who studied cognitive development in children. He is known for developing the theory of four cognitive development stages: sensorimotor, preoperational, concrete operational, and formal operational. The stages describe the typical development process from birth through adulthood in how children and adolescents understand and reason about the physical and social world. Piaget believed that education should focus on helping students develop new ways of thinking rather than just repeating old knowledge.
Cognitivist theory focuses on mental processes like thinking, learning, and problem solving. It views learning as occurring through acquiring new information, transforming old knowledge, and evaluating new understandings over time. The document discusses key principles of cognitivism and how technology in education should incorporate interactivity, reflection, collaboration, adaptation to learners, and flexibility.
Here are two criticisms of the biological approach to psychopathology:
1. It is reductionist - it reduces complex mental disorders down to simple biological components alone. This ignores other potential contributing factors like environment and life experiences.
2. It is deterministic - it suggests we have no free will and are solely determined by our biology. This ignores the role of psychological and environmental factors in developing mental illness.
Socio emotional development of infants and toddlersShanelou Pading Ü
The document discusses socio-emotional development from infancy through early childhood. It describes the key milestones in socio-emotional development that most children reach between birth and 4 years old, including developing the ability to recognize and express basic emotions, engage in social interactions, gain self-awareness and self-regulation skills, and explore pretend play and independent activities. The caregiver's role in properly responding to an infant's needs and cues is also emphasized as important for healthy socio-emotional growth.
This document discusses attention and consciousness. It defines attention as how we actively process limited information from our senses and memories. Consciousness is our awareness of thoughts, feelings, and environment. The document outlines different types of information processing like preconscious, controlled, and automatic processes. It describes divided and selective attention and various models of attention. Problems of attention discussed include spatial neglect, change blindness, and ADHD.
This document summarizes key aspects of working memory. It defines working memory as the system that provides temporary storage and manipulation of information for complex cognitive tasks. The central executive controls attention and monitors thinking/memory processes. There are two storage systems - the visuospatial sketchpad handles visual information and the phonological loop rehearses verbal information. Research indicates people can process around 7 units of information at once, though this varies by task. The modal model proposes separate auditory and visual processing pathways to help "stretch" working memory capacity.
The document discusses information processing theories of memory. It describes memory as having three main stages: encoding, where information enters the memory system; storage, where encoded information is retained over time; and retrieval, where information is taken out of storage. The standard model of the information processing system has three components: sensory memory, which processes external stimuli; working/short-term memory, which temporarily stores new information; and long-term memory, which is a permanent store of facts and skills. Information moves from sensory memory to working memory and can then be forgotten or transferred to long-term memory through rehearsal and elaboration.
Scenario
History of Cognitive Psychology
Sensation for Covid-19
Bottom-Up or Top-Down Processing?
Attention Theories
Moral Dilemma Question
Three Theories of Imagery
Which one is not me?
Name 3 things you can hear, then 2 things you can see, and 1 sensation that you feel
Three Types of Problems
Making comparisons: Online Learning vs Classroom Learning
Ideal Education: What would you suggest?
What / How do you reply (with logical reasoning) when people have misconception about psychology and your personal choice of taking this course?
Reasoning: How do we think?
The Science of How We Think
How does cognitive psychology relate our everyday?
What is your Cognitive Bias?
Questions for Guest Speaker - Cognitive Psychologist
This document discusses theories of attention from both historical and modern cognitive perspectives. It defines attention as the selection of certain stimuli for further processing while ignoring others. Early theories proposed filters that occurred early or late in processing to explain selective attention effects. Later, capacity theories viewed attention as a limited mental resource. Divided attention experiments found that tasks drawing from different resources could be performed concurrently better than those using the same resources. Visual attention research identified neurons responding selectively to features and the role of the thalamus in controlling receptive fields. Executive attention involves inhibiting inappropriate responses under demanding conditions. Feature integration theory proposed that attention is needed to bind distributed features into whole object perceptions.
Jean Piaget was a Swiss psychologist who studied childhood development and proposed four stages of cognitive development. He studied his own children's intellectual development from infancy and developed theories on how children learn. The four stages are: 1) Sensorimotor stage (birth to age 2) where children learn through senses and motor skills without using symbols; 2) Preoperational stage (ages 2 to 7) where children think intuitively but cannot mentally manipulate information; 3) Concrete operational stage (ages 7 to 11) where logical and systematic manipulation of symbols related to concrete objects occurs; and 4) Formal operational stage (age 11 and up) where abstract reasoning and logical types of thought become possible.
This document summarizes several cognitive learning theories:
- Allan Paivio's Dual Coding Theory which posits that people process information visually and verbally.
- Robert Gagne identified 5 categories of learning like verbal information, intellectual skills, and motor skills.
- Howard Gardner's Theory of Multiple Intelligences which identified 8 types of intelligence like linguistic and interpersonal.
- Benjamin Bloom concluded that every child has the ability to learn based on his research into the cognitive domain.
The cognitive theory views thinking and remembering as behaviors that can be analyzed to measure their effect on learning. It is interested in how people understand material.
I reccomend psychology IB students to see this presentation.
Hello, In this presentation you will find the Biological Level of Analysis (BLA) broken down into its different sections: principles, studies supporting principles, research methods used in BLA, ethical considerations, localisation of function, neurotransmitters, hormones, effects of the enviornment on physiological processes, interaction between cognition and physiology, brain imaging technologies, genetic inheritance, evolutionary explanations of behaviour and ethical considerations of genetic research.
I hope you find it useful! Good luck to everyone
The document discusses executive function and the prefrontal cortex. It notes that the prefrontal cortex is responsible for executive function, which involves cognitive control, supervisory attention, orchestrating thought and action according to goals, and providing top-down signals to other brain structures. Executive function is composed of multiple interrelated high-level cognitive skills like planning, problem solving, cognitive flexibility, and self-regulation that are pivotal for goal-directed behavior. Tasks requiring executive function activate areas of the prefrontal cortex as well as other structures like the thalamus and cerebellum. Damage to these areas can impair performance on tests of attention, working memory, and other executive abilities.
The document discusses executive functions and provides definitions from various studies. It describes executive functions as a set of cognitive processes that regulate other cognitive processes such as planning, working memory, attention, problem solving and inhibition. Executive functions are controlled by the frontal lobes of the brain and are responsible for self-regulation and goal-directed behavior. The document summarizes several models of executive functions including models by Norman and Shallice, Barkley, Lezak and others. It discusses areas executive functions are involved in and factors that influence executive functions. Common disorders associated with executive dysfunction are also listed.
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
Jean Piaget's Theory of Cognitive DevelopmentKelly McGrail
Piaget's theory of cognitive development outlines 4 stages of development: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (12 years and up). The stages are characterized by the development of object permanence, representational thought, logical reasoning, and abstract thought. Children with cognitive disabilities may not progress through all the stages. Down syndrome is provided as an example of a cognitive disability where individuals often do not complete all stages of Piaget's theory.
PROPUESTA TÉCNICO PARA AMPLIACIÓN DE COBERTURA DE LA RED CELULAR CLARO DISPONIENDO DE UN REPETIDOR GSM 1900 MHZ EN TIBECOCHA - PUCALLPA
Autor: Ing. Juan Huaringa Bejarano
Visite : http://radiomobileperu.blogspot.com/
Cognitive reserve is the brain's ability to cope with brain damage or pathology. It allows some individuals to maintain cognitive function despite significant Alzheimer's disease pathology. The document discusses theories of cognitive reserve including brain reserve capacity and cognitive reserve models. It describes measures of reserve like education and occupation. Epidemiological evidence shows factors like higher education are associated with lower dementia risk. Imaging studies provide further support, finding relationships between cognitive reserve proxies and brain activation patterns. Maintaining cognitive stimulation through activities across life may help increase cognitive reserve and resilience against cognitive decline.
Learning is defined as a relatively permanent change in behavior resulting from experience. Memory involves encoding, storing, and later retrieving knowledge about the world. There are two main types of memory: explicit (episodic and semantic) and implicit (associative, classical, and non-associative). Different forms of learning and memory involve different brain regions. Long-term potentiation in the hippocampus is important for declarative memory formation and involves strengthening of synapses through high-frequency stimulation and calcium-dependent processes.
Piaget's theory of cognitive development mahnoorIjaz6
Piaget's theory of cognitive development consists of four stages through which children progress as they interact with their environment: the sensorimotor stage (birth to age 2) where children learn through senses and motor skills; the preoperational stage (ages 2 to 7) where symbolic thought and language emerge but reasoning is still egocentric; the concrete operational stage (ages 7 to 11) where logical and systematic manipulation of symbols related to concrete objects occurs; and the formal operational stage (ages 11 to 15) where abstract reasoning and formal operational thought emerge.
This document provides an introduction to physiological psychology. It defines physiological psychology as the branch of biological psychology that deals with the workings of the mind and body and how the brain relates to behavior. It explains that physiological psychology studies how bodily functions are directly linked to the brain and how small changes in the brain can affect behavior. The document then discusses some important figures in the history of the field, including Hippocrates' idea that emotions originate in the brain, Galen's theories about brain functions and personalities, Descartes' view of the body as a machine responding to stimuli, and Muller's ideas about nerve fibers relaying messages between the brain and body.
UTA New Teacher Webinar “Brain-Based Learning: Focus on Exceptionalities”, September 20, 2014 w/ Dr. Denise Collins, Dr. Amber Brown, and Dr. Peggy Semingson
The University of Texas of Arlington presents the Fall, 2014 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=a773d149-8967-4d27-8a4a-f5c27513c011\
Link to YouTube recording (Mp4): http://youtu.be/85drmbm4IBs
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.edu Dr. Marc Schwartz
General Links Mentioned in the Webinar:
Books:
The Whole Brain Child by Daniel J. Siegel and parenting expert Tina Payne Bryson
The Autistic Brain by Temple Grandin
Link to video: •Mindfulness and Neural Integration: Daniel Siegel, MD
http://www.youtube.com/watch?v=LiyaSr5aeho
Other resources:
http://www.brainbasedlearning.net
http://www.brainbasedlearning.net
Reducing Study Abroad Anxiety Through Smartphone Virtual RealityChris Hastings
Students (especially those from largely ethnically homogenous
and monolingual countries such as Japan) preparing to study
abroad may experience considerable anxiety about the prospect
of an unknown foreign environment. The negative consequences
of this anxiety may take the form of overcompensation
in preparation and study, avoidance of preparation and study,
or even physical effects, such as illness. The presenters propose
that recently developed smartphone virtual reality, such
as Google Cardboard, is a practical and affordable technology
that could help train students in problem-focused coping strategies
aimed at reducing anxiety. This technology allows anyone
with a smartphone and a compatible headset, through the use of
freely available applications, to visit locations around the globe
and inhabit them immersively with the ability to look freely in
all directions. In this presentation, we will discuss a pilot study
examining anxiety-reducing VR-based activities as well as other
CALL activities, that allowed students to virtually visit their
overseas campuses, city downtown districts, and homestay
neighbourhoods. In particular, the presenters will talk about
the rationale for the study, the activities and materials used in
the study, and the data collection methods and results. Also,
how these preparatory activities might reduce student anxiety
prior to departure will also be explored. Finally, improvements
for a larger scale study will be proposed. Attendees will be able
to experience the VR activities for themselves. This presentation
may be of particular interest to teachers or administrators
who wish to use more active learning-based activities in preparing
students to study abroad.
