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This course introduces the theories and research in the field of cognitive psychology. It covers conventional cognitive psychology knowledge pertaining to how the mind works. Topics include attention and perception, mental imagery, consciousness, information processing, learning and memory, representation of knowledge, concepts and reasoning, attention, and computational approaches to cognition.
This textbook describes some of the preliminary answers to questions asked by researchers in the main areas of cognitive psychology, including the origins of cognitive psychology and research methods, cognitive neuroscience, visual perceptions, attention and consciousness, memory, the organization of knowledge in the mind, language and language in context, problem solving and creativity, decision making and reasoning. The book contains an overriding theme that unifies all the diverse topics - Human cognition has evolved over time as a means of adapting to our environment, and, through such an ability called intelligence, humans cope in an integrated and adaptive way with the many challenges with which the environment presents to humans.
This book is an introductory text to all the key areas of cognition, including perception, attention, memory, thinking and language. Contents on related clinical disorders, such as agnosia, amnesia, thought disorder and aphasia also helps to provide an insight into the nature of cognition. A chapter covering the effects of emotion on cognitive processes is also presented. This third edition provides a comprehensive overview of current thinking in the field, and features chapter summaries, further reading, and a glossary of key terms, as well as a companion website providing online resources.
This book reviews recent research in the application of cognitive methods, theories, and models. It explores all of the major areas of cognitive psychology, including attention, perception, memory, thinking and decision making, as well as some of the factors that affect cognitive processes, such as drugs and biological cycles. The order in which the chapters are presented reflects the sequential order in which the various aspects of cognition tend to occur, so the early chapters are concerned with the initial uptake of information, followed by chapters dealing with information storage, and then chapters about the use of stored information.
This book provides a well-balanced overview of current scholarship spanning the full breadth of the rapidly developing and expanding field of thinking and reasoning. Topics covered include deduction, induction, abduction, judgment, decision making, argumentation, problem solving, expertise, creativity, and rationality. The contributors engage with cutting-edge debates such as the status of dual-process theories of thinking, the role of unconscious, intuitive, emotional and metacognitive processes in thinking, and the importance of probabilistic conceptualisations of thinking and reasoning. The importance of neuroscientific findings in informing theoretical developments is also examined, so as the situated nature of thinking and reasoning across a range of real-world contents such as mathematics, medicine and science.
This fifth edition places children, child development, and the contexts in which development occurs at the center of the discourse. The most important and distinctive feature remains to be its emphasis on the contextualist view of human development- the child is not viewed as a passive recipient of environmental influences but as an active producer of those influences. Chapters 1-3 provide the theoretical and contextual foundation of the discipline. Chapters 4-6 focus on physical development. Chapters 7-10 focus on cognitive development. Chapters 11-14 focus on social and emotional development. Chapters 15-16 focus on peer relations, families, and influences of the larger society.
This book is a collection of research on Chinese child development. It consists of four parts. Part One highlights the importance of culture on child development, covering the understanding and misunderstanding surrounding Chinese culture and children. Part Two review the literature on the cognitive development of Chinese children, focusing on the reasons for the outstanding academic performance of Chinese students. Part Three focuses on the social-emotional development of Chinese children, covering both positive and negative development of Chinese children. Part Four relates modern issues and problems of the Chinese family, focusing on Chinese who live in Western countries and the paramount one-child policy in Mainland China.
This book provides a thorough chronological introduction to the study of human development from conception through elderhood. It introduces the life-span perspective, the role of theory in human development and basic concepts of psychosocial theory, presents fetal development and genetics, and traces basic patterns of normal growth and development in infancy, toddlerhood, early school age, middle childhood, early adolescence, later adolescence, early adulthood, middle adulthood, later adulthood, and elderhood. The book closes with end-of-life issues within a psychosocial framework, including definitions of death, the process of dying, death-related rituals, grief, and bereavement.
