000 29192cam a2206241 i 4500
001 822110
008 170211s20142014nju a b 001 0 eng d
020 _a9781118318690
_q(paperback)
040 _aTR-IsMEF
_beng
_erda
_cTR-IsMEF
041 0 _aeng
049 _aTR-IsMEF
050 0 0 _aBF201
_b.M38 2014
100 1 _aMatlin, Margaret W.,
_eauthor.
245 1 0 _aCognitive psychology /
_cMargaret W. Matlin, SUNY Geneseo.
250 _aEighth edition, International student version.
264 1 _aHoboken, NJ :
_bWiley,
_c[2014]
264 4 _a©2014
300 _axxvi, 610 pages :
_billustrations (black and white, and colour) ;
_c 24 cm
336 _atext
_2rdacontent
337 _aunmediated
_2rdamedia
338 _avolume
_2rdacarrier
504 _aIncludes bibliographical references (pages 512-585) and indexes.
505 0 _aAn introduction to cognitive psychology -- Recognizing visual and auditory stimuli -- Paying attention -- Using working memory -- Using long-term memory -- Using memory strategies and metacognition -- Using mental imagery and cognitive -- Using general knowledge -- Comprehending language -- Producing language -- Using problem solving and creativity -- Using reasoning and decision making -- Developing cognitive abilities.
520 _aMatlin s Cognition demonstrates how cognitive processesare relevant to everyday, real-world experiences, and frequentlyexamines how cognition can be applied to other disciplines such asclinical psychology, social psychology, consumer psychology,education, communication, business, medicine, and law. The8th edition continues to relate cognitive topics toapplications in everyday life. This edition is fully updated withresearch and additional anecdotes. It also includes more researchon neuroscience.
650 0 _aCognitive psychology
_vTextbooks
900 _aMEF Üniversitesi Kütüphane katalog kayıtları RDA standartlarına uygun olarak üretilmektedir / MEF University Library Catalogue Records are Produced Compatible by RDA Rules
910 _aÇağlayan
942 _2lcc
_cBKS
_06
970 1 2 _tChapter 1 An introduction to cognitive psychology,
_p1.
970 1 2 _tIntroducing cognitive psychology,
_p2.
970 1 2 _tA brief history of cognitive psychology,
_p4.
970 1 2 _tThe origin of cognitive psychology,
_p4.
970 1 1 _tWilhelm Wundt,
_p4.
970 1 1 _tEarly memory researchers,
_p5.
970 1 1 _tWilliam James,
_p5.
970 1 1 _tBehaviorism,
_p6.
970 1 1 _tThe gestalt approach,
_p7.
970 1 1 _tFrederic Bartlett,
_p7.
970 1 2 _tThe emergence of modern cognitive psychology,
_p8.
970 1 1 _tFactors contributing to the rise of cognitive psychology,
_p8.
970 1 1 _tThe information-processing approach,
_p9.
970 1 2 _tThe current status of cognitive psychology,
_p11.
970 1 2 _tCognitive neuroscience techniques,
_p13.
970 1 1 _tBrain lesions,
_p14.
970 1 1 _tPositron emission tomography (PET Scan),
_p14.
970 1 1 _tFunctional magnetic resonance imaging,
_p15.
970 1 1 _tEvent-related potential technique,
_p16.
970 1 2 _tAdditional areas that contribute to cognitive psychology,
_p17.
970 1 2 _tArtificial intelligence,
_p17.
970 1 1 _tThe computer metaphor,
_p18.
970 1 1 _tPure artificial intelligence,
_p19.
970 1 1 _tComputer simulation,
_p19.
970 1 1 _tThe connectionist approach,
_p20.
970 1 2 _tCognitive science,
_p21.
970 1 2 _tAn overview of your textbook,
_p22.
970 1 2 _tPreview of the chapters,
_p22.
970 1 2 _tThemes in the book,
_p24.
970 1 1 _tTheme 1: The cognitive processes are active, rather than passive,
_p24.
970 1 1 _tTheme 2: The cognitive processes are remarkably efficient and accurate,
_p24.
970 1 1 _tTheme 3: The cognitive processes handle positive information better than negative information,
_p25.
