{"product_id":"cognition-isbn-9781119891710","title":"Cognition","description":"\u003cp\u003e\u003cb\u003eAn engaging and relatable examination of how we perceive and interpret the world around us\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eThe study of human cognitive processes provides insight into why we act or react the way we do. Understanding cognition can help us understand ourselves and others and can even allow us to make educated predictions about future behaviors. In \u003ci\u003eCognition, 11th Edition, \u003c\/i\u003eauthor Thomas Farmer updates this classic text with the latest advances in the field and more in-depth coverage of prominent topics. Expanded and refined throughout, this edition retains the breadth of scope and depth of detail that has made it the go-to text on the topic. \u003ci\u003eCognition \u003c\/i\u003eemphasizes the link between conceptual cognitive psychology and real-world experience: case studies, current trends, and historical perspectives merge to provide a comprehensive understanding of core principles and theories. \u003c\/p\u003e\u003cul\u003e \u003cli\u003eDiscusses behavioral measures and overviews classical behaviorist paradigms\u003c\/li\u003e \u003cli\u003eExtends the discussions of sensory transduction, procedural memory, and more\u003c\/li\u003e \u003cli\u003eClarifies theories of attention and the distinction between controlled vs. automatic processing \u003c\/li\u003e \u003cli\u003eIncludes self quizzes at the end of each chapter, plus updates to all chapters with new and revised content\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003e\u003cb\u003eNew to the 11th Edition:\u003c\/b\u003e \u003c\/p\u003e\u003cul\u003e \u003cli\u003eOn average, each chapter includes three or four major points of revision aimed either at better explaining a particular process or theory or at bring the examination of cognitive processes up-to-date with current science. \u003c\/li\u003e \u003cli\u003ePractice questions for each chapter are available in formats suitable for both pen-and-paper use and digital use.\u003c\/li\u003e \u003cli\u003eInstructor resources are enhanced with new lecture presentation slides and chapter outlines annotated by the author to facilitate lecture design and delivery.\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003ePreface xv\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction to Cognitive Psychology 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 1\u003c\/p\u003e \u003cp\u003eCognitive Psychology: Overview 1\u003c\/p\u003e \u003cp\u003eOrigins of Cognitive Psychology 4\u003c\/p\u003e \u003cp\u003eWilhelm Wundt 4\u003c\/p\u003e \u003cp\u003eEarly Memory Researchers 5\u003c\/p\u003e \u003cp\u003eWilliam James 5\u003c\/p\u003e \u003cp\u003eBehaviorism 5\u003c\/p\u003e \u003cp\u003eEdward Tolman 6\u003c\/p\u003e \u003cp\u003eThe Gestalt Approach 7\u003c\/p\u003e \u003cp\u003eCognitive Revolution 7\u003c\/p\u003e \u003cp\u003eCognitive Psychology More Recently 8\u003c\/p\u003e \u003cp\u003ePerspectives on Cognitive Psychology 9\u003c\/p\u003e \u003cp\u003eThe Computer Metaphor of the Mind and Information Processing 9\u003c\/p\u003e \u003cp\u003eThe Connectionist Approach 11\u003c\/p\u003e \u003cp\u003eCognitive Neuroscience 12\u003c\/p\u003e \u003cp\u003eTextbook Overview 12\u003c\/p\u003e \u003cp\u003eChapter Preview 13\u003c\/p\u003e \u003cp\u003eThemes in the Book 14\u003c\/p\u003e \u003cp\u003eTheme 1: Cognitive processes are active rather than passive 14\u003c\/p\u003e \u003cp\u003eTheme 2: Cognitive processes are remarkably efficient and accurate 14\u003c\/p\u003e \u003cp\u003eTheme 3: Cognitive processes handle positive information better than