This is the only book that examines the theory and data on the development of implicit and explicit memory. It first describes the characteristics of implicit and explicit memory (including conscious recollection) and tasks used with adults to measure them. Next, it reviews the brain mechanisms thought to underlie implicit and explicit memory and the studies with amnesics that initially prompted the search for different neuroanatomically-based memory systems. Two chapters review the Jacksonian (first in, last out) principle and empirical evidence for the hierarchical appearance and dissolution of two memory systems in animal models (rats, nonhuman primates), children, and normal/amnesic adults. Two chapters examine memory tasks used with human infants and evidence of implicit and explicit memory during early infancy. Three final chapters consider structural and processing accounts of adult memory dissociations, their applicability to infant memory dissociations, and implications of infant data for current concepts of implicit and explicit memory. (Series B)
The chapters that make up this volume were written by experts on the topic of implicit and explicit memory.
Each object was flashed for about 50 msec, and subjects were asked to decide whether the line drawing depicts a possible ... According to this view, priming occurs for possible but not for impossible objects because global structural ...
The need for synthesis in the domain of implicit processes was the motivation behind this book. Two major questions sparked its development: Is there one implicit process or processing principle, or are there many?
The first to focus exclusively on implicit memory research, this book documents the proceedings of a meeting held in Perth, Australia where leading researchers in the field exchanged ideas, data, and predictions about theoretical issues.
Virtually every question in social psychology is currently being shaped by the concepts and methods of implicit social cognition. This tightly edited volume provides the first comprehensive overview of the field.
This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible.
Le Grand, R., Mondloch, C. J., Maurer, D., & Brent, H. P. (2001). Early visual experience and face processing. Nature, 410, 890. ... Memory and Cognition, 12, 135–146. Lewin, J., Friedman, L., Wu, D., Miller, D., Thompson, L.,
By bridging the research and application gap in education, this text not only covers the latest findings related to learning and teaching but also provides insights for application and practice for brain-based methods in health and ...
This volume is unique in explicitly contrasting these approaches, bringing together world class scientists from both camps in an attempt to forge a new approach to understanding one of the most exciting and important issues in psychology ...
In P. Breen (Ed.), Cases on Teacher Identity, Diversity, and Cognition in Higher Education. IGI-Global. doi:10.4018/978-1-4666-5990-2.ch002 Taylor, A. (2009). Linking Architecture and Education: Sustainable Design for Learning ...