For decades, the fundamental processes underlying memory and attention have been understood within an "information processing" framework in which information passes from one processing stage to another, leading eventually to a response. More recently, however, the attempt to build a general theoretical framework for information processing has been largely supplanted in favor of two more recent parallel/connectionist models of processing and direct investigations of brain function. In Memory and Attention, cognitive psychologist Nelson Cowan reconciles theoretical conflicts in the literature to presents an important, analytical update of the traditional information-processing approach by modifying it to incorporate the last few decades of research on memory, attention, and brain functioning. Throughout, the author cogently considers and ultimately refutes recent challenges to the fundamental assumption of the existence of special short-term memory and selective attention faculties. He also draws a new distinction between memory processes operating inside and outside of the focus of attention. Coherent and balanced, the book offers a clearer understanding of how memory and attention operate together, and how both functions are produced by brain processes. It will be welcomed by students and researchers in cognitive psychology.

Based on Estes' important Fitts Lectures, this volume details a set of psychological concepts and principles that offers a unified interpretation of a wide variety of memory, categorization, and decision-making phenomena. These phenomena are explained via two families of models established by the a storage-retrieval model and an adaptive network model. Estes considers whether the models are competing or complementary, offering cogent and instructive arguments for both perspectives. Estes' theory is then applied to two large-scale series of studies on category learning and recognition, providing an integrated understanding of seemingly disparate phenomena. This book is the culmination of the author's more than ten years of research in the field, and stands as a great achievement by one of this century's eminent psychologists. It will be indispensable to a wide variety of behavioral scientists, including mathematical and cognitive psychologists.

This book presents the basic concepts of classical psychophysics, derived from Gustav Fechner, as seen from the perspective of modern measurement theory. The theoretical discussion is elucidated with examples and numerous problems, and solutions to one-quarter of the problems are provided in the text.

In this new volume in the Oxford Psychology Series, the author presents a highly readable account of the cognitive unconscious, focusing in particular on the problem of implicit learning. Implicit learning is defined as the acquisition of knowledge that takes place independently of the conscious attempts to learn and largely in the absence of explicit knowledge about what was acquired. One of the core assumptions of this argument is that implicit learning is a fundamental, "root" process, one that lies at the very heart of the adaptive behavioral repertoire of every complex organism. The author's goals are to outline the essential features of implicit learning that have emerged from the many studies that have been carried out in a variety of experimental laboratories over the past several decades; to present the various alternative perspectives on this issue that have been proposed by other researchers and to try to accommodate these views with his own; to structure the literature so that it can be seen in the context of standard heuristics of evolutionary biology; to present the material within a functionalist approach and to try to show why the experimental data should be seen as entailing particular epistemological perspectives; and to present implicit processing as encompassing a general and ubiquitous set of operations that have wide currency and several possible applications. Chapter 1 begins with the core problem under consideration in this book, a characterization of "implicit learning" as it has come to be used in the literature. Reber puts this seemingly specialized topic into a general framework and suggests a theoretical model based on standard heuristics of evolutionary biology. In his account, Reber weaves a capsule history of interest in and work on the cognitive unconscious. Chapter 2 turns to a detailed overview of the experimental work on the acquisition of implicit knowledge, which currently is of great interest. Chapter 3 develops the evolutionary model within which one can see learning and cognition as richly intertwining issues and not as two distinct fields with one dominating the other. Finally, Chapter 4 explores a variety of entailments and speculations concerning implicit cognitive processes and their general role in the larger scope of human performance.

What is it about human brains that makes some people more capable than others? In this critical account, Professor Ian Deary reviews historical, cognitive, and biological research on the foundations of human mental ability. Where most previous accounts of intelligence have examined how human mental ability can predict success in education, work, and social life, few books have taken as a starting point mental ability (and individual differences in intelligence), and attempted to see what factors could have influenced, and have even predicted mental ability.

