Annotation This proceedings of the conference held in June 1999 at Yale U. is also a festschrift to Crowder (d. 2000), who taught at the same institution and whose life and career are the subject of the initial chapter. Subsequent chapters consider topics that include: episodic memory, the issues raised concerning the semantic activation from reading, implicit phenomena of cognition and its reception by social psychologists, the serial position curve and the effects of mode of presentation, touch as a modality of information, the effects of irrelevant speech and sounds on memory, and the Ranschburg effect. The concluding four chapters are devoted to issues of short-term memory. All of the contributors teach psychology at universities in the US and Canada. Annotation c. Book News, Inc., Portland, OR (booknews.com).
In this landmark volume from 1976, Robert Crowder presents an organized review of the concepts that guide the study of learning and memory. The basic organization of the book is theoretical, rather than historical or methodological, and there are four broad sections. The first is on coding in memory, and the relations between memory and vision, audition and speech. The second section focuses on short-term memory. The third is loosely organized around the topic of learning. The final section includes chapters that focus on the process of retrieval, with special attention to recognition and to serial organization. Crowder presumes no prior knowledge of the subject matter on the part of the reader; technical terms are kept to a minimum, and he makes every effort to introduce them carefully when they first occur. It is suitable for advanced undergraduate and graduate courses.
In this landmark volume from 1976, Robert Crowder presents an organized review of the concepts that guide the study of learning and memory. The basic organization of the book is theoretical, rather than historical or methodological, and there are four broad sections. The first is on coding in memory, and the relations between memory and vision, audition and speech. The second section focuses on short-term memory. The third is loosely organized around the topic of learning. The final section includes chapters that focus on the process of retrieval, with special attention to recognition and to serial organization. Crowder presumes no prior knowledge of the subject matter on the part of the reader; technical terms are kept to a minimum, and he makes every effort to introduce them carefully when they first occur. It is suitable for advanced undergraduate and graduate courses.
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