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Cognitive Psychology: Applying the Science of the Mind
 
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Cognitive Psychology: Applying the Science of the Mind [Englisch] [Gebundene Ausgabe]

Bridget Robinson-Riegler , Gregory Robinson-Riegler

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Bridget Robinson-Riegler
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Produktbeschreibungen

Kurzbeschreibung

Cognitive Psychology: Applying the Science of the Mind combines clear yet rigorous descriptions of key empirical findings and theoretical principles with frequent real-world examples, strong learning pedagogy, and a straightforward organization. For undergraduate courses in cognitive psychology. Engagingly written, the text weaves five empirical threads -- neuroscience, consciousness, individual differences, development, and culture -- throughout the text to help students integrate the material. The text's organization offers an intuitive description of cognition that enhances student understanding by organizing chapters around the flow of a piece of information that enters the cognitive system. Now available with MyPsychLab! To order a MyPsychLab access code packaged with the text please use ISBN: 9780205176748

Über den Autor

Bridget Robinson-Riegler is Associate Professor of Psychology at Augsburg College in Minneapolis, Minnesota. She received her PhD. at Purdue University in 1994 (where she and Greg met), and has been at Augsburg since then, serving in both administrative and faculty roles. She teaches introductory psychology, cognitive psychology, and supervises experiential learning courses, giving her a particular interest in psychology's application to everyday life. She has been teaching cognitive psychology for the past 17 years. She has published research primarily in the area of memory, specifically bizarre imagery effects and prospective memory. At Augsburg, she is an active mentor of undergraduate research. Her current research interests include source monitoring, attention and autobiographical memory. Greg Robinson-Riegler is a Professor of Psychology at the University of St. Thomas in St. Paul, Minnesota. He received his PhD. at Purdue University in 1990, and has been at St. Thomas since then, serving in both administrative and faculty roles. He has taught courses in introductory psychology, memory, and cognitive psychology. By his math, he has taught cognition to over 1500 students. He also has extensive experience in interdisciplinary teaching, having offered seminars co-taught with colleagues in economics, philosophy, theology, and English. His published research is primarily in the area of memory, specifically the generation effect and implicit memory. His current research interests include autobiographical memory, effects of technology and multi-tasking on attention, and mindfulness. He is an active mentor of undergraduate researchers.

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3 von 3 Kunden fanden die folgende Rezension hilfreich
I would give this book zero stars if I could 5. Februar 2012
Von Jennifer L. Sweeney - Veröffentlicht auf Amazon.com
Format:Gebundene Ausgabe
This book is very poorly written, I am furious that it is so outrageously expensive. I sincerely feel that I could have written a better book myself. It is hard to follow and disorganized. There are times when I had a headache just trying to catch what they were trying to say among the random spelling and grammatical flaws and the citations thrown in at random. I usually highlight key terms and can get chunks of pertinent information from what I read that way, but in this book you have to read and re-read and back track in order to find what's important in this labyrinth of words. It is ironic that a book for cognitive psychology could be so poorly outlined and so incredibly inarticulate. They cite so many random experiments, while rarely ever really having a point (other than that they had to fill up six hundred pages to cash in on this, I'm sure). I am a book lover and sometimes even enjoy reading textbooks but this is the most dry drag that I have ever had the torture to read for school, and that is not an exaggeration. There are so many run on sentences and I am very frustrated with this. There are only a few pictures and figures and they're sometimes hard to decipher and presented in the most dull ink... these archaic versions of sky blue, gray, black and white that probably saved them money to print and that's unimaginative tone makes me a little depressed. I can't believe it has a four star review, but only two people reviewed and one was commenting on the efficiency of the shipment and the other seemed pretty ambivalent anyway. I have spent a lot of time trying to give this book a chance but it's an embarrassment and a rip off.

Let me give you a few sentences as a brief example of some of the semantic issues I have with the book (as I stated before, I often had to re-read sentences ten times to understand what they meant). "The no-correction condition replicated the findings of Wolfe et. al. However, if participants were allowed to correct their mistakes, error rates were low and constant across prevalence conditions. We're not finished yet: in the latest volley in this empirical debate, Van Wert, Horowitz, and Wolfe (2009) ran the correction condition of Fleck and Mitroff (2007) with the Wolfe et. al (2005) displays, and found little effect of the correction option, replicating the basic result found by Wolfe, et. al. So, what's going on?". That is a good question Riegler and Riegler... what IS going on?? I often feel I am reading incoherent jargon when this book is open.
No wonder the publishers don't have a review button on their website.

I also would like to mention that for class I was required to buy an expensive online program to accompany the book and everyone in class had trouble accessing it and my teacher had a lot of frustration trying to deal with the supplementary material which she couldn't even access herself for the first few weeks. I personally talked to tech support and they just told me "to talk to my teacher" after waiting twenty six minutes (if my memory serves me) to speak to someone about my issue. Then they asked if they could help me with anything else but hung up literally two seconds later before I could proceed with another question regarding the issue.

If you are a teacher of cognitive psychology please choose another book for your students! Do your research and find a better option.
And if you are a student and have to read this, I'm sorry for you, hopefully it will cause you less distress than it has for me.
Cognitive Psychology 10. Februar 2012
Von non-trad psychology student - Veröffentlicht auf Amazon.com
Format:Gebundene Ausgabe|Von Amazon bestätigter Kauf
When I ordered the book, I assumed that because it was a new book that it would have come with a code to access the publishers website for the mypsych.lab portion of the course. I did not realize that they were sold separately with an additional cost. The book arrived on time and my only dissapointment was the fact that I did not read the description closely enough to realize the non-bundled issue. I did contact the sender and it was at that time that I was informed that the two items did not come together.
0 von 1 Kunden fanden die folgende Rezension hilfreich
GOOD 1. Oktober 2011
Von Lucia - Veröffentlicht auf Amazon.com
Format:Gebundene Ausgabe|Von Amazon bestätigter Kauf
I like it. It is a version without Mypsychlab. If it is a pachage will be better. While, it was reaaly well-protected that when i receive it, it was brand new.

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