Here are two criticisms of the biological approach to psychopathology:
1. It is reductionist - it reduces complex mental disorders down to simple biological components alone. This ignores other potential contributing factors like environment and life experiences.
2. It is deterministic - it suggests we have no free will and are solely determined by our biology. This ignores the role of psychological and environmental factors in developing mental illness.
Socio emotional development of infants and toddlersShanelou Pading Ü
The document discusses socio-emotional development from infancy through early childhood. It describes the key milestones in socio-emotional development that most children reach between birth and 4 years old, including developing the ability to recognize and express basic emotions, engage in social interactions, gain self-awareness and self-regulation skills, and explore pretend play and independent activities. The caregiver's role in properly responding to an infant's needs and cues is also emphasized as important for healthy socio-emotional growth.
This document discusses attention and consciousness. It defines attention as how we actively process limited information from our senses and memories. Consciousness is our awareness of thoughts, feelings, and environment. The document outlines different types of information processing like preconscious, controlled, and automatic processes. It describes divided and selective attention and various models of attention. Problems of attention discussed include spatial neglect, change blindness, and ADHD.
This document summarizes key aspects of working memory. It defines working memory as the system that provides temporary storage and manipulation of information for complex cognitive tasks. The central executive controls attention and monitors thinking/memory processes. There are two storage systems - the visuospatial sketchpad handles visual information and the phonological loop rehearses verbal information. Research indicates people can process around 7 units of information at once, though this varies by task. The modal model proposes separate auditory and visual processing pathways to help "stretch" working memory capacity.
The document discusses information processing theories of memory. It describes memory as having three main stages: encoding, where information enters the memory system; storage, where encoded information is retained over time; and retrieval, where information is taken out of storage. The standard model of the information processing system has three components: sensory memory, which processes external stimuli; working/short-term memory, which temporarily stores new information; and long-term memory, which is a permanent store of facts and skills. Information moves from sensory memory to working memory and can then be forgotten or transferred to long-term memory through rehearsal and elaboration.
Scenario
History of Cognitive Psychology
Sensation for Covid-19
Bottom-Up or Top-Down Processing?
Attention Theories
Moral Dilemma Question
Three Theories of Imagery
Which one is not me?
Name 3 things you can hear, then 2 things you can see, and 1 sensation that you feel
Three Types of Problems
Making comparisons: Online Learning vs Classroom Learning
Ideal Education: What would you suggest?
What / How do you reply (with logical reasoning) when people have misconception about psychology and your personal choice of taking this course?
Reasoning: How do we think?
The Science of How We Think
How does cognitive psychology relate our everyday?
What is your Cognitive Bias?
Questions for Guest Speaker - Cognitive Psychologist
This document discusses theories of attention from both historical and modern cognitive perspectives. It defines attention as the selection of certain stimuli for further processing while ignoring others. Early theories proposed filters that occurred early or late in processing to explain selective attention effects. Later, capacity theories viewed attention as a limited mental resource. Divided attention experiments found that tasks drawing from different resources could be performed concurrently better than those using the same resources. Visual attention research identified neurons responding selectively to features and the role of the thalamus in controlling receptive fields. Executive attention involves inhibiting inappropriate responses under demanding conditions. Feature integration theory proposed that attention is needed to bind distributed features into whole object perceptions.
Jean Piaget was a Swiss psychologist who studied childhood development and proposed four stages of cognitive development. He studied his own children's intellectual development from infancy and developed theories on how children learn. The four stages are: 1) Sensorimotor stage (birth to age 2) where children learn through senses and motor skills without using symbols; 2) Preoperational stage (ages 2 to 7) where children think intuitively but cannot mentally manipulate information; 3) Concrete operational stage (ages 7 to 11) where logical and systematic manipulation of symbols related to concrete objects occurs; and 4) Formal operational stage (age 11 and up) where abstract reasoning and logical types of thought become possible.
This document summarizes several cognitive learning theories:
- Allan Paivio's Dual Coding Theory which posits that people process information visually and verbally.
- Robert Gagne identified 5 categories of learning like verbal information, intellectual skills, and motor skills.
- Howard Gardner's Theory of Multiple Intelligences which identified 8 types of intelligence like linguistic and interpersonal.
- Benjamin Bloom concluded that every child has the ability to learn based on his research into the cognitive domain.
The cognitive theory views thinking and remembering as behaviors that can be analyzed to measure their effect on learning. It is interested in how people understand material.
I reccomend psychology IB students to see this presentation.
Hello, In this presentation you will find the Biological Level of Analysis (BLA) broken down into its different sections: principles, studies supporting principles, research methods used in BLA, ethical considerations, localisation of function, neurotransmitters, hormones, effects of the enviornment on physiological processes, interaction between cognition and physiology, brain imaging technologies, genetic inheritance, evolutionary explanations of behaviour and ethical considerations of genetic research.
I hope you find it useful! Good luck to everyone
The document discusses executive function and the prefrontal cortex. It notes that the prefrontal cortex is responsible for executive function, which involves cognitive control, supervisory attention, orchestrating thought and action according to goals, and providing top-down signals to other brain structures. Executive function is composed of multiple interrelated high-level cognitive skills like planning, problem solving, cognitive flexibility, and self-regulation that are pivotal for goal-directed behavior. Tasks requiring executive function activate areas of the prefrontal cortex as well as other structures like the thalamus and cerebellum. Damage to these areas can impair performance on tests of attention, working memory, and other executive abilities.
The document discusses executive functions and provides definitions from various studies. It describes executive functions as a set of cognitive processes that regulate other cognitive processes such as planning, working memory, attention, problem solving and inhibition. Executive functions are controlled by the frontal lobes of the brain and are responsible for self-regulation and goal-directed behavior. The document summarizes several models of executive functions including models by Norman and Shallice, Barkley, Lezak and others. It discusses areas executive functions are involved in and factors that influence executive functions. Common disorders associated with executive dysfunction are also listed.
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
Jean Piaget's Theory of Cognitive DevelopmentKelly McGrail
Piaget's theory of cognitive development outlines 4 stages of development: sensorimotor (birth-2 years), preoperational (2-7 years), concrete operational (7-11 years), and formal operational (12 years and up). The stages are characterized by the development of object permanence, representational thought, logical reasoning, and abstract thought. Children with cognitive disabilities may not progress through all the stages. Down syndrome is provided as an example of a cognitive disability where individuals often do not complete all stages of Piaget's theory.
PROPUESTA TÉCNICO PARA AMPLIACIÓN DE COBERTURA DE LA RED CELULAR CLARO DISPONIENDO DE UN REPETIDOR GSM 1900 MHZ EN TIBECOCHA - PUCALLPA
Autor: Ing. Juan Huaringa Bejarano
Visite : http://radiomobileperu.blogspot.com/
Cognitive reserve is the brain's ability to cope with brain damage or pathology. It allows some individuals to maintain cognitive function despite significant Alzheimer's disease pathology. The document discusses theories of cognitive reserve including brain reserve capacity and cognitive reserve models. It describes measures of reserve like education and occupation. Epidemiological evidence shows factors like higher education are associated with lower dementia risk. Imaging studies provide further support, finding relationships between cognitive reserve proxies and brain activation patterns. Maintaining cognitive stimulation through activities across life may help increase cognitive reserve and resilience against cognitive decline.
Learning is defined as a relatively permanent change in behavior resulting from experience. Memory involves encoding, storing, and later retrieving knowledge about the world. There are two main types of memory: explicit (episodic and semantic) and implicit (associative, classical, and non-associative). Different forms of learning and memory involve different brain regions. Long-term potentiation in the hippocampus is important for declarative memory formation and involves strengthening of synapses through high-frequency stimulation and calcium-dependent processes.
Piaget's theory of cognitive development mahnoorIjaz6
Piaget's theory of cognitive development consists of four stages through which children progress as they interact with their environment: the sensorimotor stage (birth to age 2) where children learn through senses and motor skills; the preoperational stage (ages 2 to 7) where symbolic thought and language emerge but reasoning is still egocentric; the concrete operational stage (ages 7 to 11) where logical and systematic manipulation of symbols related to concrete objects occurs; and the formal operational stage (ages 11 to 15) where abstract reasoning and formal operational thought emerge.
This document provides an introduction to physiological psychology. It defines physiological psychology as the branch of biological psychology that deals with the workings of the mind and body and how the brain relates to behavior. It explains that physiological psychology studies how bodily functions are directly linked to the brain and how small changes in the brain can affect behavior. The document then discusses some important figures in the history of the field, including Hippocrates' idea that emotions originate in the brain, Galen's theories about brain functions and personalities, Descartes' view of the body as a machine responding to stimuli, and Muller's ideas about nerve fibers relaying messages between the brain and body.
UTA New Teacher Webinar “Brain-Based Learning: Focus on Exceptionalities”, September 20, 2014 w/ Dr. Denise Collins, Dr. Amber Brown, and Dr. Peggy Semingson
The University of Texas of Arlington presents the Fall, 2014 New Teacher Webinar Series as part of our Teacher Induction Project. The purpose of the Teacher Induction Project is to build "digital community" for current students and alumni of the department as well as new teachers beyond UT Arlington in the global community.
