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• Preface.
• 1. Approaches to Human Cognition.
• Part 1. Visual Perception and Attention.
• 2. Basic Processes in Visual Cognition.
• 3. Object and Face Recognition.
• 4. Perception, Motion and Action.
• 5. Attention and Performance.
• Part 2. Memory.
• 6. Learning, Memory and Forgetting.
• 7. Long-Term Memory Systems.
• 8. Everyday Memory.
• Part 3. Language.
• 9. Reading and Speech Perception.
• 10. Language Comprehension.
• 11. Language Production. Part 4.: Thinking and Reasoning.
• 12. Problem Solving and Expertise.
• 13. Judgement and Decision Making.
• 14. Inductive and Deductive Reasoning.
• Part 5. Broadening Horizons.
• 15. Cognition and Emotion.
• 16. Consciousness. Glossary. References.
• (source: Nielsen Book Data)

Previous editions have established this best-selling student handbook as THE cognitive psychology textbook of choice, both for its academic rigour and its accessibility. This sixth edition continues this tradition. It has been substantially updated and revised to reflect new developments in the field (especially within cognitive neuroscience). Traditional approaches are combined with the cutting-edge cognitive neuroscience approach to create a comprehensive, coherent and totally up-to-date overview of all the main fields in cognitive psychology. The major topics covered include perception, attention, memory, concepts, language, problem solving, and reasoning, as well as some applied topics such as everyday memory. New to this edition: Presented in full-colour throughout, with numerous colour illustrations including photographs and brain scans Increased emphasis on cognitive neuroscience, to reflect its growing influence on cognitive psychology A NEW chapter on Cognition and Emotion A WHOLE chapter on Consciousness Increased coverage of applied topics such as recovered memories, medical expertise, informal reasoning, and emotion regulation incorporated throughout the textbook More focus on individual differences in areas including long-term memory, expertise, reasoning, emotion and regulation. The textbook is packed full of useful features that will engage students and aid revision, including key terms, which are new to this edition, chapter summaries, and suggestions for further reading. Written by one of the leading textbook authors in psychology, this thorough and user-friendly textbook will continue to be essential reading for all undergraduate students of psychology. Those taking courses in computer science, education, linguistics, physiology, and medicine will also find it an invaluable resource. This edition is accompanied by a rich array of supplementary materials, which will be made available to qualifying adopters completely free of charge. The online multimedia materials include: A PowerPoint lecture course and multiple-choice question test bank A unique Student Learning Program: an interactive revision program incorporating a range of multimedia resources including interactive exercises and demonstrations, and active reference links to journal articles.
(source: Nielsen Book Data)

• Introduction. Introduction to Visual Perception and Attention. Basic Processes in Visual Perception. Object Recognition. Perception, Motion and Action. Attention and Performance Limitations. Introduction to Memory. Learning and Memory. Long-term Memory Systems. Everyday Memory. Concepts. Introduction to Language. Speech Production and Reading. Language Comprehension. Language Production. Introduction to Thinking. Problem Solving and Expertise. Creativity and Discovery. Judgement and Decision Making. Reasoning and Deduction. Present and Future.
• (source: Nielsen Book Data)

This fifth edition of the bestselling international cognitive psychology textbook has been substantially updated and restructured to reflect new developments in cognitive psychology, and made more student friendly. Established approaches covered in depth include: experimental cognitive psychology; cognitive science with its focus on modelling; cognitive neuropsychology with its focus on cognition following brain damage. Extensive new material in this edition includes: cognitive neuroscience approaches such as brain scanning and imaging studies which illustrate the principles of brain function; new material on consciousness. Throughout, the new material is fully integrated with more traditional approaches to create a comprehensive, coherent and totally current overview of perception, attention, memory, concepts, language, problem solving, judgement and reasoning. A new two-colour design, plus a rich array of supplementary multimedia materials, make this new edition more accessible and entertaining for students. The multimedia materials include: a PowerPoint lecture course and MCQ Test Bank free to qualifying adopters; a unique web-based Student Learning Program. This is an interactive revision program incorporating a rich array of multimedia resources including interactive exercises and demonstrations, and active reference links to journal articles. This will be offered on a subscription basis to departments adopting the text. A free demonstration of a sample chapter is available to potential subscribers at www psypress.co.uk/ek5/.
(source: Nielsen Book Data)

