Cognitive Development in Adulthood: Progress in Cognitive by Darlene V. Howard (auth.), Mark L. Howe, Charles J. Brainerd

By Darlene V. Howard (auth.), Mark L. Howe, Charles J. Brainerd (eds.)

For your time now, the examine of cognitive improvement has been a ways and away the main energetic self-discipline inside of developmental psychology. even supposing there will be a lot war of words as to the precise percentage of papers released in developmental journals that may be thought of cognitive, 50% appears like a conservative estimate. accordingly, a chain of scholarly books dedicated to paintings in cognitive improvement is principally applicable at present. The Springer sequence in Cognitive Developmemt comprises uncomplicated forms of books, specifically, edited collections of unique chapters by way of a number of authors, and unique volumes written by way of one writer or a small staff of authors. The flagship for the Springer sequence is a serial ebook of the "advances" style, sporting the subtitle growth in Cognitive improvement study. every one quantity within the development series is strongly thematic, in that it's restricted to a couple good­ outlined area of cognitive-developmental study (e. g. , logical and math­ ematical improvement, improvement of learning). All growth volumes could be edited collections. Editors of such collections, upon session with the sequence Editor, might pick to have their books released both as contributions to the growth series or as separate volumes. All books written through one writer or a small crew of authors are being released as separate volumes in the sequence. a reasonably huge definition of cognitive improvement is getting used within the collection of books for this series.

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A spreading-activation theory of semantic processing. Psychological Review, B2, 407-428. Cowley, M. (1982). The view from BO. New York: Penguin Books. lM. (1985). Paradigms in human memory research. G. Nilsson & T. ), Perspectives on learning and memory (pp. 197-221). Hillsdale, NJ: Erlbaum. , & Simon, E. (1980). Age differences in memory: The roles of attention and depth of processing. W. L. S. Cermak, D. W. ), New directions in memory and aging: Proceedings ofthe George A. Talland Memorial Conference (pp.

We assess the degree of implicit item memory by subtracting the percent of correct word-stem completions on Different-Context-Not-Presented trials from that on Different-Context-Presented, since this reflects the advantage conferred by previous study of the item. We assess the degree of implicit associative memory by subtracting the percent of completions on Different-ContextPresented trials from that on Same-Context-Presented trials, since this reflects the advantage conferred by testing the word stem in the same context in which it was studied.

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