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Abstract
Cognitive Psychology provides a lively and engaging introduction to this field and offers complete coverage of all the British Psychological Society (BPS) required topics. This text provides a clear and detailed account of key experiments, theories and concepts, and the examples, full colour photos and illustrations found throughout animate theoretical discussion and enable students to grasp the practical applications of Cognitive Psychology.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Cognitive Psychology | i | ||
| Brief contents | vii | ||
| Contents | ix | ||
| List of figures and tables | xxiv | ||
| Guided tour | xxx | ||
| Preface | xxxv | ||
| Acknowledgements | xxxvii | ||
| About the authors | xxxviii | ||
| Foundations | 1 | ||
| Learning Objectives\r | 1 | ||
| Chapter Contents\r | 1 | ||
| ‘If you don’t believe, she won’t come’ Playground hypothesising about the tooth fairy | 2 | ||
| Reflective Questions\r | 3 | ||
| Part 1 An historical perspective and why there is more to cognitive psychology than meets the eye | 3 | ||
| Introduction and preliminary considerations | 3 | ||
| The abstract nature of cognitive psychology | 4 | ||
| Dualism and one of the many mind/body problems | 5 | ||
| Behaviourism | 6 | ||
| The laws of behaviour | 6 | ||
| The principles of associationism | 7 | ||
| Associative processes and learning about causation | 8 | ||
| Some general points about behaviourism | 8 | ||
| Research focus 1.1 Are you looking at me? The role of race when fear stares you in the face | 9 | ||
| Methodological behaviourism | 10 | ||
| Behaviourism and free will | 10 | ||
| Behaviourism and the science of psychology | 11 | ||
| Logical behaviourism | 11 | ||
| Criticisms of logical behaviourism | 12 | ||
| ‘Testability is falsifiability’: cognitive psychology and theory testing | 13 | ||
| Occam’s Razor: the beauty of simplicity | 14 | ||
| Simplicity and the thermostat | 14 | ||
| Simplicity and cognitive theory | 15 | ||
| Research focus 1.2 Reefer madness: behavioural solutions to marijuana problems | 17 | ||
| PART 2 An introduction to the nature of explanation in cognitive psychology | 17 | ||
| How the mind and the brain are related | 18 | ||
| Central state identity theory | 18 | ||
| Type identity theory | 18 | ||
| The different brains problem | 19 | ||
| Token identity theory | 19 | ||
| Function and functional role | 20 | ||
| Functionalism | 21 | ||
| Flow charts of the mind: distinctions between mind, brain, software and hardware | 21 | ||
| Functional description and a return to the thermostat | 22 | ||
| Functionalism and information processing systems | 23 | ||
| Marr’s levels of explanation and cognitive psychology | 24 | ||
| The level of the computational theory | 24 | ||
| The level of the representation and the algorithm | 24 | ||
| The level of the hardware | 24 | ||
| Levels of explanation and information processing systems | 25 | ||
| Research focus 1.3 What’s a computer? Half a century playing the imitation game | 26 | ||
| Levels of explanation and reductionism | 26 | ||
| Concluding comments | 27 | ||
| Chapter Summary | 28 | ||
| Answers to Pinpoint Questions | 30 | ||
| Information Processing and Nature of the Mind | 31 | ||
| Learning Objectives | 31 | ||
| Chapter Contents | 31 | ||
| Hold the bells! The unfortunate case of the modular fruit machine | 32 | ||
| Reflective Questions | 32 | ||
| Part 1 An introduction to computation and cognitive psychology | 33 | ||
| Introduction and preliminary considerations | 33 | ||
| Different methodological approaches to the study of the mind | 34 | ||
| The cognitive approach | 35 | ||
| The artificial intelligence approach | 35 | ||
| The neuroscience approach | 36 | ||
| Information theory and information processing | 37 | ||
| A brief introduction to information theory | 37 | ||
| Information and the notion o fredundancy | 38 | ||
| Information theory and human information processing | 38 | ||
| The computational metaphor of mind and human cognition | 40 | ||
| The naked desktop: the internal workings of a digital computer laid bare | 40 | ||
| Physical symbol systems | 41 | ||
| Symbolic representation | 41 | ||