970 1 1 _tTheme 4: The cognitive processes are interrelated with one another; they do not operate in isolation,
_p25.
970 1 1 _tTheme 5: Many cognitive processes rely on both bottom-up and top-down processing,
_p26.
970 1 2 _tHow to use your book effectively,
_p26.
970 0 1 _aChapter outline,
_p26.
970 0 1 _aChapter preview,
_p26.
970 1 1 _tOpening paragraph,
_p26.
970 1 1 _tDemonstrations,
_p26.
970 1 1 _tIndividual differences feature,
_p27.
970 0 1 _aApplications,
_p28.
970 0 1 _aKeywords,
_p28.
970 1 1 _tIn-depth feature,
_p29.
970 0 1 _aSection summaries,
_p29.
970 0 1 _aEnd-of-chapter review questions,
_p29.
970 0 1 _aKeywords list,
_p29.
970 0 1 _aRecommended readings,
_p29.
970 0 1 _aGlossary,
_p29.
970 0 1 _aChapter review questions,
_p29.
970 0 1 _aKeywords,
_p31.
970 0 1 _aRecommended readings,
_p31.
970 1 2 _tChapter 2 Recognizing visual and auditory stimuli,
_p33.
970 0 1 _aChapter information,
_p34.
970 1 2 _tBackground on visual object recognition,
_p36.
970 1 2 _tThe visual system,
_p36.
970 1 2 _tOrganization in visual perception,
_p37.
970 1 2 _tTheories of visual object recognition,
_p40.
970 1 1 _tFeature-analysis theory,
_p41.
970 1 1 _tThe recognition-by-components theory,
_p44.
970 1 2 _tTop-down processing and visual object recognition,
_p46.
970 1 2 _tThe distinction between bottom-up processing and top-down processing,
_p46.
970 1 2 _tTop-down processing and reading,
_p48.
970 1 2 _tIn-depth: overactive top-down processing and "smart mistakes" in object recognition,
_p50.
970 1 1 _tChange blindness,
_p51.
970 1 1 _tInattentional blindness,
_p52.
970 1 1 _tReconciling "smart mistakes" in object recognition,
_p52.
970 1 2 _tFace perception,
_p54.
970 1 2 _tRecognizing faces versus recognizing other objects,
_p54.
970 1 2 _tNeuroscience research on face recognition,
_p55.
970 1 2 _tApplied research on face recognition,
_p55.
970 1 2 _tIndividual differences: face identification in people with schizophrenia,
_p57.
970 1 2 _tSpeech perception,
_p59.
970 1 2 _tCharacteristics of speech perception,
_p60.
970 1 1 _tWorld boundaries,
_p60.
970 1 1 _tVariability in phoneme pronunciation,
_p60.
970 1 1 _tContext and speech perception,
_p61.
970 1 1 _tVisual cues as an aid to speech perception,
_p62.
970 1 2 _tTheories of speech perception,
_p63.
970 1 1 _tThe special mechanism approach,
_p63.
970 1 1 _tThe general mechanism approaches,
_p64.
970 0 1 _aChapter review questions,
_p65.
970 0 1 _aKeywords,
_p67.
970 0 1 _aRecommended readings,
_p67.
970 1 2 _tChapter 3 Paying attention,
_p69.
970 0 1 _aChapter introduction,
_p70.
970 1 2 _tSeveral kinds of attention processes,
_p72.
970 1 1 _tDivided attention,
_p72.
970 1 1 _tDichotic listening,
_p74.
970 1 1 _tThe stroop effect,
_p75.
970 1 1 _tIndividual differences: eating disorders and the stroop effect,
_p77.
970 1 1 _tVisual search,
_p77.
970 1 1 _tIn depth: saccadic eye movements during reading,
_p80.
970 1 2 _tExplanations for attention,
_p83.
970 1 2 _tNeuroscience research on attention,
_p83.
970 1 1 _tThe orienting attention network,
_p83.
970 1 1 _tThe executive attention network,
_p85.
970 1 2 _tTheories of attention,
_p86.
970 1 1 _tEarly theories of attention,
_p86.
