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Originally published in 1975, Volume 2 of this Handbook looks at
areas traditionally associated with learning theory such as
conditioning, discrimination and behavior theory. It deals with
concepts and theories growing principally out of laboratory studies
of conditioning and learning. The intention was to treat
mechanisms, processes, and principles of some generality -
applicable at least to all vertebrates. It was becoming well
understood that detailed interpretations of particular behaviors
required the authors to take account of the way general principles
operate in the context of species-specific behavioral organizations
and developmental histories; but detailed consideration of just how
these interpretations were accomplished for different animal forms
was another enterprise. Here the authors limit their task to
abstracting from the enormous literature facts and ideas which
seemed general enough to be of interest and perhaps utility to
investigators in other disciplines at the time. Volume 1 presented
an overview of the field and introduced the principal theoretical
and methodological issues that persistently recurred in the
expanded treatments of specific research areas that comprise the
later volumes. Volume 3 looks at human learning and motivation,
while the last 3 volumes range over the many active lines of
research identified with human cognitive processes at the time.
Originally published in 1976, Volume 3 of this Handbook deals
primarily with conditions of acquisition, retention and forgetting,
and the manner in which acquired information and motivation combine
to determine performance. The organization of this volume can be
understood in terms of four principal categories. The first
category deals with general problems of methodology, the second and
third with basic concepts arising from research on human learning
and performance and the fourth with applications. Volume 1
presented an overview of the field and introduced principal
theoretical and methodological issues that persistently recurred in
the expanded treatment of specific research areas which comprise
the later volumes. The areas traditionally associated with
conditioning, learning theory and the basic psychology of human
learning are treated in Volumes 2 and 3. The last three volumes
will range over active lines of research having to do with human
cognitive processes, at the time: Volume 4, attention, memory
storage and retrieval; Volumes 5 and 6, information processing,
reading, semantic memory, and problem solving.
Originally published in 1978 Volume 5 of this Handbook reflects a
single theoretical orientation, that characterized by the term
human information processing in the literature at the time, but
which ranges over a very broad spectrum of cognitive activities.
The first two chapters give some overall picture of the background,
goals, method, and limitations of the information-processing
approach. The remaining chapters treat in detail some principal
areas of application - visual processing, mental chronometry,
representation of spatial information in memory, problem solving,
and the theory of instruction. The first three volumes of the
Handbook presented an overview of the field, followed by treatments
of conditioning, behavior theory, and human learning and retention.
With the fourth volume, the focus of attention shifted from the
domain of learning theory to that of cognitive psychology.
Originally published in 1978, Volume 6 concludes the survey of
research and theory on learning and cognitive processes that was
envisaged when the plan for this Handbook was sketched. The primary
orientation in the planning the Handbook was to concentrate on
research and models aimed toward the development of general
cognitive theory. The first five chapters of this volume are
organized in relation to one of the research areas that had
expanded most vigorously during the period of planning and writing
of the Handbook. These chapters treat aspects of psycholinguistics
most closely related to research and theory covered in the other
volumes. Perhaps the most fertile source of new concepts and models
closely related to other branches of cognitive theory has been
research on semantic memory. This work is given a critical review
and interpretation by Smith in the first chapter of this volume,
following which some lines of theoretical developmental leading
"upward" into problems of comprehension of meaningful material are
reviewed by Kintsch, then connections "downward" into more
elementary problems of coding in memory by Johnson. Also, Johnson's
chapter shades into the very active current body of work on
perceptual and memorial processes in reading, carried further by
Baron's examination of perceptual learning in relation to letter
and word recognition. Finally, we consider inputs to the
psycholinguistic system via speech and speech perception. The
strong emphasis of Pisoni's chapter on speech perception rather
than production simply reflects both the predominance of research
on perceptual aspects of speech in the current cognitive literature
and the close relationships of this research to other lines of
investigation of perception and short-term memory. Some knowledge
of the history of the subject and some understanding of the way
some of the more persuasive concepts and principles have evolved
may serve present-day investigators better than boosting their
reading rates. The final chapter of the present volume provides
some documentation for this last suggestion.
Originally published in 1976, this is Volume 4 of a series that
reflected the current state of the field at the time. In this title
the focus shifts to modern developments in cognitive psychology.
The emphasis is primarily on attention and short-term memory, as
these concepts came to be understood in the decade leading up to
publication. In addition to presenting the major concepts, the
authors outline fundamental theories and methods, all in a way that
will be readable by anyone with a reasonable scientific background.
As the editor notes in the Foreword, each author "has taken on the
assignment of giving explicit attention to the orienting attitudes
and long-term goals that tend to shape the overall course of
research in his field and to bring out both actual and potential
influences and implications with respect to other aspects of the
discipline." This volume, as all volumes of the Handbook, will be
invaluable for those who want an organized picture of the current
state of the field as it was at the time.
