From the Foreword: "Is it possible at present to identify a core cluster of theoretical ideas, concepts, and methods with which everyone working in the area of learning and cognition needs to be familiar? Would it be possible to make explicit the relationships that we feel do or must exist among the various subspecialties, ranging from conditioning through perceptual learning and memory to psycholinguistics, and to present these in a sufficiently organized way to help specialists and non-specialists alike in relating particular lines of research to the broader spectrum of activity? These questions were posed to a substantial number of investigators who are currently most active in developing the ideas and doing the research. Their response constitutes this Handbook..." First published in 1975, Volume 1 of this Handbook attempts to present an overview of the field and to introduce the principal theoretical and methodological issues that will persistently recur in the expanded treatments of specific research areas that comprise the later volumes. Deferring to the current Zeitgeist rather than to chronology, they begin with the present state of cognitive psychology, then introduce the comparative approach, and conclude this volume with a rapid, three-chapter review of the evolution of ideas from conditioning to information processing.

From the Foreword: "Is it possible at present to identify a core cluster of theoretical ideas, concepts, and methods with which everyone working in the area of learning and cognition needs to be familiar? Would it be possible to make explicit the relationships that we feel do or must exist among the various subspecialties, ranging from conditioning through perceptual learning and memory to psycholinguistics, and to present these in a sufficiently organized way to help specialists and non-specialists alike in relating particular lines of research to the broader spectrum of activity? These questions were posed to a substantial number of investigators who are currently most active in developing the ideas and doing the research. Their response constitutes this Handbook..." First published in 1975, Volume 1 of this Handbook attempts to present an overview of the field and to introduce the principal theoretical and methodological issues that will persistently recur in the expanded treatments of specific research areas that comprise the later volumes. Deferring to the current Zeitgeist rather than to chronology, they begin with the present state of cognitive psychology, then introduce the comparative approach, and conclude this volume with a rapid, three-chapter review of the evolution of ideas from conditioning to information processing.

The German army faced tanks of superior size, armor and firepower from the outset of World War II. Although their Panzerwaffen handled the Polish campaign, war with France meant confronting superior heavy and medium tanks like the Char B and Somua, with 47 mm high velocity cannon that penetrated German tank armor with ease. French infantry disposed of effective antitank weapons and a portion of their 75 mm field guns were detailed as antitank guns. Even greater challenges emerged with the Russo-German War, for the Germans had no initial answer to the KV-1 heavy tank and T-34 medium. The successive technical shocks of superior tanks introduced by each side produced a gun-armor race that continued in some manner even after the war's end. The Germans placed a premium on technological quality and superiority over mass production, for which their industry (and, arguably, their regime) remained rather unsuited. Not satisfied with the advantage they obtained with the Tiger and Panther series tanks, the army leadership and Adolf Hitler himself pushed for larger and more powerful tanks than had ever been built.

Is it possible at present to identify a core cluster of theoretical ideas, concepts, and methods with which everyone working in the area of learning and cognition needs to be familiar? Would it be possible to make explicit the relationships that we feel do or must exist among the various subspecialties, ranging from conditioning through perceptual learning and memory to psycholinguistics, and to present these in a sufficiently organized way to help specialists and non-specialists alike in relating particular lines of research to the broader spectrum of activity? These questions were posed to a substantial number of investigators who were most active in developing the ideas and doing the research in the early 1970s. Originally published between 1975 and 1978 their response constitutes this 6 Volume Handbook of Learning and Cognitive Processes. The volumes survey the research and theory on learning and cognitive processes that were rapidly developing at the time. The primary orientation was to concentrate on research and models aimed toward the development of general cognitive theory.They were also up to date with regard to theoretical and even technical developments, yet sufficiently self-contained to be readable for anyone with a reasonable scientific background, regardless of their acquaintance with the technical jargon of particular specialties. Previously out of print the Handbook is now available again, both as a set or individual volumes.

This title explores the conception and design of a range of enormous and powerful tanks that came to be designated as 'super-heavy'. The fascinating super-heavy tanks of World War II were heirs to the siege machine tradition - a means of breaking the deadlock of ground combat. As a class of fighting vehicle, they began with the World War I concept of the search for a "breakthrough" tank, designed to cross enemy lines. It is not surprising that the breakthrough tank projects of the period prior to World War II took place in the armies that suffered the most casualties of the Great War (Russia, France, Germany). All of the principal Axis and Allied nations eventually initiated super-heavy development projects, with increasingly heavy armor and armament.
Much as the casualties of World War I prompted the original breakthrough tank developments, as Germany found itself on the defensive, with diminishing operational prospects and an increasingly desperate leadership, so too did its focus turn to the super-heavy tanks that could turn the tide back in their favor. Although only a small number of super-heavy tanks were built, much less saw active service, their impressive appearance and specifications - not to mention the possibilities of what might have been - have captured the interest of AFV enthusiasts, historians and military personnel. This illustrated and detailed study explores and compares these designs in unprecedented depth.

Represents one of the earliest efforts to chronicle Marine Corps operations in Iraq between 2004-2005. Commissioned and written while U.S. forces were still engaged in combat operations in Iraq. Contains maps to help orientate and familiarize readers to Iraq, al-Anbar Province, and the two battles for Fallujah. Contains photographs of commanders, combat operations, equipment, and civil-military operations.

First introduced in 1979, the Handbook for Marine NCOs is recognized as the essential reference guide of the NCO corps. Marine NCOs of all grades rely on its reliability as the standard reference guide for the military professional. While this thoroughly revised 5th edition reflects all of the many changes in the organization of the corps since the publication of the previous edition in 1995, it continues to primarily focused on helping Marine NCOs“make the most of their chevrons and to get ahead in the corps.” It is the only book that provides a practical and easy- to-use reference guide to all of the many official military regulations and instructions that an NCO needs to know. It offers sound advice and up-to-date information on military matters that assists the new NCO to easily acquire a firm understanding of all of the different specialties and fields in the USMC and serves as a quick refresher for even the most seasoned NCO. This revised and updated edition will remain the standard reference guide for Marine NCOs for years to come.

In the opening campaign of the Korean War, the First Provisional Marine Brigade participated in a massive effort by United States and South Korean forces in 1950 to turn back the North Korean invasion of the Republic of Korea. The brigade's actions loom large in marine lore. According to most accounts, traditional Marine Corps discipline, training, and fighting spirit saved the day as the marines rescued an unprepared U.S. Eighth Army, which had been pushed back to the ""Pusan Perimeter"" at the southeastern tip of the Korean peninsula. Historian and retired marine Kenneth W. Estes undertakes a fresh investigation of the marines' and Eighth Army's fight for Pusan. Into the Breach at Pusan corrects discrepancies in earlier works (including the official histories) to offer a detailed account of the campaign and place it in historical context. Drawing on combat records, command reports, and biographical materials, Estes describes the mobilization, organization, and operations of First Brigade during the first three months of American participation in the Korean War. Focusing on the battalions, companies, and platoons that faced the hardened soldiers of the North Korean army, he brings the reader directly to the battlefield. The story he reveals there, woven with the voices of soldiers and officers, is one of cooperation rather than interservice rivalry. At the same time, he clarifies differences in the organizational cultures of the U.S. Army and the Marine Corps. Into the Breach at Pusan is scrupulously fair to both the army and the marines. Estes sets the record straight in crediting the Eighth Army with saving itself during the Pusan Perimeter campaign, but he also affirms that the army's suffering would have been much greater without the crucial, timely performance of the First Provisional Marine Brigade.