This Handbook examines the interplay between metamemory and memory. Each contributor discusses cutting-edge theory and research that, in some way, showcases the symbiotic relationship between metamemory and memory. Together, these chapters support a central thesis, which is that a complete understanding of either metamemory or memory is not possible without understanding their mutual influence.

The inspiration for this volume was the life and research of Thomas O. Nelson, whose pioneering and influential research in the fields of metamemory and memory consistently highlighted their integrated nature.

The archer stands and pulls back the bow, visualizing the path of the arrow to the target. Does this mental exercise enhance performance? Can we all use such techniques to improve performance in our daily lives? In the Mind's Eye addresses these and other intriguing questions. This volume considers basic issues of performance, exploring how techniques for quick learning affect long-term retention, whether an expert's behavior can serve as a model for beginners, if team performance is the sum of individual members' performances, and whether subliminal learning has a basis in science. The book also considers meditation and some other pain control techniques. Deceit and the ability to detect deception are explored in detail. In the area of self-assessment techniques for career development, the volume evaluates the widely used Myers-Briggs Type Indicator. Table of Contents Front Matter Part I Overview 1 Background 2 Findings and Conclusions Part II Training 3 Optimizing Long-Term Retention and Transfer 4 Modeling Expertise 5 Developing Careers Part III Altering Mental States 6 Subliminal Self-Help 7 Meditation 8 Managing Pain 9 Hiding and Detecting Deception 10 A Broader Concept of Deception Part IV Performing 11 Optimizing Individual Performance 12 Enhancing Team Performance Appendix A: Committee Activities Appendix B: Biographical Sketches Index

Can such techniques as sleep learning and hypnosis improve performance? Do we sometimes confuse familiarity with mastery? Can we learn without making mistakes? These questions apply in the classroom, in the military, and on the assembly line. Learning, Remembering, Believing addresses these and other key issues in learning and performance. The volume presents leading-edge theories and findings from a wide range of research settings: from pilots learning to fly to children learning about physics by throwing beanbags. Common folklore is explored, and promising research directions are identified. The authors also continue themes from their first two volumes: Enhancing Human Performance (1988) and In the Mind's Eye (1991). The result is a thorough and readable review of: Learning and remembering. The volume evaluates the effects of subjective experience on learning?why we often overestimate what we know, why we may not need a close match between training settings and real-world tasks, and why we experience such phenomena as illusory remembering and unconscious plagiarism. Learning and performing in teams. The authors discuss cooperative learning in different age groups and contexts. Current views on team performance are presented, including how team-learning processes can be improved and whether team-building interventions are effective. Mental and emotional states. This is a critical review of the evidence that learning is affected by state of mind. Topics include hypnosis, meditation, sleep learning, restricted environmental stimulation, and self-confidence and the self-efficacy theory of learning. New directions. The volume looks at two new ideas for improving performance: emotions induced by another person?socially induced affect?and strategies for controlling one's thoughts. The committee also considers factors inherent in organizations?workplaces, educational facilities, and the military?that affect whether and how they implement training programs. Learning, Remembering, Believing offers an understanding of human learning that will be useful to training specialists, psychologists, educators, managers, and individuals interested in all dimensions of human performance. Table of Contents Front Matter Part I Overview Background Summary Part II Learning and Remembering Transfer: Training for Performance Illusions of Comprehension, Competence, and Remembering Part III Learning and Performing in Teams Cooperative Learning The Performance and Development of Teams Training in Teams Part IV Mental and Emotional States Self-Confidence and Performance Altering States of Consciousness Part V New Directions Socially Induced Affect Thought Suppression Epilogue References Appendices A Committee Activities B Biographical Sketches Index

Authored by the foremost researchers in cognitive psychology, the handbook Memory is an outstanding reference tool for all cognitive psychologists and interested professionals. Memory provides an excellent synopsis of the research and literature in this field, including comprehensive chapters on basic theory. The text discusses storage and access of information in both short-term and long-term memory; how we control, monitor, and enhance memory; individual differences in mnemonic ability; and the processes of retrieval and retention, including eye-witness testimony, and training and instruction.