Cognitive Psychology (SAGE Course Companions series) by Carol Brown

By Carol Brown

Cognitive Psychology offers pupil readers with crucial support with all elements in their first direction in cognitive psychology, together with recommendation on revising for checks, getting ready and writing path evaluate fabrics, and embellishing and progressing their wisdom and abilities in accordance with direction requisites in cognitive psychology.

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W. (1994). Object and face r ecognition . Hove: UK: Psychology Pr ess. A text explicitly focused on this topic and ther efore giving an in-depth discussion of the ar eas involved. TURNBALL , O. , & DELLA -SALA , S. (1997). Agnosia for object orientation: Implications for theories of object r ecognition. Neuropsychologia , 35, 153–163. This outlines the r elevance of neur opsychological evidence in much mor e detail than has been possible in this chapter and gives some interesting insight to the contribution such r esear ch makes into object recognition.

Others include the measurement of eye movements and further physiological methods. qxd 11/21/2006 6:25 PM Page 23 VISUAL PROCESSING/PERCEPTION 23 Perceptual Organisation Perception can be organised in a number of ways. Gestalt theory of perceptual organisation is outlined below. An important distinction in the area of depth perception is that between monocular cues requiring the use of one eye and binocular cues requiring both. Oculomotor cues are those that use the muscles around both eyes. The ways in which these cues account for perceptual organisation are as follows.

This outlines the r elevance of neur opsychological evidence in much mor e detail than has been possible in this chapter and gives some interesting insight to the contribution such r esear ch makes into object recognition. BIEDERMAN , I. 3 speech/word recognition Core Areas • Automatic processing • Cohort theory • Interactive activation model • Motor theory • Prosodic cues • Response bias effect • Semantic priming effects • Sensitivity effect • TRACE model Learning Outcomes By the end of this chapter you should be able to: • define the key terms; • provide an introductory outline to the processes involved in word recognition including phonemic restoration, lip reading, prosodic cues, automatic processing, the role of context and letter identification; • understand the role of bottom-up and top-down processes in relation to explanation of recognition including motor theory, cohort theory, the TRACE model and the interactive activation model; and • consider the strengths and weaknesses of each of these theories in explaining speech/word recognition.

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