negative information 14\u003c\/p\u003e \u003cp\u003eTheme 4: Cognitive processes are interrelated with one another; they do not operate in isolation 14\u003c\/p\u003e \u003cp\u003eTheme 5: Many cognitive processes rely on both bottom-up and top-down processing 15\u003c\/p\u003e \u003cp\u003eHow to Use Your Book Effectively 15\u003c\/p\u003e \u003cp\u003eChapter Outline 15\u003c\/p\u003e \u003cp\u003eChapter Introductions 15\u003c\/p\u003e \u003cp\u003eDemonstrations 15\u003c\/p\u003e \u003cp\u003e“Focus on Methodology” Boxes 16\u003c\/p\u003e \u003cp\u003eApplication 16\u003c\/p\u003e \u003cp\u003eSection Summaries 16\u003c\/p\u003e \u003cp\u003eEnd of Chapter Review Questions 16\u003c\/p\u003e \u003cp\u003eKeywords 16\u003c\/p\u003e \u003cp\u003eKeywords List and Glossary 16\u003c\/p\u003e \u003cp\u003eRecommended Readings 17\u003c\/p\u003e \u003cp\u003eSection Summary Points 17\u003c\/p\u003e \u003cp\u003eChapter Review Questions 17\u003c\/p\u003e \u003cp\u003eKeywords 18\u003c\/p\u003e \u003cp\u003eRecommended Readings 18\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Visual and Auditory Recognition 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 19\u003c\/p\u003e \u003cp\u003eOverview of Visual Object Recognition 20\u003c\/p\u003e \u003cp\u003eThe Visual System 20\u003c\/p\u003e \u003cp\u003eOrganization in Visual Perception 22\u003c\/p\u003e \u003cp\u003eTheories of Visual Object Recognition 23\u003c\/p\u003e \u003cp\u003eFeature-Analysis Theory 23\u003c\/p\u003e \u003cp\u003eThe Recognition-by-Components Theory 25\u003c\/p\u003e \u003cp\u003eTop-Down Processing and Visual Object Recognition 28\u003c\/p\u003e \u003cp\u003eBottom-Up Versus Top-Down Processing 28\u003c\/p\u003e \u003cp\u003eTop-Down Processing and Reading 29\u003c\/p\u003e \u003cp\u003e“Smart Mistakes” in Object Recognition 30\u003c\/p\u003e \u003cp\u003eChange Blindness 30\u003c\/p\u003e \u003cp\u003eInattentional Blindness 32\u003c\/p\u003e \u003cp\u003eSpecialized Visual Recognition Processes 33\u003c\/p\u003e \u003cp\u003eNeuroscience Research on Face Recognition 33\u003c\/p\u003e \u003cp\u003eApplied Research on Face Recognition 34\u003c\/p\u003e \u003cp\u003eSpeech Perception 36\u003c\/p\u003e \u003cp\u003eCharacteristics of Speech Perception 37\u003c\/p\u003e \u003cp\u003eWord Boundaries 37\u003c\/p\u003e \u003cp\u003eVariability in Phoneme Pronunciation 37\u003c\/p\u003e \u003cp\u003eContext and Speech Perception 38\u003c\/p\u003e \u003cp\u003eVisual Cues as an Aid to Speech Perception 38\u003c\/p\u003e \u003cp\u003eTheories of Speech Perception 39\u003c\/p\u003e \u003cp\u003eThe Special Mechanism Approach 39\u003c\/p\u003e \u003cp\u003eThe General Mechanism Approaches 40\u003c\/p\u003e \u003cp\u003eSection Summary Points 40\u003c\/p\u003e \u003cp\u003eChapter Review Questions 41\u003c\/p\u003e \u003cp\u003eKeywords 42\u003c\/p\u003e \u003cp\u003eRecommended Readings 42\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Attention and Consciousness 43\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 43\u003c\/p\u003e \u003cp\u003eOverview of Attention 44\u003c\/p\u003e \u003cp\u003eDivided Attention 44\u003c\/p\u003e \u003cp\u003eSelective Attention 45\u003c\/p\u003e \u003cp\u003eDichotic Listening 45\u003c\/p\u003e \u003cp\u003eThe Stroop Effect 46\u003c\/p\u003e \u003cp\u003eVisual Search 48\u003c\/p\u003e \u003cp\u003eNeuroscience of Attention 50\u003c\/p\u003e \u003cp\u003eThe Orienting Attention Network 50\u003c\/p\u003e \u003cp\u003eThe Executive Attention Network 52\u003c\/p\u003e \u003cp\u003eTheories of Attention 52\u003c\/p\u003e \u003cp\u003eEarly Theories of Attention 52\u003c\/p\u003e \u003cp\u003eFeature-Integration Theory 53\u003c\/p\u003e \u003cp\u003eConsciousness 55\u003c\/p\u003e \u003cp\u003eThought Suppression 56\u003c\/p\u003e \u003cp\u003eBlindsight 57\u003c\/p\u003e \u003cp\u003eMindfulness Meditation 57\u003c\/p\u003e \u003cp\u003eSection Summary Points 58\u003c\/p\u003e \u003cp\u003eChapter Review Questions 59\u003c\/p\u003e \u003cp\u003eKeywords 59\u003c\/p\u003e \u003cp\u003eRecommended Readings 60\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Working Memory 61\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 61\u003c\/p\u003e \u003cp\u003eClassical Research on Short-Term Memory 62\u003c\/p\u003e \u003cp\u003eShort-Term Memory Capacity Limits 62\u003c\/p\u003e \u003cp\u003eThe Brown\/Peterson \u0026amp; Peterson Technique 63\u003c\/p\u003e \u003cp\u003eThe Serial-Position Effect 63\u003c\/p\u003e \u003cp\u003eSemantic Similarity of the Items in Short-Term Memory 65\u003c\/p\u003e \u003cp\u003eAtkinson–Shiffrin Model of Information Processing 66\u003c\/p\u003e \u003cp\u003eThe Turn to Working Memory 67\u003c\/p\u003e \u003cp\u003eEvidence for Components with Independent Capacities 69\u003c\/p\u003e \u003cp\u003ePhonological Loop 69\u003c\/p\u003e \u003cp\u003eNeuroscience Research on the Phonological Loop 70\u003c\/p\u003e \u003cp\u003eVisuospatial Sketchpad 71\u003c\/p\u003e \u003cp\u003eResearch on the Visuospatial Sketchpad 72\u003c\/p\u003e \u003cp\u003eNeuroscience Research on the Visuospatial Sketchpad 72\u003c\/p\u003e \u003cp\u003eCentral Executive 73\u003c\/p\u003e \u003cp\u003eCharacteristics of the Central Executive 73\u003c\/p\u003e \u003cp\u003eThe Central Executive and Daydreaming 73\u003c\/p\u003e \u003cp\u003eNeuroscience Research on the Central Executive 74\u003c\/p\u003e \u003cp\u003eRecent Views of the Central Executive 74\u003c\/p\u003e \u003cp\u003eEpisodic Buffer 75\u003c\/p\u003e \u003cp\u003eApplications of Working Memory 76\u003c\/p\u003e \u003cp\u003eWorking Memory and Academic Performance 76\u003c\/p\u003e \u003cp\u003eWorking Memory Abilities in Clinical Populations 77\u003c\/p\u003e \u003cp\u003eWorking Memory and Major Depression 77\u003c\/p\u003e \u003cp\u003eWorking Memory and ADHD 78\u003c\/p\u003e \u003cp\u003eWorking Memory and Generalized Anxiety Disorder 79\u003c\/p\u003e \u003cp\u003eSummary 79\u003c\/p\u003e \u003cp\u003eSection Summary Points 79\u003c\/p\u003e \u003cp\u003eChapter Review Questions 80\u003c\/p\u003e \u003cp\u003eKeywords 81\u003c\/p\u003e \u003cp\u003eRecommended Readings 81\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Long-Term Memory 82\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 82\u003c\/p\u003e \u003cp\u003eOverview of Long-Term Memory 83\u003c\/p\u003e \u003cp\u003eEncoding in Long-Term Memory 83\u003c\/p\u003e \u003cp\u003eLevels of Processing 84\u003c\/p\u003e \u003cp\u003eLevels of Processing and Memory for General Material 84\u003c\/p\u003e \u003cp\u003eLevels of Processing and the Self-Reference Effect 85\u003c\/p\u003e \u003cp\u003eEncoding-Specificity Principle 86\u003c\/p\u003e \u003cp\u003eResearch on Encoding Specificity 86\u003c\/p\u003e \u003cp\u003eLevels of Processing and Encoding Specificity 87\u003c\/p\u003e \u003cp\u003eEmotions Mood and Memory 88\u003c\/p\u003e \u003cp\u003eRetrieval in Long-Term Memory 90\u003c\/p\u003e \u003cp\u003eExplicit Versus Implicit Memory Tasks 90\u003c\/p\u003e \u003cp\u003eAnxiety Disorders and Explicit and Implicit Memory Tasks 92\u003c\/p\u003e \u003cp\u003eIndividuals with Amnesia 92\u003c\/p\u003e \u003cp\u003eExpertise 93\u003c\/p\u003e \u003cp\u003eThe Context-Specific Nature of Expertise 94\u003c\/p\u003e \u003cp\u003eHow Do Experts and Novices Differ? 