In recent years the field of cognitive aging has flourished and expanded into many different disciplines. It is probably, therefore, inevitable that some of the research has become very narrow, primarily focused on "counting and classifying the wrinkles of aged behavior," rather than addressing more broad, general, and important questions. Timothy Salthouse's main goal in this book is to try to identify some of the major phenomena in the field of cognitive aging, and discuss issues relevant to the investigation and interpretation of them. He does not attempt to provide a comprehensive survey of the research literature on aging and cognition because many excellent reviews are available in edited handbooks. His principal aim is rather to stimulate readers to think about the big questions in cognitive aging research, and how they might best be answered.

Ranging from behavioral to molecular levels of analysis, this informative study presents the results of recent research into the biochemistry and neural mechanisms of imprinting. Horn discusses some of the difficulties that researchers have encountered in analyzing the neural basis of memory and describes ways in which these difficulties have been overcome through the analysis of memories underlying habituation and imprinting. He also considers the biochemical consequences of imprinting and its cerebral localization, and examines the relationships between human and animal memory.

This work presents a systematic analysis of the psychological phenomena associated with the concept of mental representations—also referred to as cognitive or internal representations. A major restatement of a theory the author first developed in his 1971 book ( Imagery and Verbal Processes ), Mental Representation covers phenomena from the earlier period that remain relevant today but emphasizes cognitive problems and paradigms that have since emerged more fully. The author proposes that performance in memory and other cognitive tasks is mediated not only by linguistic processes but also by a distinct nonverbal imagery model of thought as well. He discusses the philosophy of science associated with the dual coding approach, emphasizing the advantages of empiricism in the study of cognitive phenomena and showing that the fundamentals of the theory have stood up well to empirical challenges over the years. An important contribution to the understanding of form and function of human knowledge, this book will be of interest to students and researchers in cognitive psychology, cognitive science, linguistics, and philosophy.

Our ability to acknowledge and recognise our own identity - our 'self' - is a characteristic doubtless unique to humans. Where does this feeling come from? How does the combination of neurophysiological processes coupled with our interaction with the outside world construct this coherent identity? We know that our social interactions contribute via the eyes, ears etc. However, our self is not only influenced by our senses. It is also influenced by the actions we perform and those we see others perform. Our brain anticipates the effects of our own actions and simulates the actions of others. In this way, we become able to understand ourselves and to understand the actions and emotions of others. This book is the first to describe the new field of 'Motor Cognition' - one to which the author's contribution has been seminal. Though motor actions have long been studied by neuroscientists and physiologists, it is only recently that scientists have considered the role of actions in building the self. How consciousness of action is part of self-consciousness, how one's own actions determine the sense of being an agent, how actions performed by others impact on ourselves for understanding others, differentiating ourselves from them and learning from them: these questions are raised and discussed throughout the book, drawing on experimental, clinical, and theoretical bases. The advent of new neuroscience techniques, like neuroimaging and direct electrical brain stimulation, together with a renewal of behavioral methods in cognitive psychology, provide new insights into this area. Mental imagery of action, self-recognition, consciousness of actions, imitation can be objectively studied using these new tools. The results of these investigations shed light on clinical disorders in neurology, psychiatry and in neuro-development. This is a major new work that will lay down the foundations for the field of motor cognition.

Traditional theories of associative learning have found no place for the possibility that an individual's perception of events might change as a result of experience. Evidence for the reality of perceptual learning has come from procedures unlike those studied by learning theorists. The work reviewed in this book shows that learned changes in perceptual organization can in fact be demonstrated, even in experiments using procedures (such as conditioning and simple discrimination learning) which form the basis of associative theories. These results come from procedures that have been the focus of detailed theoretical and empirical analysis; and from this analysis emerges an outline of the mechanisms responsible. Some of these are associative, others require the addition of nonassociative mechanisms to the traditional theory. The result is an extended version of associative theory which, it is argued, will be relevant not only to the experimental procedures discussed in this book but to the entire range of instances of perceptual learning. For psychologists interested in the basic mechanisms of conditioning, perception, and learning, this volume provides an up-to-date, critical review of the field.

Over the last decade, there has been a revolution in our understanding of the physiological role of the cochlea (the inner ear), and the mechanisms of cochlear hearing loss, the most common type in adults, which results in distortions in sound perception. This is the first book to cover the topic; aimed at students and researchers in auditory rehabilitation and its technology, it explains the nature of hearing distortion and relates them to the underlying physiological mechanisms. It provides a theoretical framework for understanding the changes that follow cochlear damage which had important implications not only for theories of normal perception but also the design of signal processing hearing aids.