| Symbolic representation and memory | 42 | ||
| Information processing and the internal set of operations | 43 | ||
| Control | 43 | ||
| The special nature of minds and computers | 44 | ||
| Rule-following vs. rule-governed systems | 44 | ||
| Mental computation | 46 | ||
| The formality condition | 46 | ||
| The formality condition and strong AI | 47 | ||
| PART 2 So what is the mind really like? | 49 | ||
| Marr’s principle of modular design | 49 | ||
| Research focus 2.1 We are not amusia-ed: is music modularised? | 50 | ||
| Other conceptions of modularity | 51 | ||
| The nature of horizontal faculties | 51 | ||
| The nature of vertical faculties: a different kind of pot head | 52 | ||
| Fodor’s modules | 53 | ||
| How is it best to characterise modules? | 54 | ||
| Modularity and cognitive neuropsychology | 55 | ||
| Cognitive neuropsychology | 55 | ||
| Research focus 2.2 Life after trauma: the astonishing case of Phineas Gage and the iron rod | 56 | ||
| The logic of the cognitive neuropsychological approach | 57 | ||
| Association deficits | 57 | ||
| Dissociation deficits | 58 | ||
| Cognitive deficits and cognitive resources | 58 | ||
| Double dissociations | 58 | ||
| Research focus 2.3 It’s rude to point: double dissociations and manual behaviour | 59 | ||
| Concluding comments | 61 | ||
| Chapter Summary | 62 | ||
| Answers to Pinpoint Questions | 63 | ||
| Visual Processes and Visual Sensory Memory | 64 | ||
| Learning Objectives | 64 | ||
| Chapter Contents | 64 | ||
| Catching the last bus home? | 65 | ||
| Reflective Questions | 65 | ||
| Introduction and preliminary considerations | 65 | ||
| An introduction to sensory memory | 66 | ||
| Visual sensory memory: iconic memory | 67 | ||
| Early experimental investigations of iconic memory | 68 | ||
| Research focus 3.1 Blinking heck! What happens to iconic memory when you blink? | 72 | ||
| Iconic memory and visual masking | 73 | ||
| Iconic memory and visible persistence | 76 | ||
| Visible vs. informational persistence | 77 | ||
| Puzzling findings and the traditional icon | 80 | ||
| The ‘eye-as-a-camera’ view of visual perception | 83 | ||
| The discrete moment and the travelling moment hypotheses | 84 | ||
| Icons as retinal snapshots | 86 | ||
| Coding in the visual system | 87 | ||
| Visual frames of reference | 88 | ||
| Research focus 3.2 Honk if you can hear me: listening to trains inside cars | 91 | ||
| Turvey’s (1973) experiments on masking | 92 | ||
| Visual masking and the organisation of the visual system | 92 | ||
| Further evidence on where the icon is | 96 | ||
| Research focus 3.3 Going, going, gone: iconic memory in dementia patients | 97 | ||
| Iconic memory and the more durable store | 98 | ||
| Aperture viewing | 98 | ||
| Concluding comments | 101 | ||
| Chapter Summary | 102 | ||
| Answers to Pinpoint Questions | 104 | ||
| Masking, Thresholds and Consciousness | 105 | ||
| Learning Objectives | 105 | ||
| Chapter Contents | 105 | ||
| While you were sleeping The continuing joys of communal living | 106 | ||
| Reflective Questions | 106 | ||
| Introduction and preliminary considerations | 107 | ||
| The sequential account of processing and Turvey’s work on visual masking | 108 | ||
| The concurrent and contingent model of masking | 108 | ||
| Masking by object substitution | 110 | ||
| Feedforward and feedback processes | 111 | ||
| Feedback as re-entrant visual processes | 111 | ||
| Masking and consciousness | 113 | ||
| Semantic activation without conscious identification? | 113 | ||
| Allport (1977) | 114 | ||
| Problems for Allport (1977) and a re-interpretation of his data | 115 | ||
| Drawing the line between conscious and non-conscious processing | 115 | ||
| Perceptual thresholds | 116 | ||
| Thresholds and conscious perception | 118 | ||
| Research focus 4.1 Did you say something? Subliminal priming in audition | 119 | ||
| The traditional view of an absolute threshold | 120 | ||
| Variable thresholds and subjective factors | 120 | ||
| Thresholds and perceptual defence | 122 | ||
| Research focus 4.2 Slap or tickle: do we have a preference for the detection of negative or positive words? | 123 | ||
| Perceptual defence: a perceptual effect? | 124 | ||
