Cognitive psychology applying the science of the mind third edition

By his math, he has taught cognition to over 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. We're sorry! We don't recognize your username or password. Please try again. The work is protected by local and international copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.

You have successfully signed out and will be required to sign back in should you need to download more resources. This title is out of print. Robinson-Riegler, University of St. Availability This title is out of print. Description 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. Unifying Themes: The book has three main threads that serve as unifying themes for current research in the field of cognition: embodied cognition, metacognition, culture, evolution, and emotion.

New to This Edition. Restructuring of chapters as well as Chapter by Chapter changes which include: Chapter 1: Expanded coverage of Neuroscience Techniques Chapter 2: Expanded coverage of Subliminal processing, global precedence, synethesia and cross-model interaction, embodied perception and authorship processing. New Topic: Affordances Chapter 3: Expanded coverage of visual search, space-based and object-based attention, and change blindness.

Chapter 4: Expanded coverage of role of inhibition in executive control and critique of WM. Chapter 5: Expanded coverage of Expertise view vs. Special Mechanism and Essentialist approach to categorization. Chapter 6: Expanded coverage of Spacing Effect and prospective memory. Chapter 8: Expanded coverage of stress and trauma in eyewitness memory, other race effect, lineup structure, effects of pictures on false memory, and recovered memory debate.

Chapter 9: Expanded coverage of top-down and bottom-up processes in word recognition, child-directed speech, self-monitoring stage of language production, motor theory of speech perception, and auditory theory of speech perception. Chapter Expanded coverage of eye fixations during reading. Dynamic content designed for the way today's students read, think, and learn brings content to life Integrated within the narrative, interactives empower students to engage with concepts and take an active role in learning.

REVEL's unique presentation of media as an intrinsic part of course content brings the hallmark features of Pearson's bestselling titles to life. REVEL's media interactives have been designed to be completed quickly, so students stay focused and on task.

End-of-chapter quizzing affords students opportunities to check their understanding before moving on. Content is available both online and offline, and the app syncs work across all registered devices automatically, giving students great flexibility to toggle between phone, tablet, and laptop as they move through their day.

The app also lets students set assignment notifications to stay on top of all due dates. Self-paced Journaling Prompts throughout the narrative encourage students to express their thoughts without breaking stride in their reading.

Assignable Shared Writing Activities direct students to share written responses with classmates, fostering peer discussion. Highlighting, note taking, and a glossary let students read and study however they like. Educators can add notes for students, too, including reminders or study tips. This clear, detailed schedule helps students stay on task by eliminating any ambiguity as to which material will be covered during each class.

When they understand exactly what is expected of them, students are better motivated to keep up. Actionable information, such as points earned on quizzes and tests and time on task, helps educators intersect with their students in meaningful ways.

For example, the trending column reveals whether students' grades are improving or declining, helping educators to identify students who might need help to stay on track. Flexible, on-demand grade synchronization capabilities allow educators to control exactly which REVEL grades should be transferred to the Blackboard Gradebook.

Expanded and updated coverage of key topics areas ensures an up-to-date learning experience Integrated directly into the text narrative, a video illustrates the phenomenon of change blindness. This depiction of a card trick demonstrates how people fail to notice a difference between successive scenes, helping students to understand change blindness — which can be hard to fathom through static text alone. Coverage of attention and immediate memory includes inattentional blindness, distracted driving, load theory, theories of immediate memory, and applied issues in immediate memory — mind-wandering, enhancing and training executive function.

Coverage of language, problem solving and decision making includes work on parent-child interaction and language learning, active involvement in problem solving, dual processes in problem solving and decision making, reasoning biases, and improvement of decision making. Table of Contents 1. Share a link to All Resources. Instructor Resources.

Discipline Resources. Instructors, you may still place orders with your bookstore. About the Author s. Previous editions. Relevant Courses. 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.

Thomas in St. Paul, Minnesota. He received his PhD. 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 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. Convert currency. Add to Basket. Book Description Condition: new. Seller Inventory think More information about this seller Contact this seller. Book Description Soft cover. Condition: New.