Overview

Cognitive Psychology: Applying the Science of the Mind combines clear yet rigorous descriptions of key empirical findings and theoretical principles with frequent real-world examples, strong learning pedagogy, and a straightforward organization.   For undergraduate courses in cognitive psychology.   Engagingly written, the text weaves five empirical threads — neuroscience, consciousness, individual differences, development, and culture — throughout the text to help students integrate the material.  The text’s organization offers an intuitive description of cognition that enhances student understanding by organizing chapters around the flow of a piece of information that enters the cognitive system.     Available with MyPsychLab! www.pearsonhighered.com/newmylabs

Full Product Details

Author:   Bridget Robinson-Riegler ,  Gregory L. Robinson-Riegler
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   3rd edition
Dimensions:   Width: 10.00cm , Height: 10.00cm , Length: 10.00cm
Weight:   0.100kg
ISBN:  

9780205033645

ISBN 10:   0205033644
Pages:   624
Publication Date:   23 February 2011
Audience:   College/higher education ,  Tertiary & Higher Education
Replaced By:   9781292021409
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   Awaiting stock  

Table of Contents

"Table of Contents:     Chapter 1—Cognitive Psychology: A Brief History and Introduction What is Cognition?       The Omnipresence of Cognitive Processing       An Interdisciplinary Perspective Psychology B.C. (Before Cognitive psychology)       Psychophysics       Structuralism: The Contents of Mental Experience       Functionalism: The Functions of Mental Experience       Behaviorism: The Rejection of Mental Experience       Laying the Foundation for Cognitive Psychology The Emergence of Cognitive Psychology       S-R Explanations: Seriously wRong?       Technological Influences PSYCHOLOGY A.D. (After Decline of behaviorism) Behaviorism Reconsidered Information-Processing: A Computer Metaphor for Cognition       Connectionism: A Brain Metaphor for Cognition       The Brain: More than a Metaphor Current Trends in the Study of Cognition    Chapter 2—Perception and Consciousness: Basics of Information Intake   Basic Issues in Perception       Sensation and Perception       Bottom-Up and Top-Down Processing The Basic Tasks of Visual Perception       Perceptual Organizational Processes Multisensory Interaction and Integration       Synesthesia       Comparing the Senses       Perception and Action Consciousness       Varieties of Consciousness       Disassociations of Consciousness       Subliminal Perception    Chapter 3—Mechanisms of Attention: Monitoring and Noticing Information Attention: What is it?       Attention: Basic Characteristics       Pre-Attentive vs. Post-Attentive Processing Visual Attention       Types of Visual Attention Limits in Visual Attention Auditory Attention Selective Attention Divided Attention Automatic Processing The Stroop Effect Characteristics of Automatic Processing Accounts of Automaticity Costs of Automaticity Driving: A Case Study in Attention Driving and Auditory Attention Driving and Visual Attention  Chapter 4 – Immediate Memory: The Control and Manipulation of Information The Importance of Executive Attention Immediate Memory: Basic Characteristics       Limits in Duration       Limits in Capacity       Coding Theoretical Frameworks for Immediate Memory       The Modal Model       The Working Memory Model A Unitary View of Memory Embedded-Process View Something We All Can Agree On: Capacity Limits and Forgetting Who’s the Boss? Problems in Executive Control       Mind Wandering       Ironic Processes of Control       The Effects of Stress       Improving Executive Function    Chapter 5 – Objects and Concepts: Identifying and Classifying InformationIdentification and Classification: An Overview         Recognizing from the Bottom, Up and from the Top, Down         Object Recognition         Theories of Visual Object Recognition         Non-Visual Recognition Face Recognition         Face Inversion         Holistic Processing         Is Face Recognition ""Special""? Individual Differences         Self-Recognition Retrieving Names of Faces: Person Recognition Networks and Concepts: The Classification Database         Semantic Networks        Concepts and Categories         Similarity-Based Categorization Essentialist Approach: Concepts as Theories    Chapter 6 – Basic Processes in Long-Term Memory: Encoding and Retrieving Information Fundamental Issues and Distinctions Types of Long-Term Memory A Descriptive Framework: Encoding, Storage, and Retrieval LTM: Modes of Access and Use Encoding Processes in Explicit Long-term Remembering Attention and Repetition Rehearsal Levels of Processing Self-Reference Fitness-Relevant Processing Organization and Distinctiveness Remembering Action Transfer Appropriate Processing Retrieval Processes in Long–Term Memory Availability and Accessibility Encoding Specificity Aging and Retrieval Memory and Consciousness         Remembering and Knowing Implicit Memory    Chapter 7 – Autobiographical Memory: Recalling Important Events from Life Everyday Memory Neisser’s Challenge: Ecological Validity and Memory Research Autobiographical Memory: Basic Issues and Methodology       Memories vs. Facts       Methods of Investigation Recalling a Life: Developmental Aspects of Autobiographical Memory       Childhood Amnesia       The Reminiscence Bump       Forgetting Autobiographical Memory Retrieval Encoding Specificity in Autobiographical Memory Effective Cues for Autobiographical Memories Models of Autobiographical Memory Retrieval Involuntary Autobiographical Memories Emotion and Autobiographical Remembering Flashbulb Memories Memory for Trauma Mood and Autobiographical Remembering Functions of Autobiographical Memory Communicative Function Emotional Function Directive Function    Chapter 8  —-Malleability in Memory: Processes of Forgetting, Editing, and Distortion The Sins of Memory Eyewitness Memory Encoding and Storage I: Event-Related Factors Encoding and Storage II: Post-Event Factors Retrieval Factors Illusory Memories Simple Events Complex Events False Remembering: Theoretical Frameworks The Recovered Memory Controversy Memories for Traumatic Events: Forgotten, Then Recalled? Remembering and Forgetting Trauma: Ordinary Forgetting and Special Mechanisms? False Memories for Traumatic Events? Answering the Question    Chapter 9 – Language I: Basic Issues and Speech Processing Language: Basic Principles       Linguistics and Psycholinguistics Words and Rules       Design Features of Language       Language in Nonhuman Animals       Levels of Analysis Phonology: The Sounds of Language         Phones and Phonomes Morphology: From Sounds to Words         Producing (or ""Morphing"") the Spoken Word         Perceiving the Spoken Word Syntax and Semantics: From Words to Sentences Transformational Grammar Pragmatics: The Social Aspects of Language Conversational Structure Gender and Conversation Putting it All Together: Language Production and Perception Speech Production Speech Perception Motor Theory of Speech Perception Auditory Theory of Speech Perception A Re-Assessment: Kind of Special?    Chapter 10 –Language II: Reading and Comprehending Text Mechanical Aspects of Reading Top-Down and Bottom-Up Processes in Reading Eye Movements Word Recognition Dyslexia How Should Reading Be Taught? Anglo-Centric Language Studies Reading Myths Sentence Level Processing Sentence Parsing Discourse Comprehension Levels of Representation Structure and Coherence Discourse Memory and Representation Memory for Discourse Models of Discourse Comprehension Metacomprehension Speed Reading?    Chapter 11 – Judgments and Decisions: Using Information to Make Choices Fundamental Concepts The Focus on Errors Dual-Process Views Reasoning Deductive Reasoning Inductive Reasoning Judgment The Availability Heuristic The Representative Heuristic The Anchoring and Adjustment Heuristic Biased Evaluation of Our Judgments Decision Making Expected Utility: A Normative Approach Prospect Theory: A Descriptive Approach Emotions and Decision Making Decisions Making: Biases or Adaptive Tools? Improving Decision Making    Chapter 12 – Problems and Goals: Using Information to Arrive at Solutions What is a Problem? Well-Defined and Ill-Defined Problems Routine and Nonroutine Problems Problem-Solving Research: Some Methodological Challenges Approaches to the Study of Problem Solving Behaviorism: Problem Solving as Associative Learning Gestalt Psychology: Problem Solving as Insight Cognitive Psychology: Problem Solving as Information Processing Problem Representation Rigidity in Problem Representation Individual Differences in Problem Representation Problem Solution Algorithms Heuristics Experts: Masters of Representation and Solution Expert Advantages Expert Disadvantages: Costs of Expertise Insight and Creativity Insight Creativity     References Photo Credits Name Index Subject Index"