Link to the recording: https://elearn.uta.edu/webapps/bb-collaborate-bb_bb60/recording/launchGuest?uid=a773d149-8967-4d27-8a4a-f5c27513c011\
Link to YouTube recording (Mp4): http://youtu.be/85drmbm4IBs
Recordings available in archives
YouTube Channel (UTA New Teachers) https://www.youtube.com/user/UTANewTeachers
slideshare (UTA New Teachers): http://www.slideshare.net/utanewteachers
Pinterest: http://www.pinterest.com/UTANewTeachers/
Master’s degree at UT Arlington in Mind, Brain and Education: http://www.uta.edu/coehp/gradadvising/programs/curricandinstruct/mind-brain-and-education.php
Email: schwarma@uta.edu Dr. Marc Schwartz
General Links Mentioned in the Webinar:
Books:
The Whole Brain Child by Daniel J. Siegel and parenting expert Tina Payne Bryson
The Autistic Brain by Temple Grandin
Link to video: •Mindfulness and Neural Integration: Daniel Siegel, MD
http://www.youtube.com/watch?v=LiyaSr5aeho
Other resources:
http://www.brainbasedlearning.net
http://www.brainbasedlearning.net
Reducing Study Abroad Anxiety Through Smartphone Virtual RealityChris Hastings
Students (especially those from largely ethnically homogenous
and monolingual countries such as Japan) preparing to study
abroad may experience considerable anxiety about the prospect
of an unknown foreign environment. The negative consequences
of this anxiety may take the form of overcompensation
in preparation and study, avoidance of preparation and study,
or even physical effects, such as illness. The presenters propose
that recently developed smartphone virtual reality, such
as Google Cardboard, is a practical and affordable technology
that could help train students in problem-focused coping strategies
aimed at reducing anxiety. This technology allows anyone
with a smartphone and a compatible headset, through the use of
freely available applications, to visit locations around the globe
and inhabit them immersively with the ability to look freely in
all directions. In this presentation, we will discuss a pilot study
examining anxiety-reducing VR-based activities as well as other
CALL activities, that allowed students to virtually visit their
overseas campuses, city downtown districts, and homestay
neighbourhoods. In particular, the presenters will talk about
the rationale for the study, the activities and materials used in
the study, and the data collection methods and results. Also,
how these preparatory activities might reduce student anxiety
prior to departure will also be explored. Finally, improvements
for a larger scale study will be proposed. Attendees will be able
to experience the VR activities for themselves. This presentation
may be of particular interest to teachers or administrators
who wish to use more active learning-based activities in preparing
students to study abroad.
This document provides an introduction to a self-paced guide on educational design concepts for University of Wisconsin Extension staff. It was created by a team led by Joan Cybela and includes contributions from several Extension professionals. The guide is divided into five units that cover key concepts in educational design: understanding learners and their needs, examining and organizing content, selecting appropriate teaching tools, creating effective learning environments, and assessing learning outcomes. Learners working through the guide will learn how to apply these design concepts to issues or situations within Extension.
Keynote address about Heutagogy to New Zealand National Tertiary Learning and...Dr Stewart Hase
This document discusses the concept of heutagogy, which is self-determined learning led by the learner. It provides evidence on how humans learn best, such as learning in small chunks, learning through immersion, and emotions being linked to learning. It suggests that with heutagogy, the learner would be involved in designing their own curriculum based on their needs and interests. The teacher acts more as a coach to help facilitate the learner's goals and questions. Real learning occurs through constructivist and experience-based methods that engage the learner's emotions.
This document provides an overview of a Foundations of Psychology course taught at Johns Hopkins University's Center for Talented Youth in 2015. The 3-week course introduces students to major domains of psychology through lectures, discussions, activities and experiments. It is taught by Dr. Claire Stramrood and teaching assistant Richard Guo. The course goals are to introduce key psychological concepts and research methods. Students will study topics like sensation and perception, learning, memory, social psychology and abnormal psychology. Assessment includes journaling, group projects, and pre-and post-tests. The schedule outlines the daily plan, including readings, activities and topics to be covered each day.
Using technologies that are supported by several scientific studies, tailored to the organizational world, and inspired by successful models that were implemented in companies like Google or Genentech, we aim a simple, practical and interactive way to restore clarity, focus and wisdom in the organizational world.
Here are the words found in the puzzle:
glaucoma
cataract
sty
myopia
hyperopia
In this lesson, you will learn about:
1. Common eye ailments
2. Their treatment
3. Proper eye care
Jump Start:
1. What is glaucoma?
2. What causes cataracts?
3. What is a sty?
4. What is myopia?
5. What is hyperopia?
Let's find out the answers to these questions.
The Human Body and the Changes of Growing Up 7
Your eyes are very important sense organs. To keep them
healthy, you
The document provides information about the ED.IN MASTER program, which aims to help educators develop skills and apply research-based teaching methods. It discusses the program's goals of empowering educators through collaboration and differentiated learning approaches. The program incorporates techniques like flipped classrooms and project-based learning. It also addresses topics like dealing with multiple intelligences and keeping students engaged. The document promotes the program's customized modules and guiding principles, which focus on understanding individual strengths and improving student-teacher context matches.
This document introduces action research as a method for teachers to engage in professional learning and development. It describes action research as a cyclical process where teachers identify issues in their practice, develop and implement plans to address these issues, collect data on the results, reflect on what happened, and either modify their plans or identify new issues to address. The document provides an overview of each step in the action research cycle and includes templates to guide teachers through planning and documenting their own action research projects to improve student outcomes. The overall aim is to help teachers build their capacities and continuously improve teaching quality in Papua New Guinea classrooms.
This document provides an overview of quantitative research methods. It defines quantitative research as investigating relationships between variables through collection and analysis of numerical data. Key characteristics include using structured instruments to gather data from large, representative samples in a way that can be replicated. Quantitative research aims to classify features, count them, and statistically explain observations. Strengths include generalizability and ability to predict outcomes, while weaknesses include lack of contextual understanding. The document also introduces key quantitative research concepts like variables, types of variables, and research design.
Why Don't Students Like School explores Dan Willingham's book of the same name in a presentation given by David Schult at the T3 conference in San Pedro Sula, Honduras on February 12, 2010.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docxpotmanandrea
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding of each of the different fields that collectively make up the science of psychology. One field is concerned with how the brain is organized; another with how children mature; still another with why people become anxious or depressed and how to help them. Psychology is concerned with each of these areas, and much more. In psychology we are interested in why people think and feel and act the way that they do. By the end of this course, you should have a good understanding of what psychologists study, and some of their most important research findings.
Because so many different fields are involved, I will divide the course into sections: neuroscience, development, psychological disorders, and so forth. In lecture, I will survey what psychologists know about each field. This information is reinforced and expanded upon in the textbook and in weekly discussion sessions. To evaluate how well you understand the textbook material, in each section I will ask several questions on the lectures and readings. You will have an opportunity to apply the issues to your own lives during weekly recitation sessions. I also have assigned four papers to develop your written expression of psychology. Finally, there will be a cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and practical problems in psychology.
2. Understand basic psychological theories, principles, and concepts in the areas of human development, social interaction, psychopathology, cognitive processes, and the biological bases of behavior.
3. Evaluate hypotheses, research designs, research findings, and theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and science and apply such understanding to media reports about psychology.
6. Apply psychological concepts and principles to understanding social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and experiences.
PSY 102 satisfies the Individual and Society general education requirement of the CUNY Pathways Common Core. The course also enhances proficiency in writing, information literacy, and quantitative reasoning. In exercising writing proficiency, you will have multiple experiences to communicate your ideas in writing and speaking, including at least 3500 words of writing in specific assignments. For information literacy, you will have multiple opportunities to critically and con ...
Here are the main parts of the eye and their functions:
- Cornea - The clear front part of the eye. It focuses light into
the eye.
- Iris - The colored part of the eye that controls the size of the
pupil and the amount of light entering the eye.
- Pupil - The black opening in the center of the iris. It adjusts to
the amount of light. In bright light, the pupil becomes smaller. In
dim light, it becomes larger to let in more light.
- Lens - A clear structure behind the pupil. It helps focus light
onto the retina. It changes shape to focus on near and far objects.
- Retina
The document discusses the concept of heutagogy, which is defined as self-determined learning where the learner defines their own learning. It provides resources on heutagogy and describes an activity where participants take on the role of an alien physicist learning about how humans learn in order to design a curriculum based on heutagogical principles. The document advocates for learner-managed and open-ended learning experiences that engage emotions and involve the learner in designing flexible curricula.
This document outlines the key points for a course on Foundations of Behavioral Neuroscience. It includes the instructor's information, an overview of the course content which examines the physiological determinants of behavior, and 15 learning objectives for students which cover topics like the nervous system, brain imaging techniques, sensory processes, consciousness, learning and language from a neuroscience perspective.
This document provides information and strategies for differentiated instruction. It discusses recognizing student diversity, increasing skills in lesson design, and knowing students and content. Motivation comes from self-efficacy, feedback, and control over success. Differentiation considers student readiness, interests, and learning profiles. Teachers can differentiate content, process, and product. Strategies include flexible groupings, choice, graphic organizers, and varied assessments. The goal is for students to access content in different ways and demonstrate learning through multiple options.
Tears and laughter the role of emotion in elearningBrightwave Group
With information ubiquitous and colleague experience becoming an ever-greater priority, certain expectations of L&D are changing:
While the digital learning experience has focused on making the learner know something, it's becoming more important to make today's learner feel something.
To drive productivity and engagement in the enterprise means to engage and enthuse your learners. This isn’t done through the delivery of facts or complex technical pedagogies – it's done through our emotions.
Similar to Cognitive Psychology_ Connecting Mind, Research and Everyday Experience.pdf (20)
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
Exposé invité Journées Nationales du GDR GPL 2024
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
ESPP presentation to EU Waste Water Network, 4th June 2024 “EU policies driving nutrient removal and recycling
and the revised UWWTD (Urban Waste Water Treatment Directive)”
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...AbdullaAlAsif1
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
Phenomics assisted breeding in crop improvementIshaGoswami9
As the population is increasing and will reach about 9 billion upto 2050. Also due to climate change, it is difficult to meet the food requirement of such a large population. Facing the challenges presented by resource shortages, climate
change, and increasing global population, crop yield and quality need to be improved in a sustainable way over the coming decades. Genetic improvement by breeding is the best way to increase crop productivity. With the rapid progression of functional
genomics, an increasing number of crop genomes have been sequenced and dozens of genes influencing key agronomic traits have been identified. However, current genome sequence information has not been adequately exploited for understanding
the complex characteristics of multiple gene, owing to a lack of crop phenotypic data. Efficient, automatic, and accurate technologies and platforms that can capture phenotypic data that can
be linked to genomics information for crop improvement at all growth stages have become as important as genotyping. Thus,
high-throughput phenotyping has become the major bottleneck restricting crop breeding. Plant phenomics has been defined as the high-throughput, accurate acquisition and analysis of multi-dimensional phenotypes
during crop growing stages at the organism level, including the cell, tissue, organ, individual plant, plot, and field levels. With the rapid development of novel sensors, imaging technology,
and analysis methods, numerous infrastructure platforms have been developed for phenotyping.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
Current Ms word generated power point presentation covers major details about the micronuclei test. It's significance and assays to conduct it. It is used to detect the micronuclei formation inside the cells of nearly every multicellular organism. It's formation takes place during chromosomal sepration at metaphase.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...