970 1 1 _tFeature-integration theory,
_p86.
970 1 2 _tConsciousness,
_p90.
970 1 2 _tThought suppression,
_p92.
970 1 2 _tBlindsight,
_p93.
970 0 1 _aChapter review questions,
_p95.
970 0 1 _aKeywords,
_p96.
970 0 1 _aRecommended readings,
_p96.
970 1 2 _tChapter 4 Using working memory,
_p97.
970 0 1 _aChapter introduction,
_p98.
970 1 2 _tThe classic research on working memory (Short-term memory),
_p100.
970 1 2 _tGeorge Miller's "magical number seven",
_p101.
970 1 2 _tOther early research on the capacity of short-term memory,
_p101.
970 1 1 _tThe Brown/Peterson&Peterson technique,
_p102.
970 1 1 _tThe recency effect,
_p103.
970 1 1 _tSemantic similarity of the items in short-term memory,
_p104.
970 1 2 _tAtkinson and Shiffin's model,
_p106.
970 1 2 _tThe working-memory approach,
_p107.
970 1 2 _tEvidence for components with independent capacities,
_p109.
970 1 2 _tIn depth: phonological loop,
_p110.
970 1 1 _tResearch on acoustic confusions,
_p110.
970 1 1 _tOther uses for the phonological loop,
_p111.
970 1 1 _tNeuroscience research on the phonological loop,
_p111.
970 1 2 _tVisuospatial sketchpad,
_p113.
970 1 1 _tResearch on the visuospatial sketchpad,
_p114.
970 1 1 _tOther uses for the visuospatial sketchpad,
_p114.
970 1 1 _tNeuroscience research on the visuospatial sketchpad,
_p114.
970 1 2 _tCentral executive,
_p115.
970 1 1 _tCharacteristics of the central executive,
_p115.
970 1 1 _tThe central executive and daydreaming,
_p116.
970 1 1 _tNeuroscience research on the central executive,
_p117.
970 1 2 _tEpisodic buffer,
_p117.
970 1 2 _tWorking memory and academic performance,
_p118.
970 1 2 _tIndividual differences: major depression and working memory,
_p119.
970 0 1 _aChapter review questions,
_p121.
970 0 1 _aKeywords,
_p122.
970 0 1 _aRecommended readings,
_p123.
970 1 2 _tChapter 5 Using long-term memory,
_p125.
970 0 1 _aChapter introduction,
_p126.
970 1 2 _tEncoding in long-term memory,
_p128.
970 1 2 _tLevels of processing,
_p129.
970 1 1 _tLevels of processing and memory for general material,
_p129.
970 1 1 _tLevels of processing and the self-reference effect,
_p130.
970 1 2 _tThe effects of context: the encoding-specificity principle,
_p133.
970 1 1 _tResearch on encoding specificity,
_p133.
970 1 1 _tLevels of processing and encoding specificity,
_p135.
970 1 2 _tIn depth: emotions, mood, and memory,
_p137.
970 1 1 _tMemory for items differing in emotion,
_p137.
970 1 1 _tMood congruence,
_p140.
970 1 2 _tRetrieval in long-term memory,
_p142.
970 1 2 _tExplicit versus implicit memory tasks,
_p143.
970 1 1 _tDefinitions and examples,
_p143.
970 1 1 _tRepresentative research,
_p144.
970 1 2 _tIndividual differences: anxiety disorders and performance on explicit and implicit memory tasks,
_p145.
970 1 2 _tIndividuals with amnesia,
_p146.
970 1 2 _tExpertise,
_p147.
970 1 1 _tThe context-specific nature of expertise,
_p147.
970 1 1 _tHow do experts and novices differ?,
_p148.
970 1 1 _tOwn-ethnicity bias,
_p149.
970 1 2 _tAutobiographical memory,
_p151.
970 1 2 _tSchemas and autobiographical memory,
_p152.
970 1 2 _tSource monitoring and reality monitoring,
_p153.
970 1 2 _tFlashbulb memories,
_p155.
970 1 2 _tEyewitness testimony,
_p157.
970 1 1 _tExample of inappropriate eyewitness testimony,
_p158.