| Thresholds and signal detection theory | 125 | ||
| The traditional interpretation of SDT in information processing terms | 128 | ||
| Perceptual defence a perceptual effect? Broadbent and Gregory (1967a) revisited | 129 | ||
| More recent accounts of semantic activation without conscious identification | 131 | ||
| Marcel’s work on semantic activation without conscious identification | 131 | ||
| Perception without awareness? A re-appraisal of Marcel’s findings | 132 | ||
| Cheesman and Merikle (1984) | 133 | ||
| Research focus 4.3 Paying your way into consciousness: can post-decision wagers measure awareness? | 135 | ||
| Perception without awareness? More provocative evidence | 137 | ||
| Just how effective is visual masking in halting stimulus processing? | 138 | ||
| Concluding comments | 140 | ||
| Chapter Summary | 140 | ||
| Answers to Pinpoint Questions | 142 | ||
| An Introduction to Perception | 143 | ||
| Learning Objectives | 143 | ||
| Chapter Contents | 143 | ||
| ‘It only attacks when the moon is aglow’ The Beast of Burnley | 144 | ||
| Reflective Questions | 144 | ||
| Introduction and preliminary considerations | 144 | ||
| Distinguishing perception from cognition | 145 | ||
| Drawing a distinction between the perceptual system and the cognitive system | 147 | ||
| Familiarity and perception | 148 | ||
| Familiarity and word recognition | 149 | ||
| Sensory/perceptual accounts of the effects of familiarity | 150 | ||
| Decisional/post-perceptual accounts of familiarity | 151 | ||
| Explaining the word frequency effect | 152 | ||
| Active vs. passive theories of perception | 152 | ||
| Familiarity effects reflect late processes | 152 | ||
| Familiarity effects reflect early processes | 153 | ||
| Recency and expectancy | 157 | ||
| The perception of ambiguous figures | 157 | ||
| Research focus 5.1 Flip-flopping: children’s responses to ambiguous figures | 158 | ||
| Attempting to disentangle effects of recency from those of expectancy | 159 | ||
| Recency and repetition priming | 160 | ||
| Expectancy and set | 162 | ||
| Instructional set | 163 | ||
| Mental set | 163 | ||
| More general conclusions | 165 | ||
| The Old Look/New Look schools in perception | 166 | ||
| The Old Look: Gestalt theory | 166 | ||
| The Gestalt laws of perceptual organisation | 167 | ||
| The Principle of Prägnanz | 168 | ||
| Gestalt theory and the brain | 168 | ||
| Mental copies and perceptualorganisation | 170 | ||
| Research focus 5.2 The gestation of Gestalt: how infants learn to group perceptually | 170 | ||
| The New Look | 172 | ||
| Bruner’s perceptual readiness theory | 172 | ||
| Perception as a process of unconscious inference | 173 | ||
| The likelihood principle | 173 | ||
| The poverty of the stimulus argument | 174 | ||
| Perceptual inference-making | 174 | ||
| Research focus 5.3 You saw the whole of the cube: spatial neglect and Necker drawings | 175 | ||
| Lessons from perceptual illusions | 176 | ||
| Modularity revisited | 179 | ||
| Bottom-up vs. top-down modes of processing | 180 | ||
| Concluding comments | 181 | ||
| Chapter Summary | 182 | ||
| Answers to Pinpoint Questions | 183 | ||
| Theories of Perception | 185 | ||
| Learning Objectives | 185 | ||
| Chapter Contents | 185 | ||
| But is it art? Aesthetic observations and Twiglets | 186 | ||
| Reflective Questions | 186 | ||
| Introduction and preliminary considerations | 186 | ||
| Simplicity and likelihood | 187 | ||
| The minimum principle | 187 | ||
| Critical appraisal of SIT | 190 | ||
| The likelihood principle | 191 | ||
| Simplicity and likelihood reconsidered | 193 | ||
| Simplicity, likelihood and the nature of perception | 193 | ||
| Are short codes all they are cracked up to be? | 193 | ||
| The advantages of the likelihood principle | 194 | ||
| Global-to-local processing | 196 | ||
| Experiments with compound letters | 197 | ||
| Accounting for global-to-local processing | 198 | ||
| Navon’s (2003) account of global-to-local processing | 200 | ||
| Change blindness | 202 | ||
| Research focus 6.1 Touchy touchy: the inability to detect changes in the tactile modality | 204 | ||
| Context effects in perception | 206 | ||
| Context in the perception of speech | 207 | ||
