In the ten years prior to its original publication in 1987, cognitive psychology uncovered the increasingly important role of knowledge stored in memory and the integrated nature of cognitive processes. In Memory, Thinking and Language the author takes these three traditional topics and places them within the new cognitive approach. Judith Greene’s 1975 book Thinking and Language, proved to be a highly successful student resource. This book provides an equally clear introduction to complex ideas. It also emphasises the practical applications of cognitive psychology for teaching and learning as well as for everyday life.
This book evaluates the involvement of working memory in five central aspects of language processing: vocabulary acquisition, speech production, reading development, skilled reading, and comprehension. The authors draw upon experimental, neuropsychological and developmental evidence in a wide-ranging evaluation of the contribution of two components of working memory to each aspect of language. The two components are the phonological loop, which is specialised for the processing and maintenance of verbal material, and the general-purpose processing system of the central executive. A full introduction to the application of the working memory model to normal adults, neuropsychological patients and children is provided in the two opening chapters. Non-experts within this area will find these chapters particularly useful in providing a clear statement of the current theoretical and empirical status of the working memory model. Each of the following chapters examines the involvement of working memory in one specialised aspect of language processing, in each case integrating the available experimental, neuropsychological and developmental evidence. The book will therefore be of direct relevance to researchers interested in both language processing and memory. Working Memory and Language is unique in that it draws together findings from normal adults, brain-damaged patients, and children. For each of these populations, working memory involvement in language processing ranging from the speech production to comprehension are evaluated. Working Memory and Language provides a comprehensive analysis of just what roles working memory does play in the processing of language.
Memory-based language processing - a machine learning and problem solving method for language technology - is based on the idea that the direct reuse of examples using analogical reasoning is more suited for solving language processing problems than the application of rules extracted from those examples. This book discusses the theory and practice of memory-based language processing, showing its comparative strengths over alternative methods of language modelling. Language is complex, with few generalizations, many sub-regularities and exceptions, and the advantage of memory-based language processing is that it does not abstract away from this valuable low-frequency information. By applying the model to a range of benchmark problems, the authors show that for linguistic areas ranging from phonology to semantics, it produces excellent results. They also describe TiMBL, a software package for memory-based language processing. The first comprehensive overview of the approach, this book will be invaluable for computational linguists, psycholinguists and language engineers.
Completely revised and updated, this newly illustrated guide helps both licensed and student nurses apply the latest in psychological research and theory to their everyday lives. Sensation, perception, cognitive processes, and developmental psychology are among the topics discussed. A brief history of the field and new information on HIV and AIDS are also included along with a CD-ROM containing PowerPoint slides for each chapter.
A trusted, comprehensive resource, this volume demonstrates a range of creative approaches for facilitating children's emotional reparation and recovery from trauma. Experts in play, art, music, movement, and drama therapy, as well as bibliotherapy, describe step-by-step strategies for working with children, families, and groups. Rich with case material and artwork, the book is practical and user-friendly. Specific types of stressful experiences discussed include parental loss, child abuse, family violence, bullying, and mass trauma. New to This Edition: *Updated and expanded discussions of trauma and of the neurobiological basis for creative interventions. *Chapters on art therapy and EMDR, body maps and dissociation, sandtray play, resiliency-based movement therapy, work with clay, mindfulness, and stress reduction with music therapy. *Highlights important developments in knowledge about self-regulation, resilience, and posttraumatic growth.
This special issue of Memory is devoted to an investigation of those mechanisms by which memory is edited for inaccuracies and inconsistencies. In the past 20 years false memories have been investigated from a variety of different angles. Substantial evidence indicates that false memories can be created in a number of different situations including word learning, sentence and story memory, eyewitness memory, memory for faces, and memory for naturalistic scenes. In each of these cases, it has been found that memory is subject to a range of distortions. But there has also been an increasing recognition that this is only half the story. For although memory is subject to distortion, there are also quality control mechanisms that are utilized that allow our memories to be relied on as reasonably accurate under most circumstances. These mechanisms include recollection rejection, distinctiveness, and source memory. The focus of this special issue then, is on the interplay between
Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 2: Cognition, Perception, and Language, edited by Deanna Kuhn, Columbia University, and Robert S. Siegler, Carnegie Mellon University, covers mechanisms of cognitive and perceptual development in language acquisition. It includes new chapters devoted to neural bases of cognition, motor development, grammar and langauge rules, information processing, and problem solving skills.
Researchers working in many fields of psychology and neuroscience are interested in the temporal structure of experience, as well as the experience of time, at scales of a few milliseconds up to a few seconds as well as days, months, years, and beyond. This Research Topic supposes that broadly speaking, the field of "time psychology" can be organized by distinguishing between "perceptual" and "conceptual" time-scales. Dealing with conceptual time: "mental time travel," also called mental simulation, self-projection, episodic-semantic memory, prospection/foresight, allows humans (and perhaps other animals) to imagine and plan events and experiences in their personal futures, based in large part on memories of their personal pasts, as well as general knowledge. Moreover, contents of human language and thought are fundamentally organized by a temporal dimension, enmeshed with it so thoroughly that it is usually expressible only through spatial metaphors. But what might such notions have to do with experienced durations of events lasting milliseconds up to a few seconds, during the so-called "present moment" of perception-action cycle time? This Research Topic is organized around the general premise that, by considering how mental time travel might "scale down" to time perception (and vice-versa, no less), progress and integrative synthesis within- and across- scientific domains might be facilitated. Bipolar configurations of future- and past-orientations of the self may be repeated in parallel across conceptual and perceptual time-scales, subsumed by a general "Janus-like" feedforward-feedback system for goal-pursuit. As an example, it is notable that the duality of "prospection" and semantic-episodic memory operating at conceptual time-scales has an analogue in perception-action cycle time, namely the interplay of anticipatory attention and working memory. Authors from all areas of psychology and neuroscience are encouraged to submit articles of any format accepted by the journal (Original Research, Methods, Hypothesis & Theory, Reviews, etc.), which might speak to questions about time and temporal phenomena at long and/or short time-scales.
The study of learning and memory is a central topic in neuroscience and psychology. Many of the basic research findings are directly applicable in the treatment of diseases and aging phenomena, and have found their way into educational theory and praxis. Concise Learning and Memory represents the best 30 chapters from Learning and Memory: A comprehensive reference (Academic Press March 2008), the most comprehensive source of information about learning and memory ever assembled, selected by one of the most respective scientists in the field, John H. Byrne. This concise version provides a truly authoritative collection of overview articles representing fundamental reviews of our knowledge of this central cognitive function of animal brains. It will be an affordable and accessible reference for scientists and students in all areas of neuroscience and psychology. There is no other single-volume reference with such authority and comprehensive coverage and depth currently available. - Represents an authoritative selection of the fundamental chapters from the most comprehensive source of information about learning and memory ever assembled, Learning and Memory - A comprehensive reference (Academic Press Mar 2008) - Representing outstanding scholarship, each chapter is written by a leader in the field and an expert in the topic area - All topics represent the most up to date research - Full color throughout, heavily illustrated - Priced to provide an affordable reference to individuals and workgroups
The Sixth Edition of David F. Bjorklund and Kayla B. Causey’s topically organized Children’s Thinking presents a current, comprehensive, and dynamic examination of cognitive development. The book covers individual children and their developmental journeys while also following the general paths of overall cognitive development in children. This unique and effective approach gives readers a holistic view of children’s cognitive development, acknowledging that while no two children are exactly alike, they tend to follow similar developmental patterns. Supported by the latest research studies and data, the Sixth Edition provides valuable insights for readers to better understand and work with children.