970 1 1 _tThe post-event misinformation effect,
_p158.
970 1 1 _tFactors affecting the accuracy of eyewitness testimony,
_p159.
970 1 1 _tThe relationship between memory confidence and memory accuracy,
_p162.
970 1 2 _tThe recovered-memory/false-memory controversy,
_p162.
970 1 1 _tThe two contrasting positions in the controversy,
_p163.
970 1 1 _tThe potential for memory errors,
_p163.
970 1 1 _tArguments for false memory,
_p164.
970 1 1 _tArguments for recovered memory,
_p164.
970 1 1 _tBoth perspectives are at least partially correct,
_p165.
970 0 1 _aChapter review questions,
_p166.
970 0 1 _aKeywords,
_p168.
970 0 1 _aRecommended readings,
_p168.
970 1 2 _tChapter 6 Using memory strategies and metacognition,
_p169.
970 0 1 _aChapter introduction,
_p170.
970 1 2 _tMemory strategies,
_p171.
970 1 2 _tSuggestions from previous chapters: a review,
_p172.
970 1 1 _tLevels of processing,
_p172.
970 1 1 _tEncoding specificity,
_p174.
970 1 1 _tAvoiding overconfidence,
_p176.
970 1 2 _tStrategies emphasizing practice,
_p176.
970 1 1 _tThe total-time hypothesis,
_p176.
970 1 1 _tThe retrieval-practice effect,
_p176.
970 1 1 _tThe distributed-practice effect,
_p176.
970 1 1 _tThe testing effect,
_p177.
970 1 2 _tMnemonies using imagery,
_p178.
970 1 2 _tMnemonies using organization,
_p180.
970 1 1 _tChunking,
_p181.
970 1 1 _tHierarchy technique,
_p181.
970 1 1 _tFirst-letter technique,
_p182.
970 1 1 _tNarrative technique,
_p182.
970 1 1 _tIn depth: prospective memory,
_p183.
970 1 1 _tComparing prospective and retrospective memory,
_p184.
970 1 1 _tAbsentmindedness and prospective-memory failures,
_p184.
970 1 1 _tSuggestions for improving prospective memory,
_p185.
970 1 2 _tMetacognition,
_p188.
970 1 2 _tFactors that influence people's metamemory accuracy,
_p189.
970 1 1 _tMetamemory: estimating the accuracy for total score versus the accuracy for individual items,
_p190.
970 1 1 _tMetamemory: estimating the score immediately versus after a delay,
_p191.
970 1 1 _tMetamemory: estimating the scores on essay questions versus multiple-choice questions,
_p192.
970 1 2 _tMetememory about factors affecting memory accuracy,
_p192.
970 1 2 _tMetamemory and the regulation of study strategies,
_p194.
970 1 1 _tAllocating time when the task is easy,
_p194.
970 1 1 _tAllocating time when the task is difficult,
_p195.
970 1 1 _tConclusions about the regulation of study strategies,
_p195.
970 1 2 _tMetamemory and the likelihood of remembering a specific target,
_p196.
970 1 1 _tTip-of-the-tongue effect,
_p196.
970 1 1 _tFeeling of knowing,
_p198.
970 1 2 _tMetacomprehension,
_p199.
970 1 1 _tMetacomprehension accuracy,
_p199.
970 1 1 _tImproving metacomprehension,
_p200.
970 1 2 _tIndividual differences: metacognitive skills and critical thinking,
_p202.
970 0 1 _aChapter review questions,
_p204.
970 0 1 _aKeywords,
_p205.
970 0 1 _aRecommended readings,
_p206.
970 1 2 _tChapter 7 Using mental imagery and cognitive maps,
_p207.
970 0 1 _aChapter information,
_p208.
970 1 2 _tThe characteristics of visual imagery,
_p210.
970 1 2 _tIn depth: visual imagery and rotation,
_p213.
970 1 1 _tShepard and Metzler's research,
_p213.
970 1 1 _tSubsequent research on mental rotation,
_p214.
970 1 1 _tCognitive neuroscience research on mental rotation tasks,
_p216.
970 1 2 _tVisual imagery and distance,
_p217.
970 1 2 _tVisual imagery and shape,
_p218.