• Theories of Trait Anxiety. A Four-factor Theory of Anxiety. A New Theory of Trait Anxiety. Theoretical Approaches to Clinical Anxiety. Clinical Experimental Evidence. Cognitive-behaviour Therapy.
• (source: Nielsen Book Data)

This text argues that there are three major approaches to anxiety: anxiety as an emotional state; trait anxiety as a dimension of personality; and anxiety as a set of disorders. It then attempts to produce a unified theory of anxiety which integrates these major approaches. According to this unified theory, there are four sources of information which influence the level of experienced anxiety: experimental stimulation; internal physiological activity; internal cognitions, such as worries; and one's own behaviour. More specifically, it is assumed that individual differences in experienced anxiety between those high and low in trait anxiety depend largely on cognitive biases.
(source: Nielsen Book Data)

• Mood disorders and cognition, Colin Macleod-- intelligence and cognition, Robert J. Sternberg and Peter A. French-- development and applications of cognitive neuropsychology, Dr. Christine M. Temple-- development dyslexia, Philip H.K. Seymour-- constraints on the acquisition and representation of knowledge, Frank C. Keil-- face recognition, Vicki Bruce-- social cognition: exploring the mental processes involved in human social interaction, Leonard L. Martin and Leslie F. Clark.
• (source: Nielsen Book Data)

An account of major growth points within contemporary cognitive psychology. Cognitive psychology has attained a dominant place in psychological research in many different parts of the globe. The research carried out for this study was conducted in several different countries.
(source: Nielsen Book Data)

• Introduction: Relations Among Personality, Cognition, and Emotion I. DIFFERENTIAL APPROACHES TO THE STUDY OF COGNITIVE AND AFFECTIVE PROCESSES Anxiety and Cognitive Performance, Michael W. Eysenck The Energetics of Emotional Intelligence, Gerald Matthews andAngela N. Fellner The Impact of Aging on Information Integration in Reasoning and Decision Making, Szymon Wichary, Ewa Domaradzka, and Grzegorz Sedek Building Bridges in Psychology as Exemplified by Creative Intuition, Alina Kola?czyk II. SELF IN SOCIAL BEHAVIOR AND EMOTIONAL EXPRESSION How Emotions Work, Nico H. Frijda Emotions in the Individual Mind, in Relationships, and in Reading Fiction, Keith Oatley Agency and Communion as Basic Dimensions of Social Cognition, Bogdan Wojciszke Emotions and Morality: You Don't Have to Feel Really Bad to be Good, June Price Tangney, Elizabeth Malouf, Jeff Stuewig and Debra Mashek III. EPILOGUE: TOWARD A COMMON PARADIGM Integrating Personality, Cognition, and Emotion: Seeing More Than the Dots, Wiliam Revelle Name Index Subject Index.
• (source: Nielsen Book Data)

Warsaw Lectures in Personality and Social Psychology- Volume 2 These are intellectually exciting times in the fields of personality, cognition, and emotion, with rapid progress being achieved at both theoretical and empirical levels. There are now sufficient findings to provide the basis for integrative theories within these disciplines. In Volume 2 of the series, the editors and contributors examine the interactive influences of personality, cognition, and emotion in order to attain a comprehensive understanding of human behavior. Chapters in Part I focus on the relevance to emotion and cognition of individual differences in trait anxiety, emotional intelligence, aging, agentic traits, and communal traits. By contrast, Part II is concerned with emotions and with the relationships between emotional states and various aspects of individual differences and cognitive processes: What factors determine the nature and intensity of emotional experience? How is an individual's behavior changed as a result of being in a given emotional state? The concluding chapter, with over one hundred references, presents an integration of the research areas discussed in the book and provides an excellent theoretical framework that will prove invaluable for further research and theory. 'After perusing the chapters included in Volume 2 ...I am firmly convinced that researchers and students interested in personality and social psychology will find this book both challenging and exciting. My congratulations to all those who contributed in different ways to this significant work.' From the Foreword by Jan Strelau, Pro-Rector for Research Warsaw School of Social Sciences and Humanities.
(source: Nielsen Book Data)