The nature of attention is one of the oldest and most central problems in psychology. A huge amount of research has been produced on this subject in the last half century, especially on attention in the visual modality, but a general explanation has remained elusive. Many still view attention research as a field that is fundamentally fragmented. This book takes a different perspective and presents a unified theory of visual attention. The TVA model explains the many aspects of visual attention by just two mechanisms for selection of filtering and pigeonholing. These mechanisms are described in a set of simple equations, which allow TVA to mathematically model a large number of classical results in the attention literature. The theory explains psychological and neuroscientific findings by the same equations; TVA is a complete theory of visual attention, linking mind and brain. Aimed at advanced students and professional researchers, Principles of Visual Attention contains a detailed review of the most important research done on attention in vision, spanning cognitive psychology, brain imaging, patient studies, and recordings from single cells in the visual cortex. The book explains the TVA model and shows how it accounts for attentional effects observed across all the research areas described. Principles of Visual Attention offers a uniquely integrated view on a central topic in cognitive neuroscience.

This book brings together recent research on the ability of human listeners to discern changes in the shape of complex acoustic spectra. It systematically discusses issues surrounding the discrimination of a change in acoustic intensity and the physiological mechanisms responsible for this process. The book also proposes two new theories which attempt to explain spectral shape discrimination on the basis of more elementary auditory processes. The research described here is helping scientists gain a better understanding of auditory skills such as those involved in listening to music and speech.

Written by a distinguished psychologist, this book is an integrated treatment of the mathematical theory of human response times. Professor Luce provides a comprehensive, well-balanced, and clear review of the experimental data and puts forth the relevance of the hazard function, a novel and important approach he and his colleagues have developed. Since measurements of response times are widely used by experimental psychologists as one approach to distinguishing among theories of intellectual functioning, the conceptual arguments Professor Luce brings to bear on mathematical models of response time are of great relevance to mathematical and experimental psychologists.

One of the most dramatic areas of development in early human life is that of vision. Whereas vision plays a relatively minor role in the world of the newborn infant, by six months it has assumed the position as a dominant sense and forms the basis of later perceptual, cognitive, and social development. From a world leader in the study of visual development in human infants comes a major new book, condensing a lifetime of work in this area. Drawing on over 20 years of cutting edge research in the Visual Development Units in Cambridge and University College, London, this book provides the definitive account of what we know about the developing visual system and the problems that can occur during development. The book reviews, evaluates, and sets in context the exciting progress being made in this area, and additionally suggests new areas for research. Written to be accessible to advanced undergraduates, graduate students, and researchers in psychology, the neurosciences, optometry, and visual science, this volume represents an important new addition to the literature on vision.

This book succinctly demonstrates how the brain's frontal lobe is specialized for directing voluntary action. Using data from monkeys, neurological patients, and normal subjects, the author presents a flow diagram of frontal lobe operations at the systems level. Topics include the various definitions of the term "voluntary" in a neuropsychological context, how the motor cortex provides a mechanism for the execution of voluntary behavioral actions, and how the premotor areas play a role in the selection of the movements to be performed. The text also shows how the prefrontal cortex is engaged when the subject has to make new voluntary decisions, and how the basal ganglia play a critical role in response learning. The author considers how, in humans, the prefrontal cortex has been refined to allow for trial-and-error decision making, and how the premotor and prefrontal areas select between verbal responses. Psychologists, neuropsychologists, and neurophysiologists will all want to read this pathbreaking book.

S. S. Stevens' famous paper On the Psychophysical Law, published in 1957, ignited a controversy that continues to this day—how to accurately measure sensation. For example, how can the perception of sensation diverge so sharply from the magnitude of the stimulus? How should it be measured? This book offers a concise but detailed introduction to the issues arising from this controversy. It presents the most important arguments in the field, plus a comprehensive survey of the data to allow readers to form their own opinions on the debate.