970 1 2 _tVisual imagery and interference,
_p219.
970 1 2 _tVisual imagery and ambiguous figures,
_p220.
970 1 2 _tVisual imagery and other vision-like processes,
_p223.
970 1 2 _tExplanations for visual imagery,
_p224.
970 1 1 _tThe imagery debate,
_p224.
970 1 1 _tNeuroscience research comparing visual imagery and visual perception,
_p224.
970 1 2 _tIndividual differences: gender comparisons in spatial ability,
_p225.
970 1 2 _tThe characteristics of auditory imagery,
_p228.
970 1 2 _tAuditory imagery and pitch,
_p229.
970 1 2 _tAuditory imagery and timbre,
_p229.
970 1 2 _tCognitive maps,
_p230.
970 1 2 _tBackground information about cognitive maps,
_p231.
970 1 2 _tCognitive maps and distance,
_p233.
970 1 1 _tDistance estimates and number of intervening cities,
_p234.
970 1 1 _tDistance estimates and category membership,
_p234.
970 1 1 _tDistance estimates and landmarks,
_p236.
970 1 2 _tCognitive maps and shape,
_p236.
970 1 1 _tAngles,
_p236.
970 1 1 _tCurves,
_p237.
970 1 2 _tCognitive maps and relative position,
_p237.
970 1 1 _tThe rotation heuristic,
_p237.
970 1 1 _tThe alignment heuristic,
_p238.
970 1 2 _tCreating a cognitive map,
_p240.
970 1 1 _tFranklin and Tversky's research,
_p240.
970 1 1 _tThe spatial framework model,
_p241.
970 1 2 _tThe situated cognition approach,
_p242.
970 0 1 _aChapter review questions,
_p244.
970 0 1 _aKeywords,
_p245.
970 0 1 _aRecommended readings,
_p245.
970 1 2 _tChapter 8 Using general knowledge,
_p247.
970 0 1 _aChapter information,
_p248.
970 1 2 _tThe structure of semantic memory,
_p250.
970 1 2 _tBackground on semantic memory,
_p251.
970 1 2 _tIn depth: the prototype approach and semantic memory,
_p252.
970 1 1 _tCharacteristics of prototypes,
_p255.
970 1 1 _tLevels of categorization,
_p256.
970 1 1 _tApplying the prototype approach to social relationships,
_p258.
970 1 1 _tConclusions about the prototype approach,
_p260.
970 1 2 _tThe exemplar approach and semantic memory,
_p260.
970 1 1 _tA representative study on the exemplar approach,
_p261.
970 1 1 _tComparing the exemplar approach with the prototype approach,
_p262.
970 1 2 _tNetwork models and semantic memory,
_p263.
970 1 1 _tAnderson's ACT-R approach,
_p264.
970 1 1 _tThe parallel distributed processing approach,
_p266.
970 1 2 _tSchemas and scripts,
_p272.
970 1 2 _tBackground on schemas and scripts,
_p273.
970 1 1 _tHow schemas relate to the themes of this book,
_p273.
970 1 1 _tSchemas throughout psychology,
_p274.
970 1 1 _tSchemas and scripts,
_p274.
970 1 1 _tIdentifying the scripts in advance,
_p275.
970 1 2 _tSchemas and memory selection,
_p276.
970 1 2 _tSchemas and boundary extension,
_p281.
970 1 2 _tSchemas and memory abstraction,
_p282.
970 1 1 _tThe constructive approach,
_p282.
970 1 1 _tThe pragmatic approach,
_p283.
970 1 1 _tThe current status of schemas and memory abstraction,
_p284.
970 1 2 _tSchemas and memory integration,
_p285.
970 1 1 _tThe classic research on memory integration,
_p285.
970 1 1 _tResearch about memory integration based on gender stereotypes,
_p286.
970 1 2 _tIndividual differences: country of residence and gender stereotypes,
_p289.
970 1 2 _tConclusions about schemas,
_p290.
970 0 1 _aChapter review questions,
_p291.
970 0 1 _aKeywords,
_p293.
970 0 1 _aRecommended readings,
_p293.