• Categories of student learning-- thinking and problem solving-- learning as construing-- improving student learning-- on knowing ourselves as learners and researchers. Indexes: author-- subject.
• (source: Nielsen Book Data)

• Contributor list. Kristen Joan Anderson (Colgate University) Martyn Barrett (University of London) Lee Roy Beach (University of Arizona) J. Graham Beaumont (University College of Swansea) Vicki Bruce (University of Nottingham) Peter E. Bryant (University of Oxford) Ruth Byrne (University College Cardiff) Donal E. Carlston (University of Iowa) Charles S. Carver (University of Miami) Michilene Chi (University of Pittsburgh) Sven Ake Christianson ( University of Stockholm) Herbert H. Clark (Stanford University) Gillian Cohen (The Open University) Allan Collins (Northwestern University) Stanley Coren (University of British Columbia) Tom Cox (University of Nottingham) F.I.M. Craik (University of Toronto) C.J. Darwin (University of Sussex) Norman F. Dixon (University College London) Eric Eich (University of British Columbia) J.R. Eiser (University of Exeter) Andrew W. Ellis (University of York) Noel Entwistle (University of Edinburgh) K.A. Ericsson (University of Colorado at Boulder) J.St. B.T. Evans (Polytechnic South West) Michael W. Eysenck (University of London) Ronald A. Finke (Texas A & M University) Carol Fowler (Dartmouth College and Haskins Laboratories) John P. Frisby (University of Sheffield) K.J. Gilhooly (University of Aberdeen) Dedre Gentner (University of Illinois) Robert Glaser (University of Pittsburgh) Robert Goldstone (University of Illinois) Jane Goodman (University of Washington) Daniel Gopher (Technion, Israel Institute of Technology) V.H.Gregg (University of London) Richard J. Haier (University of California) Diane F. Halpern (California State University) Margaret Harris (University of London) Miles Hewstone (University of Bristol) M.J.A. Howe (University of Exeter) G.W. Humphreys (University of Birmingham) G.V. Jones (University of Warwick) Mark T. Keane (University College Cardiff) Ronald T. Kellogg (University of Missouri at Rolla) Beth Kerr (University of Washington) S.M.Kosslyn (Harvard University) Elizabeth Loftus (University of Washington) J.B. Long (University College London) Colin M. MacLeod (University of Toronto) A.S.R. Manstead (University of Manchester) M. Martin (University of Oxford) Richard E. Mayer (University of California, Santa Barbara) David Marks (Middlesex Polytechnic) Peter McLeod (University of Oxford) Douglas L. Medin (University of Illinois) T.R. Miles (University College of North Wales) Peter E. Morris (University of Lancaster) T.O. Nelson (University of Washington) Keith Oatley (University of Glasgow) Donald H. Owings (University of California at Davis) A.U. Paivio (University of Western Ontario) Stephen E. Palmer (University of California at Berkeley A.J. Parkin (University of Sussex) Lawrence M. Parsons (University of Texas at Austin) Patrick Rabbitt (University of Manchester) D.A. Rosenbaum (University of Massachusetts) D.R. Rutter (University of Kent at Canterbury) A.J. Sanford (University of Glasgow) Michael F. Scheier (Carnegie Mellon University) A.M. Slater (University of E... (Part Contents).
• (source: Nielsen Book Data)

This dictionary provides a comprehensive and in-depth account of cognitive psychology in 140 alphabetically arranged entries. Cognitive psychology has continued to gain influence within the subject as a whole and mainstream cognitive psychology has made progress both theoretically and empirically. The cognitive approach is of increasing importance in various other areas of psychology and in applied psychology. Entries, written by specialists in each field, are encyclopedic in style and written at considerable length to cover most of the more important areas to which cognitive psychology has made a major contribution. Subject areas dealt with include decision making, developmental psychology, emotion, intelligence, language, personality and social psychology. The ways in which the cognitive approach has revolutionized applied psychology are also dealt with. Some of the major applied areas which have benefitted from the insights of cognitive psychology are: acquiring expertise, ageing, amnesia, clinical psychology, cognitive science, eye-witness testimony, human factors, neuropsychology, stress and student learning. The work is intended for researchers, lecturers and students of psychology.
(source: Nielsen Book Data)