94\u003c\/p\u003e \u003cp\u003eAutobiographical Memory 95\u003c\/p\u003e \u003cp\u003eSchemas and Autobiographical Memory 95\u003c\/p\u003e \u003cp\u003eSource Monitoring and Reality Monitoring 96\u003c\/p\u003e \u003cp\u003eFlashbulb Memories 97\u003c\/p\u003e \u003cp\u003eEyewitness Testimony 98\u003c\/p\u003e \u003cp\u003eExample of Inappropriate Eyewitness Testimony 98\u003c\/p\u003e \u003cp\u003eThe Post-Event Misinformation Effect 99\u003c\/p\u003e \u003cp\u003eFactors Affecting the Accuracy of Eyewitness Testimony 100\u003c\/p\u003e \u003cp\u003eThe Relationship Between Memory Confidence and Memory Accuracy 101\u003c\/p\u003e \u003cp\u003eThe Recovered-Memory\/False-Memory Controversy 101\u003c\/p\u003e \u003cp\u003eThe Two Contrasting Positions in the Controversy 101\u003c\/p\u003e \u003cp\u003eThe Potential for Memory Errors 102\u003c\/p\u003e \u003cp\u003eArguments for False Memory 102\u003c\/p\u003e \u003cp\u003eArguments for Recovered Memory 103\u003c\/p\u003e \u003cp\u003eBoth Perspectives Are At Least Partially Correct 103\u003c\/p\u003e \u003cp\u003eSection Summary Points 104\u003c\/p\u003e \u003cp\u003eChapter Review Questions 105\u003c\/p\u003e \u003cp\u003eKeywords 105\u003c\/p\u003e \u003cp\u003eRecommended Readings 105\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Memory Strategies and Metacognition 106\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 106\u003c\/p\u003e \u003cp\u003eAbsentmindedness and Strategies for Avoiding It 106\u003c\/p\u003e \u003cp\u003eMemory Strategies Involving Practice and Mnemonics 108\u003c\/p\u003e \u003cp\u003eMemory Strategies Emphasizing Practice 108\u003c\/p\u003e \u003cp\u003eDistributed-Practice Effect 109\u003c\/p\u003e \u003cp\u003eTesting Effect 109\u003c\/p\u003e \u003cp\u003eTest Anxiety 110\u003c\/p\u003e \u003cp\u003eMnemonics Using Imagery and Organization 111\u003c\/p\u003e \u003cp\u003eImagery 111\u003c\/p\u003e \u003cp\u003eOrganization 112\u003c\/p\u003e \u003cp\u003eImproving Prospective Memory 114\u003c\/p\u003e \u003cp\u003eComparing Prospective and Retrospective Memory 114\u003c\/p\u003e \u003cp\u003eAbsentmindedness and Prospective Memory Failures 115\u003c\/p\u003e \u003cp\u003eSuggestions for Improving Prospective Memory 115\u003c\/p\u003e \u003cp\u003eMetamemory 116\u003c\/p\u003e \u003cp\u003eAccuracy of Metamemory 117\u003c\/p\u003e \u003cp\u003eEstimating the Accuracy for Total Score Versus the Accuracy for\u003c\/p\u003e \u003cp\u003eIndividual Items 117\u003c\/p\u003e \u003cp\u003eEstimating the Score Immediately Versus After a Delay 118\u003c\/p\u003e \u003cp\u003eMetamemory About Factors Affecting Memory Accuracy 118\u003c\/p\u003e \u003cp\u003eMetamemory and the Regulation of Study Strategies 119\u003c\/p\u003e \u003cp\u003eAllocating Time When the Task Is Easy 119\u003c\/p\u003e \u003cp\u003eAllocating Time When the Task Is Difficult 119\u003c\/p\u003e \u003cp\u003eConclusions About the Regulation of Study Strategies 119\u003c\/p\u003e \u003cp\u003eTip-of-the-Tongue and Feeling-of-Knowing Effects 120\u003c\/p\u003e \u003cp\u003eTip-of-the-Tongue Effect 120\u003c\/p\u003e \u003cp\u003eFeeling of Knowing 121\u003c\/p\u003e \u003cp\u003eMetacomprehension 121\u003c\/p\u003e \u003cp\u003eMetacomprehension Accuracy 122\u003c\/p\u003e \u003cp\u003eImproving Metacomprehension 123\u003c\/p\u003e \u003cp\u003eSection Summary Points 124\u003c\/p\u003e \u003cp\u003eChapter Review Questions 124\u003c\/p\u003e \u003cp\u003eKeywords 125\u003c\/p\u003e \u003cp\u003eRecommended Readings 125\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 6.4 125\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Mental Imagery and Cognitive Maps 126\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 126\u003c\/p\u003e \u003cp\u003eClassical Research