[Ebook PDF] Cognition, 7th Edition

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Cognition 7th Edition 

ISBN-13: 978-0134478029
ISBN-10: 0134478029

Author: Gabriel Radvansky (Author), Mark H Ashcraft (Author)

PREFACE
The psychology of human memory and cognition is fascinating, dealing with questions and ideas that are inherently interesting: how we think, reason, remember, and use language, to name just a few. When cognitive psychologists talk about research at conventions, they are agitated, intense, and full of energy. However, in contrast to this enthusiasm, undergraduate texts often portray the field as dull, too concerned with the minutiae of experimental method and technical jargon, and not concerned enough with the interesting issues. Without slighting the empirical foundation of the field, we have tried to capture some of the excitement of the area. All professors want their students to understand the material, of course, but we also want you to appreciate cognitive psychology as one of the most interesting and memorable topics of your student career. Several features of the text are designed to accomplish this:
• To engage your interest and understanding, examples of the main points are sprinkled throughout the text. Each of the chapters has a box that asks you to “Prove It.” This feature gives you a demonstration project that can be done quickly to illustrate the points being made.
• Mastering the terminology of a new field can be difficult. To help you with the jargon, critical terms are boldfaced in the text and linked to a glossary entry.
• Each major section of a chapter ends with a brief Section Summary. This, along with the glossary terms and other learning guides, should help you check your understanding and memory as you study. Note that some people find it helpful to read the Section Summaries first as a preview of the section’s content.
• We try to use a more colloquial style than is customary in the field (or in texts in general). Our students have told us that these features make the text more enjoyable to read. One said, “It’s interesting—not like a textbook,” which we take as a compliment. Some professors may expect a more formal, detached style, of course. We would rather have you read and remember the material than have you cope with a text selected because of a carefully pedantic style. Besides, you will have plenty of time to deal with boring texts elsewhere.
• Although “how people think” is a topic that is likely to be of basic interest to just about everyone, most of you will not end up being cognitive scientists. So, although the material is written to be useful to people going on to a career some field of cognition, the exposition is also written to give insights to applications outside of formal cognitive science, in careers that more of you are likely to pursue.
New to the Edition
Like the first six editions, this seventh edition is directed primarily toward undergraduates at the junior and senior level, who are probably taking their first basic course in memory and cognition. It has also been used successfully in introductory graduate surveys, especially when firstyear students need a more thorough background in memory and cognition. There is much continuity between the sixth edition of Cognition and this one: The foundation areas in cognition are still covered thoroughly, as you’ll see in the Contents.
But this revision has several new features that you’ll want to note:
• There continue to be tremendous increases in the study of memory and cognition with the technologies and perspectives of cognitive neuroscience. This was reflected in prior editions, and this emphasis continues to grow in the seventh edition. The chapter devoted to issues of neuropsychology has been expanded.
• The presentation of the material has been updated to better suit the REVEL platform, and make the learning of the material smoother and better.
• Two new modules have been added to cover issues of cognitive development that were previously allocated to a single module. One of these chapters is on the developmental cognition of infants and children, and the other is on issues of cognitive aging. These are capstone chapters that recapitulate the topics in the text and can be used—or not—as desired by individual instructors wanting to give different flavors or emphases in their course.