» » Cognition
e-Book Cognition epub download

e-Book Cognition epub download

Author: Douglas Whitman
ISBN: 0471715662
Pages: 624 pages
Publisher: Wiley; 1 edition (October 26, 2010)
Language: English
Category: Social Sciences
Size ePUB: 1894 kb
Size Fb2: 1794 kb
Size DJVU: 1198 kb
Rating: 4.3
Votes: 342
Format: docx lrf rtf mbr
Subcategory: Other

e-Book Cognition epub download

by Douglas Whitman



Book Condition: This book is in excellent condition. It looks like it has never been read. No exterior or interior writing or markings. Only 1 left in stock (more on the way)

Book Condition: This book is in excellent condition. Only 1 left in stock (more on the way).

See if your friends have read any of R. Douglas Whitman's books. R. Douglas Whitman’s Followers. None yet. Douglas Whitman. Douglas Whitman’s books.

Details (if other): Cancel. Thanks for telling us about the problem. by.

Doug The Electrician.

Douglas Whitman was a Professor of Business at the University of Kansas's School of Business in Lawrence during the 1986-88 period when he worked for the tobacco industry.

Anthony Douglas Woozley - Theory of Knowledge: An Introduction. Douglas Whitman - Phenotypic Plasticity of Insects: Mechanisms and Consequences. Anthony Douglas Woozley. Читать pdf. Bob Thames, Douglas W. Webster - Chasing Change: Building Organizational Capacity in a Turbulent Environment. Webster.

134. Читаемые Читаемые 24. Читатели Читатели 37. Нравится Нравится 60. Еще. Нравится. Не игнорировать las whitman. Дата регистрации: декабрь 2011 г. 2 фото или видео Фото и видео.

cognitive psychology, psychology, textbook, university, book, cognition.

If you did not find the book or it was closed, try to find it on the site: GO.

Mobile version (beta). If you did not find the book or it was closed, try to find it on the site: GO. Exact matches. Phenotypic Plasticity of Insects: Mechanisms and Consequences.

I am a DJ, I work in a recording studio and write DJ sets for private and public parties. Free time I like to spend with friends and skateboarding. I also like to play in online casinos, it seems to me funny, you can have fun and meet new people and win a lot of money :) Experience.

This new text provides psychologists with a look at the field of cognitive psychology while integrating neuroscience into the discussion. Experiments are included throughout to show how the concepts are applied in the field. These can be easily reproduced in the lab. Illustrations are also integrated in the chapters to reinforce the discussions. Psychologists will find this text fully bridges cognitive psychology and neuroscience in an accessible way.
Dianantrius
its a text book, that was inexpensive and did what I needed it to do of the class. fast shipping
ᵀᴴᴱ ᴼᴿᴵᴳᴵᴻᴬᴸ
It's a good textbook except for a few little things. Key terms aren't defined anywhere in the book, so when your instructor asks for definitions you need to use your best judgement to figure it out. Also, when describing how certain experiments played out, the author writes as though the reader already knows the experiment front to back.
Whiteflame
Although this book was in very good condition, the print is way too small. The print discourages a person from wanting to read the textbook. Also, most of the topics that we covered in my PSY323 course were not presented very well in the textbook. Instead, I went to the school's library and google scholar to find relevant, scholarly information.
happy light
This textbook is terribly written and is full of careless errors and misspellings. These range from outright untruths (for example, page 48 the fovea is mixed up with the area that the optic nerve enters the eye) to simple sloppiness (misspelling Selfridge's name as Slefridge in the caption on page 73). The book refers to several of the figures as if they were in color, while the book is only printed in blue/black (for example, bottom of page 189). Graphs are mislabeled, and there are several sentences that just don't make any sense. I would not recommend this textbook to anyone, though I doubt most people reading this have a choice...
*Nameless*
Great!
EXIBUZYW
Everything went well I was pleases with your service and will definitely use it again. God bless and keep up the great work.
Nirad
I'm currently a student in a university in Singapore and this was chosen as my course text. I fully agree with what some have said here about how POORLY written this book is. There are numerous mistakes and I will let me tutor's own emails regarding the textbook speak for itself:

Email No. 1:

"Hi all,

A student's query has brought to my attention a slight error in the Cognition textbook (Whitman) with respect to the Waugh- Norman study, which looked at decay vs interference in STM (pages 162-163). In the study, there were two rates of presentation of items: 1 item/sec, and 4 item/sec. Obviously, the 1 item per second is the slow rate of presentation, while the 4 items/ sec is the fast rate.

In the figure accompanying the text (figure 4.10 (a), page 163), the 4 items/sec is labelled as slow, while 1 item/sec is labelled as fast. This is an error. The correct label should be:
4 items per second: fast rate-less decay time; and
1 item per second: slow rate--more decay time.

Also, on page 162, second paragraph, it is stated that if 12 intervening items are presented before the probe digit, then at one digit per second, it would take 12 seconds before the probe digit appears; while at four items per second, there is 48 seconds of decay time. This is again incorrect. If you show items at the rate of 4 items per second, then it should take less time for the 12 items to be presented before the probe digit, so the intervening time in the 4 item/sec condition would be 3 seconds in this case.

Hope this was clear"

Email No. 2:

"Hi ppl.

A few more errors (and ambiguous wordings) in the textbook (Whitman) have come to our notice, thanks to alert students. So here they are:
The second last paragraph (and accompanying figure) of page 188:
The text correctly states that the visual interference task selectively reduced memory for the visual memory task, while the spatial interference task interfered with the spatial memory span. This is consistent with the researcher's claim of the presence of separate visual and spatial memory buffers. However, the accompanying figure.11(c) has the labels wrong; Dark blue and light blue labels can be swapped to give the right picture (visual interference leads to poor performance in visual sequential, but not spatial pattern reproduction; and the reverse holds for spatial interference).
So in short, Light blue should stand for visual interference, while dark blue should stand for spatial interference. Hope this was clear.

The last line of the first paragraph of page 115:
This is regarding Pashler's series of experiments.The text says that "... increasing the time duration between the beginning of the first and second tasks, thereby giving more time for completion of the first task, does not reduce the time to completion of the second task but actually increases it. An example will make the phenomenon clear".

In fact, the example in the next paragraph seemingly contradicts the above statement. The text details an experiment where the subjects have to respond to a tone (the first task) before responding to visual stimuli such as numbers (the second task). As the text says in the last line of the paragraph, ".....as the time between the tone and the numbers is shortened, the time required to respond to the numbers increases". This statement is congruent with the figure in the next page (figure 3.7, page 116), but incongruent with the statement in the previous paragraph cited above. So which is correct?

The critical feature of these series of experiments is that as time between the onset of the first stimuli and the onset of the second stimuli (called stimulus onset asynchrony, or SOA) is decreased, the reaction time for the second task becomes slower. In other words, the sentence, ".....as the time between the tone and the numbers is shortened, the time required to respond to the numbers increases" is correct. I am not sure what the first cited sentence might mean, but please disregard it. I hope this is clear.

The figure 3.7 makes it clear that as the SOA decreases and the second stimulus appears nearer in time to the first stimulus, the reaction time taken to respond to the second stimulus increases. The reason is that the second stimulus has to wait while the response selection for the first stimulus is going on, and only then can its own response selection be handled. So even if the second stimulus comes in early, it has to wait while the first stimulus is being processed.
For instance, if you come in early to meet the teacher, but your teacher is talking to another person at the time, you waste more time doing nothing than if you had come a bit later.

I hope this was clear."

AGAIN I CAUTION. STAY AWAY FROM THIS BOOK. DO NOT BUY IT. DO NOT LET YOUR TEACHERS RECOMMEND IT.

Regards,
Fellow Student
Singapore.