| Analysis by synthesis and speech perception | 208 | ||
| Initial appraisal of analysis by synthesis | 209 | ||
| Research focus 6.2 Hear my lips: visual and auditory dominance in the McGurk effect | 212 | ||
| Perception as a process of embellishment | 213 | ||
| Minsky’s (1975) frame theory | 213 | ||
| Problems for knowledge-driven accounts of perception | 214 | ||
| Phonemic restoration as an act of perceptual embellishment | 216 | ||
| Detailed theoretical accounts of performance | 217 | ||
| Research focus 6.3 Sorry, I’ll read that again: phonemic restoration with the initial phoneme | 218 | ||
| Top-down processing and interactive activation models | 218 | ||
| Interactive activation and phonemic restoration | 220 | ||
| Samuel’s findings | 220 | ||
| Perception as constrained hallucination? | 221 | ||
| Pulling it all together | 223 | ||
| Embellishment in perception revisited | 223 | ||
| Top-down influences in perception revisited | 224 | ||
| Concluding comments | 225 | ||
| Chapter Summary | 225 | ||
| Answers to Pinpoint Questions | 227 | ||
| Mental Representation | 228 | ||
| Learning Objectives | 228 | ||
| Chapter Contents | 228 | ||
| You are nothing! | 229 | ||
| Reflective Questions | 229 | ||
| Introduction and preliminary considerations | 230 | ||
| How rats running mazes led to some insights about mental representation | 230 | ||
| Maps and cognitive maps | 231 | ||
| Analogical representation | 232 | ||
| Research focus 7.1 Is 8 to 9 further than 10 to 9? Representing the mental number line | 236 | ||
| Tolman’s alternative theoretical perspective to behaviourism | 237 | ||
| Some examples of Tolman’s experiments on cognitive maps | 238 | ||
| Mental operations carried out on mental maps | 240 | ||
| Research focus 7.2 You can’t get there from here: the cognitive map of a brain-damaged London taxi driver | 242 | ||
| Maps and pictures-in-the-head | 242 | ||
| Mental pictures | 242 | ||
| Kosslyn’s view of mental pictures | 244 | ||
| Mental images and the mental cathode-ray screen | 244 | ||
| Dual-format systems | 245 | ||
| Mental scanning | 246 | ||
| Further provocative data | 248 | ||
| Real space in the head: what is mental space really like? | 249 | ||
| Further evidence for analogical representation | 249 | ||
| The dissenting view: descriptive, not depictive representations | 250 | ||
| Depictive representations and a pause for thought | 251 | ||
| The ambiguity of mental images | 252 | ||
| Mental rotation | 255 | ||
| Research focus 7.3 Monkey see, monkey do, monkey rotate? The mental life of a macaque | 257 | ||
| Descriptive representations | 258 | ||
| Mentalese – the language of thought | 258 | ||
| Structural descriptions of shapes | 259 | ||
| Shape discriminations and template matching | 262 | ||
| The lingua mentis and propositional representation | 263 | ||
| Concluding comments | 267 | ||
| Chapter Summary | 268 | ||
| Answers to Pinpoint Questions | 270 | ||
| Attention: General introduction, basic models and data | 271 | ||
| Learning Objectives | 271 | ||
| Chapter Contents | 271 | ||
| A cognitive psychologist in the DJ booth | 272 | ||
| Reflective Questions | 273 | ||
| Introduction and preliminary considerations | 273 | ||
| Out with the new and in with the old | 273 | ||
| Early filtering accounts of selection | 274 | ||
| Selection by filtering | 275 | ||
| Information processing constraints in the model | 277 | ||
| Split-span experiments | 278 | ||
| Shadowing experiments | 280 | ||
| Provocative data – challenges to the early filter account | 280 | ||
| Research focus 8.1 I think my ears are burning: why do I hear my name across a crowded room? | 281 | ||
| The attenuated filter model of attention | 283 | ||
| Further revisions to the original filter theory | 283 | ||
| The differences between stimulus set and response set | 284 | ||
| Late filtering accounts of selection | 285 | ||
| Evidence in support of late selection | 286 | ||
| No ‘structural bottleneck’ accounts of attention | 288 | ||
| The notion of attentional resources | 290 | ||
| A single pool of resources? | 290 | ||
| Single resource accounts and the dual-task decrement | 291 | ||
| Research focus 8.2 Patting my head and rubbing my belly: can I really do two things at once? | 292 | ||