The visual system must extract from the light that falls on the retina meaningful information about what is where in our environment. At an early stage it analyzes the incoming sensory data along many dimensions of pattern vision, e.g. spatial frequency, orientation, velocity, eye-of-origin. Visual Pattern Analyzers provides a definitive account of current knowledge about this stage of visual processing. Nowhere else can such a comprehensive summarty of the lower level pattern analyzers be found. The book's emphasis is on psychophysical experiments measuring the detection and identification of near-threshold patterns—and the mathematical models, such as multidimensional signal-detection theory, used to draw inferences from such experimental results—but neurophysiological evidence is presented and compared critically to the psychophysical evidence. Introductory material on psychophysical methods, signal detection theory, and the mathematics of Fourier analysis is given in order to make the book more accessible to all who are interested in the lower or higher levels of visual perception. This volume will be of great value to researchers and graduate students in the fields of vision and perception. Within the scientific community there is wide interest in the visual system, and the book will be of use to investigators in many fields, including psychophysics, neuroscience, ophthalmology and optics, computer science, and cognitive and experimental psychology.

How much can we learn about normal visual perception and cognition from a malfunctioning visual system? Quite a lot, as Michael McCloskey makes abundantly clear in this book. McCloskey presents his work with AH, a college student who has an extraordinary deficit in visual perception. When AH looks at an object, she sees it clearly and identifies it readily; yet she is often dramatically mistaken about where the object is or how it is oriented. For example, she may reach out to grasp an object that she sees on her left, but miss it completely because it is actually on her right; or she may see an arrow pointing up when it is really pointing down. AH's errors, together with many other clues, lead McCloskey to some very interesting conclusions about how we perceive the world. He develops theoretical claims about visual subsystems, the nature of visual location and orientation representations, attention and spatial representations, the role of the visual system in mental imagery, and the levels of the visual system implicated in awareness. Visual Reflections makes a fascinating and compelling case that we can often learn more about a process when it goes awry than when it functions flawlessly.

This book provides the first general and unified theory of visual discomfort. Based on the author's observation that people find certain visual stimuli uncomfortable—and that these same stimuli induce seizures in patients with photosensitive epilepsy—the book offers fascinating insights into a variety of visual stresses that arise from design, reading, lighting, television, and VDU terminals. A range of techniques for preventing and treating visual discomfort—from color therapy to precision tinting of spectacle lenses—are described in detail. Students and researchers in perceptual psychology, visual science, neurology, and optometry will want to read this pioneering new work.

Although the last 50 years have witnessed a rapid growth in the understanding of vowel articulation and acoustics, most contemporary theories of speech perception have concentrated on consonant perception. Authored by leading academic and industrial authorities, this volume is intended to balance such a bias. The authors propose a computational theory of auditory vowel perception that accounts for vowel identification in the face of acoustic differences between speaker, speaking rate, stress. Topics acoustic and auditory effects of articulation, vowel categorization, and vowel constancy, among others. This work lays the foundation for future experimental and computational studies of vowel perception. With its important applications to linguistics research and artificial intelligence, this book will be eagerly read by students and researchers in psychology, linguistics, and computer science.

It is plausible that evolution could have created the human skeleton, but it is hard to believe that it created the human mind. Yet, in six or seven million years evolution came up with Homo sapiens, a creature unlike anything the world had ever known. The mental gap between man and ape is immense, and yet evolution bridged that gap in so short a space of time. Since the brain is the organ of the mind, it is natural to assume that during the evolution of our hominid ancestors there were changes in the brain that can account for this gap. This book is a search for those changes. It is not enough to understand the universe, the world, or the animal we need to understand ourselves. Humans are unlike any other animal in dominating the earth and adapting to any environment. This book searches for specializations in the human brain that make this possible. As well as considering the anatomical differences, it examines the contribution of different areas of the brain - reviewing studies in which functional brain imaging has been used to study the brain mechanisms that are involved in perception, manual skill, language, planning, reasoning, and social cognition. It considers a range of skills unique to us - for example our ability to learn a language and pass on cultural traditions in this way, and become aware of our own throughts through inner speech Written in a lively style by a distinguished scientist who has made his own major contribution to our understanding of the mind, the book is a far-reaching and exciting quest to understand those things that make humans unique.