Cognitive Psychology_ Connecting Mind, Research and Everyday Experience.pdf
1. Goldstein
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Connecting Mind, Research,
and Everyday Experience
4th Edition
E. Bruce Goldstein
Connecting
Mind,
Research,
and
Everyday
Experience
4th
Edition
Connecting Mind, Research,
and Everyday Experience
4th Edition
E. Bruce Goldstein
2. i
Australia • Brazil • Mexico • Singapore •
United Kingdom • United States
Cognitive Psychology
Connecting Mind, Research, and
Everyday Experience
4th Edition
E. Bruce Goldstein
University of Pittsburgh
University of Arizona
5. About the Author
E. BRUCE GOLDSTEIN is Associate Professor Emeritus of Psychology at the University
of Pittsburgh and Adjunct Professor of Psychology at the University of Arizona. He has
received the Chancellor’s Distinguished Teaching Award from the University of Pittsburgh
for his classroom teaching and textbook writing. He received his bachelor’s degree in chemi-
cal engineering from Tufts University and his PhD in experimental psychology from Brown
University. He was a postdoctoral fellow in the Biology Department at Harvard University
before joining the faculty at the University of Pittsburgh. Bruce has published papers on a
wide variety of topics, including retinal and cortical physiology, visual attention, and the per-
ception of pictures. He is the author of Sensation and Perception, 9th edition (Wadsworth/
Cengage, 2014) and is the editor of the Blackwell Handbook of Perception (Blackwell, 2001)
and the two-volume Sage Encyclopedia of Perception (Sage, 2010).
iv
6. Brief Contents
CHAPTER 1
Introduction to Cognitive Psychology.........................................................................................................2
CHAPTER 2
Cognitive Neuroscience..................................................................................................................................24
CHAPTER 3
Perception ............................................................................................................................................................50
CHAPTER 4
Attention...............................................................................................................................................................84
CHAPTER 5
Short-Term and Working Memory ............................................................................................................118
CHAPTER 6
Long-Term Memory: Structure...................................................................................................................150
CHAPTER 7
Long-Term Memory: Encoding, Retrieval, and Consolidation........................................................178
CHAPTER 8
Everyday Memory and Memory Errors...................................................................................................206
CHAPTER 9
Knowledge........................................................................................................................................................244
CHAPTER 10
Visual Imagery...................................................................................................................................................274
CHAPTER 11
Language...........................................................................................................................................................296
CHAPTER 12
Problem Solving..............................................................................................................................................334
CHAPTER 13
Judgment, Decisions, and Reasoning.....................................................................................................368
GLOSSARY.........................................................................................................................................................402
REFERENCES..................................................................................................................................................... 427
NAME INDEX....................................................................................................................................................447
SUBJECT INDEX...............................................................................................................................................454
v
7. Contents
CHAPTER 1
Introduction to Cognitive Psychology.........................................................................................................2
Cognitive Psychology: Studying the Mind.................................................................................................4
What Is the Mind?............................................................................................................................................5
Studying the Mind: Early Work in Cognitive Psychology.................................................................5
Abandoning the Study of the Mind..............................................................................................................9
Watson Founds Behaviorism ......................................................................................................................9
Skinner’s Operant Conditioning..............................................................................................................10
Setting the Stage for the Reemergence of the Mind in Psychology.........................................11
The Rebirth of the Study of the Mind ........................................................................................................12
Introduction of the Digital Computer...................................................................................................12
Conferences on Artificial Intelligence and Information Theory..................................................13
The Cognitive “Revolution” Took a While............................................................................................14
Looking Ahead...............................................................................................................................................14
Modern Research in Cognitive Psychology.............................................................................................15
Following a Trail: How Research Progresses From One Question to Another ......................15
The Role of Models in Cognitive Psychology .....................................................................................17
Something to Consider: Learning From This Book...............................................................................20
TEST YOURSELF 1.1...................................................................................................................................................................21
Chapter Summary...............................................................................................................................................................21
Think About It ......................................................................................................................................................................22
Key Terms...............................................................................................................................................................................22
CogLab Experiment...........................................................................................................................................................22
CHAPTER 2
Cognitive Neuroscience..................................................................................................................................24
Why Study Cognitive Neuroscience? .........................................................................................................27
Neurons: Communication and Representation.....................................................................................28
The Microstructure of the Brain: Neurons............................................................................................28
The Signals That Travel in Neurons.........................................................................................................30
Method: Recording From a Neuron...................................................................................................31
The Principle of Neural Representation................................................................................................33
Representation by Neurons...........................................................................................................................33
Representation by Single Neurons.........................................................................................................34
Sensory Coding..............................................................................................................................................35
TEST YOURSELF 2.1...................................................................................................................................................................38
Organization: Neuropsychology and Recording From Neurons.....................................................39
Localization Demonstrated by Neuropsychology ...........................................................................39
Method: Demonstrating a Double Dissociation...........................................................................40
Localization Demonstrated by Recording From Neurons.............................................................40
vi
8. Organization: Brain Imaging..........................................................................................................................41
Method: Brain Imaging...........................................................................................................................41
Brain Imaging Evidence for Localization of Function......................................................................42
Distributed Representation Across the Brain.....................................................................................44
All Together Now: Neural Networks...........................................................................................................45
Something to Consider: What Neuroscience Tells Us About Cognition.......................................46
TEST YOURSELF 2.2...................................................................................................................................................................47
Chapter Summary...............................................................................................................................................................48
Think About It ......................................................................................................................................................................48
Key Terms............................................................................................................................................................................... 49
CogLab Experiment........................................................................................................................................................... 49
CHAPTER 3
Perception ............................................................................................................................................................50
The Nature of Perception................................................................................................................................52
Some Basic Characteristics of Perception............................................................................................52
Perceiving a Scene........................................................................................................................................53
Demonstration: Perceptual Puzzles in a Scene.............................................................................54
Why Is It So Difficult to Design a Perceiving Machine? .......................................................................57
The Stimulus on the Receptors Is Ambiguous...................................................................................57
Objects Can Be Hidden or Blurred..........................................................................................................57
Objects Look Different From Different Viewpoints.........................................................................58
Information for Human Perception ............................................................................................................59
Perceiving Objects........................................................................................................................................59
Demonstration: Finding Faces in a Landscape..............................................................................60
Hearing Words in a Sentence....................................................................................................................60
Experiencing Pain .........................................................................................................................................61
TEST YOURSELF 3.1...................................................................................................................................................................63
Conceptions of Object Perception..............................................................................................................63
Helmholtz’s Theory of Unconscious Inference..................................................................................63
The Gestalt Principles of Organization..................................................................................................64
Taking Regularities of the Environment Into Account....................................................................67
Demonstration: Visualizing Scenes and Objects..........................................................................69
Bayesian Inference........................................................................................................................................70
Comparing the Four Approaches ...........................................................................................................71
TEST YOURSELF 3.2...................................................................................................................................................................72
Neurons and Knowledge About the Environment...............................................................................72
Neurons That Respond to Horizontals and Verticals.......................................................................72
Experience-Dependent Plasticity...........................................................................................................73
The Interaction Between Perceiving and Taking Action....................................................................74
Movement Facilitates Perception............................................................................................................74
The Interaction of Perception and Action............................................................................................75
vii
Contents
9. The Physiology of Perception and Action............................................................................................76
Method: Brain Ablation ..........................................................................................................................76
Picking Up a Coffee Cup and Other Behaviors ..................................................................................78
Something to Consider: Where Perception Meets Memory.............................................................79
Method: Recording From Single Neurons in Humans................................................................79
TEST YOURSELF 3.3...................................................................................................................................................................80
Chapter Summary...............................................................................................................................................................81
Think About It ......................................................................................................................................................................81
Key Terms...............................................................................................................................................................................82
CogLab Experiments.........................................................................................................................................................83
CHAPTER 4
Attention...............................................................................................................................................................84
Attention as Information Processing..........................................................................................................87
Broadbent’s Filter Model of Attention ..................................................................................................87
Demonstration: Focusing on One Message...................................................................................88
Modifying Broadbent’s Model: More Early Selection Models .....................................................89
A Late Selection Model...............................................................................................................................91
Processing Capacity and Perceptual Load...............................................................................................91
Demonstration: The Stroop Effect .....................................................................................................93
TEST YOURSELF 4.1...................................................................................................................................................................94
Attention as Selection: Overt and Covert Attention............................................................................94
Overt Attention: Scanning a Scene With Eye Movements............................................................95
Demonstration: Looking for a Face in a Crowd.............................................................................95
Demonstration: Looking Off to the Side .........................................................................................95
Covert Attention: Directing Attention Without Eye Movements ...............................................98
Method: Precueing...................................................................................................................................99
Divided Attention: Can We Attend to More Than One Thing at a Time?..................................100
Divided Attention Can Be Achieved With Practice:
Automatic Processing................................................................................................................................101
Divided Attention Becomes More Difficult When Tasks Are Harder.......................................102
Distractions While Driving.......................................................................................................................102
TEST YOURSELF 4.2................................................................................................................................................................104
What Happens When We Don’t Attend?............................................................................................... 105
Inattentional Blindness ............................................................................................................................ 105
Change Detection...................................................................................................................................... 106
Demonstration: Change Detection................................................................................................. 106
What About Everyday Experience? ......................................................................................................107
Attention and Experiencing a Coherent World................................................................................... 109
Why Is Binding Necessary?...................................................................................................................... 109
Feature Integration Theory .................................................................................................................... 109
Demonstration: Searching for Conjunctions................................................................................111
viii Contents
10. Something to Consider: Taking Possession by the Brain..................................................................112
TEST YOURSELF 4.3.................................................................................................................................................................114
Chapter Summary............................................................................................................................................................ 115
Think About It ................................................................................................................................................................... 116
Key Terms............................................................................................................................................................................ 116
CogLab Experiments.......................................................................................................................................................117
CHAPTER 5
Short-Term and Working Memory ............................................................................................................118
The Modal Model of Memory.....................................................................................................................121
Sensory Memory..............................................................................................................................................122
The Sparkler’s Trail and the Projector’s Shutter...............................................................................122
Sperling’s Experiment: Measuring the Capacity and Duration of the Sensory Store........124
Short-Term Memory........................................................................................................................................126
Method: Recall .........................................................................................................................................127
