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First published in 1974, Attributes of Memory rejected the prevalent stress on the structure of memory. It suggests that the view of memory as a sequence of stores through which information passes is mistaken. Instead, the author emphasizes the coding process of memory by which the nominal stimulus, the stimulus as presented, is transformed into the functional stimulus, the stimulus as coded. Dr Herriot proposes that there are many different forms of coding, and that efficiency of recall or recognition performance is a function of the nature of coding employed. He suggests that the subject’s linguistic system is the most frequently employed linguistic device; that is, that the underlying attributes and rules of language are used automatically when material is verbal. Since the basic function of language is to communicate meaning, those forms of coding which are meaningful in nature are most effective in memory. The book cites a great deal of experimental evidence, including many studies of the time. As well as stating a point of view, it should be useful to undergraduate and postgraduate students as a review of the early literature, read in its historical context.
First published in 1950, this revised edition of The Structure of Human Abilities was published in 1961, but remained largely unchanged from the original save for an additional supplement on the developments in factorial work on human abilities from 1950-1959. Much research had been carried out during the years leading up to publication, in England and America, into mental abilities; and modern methods of statistical treatment, especially factor analysis, had been increasingly used. It was felt that the mass of diverse material was apt to confuse the student of psychology of the time, especially as the results of such research were often apparently conflicting. Professor Vernon, one of the leading experts in this branch of psychology, sifted the material and attempted to provide a consistent picture of our mental structure.
In the course of their researches for Mental Imagery in the Child (1971), the authors came to appreciate that action may be more conducive to the formation and conservation of images than is mere perception. This raised the problem of memory and its relation to intelligence, which they examine in this title, originally published in English in 1973. Through the analysis primarily of the child’s capacity for remembering additive and multiplicative logical structures, and his remembrance of causal and spatial structures, the authors investigate whether memories pursue their own course, regardless of the intelligence or whether, in specified conditions, mnemonic improvements may be due to progress in intelligence. They examine the relationship between the memory’s figurative aspects (from perceptive recognition to the memory-image) and its operational aspects (the schemata of the intelligence), and stress the fundamental significance of the mnemonic level known as the ‘reconstructive memory’. This was a pioneering work at the time, presenting illuminating conclusions drawn from extensive research, together with a number of constructive ideas which opened up a fresh approach to an important area of educational psychology.
Originally published in 1984, one of the few facts that emerged clearly in the beleaguered field of psychology and mental health at the time was the extent of poor social skills in psychiatric patients, the mentally handicapped and problem adolescents. As a result, during the 1970s, social skills training – espoused as a form of behaviour therapy – seemed to offer great promise, based on the notion that social skills, like any other skills, are learnt and can be taught if lacking. However, in evaluating social skills training, many investigators found that skills did not endure and generalise. This book attempts a major re-assessment of social skills training. It examines the underlying paradigms, which are shown to be fundamentally behaviourist. Such paradigms, it is argued, severely constrain the aims and method of current types of training. Thus the book develops what is termed an ‘agency’ approach, based on man as a social agent who actively constructs his own experiences and generates his own goal-directed behaviour on the basis of those constructs. This new model is developed in both theoretical and practical ways in the main body of the book and should, even today, be of great interest to all those involved with social skills training.
Insanity is no exception to the rule which requires a knowledge of the normal as an indispensable preliminary to a knowledge of the abnormal. This book, published in 1901, aimed to provide the first systematic examination of the disorders of the mind as arranged and correlated with the normal types from which they arringly depart.
The subject of thinking is the oldest in the whole science of psychology, going back to well before the separation of the disciplines of philosophy and psychology. Originally published in 1983, this collection of up-to-date critical essays about thinking – with particular emphasis on reasoning – is written from the perspective of psychologists who are themselves actively engaged in research into the nature of human thought. The editor’s introduction identifies the major issues which have traditionally concerned students of human thought, and provides an historical background. It describes how at first the subject was studied by introspection, and how this method fell into disrepute at the end of last century. A satisfactory alternative has not yet emerged, although much recent work is based on the information-processing model, which sees the brain as a sophisticated computer. Consequently the papers presented in this volume deal with a wide range of issues, and a number of different experimental tasks and paradigms. They cover most current approaches to the theory and methodology of cognitive psychology, including problem solving, the relationship between language and thought, and reasoning.
Damage to the brain can impair language in many different ways, severely harming some linguistic functions whilst sparing others. To achieve some understanding of the apparently bewildering diversity of language disorders, it is necessary to interpret impaired linguistic performance by relating it to a model of normal linguistic performance. Originally published in 1987, this book describes the application of such models of normal language processing to the interpretation of a wide variety of linguistic disorders. It deals with both the production and the comprehension of language, with language at both the sentence and the single-word level, with written as well as with spoken language and with acquired as well as with developmental disorders.
Born in Vienna in 1864, Bernard Hollander was a London-based psychiatrist. He is best known for being one of the main proponents of phrenology. This title originally published in 1931 looks at the different regions of the brain and their various functions in relation to intelligence. From the preface: "The records of cases collected by the author, including some of his own, point to there being at least three main regions of totally different functions.... Of these three regions, the frontal is by far the largest in man and the most important, being the region for the manifestation of the highest intellectual abilities." Back in print this is a chance to read all about the study of the brain, mind and external signs of intelligence from the early twentieth century.
Originally published in 1981, this title is based on the author’s doctoral thesis and the research reported was carried out at the Department of Experimental Psychology, University of Oxford. By the 1980s it was generally recognised that there are a number of children of adequate general intelligence who nevertheless experience inordinate difficulties in learning to read. This book examines some of the possible reasons for those children’s reading difficulties, and at the same time explores the basis of a teaching technique which was reputed to help them to learn to read. Although the terminology is very much of the time, this book will still be of interest to those concerned with the reasons behind the difficulties children have in learning to read.
Originally published in 1988, this was the first textbook to review and integrate the cognitive theories underlying the practice of modern clinical psychology. Written in a clear and readable way, it uses many clinical examples to relate the theories to what therapists actually do. It describes the strengths and weaknesses of the theories and develops a common framework drawn from research in social and cognitive psychology to explain the mechanisms of behavioural and cognitive therapy. Among the topics covered are the validity of self-reports; experimental investigations of nonconscious processes; cognitive theories of conditioning; the relation between cognition and emotional disorders such as anxiety and depression; self-esteem and the development of self-schema; self-efficacy; explanation and causal attribution; personal values and goals; self-regulation and the techniques of cognitive therapy. This textbook is designed for advanced undergraduate and postgraduate courses in clinical and abnormal psychology. Its practical focus will also make it of particular interest to practising clinical psychologists, psychiatrists and other mental health professionals.