| Appraisal of single resource theories | 293 | ||
| Resources and resource allocation in more detail | 295 | ||
| Attentional resources or something else? | 296 | ||
| Multiple resources? | 299 | ||
| Research focus 8.3‘ Sorry, I can’t speak now, I’m in the hospital’: mobile phone use and driving as dual task | 300 | ||
| When doing two things at once is as easy as doing either alone | 300 | ||
| Pulling it all together | 302 | ||
| Controlled parallel processing | 304 | ||
| Perceptual load theory | 305 | ||
| Load theory and effects of varying perceptual load | 306 | ||
| Load theory and effects of varying memory load | 307 | ||
| Concluding comments | 309 | ||
| Chapter Summary | 309 | ||
| Answers to Pinpoint Questions | 310 | ||
| Attentional Constraints and Performance Limitations | 312 | ||
| Learning Objectives | 312 | ||
| Chapter Contents | 312 | ||
| Back in the booth | 313 | ||
| Reflective Questions | 313 | ||
| Introduction and preliminary considerations | 313 | ||
| Stages of information processing | 314 | ||
| Further analyses of dual-task performance | 316 | ||
| Research focus 9.1 Counting the cost: Alzheimer’s disease and dual-task performance | 317 | ||
| Studies of the psychological refractory period | 317 | ||
| Understanding the PRP | 319 | ||
| Pashler’s (1994) four principles of the central bottleneck theory | 320 | ||
| Testing the principles of the central bottleneck account | 322 | ||
| Additivity and under-additivity on RT2 | 323 | ||
| Standing back from the central bottlenecks | 328 | ||
| Capacity sharing? | 328 | ||
| PRP and driving | 329 | ||
| Research focus 9.2 Because practice makes . . . : PRP, practice and the elderly | 330 | ||
| Task switching | 331 | ||
| Basic concepts and findings from the task-switching literature | 331 | ||
| Task set reconfiguration | 333 | ||
| Some additional theoretical ideas | 336 | ||
| The task carryover account | 336 | ||
| Switching costs and proactive interference | 337 | ||
| Research focus 9.3 Totally wired? The effect of caffeine on task switching | 338 | ||
| Concluding comments | 339 | ||
| Chapter Summary | 339 | ||
| Answers to Pinpoint Questions | 340 | ||
| Human Memory: An Introduction | 342 | ||
| Learning Objectives | 342 | ||
| Chapter Contents | 342 | ||
| You must remember this? A levels of processing approach to exam cramming | 343 | ||
| Reflective Questions | 343 | ||
| Introduction and preliminary considerations | 343 | ||
| Libraries/warehouses/computers | 345 | ||
| The modularity of mind revisited | 346 | ||
| Memory as a horizontal faculty | 346 | ||
| Organisation and memory | 349 | ||
| Organisation vs. associations? | 351 | ||
| The levels of processing approach | 351 | ||
| Problems with levels and alternative accounts | 352 | ||
| Compartmentalisation of memory | 354 | ||
| Episodic vs. semantic memory | 354 | ||
| Further evidence for the episodic/semantic distinction | 355 | ||
| Further divisions between memory systems | 356 | ||
| Short-term and long-term memory | 356 | ||
| Forgetting and short-term memory | 358 | ||
| Research focus 10.1 Playing tag on . . . which street? Childhood memories for street names | 359 | ||
| Further evidence for trace decay | 360 | ||
| Further evidence that bears on the short-term/long-term memory distinction | 364 | ||
| The modal model and its detractors | 367 | ||
| Arguments about recency effects | 368 | ||
| Research focus 10.2 Faithful all ye come: serial position effects in hymns | 370 | ||
| Alternative accounts of the recency effects | 370 | ||
| Memory as a vertical faculty | 374 | ||
| The working memory model | 374 | ||
| Visuo-spatial, short-term memory | 378 | ||
| The central executive | 379 | ||
| Research focus 10.3 Standing in the way of control: restarting the central executive after brain injury | 380 | ||
| The episodic buffer | 382 | ||
| Concluding comments | 383 | ||
| Chapter Summary | 384 | ||
| Answers to Pinpoint Questions | 385 | ||
| Human Memory: Fallibilities and failures | 387 | ||
| Learning Objectives | 387 | ||
| Chapter Contents | 387 | ||
| Night | 388 | ||
| Reflective Questions | 388 | ||
| Introduction and preliminary considerations | 388 | ||