What Is the Duration of Short-Term Memory? .................................................................................127
Demonstration: Remembering Three Letters..............................................................................127
How Many Items Can Be Held in Short-Term Memory? ................................................................129
Demonstration: Digit Span..................................................................................................................129
Method: Change Detection................................................................................................................129
Demonstration: Remembering Letters..........................................................................................130
How Much Information Can Be Held in Short-Term Memory?...................................................131
TEST YOURSELF 5.1.................................................................................................................................................................132
Working Memory.............................................................................................................................................133
Demonstration: Reading Text and Remembering Numbers................................................ 134
The Phonological Loop.............................................................................................................................135
Demonstration: Word Length Effect...............................................................................................135
Demonstration: Articulatory Suppression ....................................................................................136
The Visuospatial Sketch Pad....................................................................................................................136
Demonstration: Comparing Objects...............................................................................................137
Demonstration: Recalling Visual Patterns.....................................................................................137
Demonstration: Holding a Spatial Stimulus in the Mind.........................................................138
The Central Executive................................................................................................................................138
Method: Event-Related Potential......................................................................................................139
The Episodic Buffer.....................................................................................................................................141
Working Memory and the Brain.................................................................................................................141
The Effect of Damage to the Prefrontal Cortex...............................................................................142
Prefrontal Neurons That Hold Information.......................................................................................143
Holding Information in the Visual Cortex..........................................................................................143
Method: Neural Mind Reading ..........................................................................................................145
Something to Consider: Math Performance and Working Memory........................................... 146
TEST YOURSELF 5.2.................................................................................................................................................................147
ix
Contents
11. Chapter Summary.............................................................................................................................................................147
Think About It ................................................................................................................................................................... 148
Key Terms............................................................................................................................................................................ 148
CogLab Experiments.......................................................................................................................................................149
CHAPTER 6
Long-Term Memory: Structure...................................................................................................................150
Comparing Short-Term and Long-Term Memory Processes...........................................................152
Method: Measuring a Serial Position Curve................................................................................. 154
Serial Position Curve.................................................................................................................................. 154
Coding in Short-Term and Long-Term Memory..............................................................................157
Method: Measuring Recognition Memory....................................................................................158
Demonstration: Reading a Passage.................................................................................................159
Comparing Coding in Short-Term and Long-Term Memory ......................................................159
Locating Memory in the Brain............................................................................................................... 160
TEST YOURSELF 6.1.................................................................................................................................................................161
Episodic and Semantic Memory............................................................................................................... 162
Distinctions Between Episodic and Semantic Memory .............................................................. 162
Interactions Between Episodic and Semantic Memory ..............................................................164
What Happens to Episodic and Semantic Memories as Time Passes?................................... 165
Method: Remember/Know Procedure .......................................................................................... 165
Imagining the Future..................................................................................................................................... 166
TEST YOURSELF 6.2.................................................................................................................................................................167
Procedural Memory, Priming, and Conditioning ............................................................................... 168
Procedural Memory................................................................................................................................... 168
Demonstration: Mirror Drawing....................................................................................................... 169
Priming............................................................................................................................................................170
Method: Avoiding Explicit Remembering in a Priming Experiment...................................171
Classical Conditioning...............................................................................................................................172
Something to Consider: Memory Loss in the Movies........................................................................172
TEST YOURSELF 6.3.................................................................................................................................................................174
Chapter Summary.............................................................................................................................................................174
Think About It ....................................................................................................................................................................175
Key Terms.............................................................................................................................................................................176
CogLab Experiments.......................................................................................................................................................176
CHAPTER 7
Long-Term Memory: Encoding, Retrieval, and Consolidation........................................................178
Encoding: Getting Information Into Long-Term Memory............................................................... 180
Levels of Processing Theory................................................................................................................... 180
Forming Visual Images..............................................................................................................................181
Linking Words to Yourself....................................................................................................................... 182
Generating Information........................................................................................................................... 182
x Contents
12. Organizing Information........................................................................................................................... 182
Demonstration: Reading a List ......................................................................................................... 183
Relating Words to Survival Value ......................................................................................................... 185
Demonstration: Remembering Lists .............................................................................................. 185
Retrieval Practice........................................................................................................................................ 186
TEST YOURSELF 7.1..................................................................................................................................................................187
Retrieval: Getting Information Out of Memory....................................................................................187
Retrieval Cues .............................................................................................................................................. 188
Method: Cued Recall............................................................................................................................. 188
Matching Conditions of Encoding and Retrieval .......................................................................... 189
TEST YOURSELF 7.2.................................................................................................................................................................192
Consolidation: The Life History of Memories........................................................................................193
Synaptic Consolidation: Experience Causes Changes at the Synapse....................................193
Systems Consolidation: The Hippocampus and the Cortex .......................................................195
Consolidation and Sleep: Enhancing Memory.................................................................................197
Consolidation and Retrieval: Reconsolidation ............................................................................... 198
Something to Consider: Effective Studying ......................................................................................... 202
TEST YOURSELF 7.3................................................................................................................................................................204
Chapter Summary............................................................................................................................................................204
Think About It ................................................................................................................................................................... 205
Key Terms............................................................................................................................................................................ 205
CogLab Experiments...................................................................................................................................................... 205
CHAPTER 8
Everyday Memory and Memory Errors...................................................................................................206
Autobiographical Memory: What Has Happened in My Life.........................................................208
The Multidimensional Nature of AM...................................................................................................208
Memory Over the Life Span ...................................................................................................................209
Memory for “Exceptional” Events..............................................................................................................212
Memory and Emotion................................................................................................................................212
Flashbulb Memories...................................................................................................................................213
Method: Repeated Recall.....................................................................................................................214
TEST YOURSELF 8.1.................................................................................................................................................................218
The Constructive Nature of Memory........................................................................................................218
Bartlett’s “War of the Ghosts” Experiment........................................................................................218
Source Monitoring and Source Monitoring Errors.........................................................................219
Method: Testing for Source Monitoring........................................................................................ 221
How Real-World Knowledge Affects Memory................................................................................222
Demonstration: Reading Sentences...............................................................................................223
Demonstration: Memory for a List..................................................................................................225
Taking Stock: The Pluses and Minuses of Construction...............................................................225
TEST YOURSELF 8.2................................................................................................................................................................227
xi
Contents
13. Memory Can Be Modified or Created by Suggestion....................................................................... 227
The Misinformation Effect ...................................................................................................................... 227
Method: Presenting Misleading Postevent Information......................................................... 227
Creating False Memories for Early Events in People’s Lives.......................................................230
Why Do People Make Errors in Eyewitness Testimony?................................................................... 231
Errors of Eyewitness Identification ...................................................................................................... 231
Errors Associated With Perception and Attention.........................................................................232
Misidentifications Due to Familiarity..................................................................................................232
Errors Due to Suggestion........................................................................................................................233
What Is Being Done? .................................................................................................................................236
Something to Consider: The Power of Pictures...................................................................................238
TEST YOURSELF 8.3................................................................................................................................................................239
Demonstration: Reading Sentences (continued) ......................................................................240
Chapter Summary............................................................................................................................................................ 240
Think About It ....................................................................................................................................................................241
Key Terms.............................................................................................................................................................................242
CogLab Experiments.......................................................................................................................................................242
CHAPTER 9
Knowledge........................................................................................................................................................244
How Are Objects Placed Into Categories?............................................................................................. 247
Why Definitions Don’t Work for Categories..................................................................................... 247
The Prototype Approach: Finding the Average Case................................................................... 249
Demonstration: Family Resemblance............................................................................................250
Method: Sentence Verification Technique...................................................................................250
The Exemplar Approach: Thinking About Examples....................................................................253
Which Approach Works Better: Prototypes or Exemplars?........................................................253
Is There a Psychologically “Privileged” Level of Categories? .........................................................253
Rosch’s Approach: What’s Special About Basic Level Categories?..........................................254
Demonstration: Listing Common Features..................................................................................254
Demonstration: Naming Things....................................................................................................... 255
How Knowledge Can Affect Categorization.................................................................................... 255
TEST YOURSELF 9.1................................................................................................................................................................256
Representing Relationships Between Categories: Semantic Networks ....................................256
Introduction to Semantic Networks: Collins and Quillian’s Hierarchical Model ................256
Method: Lexical Decision Task.......................................................................................................... 259
Criticism of the Collins and Quillian Model ...................................................................................... 259
Representing Concepts in Networks: The Connectionist Approach..........................................260
What Is a Connectionist Model?...........................................................................................................260
How Are Concepts Represented in a Connectionist Network?.................................................261
The Representation of Concepts in the Brain......................................................................................264
The Sensory-Functional Hypothesis................................................................................................... 265
xii Contents
14. The Semantic Category Approach ...................................................................................................... 265
The Multiple-Factor Approach..............................................................................................................266
The Embodied Approach........................................................................................................................268
Sorting Out the Approaches..................................................................................................................269
Something to Consider: The Hub and Spoke Model ........................................................................ 270
Method: Transcranial Magnetic Stimulation (TMS)................................................................... 270
TEST YOURSELF 9.2.................................................................................................................................................................271
Chapter Summary............................................................................................................................................................ 272
Think About It ................................................................................................................................................................... 272
Key Terms............................................................................................................................................................................ 273
CogLab Experiments...................................................................................................................................................... 273
CHAPTER 10
Visual Imagery...................................................................................................................................................274
Demonstration: Experiencing Imagery..........................................................................................276
Imagery in the History of Psychology..................................................................................................... 277
Early Ideas About Imagery...................................................................................................................... 277