on Visual Imagery 127\u003c\/p\u003e \u003cp\u003eOverview of Mental Imagery 127\u003c\/p\u003e \u003cp\u003eMental Rotation 128\u003c\/p\u003e \u003cp\u003eSubsequent Behavioral Research on Mental Rotation 130\u003c\/p\u003e \u003cp\u003eThe Imagery Debate 130\u003c\/p\u003e \u003cp\u003eCognitive Neuroscience Research on Visual Mental Imagery Tasks 131\u003c\/p\u003e \u003cp\u003eVisual Imagery and Ambiguous Figures 132\u003c\/p\u003e \u003cp\u003eSummary 134\u003c\/p\u003e \u003cp\u003eFactors That Influence Visual Imagery 134\u003c\/p\u003e \u003cp\u003eDistance and Shape Effects on Visual Imagery 134\u003c\/p\u003e \u003cp\u003eVisual Imagery and Interference 135\u003c\/p\u003e \u003cp\u003eIndividual Differences in Mental Imagery 136\u003c\/p\u003e \u003cp\u003eVerbalizers versus Visualizers 136\u003c\/p\u003e \u003cp\u003eGender Comparisons in Spatial Ability 136\u003c\/p\u003e \u003cp\u003eAuditory Imagery 139\u003c\/p\u003e \u003cp\u003eAuditory Imagery and Pitch 139\u003c\/p\u003e \u003cp\u003eAuditory Imagery and Timbre 140\u003c\/p\u003e \u003cp\u003eCognitive Maps 140\u003c\/p\u003e \u003cp\u003eDistance and Shape Effects on Cognitive Maps 142\u003c\/p\u003e \u003cp\u003eCognitive Maps and Shape 144\u003c\/p\u003e \u003cp\u003eRelative Position Effects on Cognitive Maps 144\u003c\/p\u003e \u003cp\u003eThe Rotation Heuristic 144\u003c\/p\u003e \u003cp\u003eThe Alignment Heuristic 145\u003c\/p\u003e \u003cp\u003eCreating a Cognitive Map 146\u003c\/p\u003e \u003cp\u003eThe Spatial Framework Model 146\u003c\/p\u003e \u003cp\u003eThe Situated Cognition Approach 147\u003c\/p\u003e \u003cp\u003eSection Summary Points 148\u003c\/p\u003e \u003cp\u003eChapter Review Questions 149\u003c\/p\u003e \u003cp\u003eKeywords 149\u003c\/p\u003e \u003cp\u003eRecommended Readings 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 General Knowledge 150\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 150\u003c\/p\u003e \u003cp\u003eBackground and Approaches to Semantic Memory 150\u003c\/p\u003e \u003cp\u003eBackground Information 151\u003c\/p\u003e \u003cp\u003ePrototype Approach 152\u003c\/p\u003e \u003cp\u003eCharacteristics of Prototypes 154\u003c\/p\u003e \u003cp\u003eLevels of Categorization 155\u003c\/p\u003e \u003cp\u003eConclusions About the Prototype Approach 156\u003c\/p\u003e \u003cp\u003eExemplar Approach 156\u003c\/p\u003e \u003cp\u003eComparing the Prototype and Exemplar Approaches 158\u003c\/p\u003e \u003cp\u003eNetwork Models 158\u003c\/p\u003e \u003cp\u003eThe Collins and Loftus Network Model 159\u003c\/p\u003e \u003cp\u003eAnderson’s ACT-R Approach 160\u003c\/p\u003e \u003cp\u003eThe Parallel Distributed Processing Approach 161\u003c\/p\u003e \u003cp\u003eSchemas and Scripts 165\u003c\/p\u003e \u003cp\u003eBackground on Schemas and Scripts 166\u003c\/p\u003e \u003cp\u003eIdentifying the Script in Advance 166\u003c\/p\u003e \u003cp\u003eMemory Selection 167\u003c\/p\u003e \u003cp\u003eBoundary Extension 168\u003c\/p\u003e \u003cp\u003eMemory Abstraction 169\u003c\/p\u003e \u003cp\u003eThe Constructive Approach 169\u003c\/p\u003e \u003cp\u003eThe Pragmatic Approach 171\u003c\/p\u003e \u003cp\u003eThe Current Status of Schemas and Memory Abstraction 172\u003c\/p\u003e \u003cp\u003eMemory Integration 172\u003c\/p\u003e \u003cp\u003eThe Classic Research on Memory Integration 172\u003c\/p\u003e \u003cp\u003eSection Summary Points 173\u003c\/p\u003e \u003cp\u003eChapter Review Questions 173\u003c\/p\u003e \u003cp\u003eKeywords 174\u003c\/p\u003e \u003cp\u003eRecommended Readings 174\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 8.8 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Language I: Introduction to Language and