Wednesday, June 12, 2013

Cognitive Psychology by Ross, Medin, Markman 9780471458203 0471458201 **Brand New **

Cognitive Psychology 

by

  Brian H. Ross, Douglas Medin and Arthur B. Markman





 Item specification:

- Hard back

- 4th edition
- Brand new
- ISBN-10: 0471458201
- ISBN-13: 9780471458203

- Free postage Australia wide


Detailed item info

Description
Cognitive Psychology, Fourth Edition, presents a coherent overview of cognitive psychology organized in terms of themes that cut across topic areas.
Key Features
Author(s)Arthur B. Markman, Brian H. Ross, Douglas Medin
PublisherJohn Wiley and Sons Ltd
Date of Publication03/09/2004
LanguageEnglish
FormatHardback
ISBN-100471458201
ISBN-139780471458203
SubjectPsychology: Professional & General

Publication Data
Place of PublicationNew York
Country of PublicationUnited States
ImprintJohn Wiley & Sons Inc
Out-of-print date29/04/2013
Content NoteIllustrations

Dimensions
Weight1038 g
Width195 mm
Height239 mm
Spine26 mm

Editorial Details
Edition Statement4th Revised edition

Description
Table Of ContentsPart I Overview. Chapter 1. Possibilities, Information, and Approaches to the Study of the Mind. Introduction. Domain of Cognitive Psychology. Intuition. Puzzles. Possibilities. A Framework. A Closer Look. Themes and Implications. Experience and Experimentation. Empiricism. Scientific Observation. Experimentation. The Challenge of Cognitive Psychology. Roots of Cognitive Psychology. Introspectionism. Behaviorism. Critique of Behaviorism. Cognitive Psychology. The Emergence of Cognitive Science. Cognitive Neuroscience Techniques. Event-Related Potentials. Positron Emission Tomography. Functional Magnetic Resonance Imaging. Levels and Types of Explanations. Ecological Validity. Summary. Key Terms. Recommended Readings. Part II Acquiring Information. Chapter 2. Learning. Intr oduction. The Challenge of Learning. The Biological Backdrop of Learning. Fixed-action Patterns and Releasers. Critical Periods and Imprinting. Constraints on Learning. Basic Learning. Habituation. Classical Conditioning. Trial-and-Error Learning or Instrumental Learning. Paired-Associate Learning. Implications. The Learning-Performance Distinction. Contingency Learning and Illusory Correlation. Content and Meaningful Learning. Summary. Key Terms. Recommended Readings. Chapter 3. Perception. The problem of Perception. Visual Perception. Low-level Vision. Localization. High-Level Vision. Feature Detection Theories. Structural Theories. Template Matching and Alignment. Face Recognition and Visual Subsystems. Levels and the Integration of Information in Perceptual Context Effects. The Word Superiority Effect. Summary. Key Terms. Recommended Readings. Chapter 4. Attention. What Is Attention. What is Attention For? Perceptual Attention. Focusing I: Sensory Stores. Focusing II: Selecting Channels. Perceptual Enhancement. Location of Attentional Limits. Bottleneck Theories. Late Selection. Capacity Theories. Binding: Feature Integration Theory. Attention in Complex Tasks. Capacity and Automaticity. Dual-Task and Executive Functions. Summary. Key Terms. Recommended Readings. Part III Memory. Chapter 5. Memory: Remembering New Information. Introduction. Uses of Memory. Centrality of Memory. Processes of Memory. Short-Term Memory. Introduction. Characteristics of Short-Term Memory. Working Memory. Summary. Long-Term Memory. Introduction. Encoding. Retrieval. Encoding-Retrieval Interactions. Forgetting. Summary. Chapter Summary. Key Terms. Recommended Readings. Chapter 6. Memory Systems and Knowledge. Introduction. Semantic Knowledge. Characteristics of Semantic Memory. The Hierarchical Model. Evaluation of the Hierarchical Model. Episodic Memory. Are Episodic and Semantic Memory Distinct Memory Systems? Procedural Memory. Implicit and Explicit Memory. Spared Learning in Amnesia. Implicit and Explicit Memory with Normal-Memory Adults. Evaluation of the Implicit-Explicit Distinction. Two Models of Memory. Introduction. The ACT Theory. A Parallel Distributed Processing Model of Memory. Summary. Key Terms. Recommended Readings. Chapter 7. Remembering New Information: Beyond Basic Effects. Introduction. Schemas: Understanding and Remembering Complex Situations . Introduction and Motivation. Understanding. Schemas. Scripts. Schema Activation. Problems With Schemas. Summary. Reconstructive Memory. Encoding-Retrieval Interactions Revisited. Schemas and Stereotypes. Summary. Memory in the World. Introduction. Eyewitness Testimony. Flashbulb Memories. Recovered Memories. Summary. Knowing Your Memory. Introduction. Strategies and Knowledge. Metamemory. Summary. Key Terms. Recommended Readings. Chapter 8. Spatial Knowledge, Imagery, and Visual memory. Part IV Language and Understanding. Chapter 9. Language. Introduction. Language and Communication. Principles of Communication. The Given-New Strategy. Presuppositio
Author BiographyDouglas Medin (Ph.D., University of South Dakota) taught at the Rockefeller University, University of Illinois, and the University of Michigan before assuming his current position as CAS Visiting Committee Research and Teaching Professor at Northwestern University. Best known for his research on concepts and categorization, his recent research interests have extended to decision making, cross-cultural studies of reasoning and categorization, and cognitive dimensions of resource use. He teaches courses in cognitive psychology, psychology of thinking and reasoning, decision making, and culture and cognition. He is the editor of the journal Cognitive Psychology and is a past editor of the Academic Press series, Psychology of Learning and Motivation. Brian Ross received his Sc.B. in Psychology from Brown University and his M.A. from Yale University before receiving his Ph.D. from Stanford University. He teaches at the University of Illinois, where he is Professor of Psychology and also in the Beckman Institute. He teaches courses in cognitive psychology, the psychology of thinking, introductory statistics, problem solving, and mathematical models of memory. His research has examined issues in categorization, problem solving, learning and memory. He is series editor for The psychology of learning and motivation, as well as associate editor of the journal Psychonomic Bulletin & Review. Arthur Markman received his M.A. and Ph.D. in Psychology from the University of Illinois after completing his Sc.B. in Cognitive Science at Brown University. He worked at Northwestern University and Columbia University before moving to the University of Texas at Austin, where he is now Professor of Psychology and Marketing. He teaches courses in cognitive psychology, research methods and statistics, reasoning, and decision making and knowledge representation, and he supervises the honors program. His research has explored similarity, categorization, and decision making. He served as Executive Officer of the Cognitive Science Society from 2001-2003.

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