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Author Information

Bridget Robinson-Riegler is Associate Professor of Psychology at Augsburg College in Minneapolis, Minnesota. She received her PhD. at Purdue University in 1994 (where she and Greg met), and has been at Augsburg since then, serving in both administrative and faculty roles. She teaches introductory psychology, cognitive psychology, and supervises experiential learning courses, giving her a particular interest in psychology's application to everyday life. She has been teaching cognitive psychology for the past 17 years. She has published research primarily in the area of memory, specifically bizarre imagery effects and prospective memory. At Augsburg, she is an active mentor of undergraduate research. Her current research interests include source monitoring, attention and autobiographical memory.     Greg Robinson-Riegler is a Professor of Psychology at the University of St. Thomas in St. Paul, Minnesota. He received his PhD. at Purdue University in 1990, and has been at St. Thomas since then, serving in both administrative and faculty roles. He has taught courses in introductory psychology, memory, and cognitive psychology. By his math, he has taught cognition to over 1500 students. He also has extensive experience in interdisciplinary teaching, having offered seminars co-taught with colleagues in economics, philosophy, theology, and English. His published research is primarily in the area of memory, specifically the generation effect and implicit memory. His current research interests include autobiographical memory, effects of technology and multi-tasking on attention, and mindfulness. He is an active mentor of undergraduate researchers.

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