| Headed records | 389 | ||
| Headed records and various memory phenomena | 390 | ||
| Eyewitness memory | 391 | ||
| Reconstructive and destructive processes: the misleading information effect | 392 | ||
| Research focus 11.1 But I heard them with my own ears! An exploration in earwitness testimony | 393 | ||
| Headed records and the misleading information effect | 393 | ||
| Alternative accounts of the misleading information effect | 395 | ||
| Further evidence that bears on destructive processes | 396 | ||
| The misleading information effect and encoding specificity | 397 | ||
| Going beyond encoding specificity | 398 | ||
| Research focus 11.2 Do you remember the first time? Remembering misleading information about upcoming novel events | 399 | ||
| Even more accounts of the misleading information effect | 400 | ||
| Signal detection theory, recognition memory and explaining false memories | 400 | ||
| False memories and response bias | 403 | ||
| False memories in the real world | 405 | ||
| Research focus 11.3 Remembering the mothership: false memories and alien abductees | 407 | ||
| False memories and aging | 408 | ||
| False autobiographical memories | 411 | ||
| Memory and the remember/know distinction | 412 | ||
| Concluding comments | 413 | ||
| Chapter Summary | 414 | ||
| Answers to Pinpoint Questions | 415 | ||
| Semantic Memory and Concepts | 416 | ||
| Learning Objectives | 416 | ||
| Chapter Contents | 416 | ||
| Wardrobe refreshing and memories of the Pyramid stage | 417 | ||
| Reflective Questions | 417 | ||
| Introduction and preliminary considerations | 418 | ||
| Key terms and key concepts | 418 | ||
| Extensions and intensions | 419 | ||
| Propositions and propositional networks | 421 | ||
| Semantic network representations of human memory | 422 | ||
| Semantic networks | 423 | ||
| A psychologically plausible semantic network? | 426 | ||
| Data that challenge the Collins and Quillian account | 428 | ||
| Feature models | 430 | ||
| Psychological space and multidimensional scaling | 430 | ||
| Research focus 12.1 ‘I think I’m gonna barf’: the different dimensions of disgust | 432 | ||
| The Smith et al. (1974) featural model | 432 | ||
| Difficult findings for the featural account | 434 | ||
| Research focus 12.2 Do geese or squirrels lay eggs? Semantic memory in a schizophrenic | 435 | ||
| Semantic features, semantic primitives and cogits | 436 | ||
| Semantic features as defined on semantic dimensions | 436 | ||
| Semantic primitives as the atoms of meaning | 436 | ||
| Semantic features and semantic feature norms | 437 | ||
| Semantic features and semantic relatedness | 437 | ||
| Localist vs. distributed models | 441 | ||
| Distributed representation and mental chemistry | 442 | ||
| The Rumelhart and Todd (1993) model of semantic memory | 444 | ||
| Connectionist models and the simulation of knowledge acquisition | 445 | ||
| Training connectionist networks | 446 | ||
| Hidden unit representations | 449 | ||
| Research focus 12.3 What should I call you? Networks, nominal competition and naming | 452 | ||
| Prototypes | 453 | ||
| Early experimental work on prototypes | 454 | ||
| Conceptual categories and family resemblance | 455 | ||
| Prototype formation | 456 | ||
| The internal structure of mental taxonomies | 457 | ||
| The basic level and the structure of mental categories | 457 | ||
| Prototype models vs. exemplar-based models | 459 | ||
| Concluding comments | 460 | ||
| Chapter Summary | 461 | ||
| Answers to Pinpoint Questions | 462 | ||
| Object Recognition | 464 | ||
| Learning Objectives | 464 | ||
| Chapter Contents | 464 | ||
| But mine was small, grey and shiny as well Disputes at baggage carousel number 6 | 465 | ||
| Reflective Questions | 465 | ||
| Introduction and preliminary considerations | 466 | ||
| A general framework for thinking about object recognition | 467 | ||
| Sorting out ‘recognition’, ‘identification’ and ‘classification’ | 467 | ||
| The basic level advantage | 468 | ||
| The crude-to-fine framework reappears | 469 | ||
| Further claims about the basic level advantage and perceptual processing | 470 | ||
| The basic level advantage and expertise | 471 | ||
| Experts and ‘experts’ | 472 | ||