970 1 2 _tChapter 9 Comprehending language,
_p295.
970 0 1 _aChapter introduction,
_p296.
970 1 2 _tThe nature of language,
_p298.
970 1 2 _tA caution: psycholinguistics is English-centered,
_p299.
970 1 1 _tChomsky's approach,
_p300.
970 1 1 _tReactions to Chomsky's theory,
_p302.
970 1 1 _tPsycholinguistic theories that emphasize meaning,
_p302.
970 1 2 _tFactors affecting comprehension,
_p304.
970 1 1 _tNegatives,
_p304.
970 1 1 _tThe passive voice,
_p304.
970 1 1 _tComplex syntax,
_p305.
970 1 1 _tAmbiguity,
_p305.
970 1 2 _tThe "good-enough" approach to language comprehension,
_p307.
970 1 2 _tIn depth: neurolinguistics,
_p308.
970 1 1 _tIndividuals with Aphasia,
_p308.
970 1 1 _tHemispheric specialization,
_p310.
970 1 1 _tNeuroimaging research in adults without aphasia,
_p311.
970 1 1 _tHow the mirror system can facilitate communication,
_p314.
970 1 2 _tBasic reading processes,
_p316.
970 1 2 _tComparing written and spoken language,
_p317.
970 1 2 _tReading words: theoretical approaches,
_p318.
970 1 1 _tThe direct-access route,
_p319.
970 1 1 _tThe indirect-access route,
_p319.
970 1 2 _tImplications for teaching reading to children,
_p321.
970 1 2 _tUnderstanding discourse,
_p323.
970 1 2 _tForming an integrated representation of the text,
_p324.
970 1 2 _tDrawing inferences during reading,
_p325.
970 1 1 _tThe constructionist view of inferences,
_p326.
970 1 1 _tFactors that encourage inferences,
_p327.
970 1 1 _tHigher-level inferences,
_p328.
970 1 2 _tTeaching metacomprehension skills,
_p328.
970 1 2 _tIndividual differences: distracting speech and reading comprehension,
_p329.
970 1 2 _tLanguage comprehension and latent semantic analysis,
_p330.
970 0 1 _aChapter review questions,
_p331.
970 0 1 _aKeywords,
_p332.
970 0 1 _aRecommended readings,
_p333.
970 1 2 _tChapter 10 Producing laguage,
_p335.
970 0 1 _aChapter introduction,
_p336.
970 1 2 _tSpeaking,
_p337.
970 1 2 _tProducing a word,
_p337.
970 1 2 _tSpeech errors,
_p338.
970 1 1 _tTypes of slip-of-the-tongue errors,
_p338.
970 1 1 _tExplanations for speech errors,
_p339.
970 1 2 _tUsing gestures: embodied cognition,
_p340.
970 1 2 _tProducing a sentence,
_p342.
970 1 2 _tProducing discourse,
_p343.
970 1 2 _tIn depth: the social context of language production,
_p344.
970 1 1 _tCommon ground,
_p344.
970 1 1 _tDirectives,
_p346.
970 1 1 _tFraming,
_p348.
970 1 2 _tWriting,
_p349.
970 1 2 _tThe cognitive components of writing,
_p350.
970 1 1 _tWorking memory,
_p350.
970 1 1 _tLong-term memory,
_p351.
970 1 2 _tPlanning a formal writing assignment,
_p351.
970 1 2 _tSentence generation during writing,
_p352.
970 1 2 _tThe revision phase of writing,
_p353.
970 1 2 _tBilingualism and second-language acquisition,
_p354.
970 1 2 _tBackground on bilingualism,
_p355.
970 1 2 _tThe social context of bilingualism,
_p356.
970 1 2 _tAdvantages (and minor disadvantages) of bilingualism,
_p357.
970 1 2 _tSecond-language proficiency as a function of age of acquisition,
_p359.
970 1 1 _tVocabulary,
_p360.
970 1 1 _tPhonology,
_p360.
970 1 1 _tGrammar,
_p360.
970 1 2 _tIndividual differences: cognitive factors that predict second-language acquisition,
_p362.
970 1 2 _tSimultaneous interpreters and working memory,
_p363.