Language Comprehension 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 175\u003c\/p\u003e \u003cp\u003eOverview of Psycholinguistics 176\u003c\/p\u003e \u003cp\u003eBackground on Language 176\u003c\/p\u003e \u003cp\u003eBasic Facts About Human Language 177\u003c\/p\u003e \u003cp\u003eA Brief History of Psycholinguistics 177\u003c\/p\u003e \u003cp\u003eChomsky’s Approach 178\u003c\/p\u003e \u003cp\u003eReactions to Chomsky’s Theory 178\u003c\/p\u003e \u003cp\u003ePsycholinguistic Theories That Emphasize Meaning 179\u003c\/p\u003e \u003cp\u003eSentence Comprehension 180\u003c\/p\u003e \u003cp\u003eNegation 180\u003c\/p\u003e \u003cp\u003eSyntactic Complexity 180\u003c\/p\u003e \u003cp\u003eLexical and Syntactic Ambiguity 182\u003c\/p\u003e \u003cp\u003eLexical Ambiguity 182\u003c\/p\u003e \u003cp\u003eSyntactic Ambiguity 182\u003c\/p\u003e \u003cp\u003eGood-Enough Processing 184\u003c\/p\u003e \u003cp\u003eBrain and Language 185\u003c\/p\u003e \u003cp\u003eGeneral Considerations 185\u003c\/p\u003e \u003cp\u003eAphasia 185\u003c\/p\u003e \u003cp\u003eRevisiting Broca’s Area 186\u003c\/p\u003e \u003cp\u003eHemispheric Specialization 188\u003c\/p\u003e \u003cp\u003eThe Mirror System 189\u003c\/p\u003e \u003cp\u003eReading 190\u003c\/p\u003e \u003cp\u003eComparing Written and Spoken Language 190\u003c\/p\u003e \u003cp\u003eEye Movements During Reading 191\u003c\/p\u003e \u003cp\u003eReading Words: Theoretical Approaches 192\u003c\/p\u003e \u003cp\u003eThe Direct-Access Route 193\u003c\/p\u003e \u003cp\u003eThe Indirect-Access Route 193\u003c\/p\u003e \u003cp\u003eImplications for Teaching Reading to Children 194\u003c\/p\u003e \u003cp\u003eSection Summary Points 196\u003c\/p\u003e \u003cp\u003eChapter Review Questions 197\u003c\/p\u003e \u003cp\u003eKeywords 197\u003c\/p\u003e \u003cp\u003eRecommended Readings 197\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 9.1 198\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Language II: Language Production and Bilingualism 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 199\u003c\/p\u003e \u003cp\u003eLanguage Production: Speaking 200\u003c\/p\u003e \u003cp\u003eProducing a Word 200\u003c\/p\u003e \u003cp\u003eProducing a Sentence 202\u003c\/p\u003e \u003cp\u003eProducing Discourse 202\u003c\/p\u003e \u003cp\u003eThe Role of Gesture During Communication 203\u003c\/p\u003e \u003cp\u003eLanguage Production: Writing 205\u003c\/p\u003e \u003cp\u003eThe Role of Working Memory in Writing 206\u003c\/p\u003e \u003cp\u003ePlanning a Formal Writing Assignment 207\u003c\/p\u003e \u003cp\u003eSentence Generation During Writing 207\u003c\/p\u003e \u003cp\u003eThe Revision Phase of Writing 208\u003c\/p\u003e \u003cp\u003eBilingualism and Second Language Learning 208\u003c\/p\u003e \u003cp\u003eBackground on Bilingualism 208\u003c\/p\u003e \u003cp\u003eAdvantages (and Minor Disadvantages) of Bilingualism 210\u003c\/p\u003e \u003cp\u003eSecond Language Learning 212\u003c\/p\u003e \u003cp\u003eVocabulary 212\u003c\/p\u003e \u003cp\u003ePhonology 213\u003c\/p\u003e \u003cp\u003eGrammar 213\u003c\/p\u003e \u003cp\u003eSimultaneous Interpreters 214\u003c\/p\u003e \u003cp\u003eSection Summary Points 216\u003c\/p\u003e \u003cp\u003eChapter Review Questions 216\u003c\/p\u003e \u003cp\u003eKeywords 217\u003c\/p\u003e \u003cp\u003eRecommended Readings 217\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Problem Solving and Creativity 218\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 218\u003c\/p\u003e \u003cp\u003eUnderstanding the Problem 219\u003c\/p\u003e \u003cp\u003eMethods of Representing the Problem 220\u003c\/p\u003e \u003cp\u003eSymbols 220\u003c\/p\u003e \u003cp\u003eMatrices 221\u003c\/p\u003e \u003cp\u003eDiagrams 221\u003c\/p\u003e \u003cp\u003eVisual Images 222\u003c\/p\u003e \u003cp\u003ePerspectives on Problem Solving 222\u003c\/p\u003e \u003cp\u003eSituated Cognition 223\u003c\/p\u003e \u003cp\u003eEmbodied Cognition 223\u003c\/p\u003e \u003cp\u003eProblem-Solving Strategies 224\u003c\/p\u003e \u003cp\u003eThe Analogy Approach 224\u003c\/p\u003e \u003cp\u003eThe Means-Ends Heuristic 225\u003c\/p\u003e \u003cp\u003eThe Hill-Climbing Heuristic 226\u003c\/p\u003e \u003cp\u003eFactors That Influence Problem Solving 227\u003c\/p\u003e \u003cp\u003eExpertise 227\u003c\/p\u003e \u003cp\u003eMental Set 228\u003c\/p\u003e \u003cp\u003eFunctional Fixedness 229\u003c\/p\u003e \u003cp\u003eGender Stereotypes and Math Problem Solving 230\u003c\/p\u003e \u003cp\u003eProblem Type: Insight Versus Noninsight Problems 231\u003c\/p\u003e \u003cp\u003eMetacognition During Problem Solving 232\u003c\/p\u003e \u003cp\u003eAdvice About Problem Solving 232\u003c\/p\u003e \u003cp\u003eCreativity 233\u003c\/p\u003e \u003cp\u003eThe Nature of Creativity 233\u003c\/p\u003e \u003cp\u003eMotivation and Creativity 234\u003c\/p\u003e \u003cp\u003eSection Summary Points 236\u003c\/p\u003e \u003cp\u003eChapter Review Questions 236\u003c\/p\u003e \u003cp\u003eKeywords 237\u003c\/p\u003e \u003cp\u003eRecommended Readings 237\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 11.3 237\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 11.5 237\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 11.6B 238\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 11.7A 238\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 11.7B 238\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Deductive Reasoning and Decision Making 239\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 239\u003c\/p\u003e \u003cp\u003eDeductive Reasoning 240\u003c\/p\u003e \u003cp\u003eOverview of Conditional Reasoning 240\u003c\/p\u003e \u003cp\u003eFactors That Cause Difficulty in Reasoning 242\u003c\/p\u003e \u003cp\u003eBiases and Deductive Reasoning 243\u003c\/p\u003e \u003cp\u003eBelief-Bias Effect 243\u003c\/p\u003e \u003cp\u003eConfirmation Bias 244\u003c\/p\u003e \u003cp\u003eHeuristics and Decision Making 245\u003c\/p\u003e \u003cp\u003eRepresentativeness Heuristic 246\u003c\/p\u003e \u003cp\u003eSample Size and Representativeness 247\u003c\/p\u003e \u003cp\u003eBase Rate and Representativeness 247\u003c\/p\u003e \u003cp\u003eThe Conjunction Fallacy and Representativeness 248\u003c\/p\u003e \u003cp\u003eAvailability Heuristic 250\u003c\/p\u003e \u003cp\u003eRecency and Familiarity Effects 250\u003c\/p\u003e \u003cp\u003eThe Recognition Heuristic 251\u003c\/p\u003e \u003cp\u003eAnchoring and Adjustment Heuristic 251\u003c\/p\u003e \u003cp\u003eResearch on the Anchoring and Adjustment Heuristic 252\u003c\/p\u003e \u003cp\u003eEstimating Confidence Intervals 253\u003c\/p\u003e \u003cp\u003eCurrent Status of Heuristics and Decision Making 253\u003c\/p\u003e \u003cp\u003eApplications of Decision-Making Research 254\u003c\/p\u003e \u003cp\u003eFraming Effect 254\u003c\/p\u003e \u003cp\u003eThe Wording of a Question and the Framing Effect 255\u003c\/p\u003e \u003cp\u003eOverconfidence About Decisions 256\u003c\/p\u003e \u003cp\u003eGeneral Studies on Overconfidence 256\u003c\/p\u003e \u003cp\u003eOverconfidence About Completing Projects on Time 257\u003c\/p\u003e \u003cp\u003eReasons for Overconfidence 257\u003c\/p\u003e \u003cp\u003eHindsight Bias 258\u003c\/p\u003e \u003cp\u003eExplanations for the Hindsight Bias 258\u003c\/p\u003e \u003cp\u003eDecision-Making Style and Psychological Well-Being 259\u003c\/p\u003e \u003cp\u003eSection Summary Points 260\u003c\/p\u003e \u003cp\u003eChapter