| Research focus 13.1 Knowing your plonk from your plink: what makes a wine expert? | 474 | ||
| Further issues and controversies in visual object recognition | 475 | ||
| Additional useful terminology: introduction to Marr’s theory | 477 | ||
| 2D representations | 477 | ||
| 21–2 D representations | 477 | ||
| Marr’s levels of representation in vision | 478 | ||
| The catalogue of 3D models | 479 | ||
| Object recognition and the process of matching | 481 | ||
| Object recognition and axis-based descriptions | 481 | ||
| Connections with the previous material | 483 | ||
| The basic first hypothesis revisited | 483 | ||
| Object recognition via the recognition of part of an object | 483 | ||
| Empirical evidence that bears on Marr’s theory | 483 | ||
| Can we imagine how objects look from other viewpoints? | 484 | ||
| Research focus 13.2 ‘Narrowing towards the back’: foreshortening without sight | 489 | ||
| Restricted viewpoint-invarian ttheories | 490 | ||
| Biederman’s recognition by components account | 491 | ||
| Appraisal of RBC | 494 | ||
| Viewpoint-dependent theories | 496 | ||
| Privileged view or privileged views? | 498 | ||
| The chorus of prototypes | 499 | ||
| Research focus 13.3 Meet the Greebles: the effects of training on an individual with visual agnosia | 502 | ||
| Evidence regarding context and object recognition | 503 | ||
| Concluding comments | 506 | ||
| Chapter Summary | 507 | ||
| Answers to Pinpoint Questions | 508 | ||
| The Nature of Language and Its Relation to the Other Mental Faculties | 509 | ||
| Learning Objectives | 509 | ||
| Chapter Contents | 509 | ||
| Off the starting blocks Language on a lazy Sunday afternoon | 510 | ||
| Reflective Questions | 510 | ||
| Introduction and preliminary considerations | 511 | ||
| Some basic characteristics of natural language | 511 | ||
| Performance vs. competence | 511 | ||
| The difference between the surface forms of language and the deeper forms | 513 | ||
| Linguistics vs. psycholinguistics | 514 | ||
| The componential nature of language | 515 | ||
| The phonological structure | 515 | ||
| The syntactic structure | 515 | ||
| The semantic structure | 517 | ||
| Research focus 14.1 I know it, I know it, it’s on the tip of my fingers: failure of sign retrieval in the deaf | 519 | ||
| Other basic characteristics of natural language | 519 | ||
| Productivity | 520 | ||
| Systematicity | 520 | ||
| Compositionality | 521 | ||
| Recursion | 521 | ||
| Syntactic parsing on-line | 524 | ||
| Syntax and the garden path | 524 | ||
| Research focus 14.2 While Anna dressed the baby spit up on the bed: what we believe happened as we walk down the garden path | 526 | ||
| Parsing according to minimal attachment | 527 | ||
| Parsing according to late closure | 529 | ||
| Multiple-constraint satisfaction accounts of parsing: semantically driven parsing | 530 | ||
| Mental rules | 532 | ||
| Rule-following vs. rule-governed devices reconsidered | 533 | ||
| The past-tense debate | 533 | ||
| The establishment account of past-tense learning | 534 | ||
| Connectionist accounts of past-tense learning | 535 | ||
| Past-tense learning according to Rumelhart and McClelland (1986) | 535 | ||
| Research focus 14.3 Holded the front page! Sex differences in past-tense overgeneralisations | 539 | ||
| Appraising the Rumelhart and McClelland past-tense model | 540 | ||
| Language, knowledge and perception | 542 | ||
| A final general framework for thinking about the relations between language and the other related faculties | 542 | ||
| Language, mental categories and perception | 544 | ||
| Influences of categorisation on perceptual discrimination – Goldstone (1994) | 544 | ||
| Categorical perception and verbal labelling | 547 | ||
| Categorical perception, colour perception and colour naming | 549 | ||
| The Whorf hypothesis vs. the Roschian hypothesis | 549 | ||
| The early work of Heider/Rosch | 550 | ||
| More recent work by Roberson and colleagues | 551 | ||
| Concluding comments | 553 | ||
| Chapter Summary | 554 | ||
| Answers to Pinpoint Questions | 556 | ||
| Reasoning | 557 | ||
| Learning Objectives | 557 | ||
| Chapter Contents | 557 | ||
| A day at the races | 558 | ||