970 0 1 _aChapter review questions,
_p366.
970 0 1 _aKeywords,
_p367.
970 0 1 _aRecommended readings,
_p368.
970 1 2 _tChapter 11 Using problem solving and creativity,
_p369.
970 0 1 _aChapter introduction,
_p370.
970 1 2 _tUnderstanding the problem,
_p372.
970 1 2 _tPaying attention to important information,
_p373.
970 1 2 _tMethods of representing the problem,
_p374.
970 1 1 _tSymbols,
_p374.
970 1 1 _tMatrices,
_p375.
970 1 1 _tDiagrams,
_p376.
970 1 1 _tVisual images,
_p378.
970 1 2 _tSituated cognition, embodied cognition, and problem solving,
_p378.
970 1 1 _tSituated cognition,
_p378.
970 1 1 _tEmbodied cognition,
_p379.
970 1 2 _tProblem-solving strategies,
_p380.
970 1 2 _tThe analogy approach,
_p381.
970 1 1 _tThe structure of the analogy approach,
_p382.
970 1 1 _tFactors that encourage appropriate use of analogies,
_p383.
970 1 2 _tThe means-ends heuristic,
_p383.
970 1 1 _tResearch on the means-ends heuristic,
_p384.
970 1 1 _tComputer simulation,
_p384.
970 1 2 _tThe hill-climbing heuristic,
_p385.
970 1 2 _tIndividual differences: cross-national comparisons in problem-solving strategies,
_p386.
970 1 2 _tFactors that influence problem solving,
_p387.
970 1 2 _tExpertise,
_p388.
970 1 1 _tKnowledge base,
_p388.
970 1 1 _tMemory,
_p388.
970 1 1 _tProblem-solving strategies,
_p389.
970 1 1 _tSpeed and accuracy,
_p390.
970 1 1 _tMetacognitive skills,
_p390.
970 1 2 _tMental set,
_p390.
970 1 2 _tFunctional fixedness,
_p391.
970 1 2 _tIn depth: gender stereotypes and math problem solving,
_p392.
970 1 1 _tThe nature of stereotype theat,
_p393.
970 1 1 _tResearch with Asian American females,
_p393.
970 1 1 _tResearch with European American females,
_p394.
970 1 1 _tPotential explanations,
_p394.
970 1 2 _tInsight versus noninsight problems,
_p396.
970 1 1 _tThe nature of insight,
_p397.
970 1 1 _tMetacognition during problem solving,
_p397.
970 1 1 _tAdvice about problem solving,
_p399.
970 1 2 _tCreativity,
_p399.
970 1 1 _tGuilford's classic approach to creativity,
_p401.
970 1 1 _tThe nature of creativity,
_p401.
970 1 1 _tThe relationship between extrinsic motivation and creativity,
_p402.
970 0 1 _aChapter review questions,
_p403.
970 0 1 _aKeywords,
_p404.
970 0 1 _aRecommended readings,
_p405.
970 1 2 _tChapter 12 Using reasoning and decision making,
_p407.
970 0 1 _aChapter introduction,
_p408.
970 1 2 _tDeductive reasoning,
_p410.
970 1 2 _tAn overview of conditional reasoning,
_p411.
970 1 2 _tDifficulties with linguistically negative information,
_p414.
970 1 2 _tDifficulties with abstract reasoning problems,
_p414.
970 1 2 _tThe belief-bias effect,
_p415.
970 1 2 _tThe confirmation bias,
_p416.
970 1 1 _tThe standard wason selection task,
_p417.
970 1 1 _tConcrete versions of the wason selection task,
_p417.
970 1 1 _tApplications in medicine,
_p418.
970 1 1 _tFurther perspectives,
_p418.
970 1 2 _tDecision making,
_p419.
970 1 2 _tThe representativeness heuristic,
_p421.
970 1 1 _tSample size and representativeness,
_p422.
970 1 1 _tBase rate and representativeness,
_p423.
970 1 1 _tThe conjuction fallacy and representativeness,
_p425.
970 1 2 _tIndividual differences: the conjuction fallacy and paranormal beliefs,
_p426.
970 1 2 _tThe availability heuristic,
_p428.