Imagery and the Cognitive Revolution.............................................................................................. 277
Method: Paired-Associate Learning................................................................................................ 277
Imagery and Perception: Do They Share the Same Mechanisms?............................................... 278
Kosslyn’s Mental Scanning Experiments........................................................................................... 278
Method/Demonstration: Mental Scanning................................................................................. 279
The Imagery Debate: Is Imagery Spatial or Propositional? ........................................................ 279
Comparing Imagery and Perception..................................................................................................282
Is There a Way to Resolve the Imagery Debate?.............................................................................283
TEST YOURSELF 10.1..............................................................................................................................................................284
Imagery and the Brain ..................................................................................................................................284
Imagery Neurons in the Brain................................................................................................................284
Brain Imaging...............................................................................................................................................285
Transcranial Magnetic Stimulation......................................................................................................287
Neuropsychological Case Studies........................................................................................................287
Conclusions From the Imagery Debate.............................................................................................290
Using Imagery to Improve Memory........................................................................................................ 291
Placing Images at Locations................................................................................................................... 291
Demonstration: Method of Loci....................................................................................................... 292
Associating Images With Words........................................................................................................... 292
Something to Consider: Visual Imagery and Food Craving ........................................................... 292
TEST YOURSELF 10.2.............................................................................................................................................................294
Chapter Summary............................................................................................................................................................294
Think About It ................................................................................................................................................................... 295
Key Terms............................................................................................................................................................................ 295
CogLab Experiments...................................................................................................................................................... 295
xiii
Contents
15. CHAPTER 11
Language...........................................................................................................................................................296
What Is Language?.........................................................................................................................................298
The Creativity of Human Language....................................................................................................298
The Universal Need to Communicate With Language................................................................298
Studying Language ..................................................................................................................................299
Perceiving Phonemes, Words, and Letters ..........................................................................................300
Components of Words.............................................................................................................................300
How Perceiving Sounds and Letters Is Affected by Meaning................................................... 301
Method: The Word Superiority Effect............................................................................................303
Understanding Words...................................................................................................................................303
The Word Frequency Effect....................................................................................................................304
Demonstration: The Lexical Decision Task...................................................................................304
Method: Eye Movements in Reading.............................................................................................305
Lexical Ambiguity ......................................................................................................................................305
TEST YOURSELF 11.1..............................................................................................................................................................307
Understanding Sentences...........................................................................................................................308
Semantics and Syntax...............................................................................................................................308
Method: The Event-Related Potential and Language..............................................................309
Understanding Sentences: Parsing ......................................................................................................310
The Syntax-First Approach to Parsing.................................................................................................311
The Interactionist Approach to Parsing..............................................................................................312
TEST YOURSELF 11.2...............................................................................................................................................................317
Understanding Text and Stories ................................................................................................................317
Making Inferences.......................................................................................................................................317
Situation Models..........................................................................................................................................319
Producing Language: Conversations...................................................................................................... 322
Taking the Other Person Into Account............................................................................................... 322
Syntactic Coordination............................................................................................................................. 324
Method: Syntactic Priming................................................................................................................. 324
Something to Consider: Culture, Language, and Cognition.......................................................... 326
TEST YOURSELF 11.3..............................................................................................................................................................329
Chapter Summary............................................................................................................................................................ 330
Think About It ................................................................................................................................................................... 331
Key Terms............................................................................................................................................................................ 331
CogLab Experiments...................................................................................................................................................... 332
CHAPTER 12
Problem Solving..............................................................................................................................................334
What Is a Problem?......................................................................................................................................... 336
The Gestalt Approach: Problem Solving as Representation and Restructuring .................... 336
Representing a Problem in the Mind.................................................................................................. 336
xiv Contents
16. Restructuring and Insight ....................................................................................................................... 337
Demonstration: Two Insight Problems..........................................................................................338
Obstacles to Problem Solving............................................................................................................... 338
Demonstration: The Candle Problem............................................................................................ 339
Modern Research on Problem Solving: The Information-Processing Approach................... 341
Newell and Simon’s Approach.............................................................................................................. 341
Demonstration: Tower of Hanoi Problem.....................................................................................342
The Importance of How a Problem Is Stated...................................................................................345
Demonstration: The Mutilated Checkerboard Problem.........................................................346
Method: Think-Aloud Protocol......................................................................................................... 347
TEST YOURSELF 12.1..............................................................................................................................................................348
Using Analogies to Solve Problems.........................................................................................................348
Analogical Transfer....................................................................................................................................349
Analogical Problem Solving and the Duncker Radiation Problem.........................................349
Demonstration: Duncker’s Radiation Problem...........................................................................349
Analogical Encoding................................................................................................................................. 353
Analogy in the Real World ......................................................................................................................354
Method: In Vivo Problem-Solving Research................................................................................354
How Experts Solve Problems..................................................................................................................... 355
Differences Between How Experts and Novices Solve Problems ........................................... 355
Expertise Is Only an Advantage in the Expert’s Specialty.......................................................... 357
Creative Problem Solving............................................................................................................................ 357
What Is Creativity?...................................................................................................................................... 358
Practical Creativity..................................................................................................................................... 358
Generating Ideas ........................................................................................................................................360
Demonstration: Creating an Object ............................................................................................... 361
Something to Consider: Creativity, Mental Illness, and the Open Mind....................................363
TEST YOURSELF 12.2.............................................................................................................................................................364
Chapter Summary............................................................................................................................................................ 365
Think About It ...................................................................................................................................................................366
Key Terms............................................................................................................................................................................366
CHAPTER 13
Judgment, Decisions, and Reasoning.....................................................................................................368
Making Judgments........................................................................................................................................ 370
The Nature of Inductive Reasoning..................................................................................................... 370
The Availability Heuristic......................................................................................................................... 371
Demonstration: Which Is More Prevalent?................................................................................... 371
The Representativeness Heuristic........................................................................................................ 373
Demonstration: Judging Occupations .......................................................................................... 373
Demonstration: Description of a Person........................................................................................374
Demonstration: Male and Female Births...................................................................................... 375
xv
Contents
17. Preconceptions, Attitudes, and Judgment........................................................................................376
TEST YOURSELF 13.1..............................................................................................................................................................377
Decision Making: Choosing Among Alternatives............................................................................... 378
The Utility Approach to Decisions....................................................................................................... 378
How Emotions Affect Decisions ........................................................................................................... 381
Decisions Can Depend on the Context Within Which They Are Made .................................382
Decisions Can Depend on How Choices Are Presented .............................................................383
Demonstration: What Would You Do?...........................................................................................384
Neuroeconomics: The Neural Basis of Decision Making.............................................................385
TEST YOURSELF 13.2.............................................................................................................................................................386
Deductive Reasoning: Syllogisms and Logic........................................................................................387
Validity and Truth in Syllogisms............................................................................................................387
Mental Models of Deductive Reasoning...........................................................................................389
Conditional Syllogisms............................................................................................................................. 391
Conditional Reasoning: The Wason Four-Card Problem............................................................. 393
Demonstration: Wason Four-Card Problem................................................................................ 393
What Has the Wason Problem Taught Us?........................................................................................396
Something to Consider: The Dual Systems Approach to Thinking.............................................396
Postscript: Donders Returns.......................................................................................................................398
TEST YOURSELF 13.3.............................................................................................................................................................399
Chapter Summary............................................................................................................................................................399
Think About It ...................................................................................................................................................................400
Key Terms............................................................................................................................................................................401
CogLab Experiments......................................................................................................................................................401
Glossary 402
References 427
Name Index 447
Subject Index 454
xvi Contents
18. CogLab Experiments
Numbers in parentheses refer to the experiment numbers in
CogLab 5.0.
The first experiments in each chapter are “primary experi-
ments.” These experiments are directly or closely related to
discussion in the text.
Asterisks (*) indicate “related experiments.” These experiments
are relevant to the topic of the chapter but are not directly
related to the discussion in the text.
CHAPTER 1
Simple Detection (2) A simple reaction time task that mea-
sures how fast you react to the appearance of a dot.
CHAPTER 2
Brain Asymmetry (15)* How speed of processing for shapes
and words may be different in the left and right hemispheres.
CHAPTER 3
Apparent Motion (3) Determining how fast two dots have to be
flashed, one after the other, to achieve an illusion of movement.
Statistical Learning (47) How learning can occur in response
to exposure to sequences of forms.
Signal Detection (1)* Collecting data that demonstrate the
principle behind the theory of signal detection, which explains
the processes behind detecting hard-to-detect stimuli.
Garner Interference: Integral Dimensions (4)* Making light/
dark judgments for a square. A one-dimensional task.
Garner Interference: Separable Dimensions (5)* Making
light/dark judgments for squares of different sizes. A second
dimension is added.
Müller-Lyer Illusion (6)* Measuring the size of a visual illusion.
Blind Spot (14)* Mapping the blind spot in your visual field
that is caused by the fact that there are no receptors where the
optic nerve leaves the eye.
Metacontrast Masking (16)* How presentation of a masking
stimulus can impair perception of another stimulus.
Categorical Perception: Discrimination (39)* Demonstration
of categorical perception based on the ability to discriminate
between sounds.
Categorical Perception: Identification (40)* Demonstration
of categorical perception based on the identification of differ-
ent sound categories.
CHAPTER 4
Visual Search (7) Feature search experiment. Searching for a
green circle among blue lines, with different numbers of blue
lines.
Change Detection (9) A task involving detecting changes in
alternating scenes.
Inhibition of Return (10) How presentation of a target away
from fixation can cause a slowing of responding.
Spatial Cueing (12) How cueing attention affects reaction
time to the cued area. Evidence for the spotlight model of
attention.
Stroop Effect (13) How reaction time to naming font colors is
affected by the presence of conflicting information from words.
Attentional Blink (8)* Testing your ability to detect stimuli
that are presented in rapid succession.
Simon Effect (11)* How speed and accuracy of responding is
affected by the location of the response to a stimulus.
Von Restorff Effect (32)* How the distinctiveness of a stimulus
can influence memory.
CHAPTER 5
Partial Report (18) The partial report condition of Sperling’s
iconic memory experiment.
Brown-Peterson Task (20) How memory for trigrams fades.
Irrelevant Speech Effect (23) How recall for items on a list is
affected by the presence of irrelevant speech.
Memory Span (24) Measuring memory span for numbers,
letters, and words.
Operation Span (25) Measuring the operation-word span, a
measure of working memory.
Phonological Similarity Effect (26) How recall for items on a
list is affected by how similar the items sound.
Word Length Effect (27) Measurement of the word length
effect.
Modality Effect (17)* How memory for the last one or two
items in a list depends on whether the list is heard or read.
Position Error (21)* Memory errors when trying to remember
the order of a series of letters.
Sternberg Search (22)* A method to determine how informa-
tion is retrieved from short-term memory.
Von Restorff Effect (32)* How the distinctiveness of a stimulus
can influence memory.
Neighborhood Size Effect (42)* How recall in a short-term
memory task is affected by the size of a word’s “neighbor-
hood” (how many words can be created by changing a letter or
phoneme).
CHAPTER 6
Serial Position (31) How memory for a list depends on an
item’s position on the list.
Remember-Know (36) Distinguishing between remembered
items in which there is memory for learning the item and items
that just seem familiar.
xvii
19. Implicit Learning (45) How we can learn something without
being aware of the learning.
Suffix Effect (19)* How adding an irrelevant item to the end of
a list affects recall for the final items on a list in a serial position
experiment.