| Reflective Questions | 558 | ||
| Introduction and preliminary considerations | 559 | ||
| The dual system account of reasoning | 559 | ||
| The associative system | 559 | ||
| The rule-based system | 559 | ||
| Distinguishing between the two systems | 560 | ||
| Linda-the-bank-teller problem | 560 | ||
| The conjunction fallacy and representativeness | 561 | ||
| Reasoning by heuristics and biases | 562 | ||
| The representative heuristic | 563 | ||
| The availability heuristic | 563 | ||
| Base rate neglect | 564 | ||
| Research focus 15.1 You are either with us or against us: the heuristics of terror | 566 | ||
| The medical diagnosis problem | 567 | ||
| Heuristics and biases and the competence/performance distinction | 570 | ||
| The standard picture | 570 | ||
| Why people are not Bayesian reasoners | 571 | ||
| Natural frequencies vs. conditional probabilities | 572 | ||
| The two systems of reasoning revisited | 574 | ||
| Reasoning in evolutionary terms | 575 | ||
| Evolution and the dual systems | 575 | ||
| Evolution and reasoning the fast and frugal way | 576 | ||
| Human reasoning as a process of satisficing | 576 | ||
| Research focus 15.2 When enough is enough: satisficing, maximising and the way you feel | 577 | ||
| Evolution and the modularity of mind | 579 | ||
| Deductive and inductive inference | 580 | ||
| Deductive inference | 580 | ||
| Inductive inference | 580 | ||
| The Wason selection task | 581 | ||
| Social contract theory | 583 | ||
| Feeling obliged? Deontic and indicative conditionals | 585 | ||
| The selection task and attempts to eliminate system 2 | 585 | ||
| Appraising the information gain account | 587 | ||
| Deductive reasoning and syllogisms | 589 | ||
| Some definitions and useful terminology | 589 | ||
| Psychological aspects of syllogistic reasoning | 591 | ||
| The figural effect and mental models | 592 | ||
| Research focus 15.3 Looking at the evidence: eye movements and syllogistic reasoning | 595 | ||
| Mental models and mental imagery | 596 | ||
| Concluding comments | 597 | ||
| Chapter Summary | 598 | ||
| Answers to Pinpoint Questions | 599 | ||
| Cognition and Emotion | 600 | ||
| Learning Objectives | 600 | ||
| Chapter Contents | 600 | ||
| Master of your mood? | 601 | ||
| Reflective Questions | 601 | ||
| Introduction and preliminary considerations | 601 | ||
| Towards a cognitive theory of emotions | 603 | ||
| The ‘five’ basic emotions | 604 | ||
| Emotional vs. non-emotional modes of the cognitive system | 604 | ||
| Research focus 16.1 If you’re happy and you know it, press a key: cultural differences in recognising basic emotions | 605 | ||
| Conscious versus unconscious processing | 607 | ||
| Automatic vs. controlled processes | 608 | ||
| Searching for emotionally charged stimuli | 609 | ||
| The face-in-the-crowd effect | 609 | ||
| Further work on the face-in-the-crowd effect | 613 | ||
| Appraisal of the work on facial expression detection | 617 | ||
| Other attentional tasks and facial expression processing | 617 | ||
| Research focus 16.2 Going for gold? What your face looks like when you come second | 618 | ||
| The flanker task and emotional faces | 619 | ||
| Eye gaze, facial expression and the direction of attention | 621 | ||
| The basic spatial cueing task | 621 | ||
| Explaining spatial cueing | 624 | ||
| Covert vs. overt shifts of attention | 624 | ||
| Experimental work on following eye gaze | 625 | ||
| Further experiments on the potency of eye gaze | 626 | ||
| Detecting threatening objects | 629 | ||
| Further evidence for the animal advantage | 630 | ||
| Research focus 16.3 Freeze! Coming face to face with threat | 631 | ||
| Other indications of the influence of emotion on cognition | 632 | ||
| Mood induction in ‘normal, healthy adults’ | 632 | ||
| Mood induction and ethical considerations | 633 | ||
| ‘Mood’ induction and ‘mood’ | 633 | ||
| Mood and judgement | 635 | ||
| Depressive realism | 635 | ||
| Further work on depressive realism | 636 | ||
| Concluding comments | 637 | ||
| Chapter Summary | 638 | ||
| Answers to Pinpoint Questions | 640 | ||
| Bibliography | 641 | ||
| Glossary | 665 | ||
| Name index | 681 | ||
| Subject index | 688 | ||
| Publisher’s acknowledgements | 699 |