970 1 1 _tRecency and availability,
_p429.
970 1 1 _tFamiliarity and availability,
_p430.
970 1 1 _tThe recognition heuristic,
_p430.
970 1 1 _tIllusory correlation and availability,
_p431.
970 1 2 _tThe anchoring and adjustment heuristic,
_p433.
970 1 1 _tResearch on the anchoring and adjustment heuristic,
_p435.
970 1 1 _tEstimating confidence intervals,
_p435.
970 1 2 _tThe framing effect,
_p437.
970 1 1 _tBackground information and the framing effect,
_p438.
970 1 1 _tThe wording of a question and the framing effect,
_p439.
970 1 2 _tIn depth: overconfidence about decisions,
_p440.
970 1 1 _tGeneral studies on overconfidence,
_p441.
970 1 1 _tOverconfidence in political decision making,
_p441.
970 1 1 _tOverconfidence about completing projects on time,
_p442.
970 1 1 _tReasons for overconfidence,
_p443.
970 1 2 _tThe hindsight bias,
_p444.
970 1 1 _tResearch about the hindsight bias,
_p445.
970 1 1 _tExplanations for the hindsight bias,
_p445.
970 1 2 _tCurrent status of heuristics and decision making,
_p446.
970 0 1 _aChapter review questions,
_p448.
970 0 1 _aKeywords,
_p449.
970 0 1 _aRecommended readings,
_p449.
970 1 2 _tChapter 13 Developing cognitive abilities,
_p451.
970 0 1 _aChapter introduction,
_p452.
970 1 2 _tThe lifespan development of memory,
_p454.
970 1 2 _tMemory in infants,
_p454.
970 1 1 _tRecognizing mother,
_p455.
970 1 1 _tConjugate reinforcement,
_p455.
970 1 2 _tMemory in children,
_p459.
970 1 1 _tChildren's working memory,
_p459.
970 1 1 _tChildren's long-term memory,
_p459.
970 1 1 _tChildren's memory strategies,
_p463.
970 1 1 _tChildren's eyewitness testimony,
_p464.
970 1 2 _tIndividual differences: children's intellectual abilities and eyewitness testimony,
_p466.
970 1 2 _tIn depth: memory in elderly people,
_p468.
970 1 1 _tWorking memory in elderly people,
_p469.
970 1 1 _tExplanations for age differences in memory,
_p472.
970 1 2 _tThe lifespan development of metamemory,
_p475.
970 1 2 _tMetamemory in children,
_p475.
970 1 1 _tChildren's understanding of how memory words,
_p475.
970 1 1 _tChildren's awareness that effort is necessary,
_p476.
970 1 1 _tChildren's judgment about their memory performance,
_p477.
970 1 1 _tChildren's metamemory: the relationship between metamemory and memory performance,
_p478.
970 1 2 _tMetamemory in elderly people,
_p479.
970 1 1 _tBeliefs about memory,
_p479.
970 1 1 _tMemory monitoring,
_p479.
970 1 1 _tAwareness of memory problems,
_p480.
970 1 2 _tDevelopment of language,
_p481.
970 1 2 _tLanguage in infants,
_p482.
970 1 1 _tSpeech perception during infancy,
_p482.
970 1 1 _tLanguage comprehension during infancy,
_p483.
970 1 1 _tLanguage production during infancy,
_p485.
970 1 1 _tAdults' language to infants,
_p485.
970 1 1 _tCan infants learn language from a DVD?,
_p486.
970 1 2 _tLanguage in children,
_p487.
970 1 1 _tWords,
_p488.
970 1 1 _tMorphology,
_p489.
970 1 1 _tSyntax,
_p489.
970 1 1 _tPragmatics,
_p490.
970 0 1 _aChapter review questions,
_p492.
970 0 1 _aOne last task,
_p493.
970 0 1 _aKeywords,
_p493.
970 0 1 _aRecommended readings,
_p494.
970 0 1 _aGlossary,
_p495.
970 0 1 _aReferences,
_p512.
970 0 1 _aName index,
_p586.
970 0 1 _aSubject index,
_p598.
999 _c1245
_d1245
003 KOHA