CHAPTER 7
Encoding Specificity (28) How memory is affected by condi-
tions at both encoding and retrieval, and the relation between
them
Levels of Processing (29) How memory is influenced by depth
of processing.
Production Effect (30)* How memory depends on whether
words are read out loud or silently.
Von Restorff Effect (32)* How the distinctiveness of a stimulus
can influence memory.
CHAPTER 8
False Memory (33) How memory for words on a list sometimes
occurs for words that were not presented.
Forgot It All Along (34) How it is possible to remember
something and also have the experience of having previously
forgotten it.
Memory Judgment (35) A test of how accurate people are at
predicting their memory performance.
CHAPTER 9
Lexical Decision (41) Demonstration of the lexical decision
task, which has been used to provide evidence for the concept
of spreading activation.
Prototypes (46) A method for studying the effect of concepts
on responding.
Absolute Identification (44)* Remembering levels that have
been associated with a stimulus.
CHAPTER 10
Link Word (37) A demonstration of how imagery can be used
to help learn foreign vocabulary.
Mental Rotation (38) How a stimulus can be rotated in the
mind to determine whether its shape matches another stimulus.
CHAPTER 11
Lexical Decision (41) Demonstration of the lexical decision
task.
Word Superiority (43) Comparing speed of identifying a letter
when the letter is isolated or in a word.
Categorical Perception: Discrimination (39)* Demonstration
of categorical perception based on the ability to discriminate
between sounds.
Categorical Perception: Identification (40)* Demonstration
of categorical perception based on the identification of differ-
ent sound categories.
Neighborhood Size Effect (42)* How recall in a short-term
memory task is affected by the size of a word’s “neighborhood”
(how many words can be created by changing a letter or
phoneme).
CHAPTER 13
Decision Making (48) How decisions can be affected by the
context within which the decision is made.
Risky Decisions (50) How decision making is influenced by
framing effects.
Typical Reasoning (51) How the representativeness heuristic
can lead to errors of judgment.
Wason Selection (52) Two versions of the Wason four-card
problem.
Monty Hall (49)* A simulation of the Monty Hall three-door
problem, which involves an understanding of probability.
xviii CogLab Experiments
20. Demonstrations
CHAPTER 3
Perceptual Puzzles in a Scene................................................................54
Finding Faces in a Landscape.................................................................60
Visualizing Scenes and Objects.............................................................69
CHAPTER 4
Focusing on One Message......................................................................88
The Stroop Effect........................................................................................93
Looking for a Face in a Crowd................................................................95
Looking Off to the Side ............................................................................95
Change Detection ................................................................................... 106
Searching for Conjunctions ..................................................................111
CHAPTER 5
Remembering Three Letters ................................................................127
Digit Span ....................................................................................................129
Remembering Letters.............................................................................130
Reading Text and Remembering Numbers....................................134
Word Length Effect..................................................................................135
Articulatory Suppression.......................................................................136
Comparing Objects..................................................................................137
Recalling Visual Patterns........................................................................137
Holding a Spatial Stimulus in the Mind............................................138
CHAPTER 6
Reading a Passage....................................................................................159
Mirror Drawing ..........................................................................................169
CHAPTER 7
Reading a List.............................................................................................183
Remembering Lists..................................................................................185
CHAPTER 8
Reading Sentences..................................................................................223
Memory for a List.....................................................................................225
CHAPTER 9
Family Resemblance...............................................................................250
Listing Common Features ....................................................................254
Naming Things.......................................................................................... 255
CHAPTER 10
Experiencing Imagery.............................................................................276
Mental Scanning...................................................................................... 279
Method of Loci.......................................................................................... 292
CHAPTER 11
The Lexical Decision Task......................................................................304
CHAPTER 12
Two Insight Problems............................................................................. 338
The Candle Problem............................................................................... 339
Tower of Hanoi Problem ....................................................................... 342
The Mutilated Checkerboard Problem............................................346
Duncker’s Radiation Problem..............................................................349
Creating an Object...................................................................................361
CHAPTER 13
Which Is More Prevalent?.......................................................................371
Judging Occupations............................................................................. 373
Description of a Person ..........................................................................374
Male and Female Births..........................................................................375
What Would You Do?..............................................................................384
Wason Four-Card Problem................................................................... 393
xix
21. Methods
CHAPTER 2
Recording From a Neuron.......................................................................31
Demonstrating a Double Dissociation...............................................40
Brain Imaging...............................................................................................41
CHAPTER 3
Brain Ablation...............................................................................................76
Recording from Single Neurons in Humans.....................................79
CHAPTER 4
Precueing.......................................................................................................99
CHAPTER 5
Recall..............................................................................................................127
Change Detection ....................................................................................129
Event-Related Potential..........................................................................139
Neural Mind Reading...............................................................................145
CHAPTER 6
Measuring a Serial Position Curve......................................................154
Measuring Recognition Memory........................................................158
Remember/Know Procedure................................................................165
Avoiding Explicit Remembering in a Priming Experiment.......171
CHAPTER 7
Cued Recall................................................................................................. 188
CHAPTER 8
Repeated Recall.........................................................................................214
Testing for Source Monitoring............................................................ 221
Presenting Misleading Postevent Information............................. 227
CHAPTER 9
Sentence Verification Technique.......................................................250
Lexical Decision Task .............................................................................. 259
Transcranial Magnetic Stimulation (TMS)....................................... 270
CHAPTER 10
Paired-Associate Learning.................................................................... 277
Mental Scanning...................................................................................... 279
CHAPTER 11
The Word Superiority Effect................................................................303
Eye Movements in Reading .................................................................305
The Event-Related Potential and Language..................................309
Syntactic Priming..................................................................................... 324
CHAPTER 12
Think-Aloud Protocol ............................................................................. 347
In Vivo Problem-Solving Research....................................................354
xx
22. Preface to Instructors
The Evolution of a Cognitive Psychology Textbook
This book is the culmination of a process that began in 2002, when I decided to write the
first edition. From a survey of more than 500 instructors and my conversations with col-
leagues, it became apparent that many teachers were looking for a text that not only covers
the field of cognitive psychology but is also accessible to students. From my teaching of
cognitive psychology, it also became apparent that many students perceive cognitive psy-
chology as being abstract, too theoretical, and not connected to everyday experience. With
this information in hand, I set out to write a book that would tell the story of cognitive
psychology in a concrete way that would help students appreciate the connections between
empirical research, the principles of cognitive psychology, and everyday experience.
I did a number of things to achieve this result. I started by including numerous real-life
examples in each chapter, and neuropsychological case studies where appropriate. To provide
students with firsthand experience with the phenomena of cognitive psychology, I included
more than 40 Demonstrations—easy-to-do mini-experiments that were contained within
the narrative of the text—as well as 20 additional suggestions of things to try, throughout the
chapters. The Demonstrations in this edition are listed on page xix.
One thing I avoided was simply presenting the results of experiments. Instead, when-
ever possible, I described how experiments were designed and what the subjects were
doing, so students would understand how results were obtained. In addition, most of these
descriptions were supported by illustrations such as pictures of stimuli, diagrams of the
experimental design, or graphs of the results.
Students with instructors who adopted CogLab also received access to more than 45 online
CogLab experiments (now more than 50) that they could run themselves and then compare
their data to the class average and to the results of the original experiments from the literature.
The first edition (2005) therefore combined many elements designed to achieve the
goal of covering the basic principles of cognitive psychology in a way that students would
find interesting and easy to understand. My goal was for students to come away feeling
excited about the field of cognitive psychology.
The acceptance of the first edition was gratifying, but one thing I’ve learned from
years of teaching and textbook writing is that there are always explanations that can be
clarified, new pedagogical techniques to try, and new research and ideas to describe. With
this in mind as I began preparing the second edition (2008), I elicited feedback from stu-
dents in my classes and received more than 1,500 written responses indicating areas in the
first edition that could be improved. In addition, I also received feedback from instructors
who had used the first edition. This feedback was the starting point for the second edition,
and I repeated this process of eliciting student and instructor feedback for the third and
fourth editions as well. Thus, in addition to updating the science, I revised many sections
that students and instructors had flagged as needing clarification.
Retained Features
All of the features described above were well received by students and instructors, and so
are continued in this new fourth edition. Additional pedagogical features that have been
retained from previous editions include Test Yourself sections, which help students review
xxi
23. the material, and end-of-chapter Think About It questions, which ask students to consider
questions that go beyond the material.
Methods sections, which were introduced in the second edition, highlight the inge-
nious methods cognitive psychologists have devised to study the mind. The 29 Methods
sections, which are integrated into the text, describe methods such as brain imaging, the
lexical decision task, and think-aloud protocols. This not only highlights the importance of
the method, but makes it easier to return to its description when it is referred to later in the
text. See page xx for a list of Methods.
The end-of-chapter Something to Consider sections describe cutting-edge research,
important issues, or applied research. A few examples of topics covered in this section
are What Neuroscience Tells Us About Cognition (Chapter 2); Math Performance and Work-
ing Memory (Chapter 5); and The Dual Systems Approach to Thinking (Chapter 13). Chapter
Summaries provide succinct outlines of the chapters, without serving as a substitute for
reading the chapters.
What Is New in the Fourth Edition
As with previous editions of this book, this edition features updates to material through-
out, and in a few cases chapters have been rewritten or reorganized to improve clarity and
pedagogy.
One indication of changes to this edition is over 80 new key terms, such as the
following: attentional capture; Bayesian inference; belief bias; change detection; com-
mon ground; conceptual knowledge; corpus; diffusion tensor imaging; dual systems
approach to thinking; embodied approach; group brainstorming; hierarchical process-
ing; hub and spoke model; inverse projection problem; meaning dominance; mental
model; myside bias; neural mind reading; neural network; personal semantic memory;
processing capacity; remember/know procedure; semantic dementia; sensory-functional
hypothesis; sparse coding; syntactic coordination; visual world paradigm.
Following is a chapter-by-chapter list that highlights a few of the key changes in this
edition. Text in italics indicates section headings new to this edition.
CHAPTER 1 Introduction to Cognitive Psychology
Modern Research in Cognitive Psychology includes Beilock’s research on “choking under
pressure” to illustrate how research progresses from one question to another.
Treatment of the role of models in cognitive psychology has been expanded.
CHAPTER 2 Cognitive Neuroscience
Why Study Cognitive Neuroscience? introduces the idea of levels of analysis and an
expanded discussion of the rationale for the physiological study of the mind.
The use of fMRI while subjects are viewing movies to determine semantic brain maps
(Huth et al., 2012) is described.
All Together Now: Neural Networks includes new methods such as diffusion tensor
imaging.