Originally published in 1975, Volume 2 of this Handbook looks at
areas traditionally associated with learning theory such as
conditioning, discrimination and behavior theory. It deals with
concepts and theories growing principally out of laboratory studies
of conditioning and learning. The intention was to treat
mechanisms, processes, and principles of some generality -
applicable at least to all vertebrates. It was becoming well
understood that detailed interpretations of particular behaviors
required the authors to take account of the way general principles
operate in the context of species-specific behavioral organizations
and developmental histories; but detailed consideration of just how
these interpretations were accomplished for different animal forms
was another enterprise. Here the authors limit their task to
abstracting from the enormous literature facts and ideas which
seemed general enough to be of interest and perhaps utility to
investigators in other disciplines at the time. Volume 1 presented
an overview of the field and introduced the principal theoretical
and methodological issues that persistently recurred in the
expanded treatments of specific research areas that comprise the
later volumes. Volume 3 looks at human learning and motivation,
while the last 3 volumes range over the many active lines of
research identified with human cognitive processes at the time.
Originally published in 1976, Volume 3 of this Handbook deals
primarily with conditions of acquisition, retention and forgetting,
and the manner in which acquired information and motivation combine
to determine performance. The organization of this volume can be
understood in terms of four principal categories. The first
category deals with general problems of methodology, the second and
third with basic concepts arising from research on human learning
and performance and the fourth with applications. Volume 1
presented an overview of the field and introduced principal
theoretical and methodological issues that persistently recurred in
the expanded treatment of specific research areas which comprise
the later volumes. The areas traditionally associated with
conditioning, learning theory and the basic psychology of human
learning are treated in Volumes 2 and 3. The last three volumes
will range over active lines of research having to do with human
cognitive processes, at the time: Volume 4, attention, memory
storage and retrieval; Volumes 5 and 6, information processing,
reading, semantic memory, and problem solving.
Originally published in 1978 Volume 5 of this Handbook reflects a
single theoretical orientation, that characterized by the term
human information processing in the literature at the time, but
which ranges over a very broad spectrum of cognitive activities.
The first two chapters give some overall picture of the background,
goals, method, and limitations of the information-processing
approach. The remaining chapters treat in detail some principal
areas of application - visual processing, mental chronometry,
representation of spatial information in memory, problem solving,
and the theory of instruction. The first three volumes of the
Handbook presented an overview of the field, followed by treatments
of conditioning, behavior theory, and human learning and retention.
With the fourth volume, the focus of attention shifted from the
domain of learning theory to that of cognitive psychology.
Originally published in 1976, this is Volume 4 of a series that
reflected the current state of the field at the time. In this title
the focus shifts to modern developments in cognitive psychology.
The emphasis is primarily on attention and short-term memory, as
these concepts came to be understood in the decade leading up to
publication. In addition to presenting the major concepts, the
authors outline fundamental theories and methods, all in a way that
will be readable by anyone with a reasonable scientific background.
As the editor notes in the Foreword, each author "has taken on the
assignment of giving explicit attention to the orienting attitudes
and long-term goals that tend to shape the overall course of
research in his field and to bring out both actual and potential
influences and implications with respect to other aspects of the
discipline." This volume, as all volumes of the Handbook, will be
invaluable for those who want an organized picture of the current
state of the field as it was at the time.
Originally published in 1978, Volume 6 concludes the survey of
research and theory on learning and cognitive processes that was
envisaged when the plan for this Handbook was sketched. The primary
orientation in the planning the Handbook was to concentrate on
research and models aimed toward the development of general
cognitive theory. The first five chapters of this volume are
organized in relation to one of the research areas that had
expanded most vigorously during the period of planning and writing
of the Handbook. These chapters treat aspects of psycholinguistics
most closely related to research and theory covered in the other
volumes. Perhaps the most fertile source of new concepts and models
closely related to other branches of cognitive theory has been
research on semantic memory. This work is given a critical review
and interpretation by Smith in the first chapter of this volume,
following which some lines of theoretical developmental leading
"upward" into problems of comprehension of meaningful material are
reviewed by Kintsch, then connections "downward" into more
elementary problems of coding in memory by Johnson. Also, Johnson's
chapter shades into the very active current body of work on
perceptual and memorial processes in reading, carried further by
Baron's examination of perceptual learning in relation to letter
and word recognition. Finally, we consider inputs to the
psycholinguistic system via speech and speech perception. The
strong emphasis of Pisoni's chapter on speech perception rather
than production simply reflects both the predominance of research
on perceptual aspects of speech in the current cognitive literature
and the close relationships of this research to other lines of
investigation of perception and short-term memory. Some knowledge
of the history of the subject and some understanding of the way
some of the more persuasive concepts and principles have evolved
may serve present-day investigators better than boosting their
reading rates. The final chapter of the present volume provides
some documentation for this last suggestion.
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