Review Questions 261\u003c\/p\u003e \u003cp\u003eKeywords 261\u003c\/p\u003e \u003cp\u003eRecommended Readings 261\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 12.1 262\u003c\/p\u003e \u003cp\u003eAnswer to Demonstration 12.6 262\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Cognitive Development Throughout the Lifespan 263\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eChapter Introduction 263\u003c\/p\u003e \u003cp\u003eThe Lifespan Development of Memory 263\u003c\/p\u003e \u003cp\u003eMemory in Infants 264\u003c\/p\u003e \u003cp\u003eMemory in Children 266\u003c\/p\u003e \u003cp\u003eChildren’s Working Memory 267\u003c\/p\u003e \u003cp\u003eChildren’s Long-Term Memory 267\u003c\/p\u003e \u003cp\u003eChildren’s Memory Strategies 269\u003c\/p\u003e \u003cp\u003eChildren’s Eyewitness Testimony 271\u003c\/p\u003e \u003cp\u003eChildren’s Intellectual Abilities and Eyewitness Testimony 272\u003c\/p\u003e \u003cp\u003eMemory in Older Adults 273\u003c\/p\u003e \u003cp\u003eWorking Memory in Older Adults 273\u003c\/p\u003e \u003cp\u003eLong-Term Memory in Older Adults 274\u003c\/p\u003e \u003cp\u003eExplanations for Age Differences in Memory 275\u003c\/p\u003e \u003cp\u003eThe Lifespan Development of Metamemory 276\u003c\/p\u003e \u003cp\u003eMetamemory in Children 276\u003c\/p\u003e \u003cp\u003eChildren’s Understanding of How Memory Works 276\u003c\/p\u003e \u003cp\u003eChildren’s Awareness That Effort Is Necessary 277\u003c\/p\u003e \u003cp\u003eChildren’s Judgments About Their Memory Performance 277\u003c\/p\u003e \u003cp\u003eChildren’s Metamemory: The Relationship Between Metamemory and Memory Performance 278\u003c\/p\u003e \u003cp\u003eMetamemory in Older Adults 279\u003c\/p\u003e \u003cp\u003eBeliefs About Memory 279\u003c\/p\u003e \u003cp\u003eMemory Monitoring 279\u003c\/p\u003e \u003cp\u003eAwareness of Memory Problems 280\u003c\/p\u003e \u003cp\u003eThe Development of Language 280\u003c\/p\u003e \u003cp\u003eLanguage in Infants 280\u003c\/p\u003e \u003cp\u003eSpeech Perception During Infancy 281\u003c\/p\u003e \u003cp\u003eLanguage Comprehension During Infancy 281\u003c\/p\u003e \u003cp\u003eLanguage Production During Infancy 282\u003c\/p\u003e \u003cp\u003eAdults’ Language to Infants 283\u003c\/p\u003e \u003cp\u003eCan Infants Learn Language from a DVD? 283\u003c\/p\u003e \u003cp\u003eLanguage in Children 284\u003c\/p\u003e \u003cp\u003eWords 284\u003c\/p\u003e \u003cp\u003eMorphology 285\u003c\/p\u003e \u003cp\u003eSyntax 286\u003c\/p\u003e \u003cp\u003eSection Summary Points 286\u003c\/p\u003e \u003cp\u003eChapter Review Questions 287\u003c\/p\u003e \u003cp\u003eKeywords 288\u003c\/p\u003e \u003cp\u003eRecommended Readings 288\u003c\/p\u003e \u003cp\u003eGlossary G-1\u003c\/p\u003e \u003cp\u003eReferences R-1\u003c\/p\u003e \u003cp\u003eIndex I-1\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThomas A. Farmer, Ph.D., \u003c\/b\u003eis currently a Lecturer in the Department of Psychology at California State University, Fullerton. He has 20+ years of research experience in the cognitive sciences, and nearly as many years of experience teaching topics related to cognition and experimental psychology. Dr. Farmer has been responsible for the updating and revision of \u003ci\u003eCognition \u003c\/i\u003esince Dr. Margaret Matlin’s retirement, and thus shares authorship of this 11th edition of the book.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47988941226213,"sku":"NP9781119891710","price":110.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119891710.jpg?v=1761782142","url":"https:\/\/k12savings.com\/products\/cognition-isbn-9781119891710","provider":"K12savings","version":"1.0","type":"link"}