Something to Consider: What Neuroscience Tells Us About Cognition follows up on Why
Study Cognitive Neuroscience? by providing examples of how neuroscience can contrib-
ute to our understanding of mechanisms suggested by behavioral research.
CHAPTER 3 Perception
Chapter has been rewritten to focus on the idea that although perception appears easy,
it is based on invisible underlying processes. It opens with a discussion of why it is so
difficult to design robotic vision systems.
xxii Preface to Instructors
24. Pain is used to illustrate the effect of top-down processing.
Bayesian Inference has been added to accompany Helmholtz’s theory of unconscious
inference.
Something to Consider: Where Perception Meets Memory describes how neurons in the
hippocampus fire to remembered perceptions (Gelbard-Sagiv et al., 2008).
CHAPTER 4 Attention
New opening emphasizes the idea that there are a number of different aspects of
attention.
Description of Schneider and Shiffrin’s (1977) experiments on automatic processing
has been streamlined.
Treatment of distractions while driving has been updated to include texting and Inter-
net use (Strayer et al., 2013).
Something to Consider: Taking Possession by the Brain is a new discussion of the physiol-
ogy of attention that reflects William James’s idea of attention “taking possession” of
the mind (Datta & DeYoe, 2009).
CHAPTER 5 Short-Term and Working Memory
New opening introduces the different types of memory that will be discussed in
Chapters 5–8.
Discussion of the capacity of short-term memory has been updated to add the idea of
defining capacity in terms of the amount of information (Alvarez & Cavanagh, 2004).
Method: Change Detection (Luck & Vogel, 1997) follows up on the Change Detection
demonstration in Chapter 4.
fMRI study showing that the visual cortex is involved in holding information during a
delay (Harrison & Tong, 2009) has been added.
Something to Consider: Math Performance and Working Memory describes how writing
can prevent choking under pressure (Ramirez & Beilock, 2011). This follows up on the
“choking under pressure” discussion in Chapter 1.
CHAPTER 6 Long-Term Memory: Structure
New opening describes chapter theme, “Division and Interaction,” reflecting that
there are different types of memory mechanisms that interact with each other.
What Happens to Episodic and Semantic Memories as Time Passes? is an updated discus-
sion of the semanticization of remote memories (Petrican et al., 2010).
Method: Remember/Know Procedure accompanies Petrican et al. research.
Imagining the Future outlines the connection between episodic memory and the ability
to imagine the future (Addis et al., 2007; Schacter, 2012).
CHAPTER 7 Long-Term Memory: Encoding and Retrieval
Consolidation: The Life History of Memories is an updated section on memory and
the brain with expanded treatment of the physiology of consolidation, including new
research on the multiple trace hypothesis (Viskentas et al., 2009) and consolidation
and sleep (Wilhelm et al., 2011).
Something to Consider: Effective Studying previously appeared earlier in the text.
CHAPTER 8 Everyday Memory and Memory Errors
Discussion of memory and emotion has been updated to include how emotion can
enhance consolidation (Cahill et al., 2003; Roozendaal & McGaugh, 2011) and how
emotion can interfere with memory (Mather & Sutherland, 2011).
xxiii
Preface to Instructors
25. Discussion of flashbulb memory includes the idea that emotion can increase recollec-
tion but decrease memory for details (Rimmele et al., 2011).
Something to Consider: The Power of Pictures describes how pictures can create false
memories (Nash & Wade, 2009).
CHAPTER 9 Knowledge
Discussion of connectionist networks has been simplified.
The Representation of Concepts in the Brain includes an expanded discussion of catego-
ries in the brain to more accurately reflect the varied approaches proposed to explain
how concepts are represented (Hoffman & Lambon Ralph, 2012; Mahon & Caramazza,
2011; Pulvermüller, 2013; Warrington & Shallice, 1985).
Something to Consider: The Hub and Spoke Model has been added (Jeffries, 2013; Pobric
et al., 2010; Pulvermüller, 2013).
Method: Sentence Verification Technique has been added. Method: Transcranial Mag-
netic Stimulation (TMS) has been introduced in conjunction with research on the hub
and spoke model.
CHAPTER 10 Visual Imagery
Something to Consider: Imagery and Food Craving describes using visual imagery to
decrease food cravings (Harvey et al., 2005).
CHAPTER 11 Language
Treatment of lexical ambiguity has been updated to include a discussion of how access-
ing a word’s meaning is affected by meaning dominance (Rayner & Fraizer, 1989).
Material on Broca and Wernicke has been moved from Chapter 2 to this chapter.
In discussion of sentence processing, material has been added on making predictions
based on knowledge of the environment (Federmeier & Kustas, 1999) and on knowl-
edge of language constructions (Fine et al., 2013).
Situation models have been updated with new material on predictions based on knowl-
edge about situations (Metusalem et al., 2012).
Section on conversations has been revised to include material on common ground
(Clark, 1996).
CHAPTER 12 Problem Solving
Treatment of creative problem solving has been expanded with added examples, a sec-
tion on practical creativity, and a discussion of problem solving as a process.
Discussion of how too much knowledge can be a bad thing has been revised (Smith
et al., 1993).
Something to Consider: Creativity, Mental Illness, and the Open Mind considers whether
there is a link between mental illness and creativity (Carson, 2011; Chi & Snyder,
2012).
CHAPTER 13 Judgment, Decisions, and Reasoning
Chapter now opens with material on judgment and heuristics. Deductive reasoning,
which students find more difficult, has been moved to the end of the chapter.
Further examples have been added to illustrate how decision making is influenced by
the number of alternatives available (Shen et al., 2010) and whether the person mak-
ing the decision is hungry or tired (Danzinger et al., 2011).
Discussion of deductive reasoning uses new examples to make syllogisms, and the
distinction between validity and truth, easier to understand.
xxiv Preface to Instructors
26. Mental Models of Deductive Reasoning describes a way to determine the validity of a
syllogism (Johnson-Laird, 1999).
Something to Consider: The Dual Systems Approach to Thinking describes research
based on the idea of two systems for thinking, one fast and the other slow (Evans &
Stanovich, 2013; Kahneman, 2011).
Ancillaries to Support Your Teaching
All of these supplements are available online for download. Go to login.cengage.com to
create an account and log in.
Online Instructor’s Manual
The Instructor’s Manual contains a variety of resources to aid instructors in preparing and
presenting text material in a manner that meets their personal preferences and course
needs. It presents chapter-by-chapter suggestions and resources to enhance and facilitate
learning.
Online Test Bank
The Test Bank contains multiple-choice and essay questions to challenge your students
and assess their learning.
Cengage Learning Testing Powered by Cognero
The Test Bank also is available through Cognero, a flexible online system that allows you to
author, edit, and manage test content as well as create multiple test versions in an instant.
You can deliver tests from your school’s learning management system, your classroom, or
wherever you want.
Online PowerPoints
Vibrant Microsoft PowerPoint lecture slides for each chapter assist you with your lecture
by providing concept coverage using images, figures, and tables directly from the textbook.
CogLab 5.0
CogLab Online is a series of virtual lab demonstrations designed to help students under-
stand cognition through interactive participation in cognitive experiments. Students with
instructors that adopt CogLab 5.0 also receive access to more than 50 online CogLab exper-
iments that they can run themselves, and then compare their data to the class average
and to the results of the original experiments from the literature. To view a demo, visit
coglab.cengage.com.
CourseMate
Cengage Learning’s Psychology CourseMate brings course concepts to life with interactive
learning, study, and exam preparation tools that support the printed textbook. CourseMate
includes an integrated eBook, glossaries, flashcards, quizzes, videos, and more—as well
as EngagementTracker, a first-of-its-kind tool that monitors student engagement in the
course. CourseMate can be bundled with the student text. Contact your Cengage sales
representative for information on getting access to CourseMate.
xxv
Preface to Instructors
27. As you begin reading this book, you probably have some ideas about how the mind works
from things you have read, from other media, and from your own experiences. In this
book, you will learn what we actually do and do not know about the mind, as determined
from the results of controlled scientific research. Thus, if you think that there is a system
called “short-term memory” that can hold information for short periods of time, then you
are right; when you read the chapters on memory, you will learn more about this system
and how it interacts with other parts of your memory system. If you think that some people
can accurately remember things that happened to them as very young infants, you will see
that there is a good chance that these reports are inaccurate. In fact, you may be surprised
to learn that even more recent memories that seem extremely clear and vivid may not be
entirely accurate due to basic characteristics of the way the memory system works.
But what you will learn from this book goes much deeper than simply adding more
accurate information to what you already know about the mind. You will learn that there
is much more going on in your mind than you are conscious of. You are aware of experi-
ences such as seeing something, remembering a past event, or thinking about how to
solve a problem—but behind each of these experiences are a myriad of complex and largely
invisible processes. Reading this book will help you appreciate some of the “behind the
scenes” activity in your mind that is responsible for everyday experiences such as perceiv-
ing, remembering, and thinking.
Another thing you will become aware of as you read this book is that there are many
practical connections between the results of cognitive psychology research and everyday
life. You will see examples of these connections throughout the book. For now I want
to focus on one especially important connection—what research in cognitive psychology
can contribute to improving your studying. This discussion appears on pages 202–203 of
Chapter 7, but you might want to look at this material now rather than waiting until later
in the course. I invite you to also consider the following two principles, which are designed
to help you get more out of this book.
Principle 1: It is important to know what you know.
Professors often hear students lament, “I came to the lecture, read the chapters a number
of times, and still didn’t do well on the exam.” Sometimes this statement is followed by “…
and when I walked out of the exam, I thought I had done pretty well.” If this is something
that you have experienced, the problem may be that you didn’t have a good awareness of
what you knew about the material and what you didn’t know. If you think you know the
material but actually don’t, you might stop studying or might continue studying in an inef-
fective way, with the net result being a poor understanding of the material and an inability
to remember it accurately come exam time. Thus, it is important to test yourself on the
material you have read by writing or saying the answers to the Test Yourself questions in
the chapter and also by taking advantage of the sample test questions that are available on
Psychology CourseMate. To access these questions and other valuable learning aids, go to
www.cengagebrain.com.
Principle 2: Don’t mistake ease and familiarity for knowing.
One of the main reasons that students may think they know the material, even when they
don’t, is that they mistake familiarity for understanding. Here is how it works: You read the
chapter once, perhaps highlighting as you go. Later, you read the chapter again, perhaps
focusing on the highlighted material. As you read it over, the material is familiar because
you remember it from before, and this familiarity might lead you to think, “Okay, I know
Preface to Students
xxvi