Remembering: A Study in Experimental and Social Psychology - Hardcover

Bartlett, Frederic C.

Hardcover

ISBN 10: 052148278X ISBN 13: 9780521482783

Publisher: Cambridge University Press, 1995

Synopsis

In 1932, Cambridge University Press published Remembering, by the psychologist Frederic Bartlett. The landmark book described fascinating studies of memory and presented the theory of schema which informs much of cognitive science and psychology today. In Bartlett's most famous experiment, he had subjects read a Native American story about ghosts and had them retell the tale later. Because their backgrounds were so different from the cultural context of the story, the subjects changed details in the story that they could not understand. Besides containing important seminal concepts, Remembering is fascinating from an historical perspective. Bartlett discusses the ideas and research of Ebbinghaus, Freud, Jung, and Spearman. In addition, his comparison of Swazi African culture and British culture is a study in cross-cultural psychology that was ahead of its time.

About this title

Book Description

Originally published in 1932, this landmark work described fascinating studies of memory and presented the theory of schema which informs much of cognitive science and psychology today. Its discussion of Ebbinghaus, Freud, Jung and Spearman is noteworthy from a historical perspective.

About the Author

Tom Landauer is a theoretical and applied cognitive scientist, with interests on the one hand in advancing understanding of how complex knowledge, such as language, is learned and used, and on the other hand in creating instructional methods and automated aids to speed and enhance knowledge acquisition and use. He led the brilliant team of young cognitive scientists at Bell Communications Research that invented LSA and, along with Susan Dumais, pioneered LSA's interpretation and validation as a theory of verbal meaning. He is currently a Research Professor at the University of Colorado, Boulder, and Executive Vice President at Pearson Knowledge Technologies, a subsidiary of Pearson, the international educational publishing and assessment company. A 1960 Harvard Ph.D., he served on faculties of The Harvard Graduate School of education, Dartmouth College, and Stanford University, and was a Visiting Lecturer at Princeton University. From 1969-1984, he was a researcher and research director at Bell Telephone Laboratories and its successor, Bell Communications Research. Tom is a devoted proponent of the "Pasteur's Quadrant" scientific method: taking problems from practical needs, finding solutions by empirical research and rigorous modeling, and testing theories and solutions by their effectiveness and completeness in solving the inspiring practical problem. (For example, LSA provides a rigorous theory of verbal meaning with wide applicability, but is unable to explain syntactic phenomena.) His research has almost always centered on some aspect of learning, from its physiology and biochemistry to the effects of practice schedules to mathematical theories, and to applications as diverse asmarketing, children's social development, human-computer interaction, and the specification of memorable telephone numbers. He regards LSA as by far the most significant accomplishment with which he has been associated.
Danielle S. McNamara is a cognitive scientist in the Department of Psychology at the University of Memphis. A great deal of her work involves the theoretical study of cognition as well as the application of cognition to educational practice. She examines a variety of phenomena related to reading, comprehension skill, working memory, communication, expertise, knowledge acquisition, and the generation effect. A major thrust of her research concerns how to improve comprehension and learning from text. One focus of that research is on providing training to improve metacognitive reading strategies. For example, she and her research team developed an automated reading strategy tutor called ISTART (Interactive Strategy Trainer for Active Reading and Thinking) that teaches readers to more effectively understand difficult text. A second focus of her reading research is on text cohesion and how that interacts with reader aptitudes. She and her research team have developed Coh-Metrix, an automated tool that assesses text on multiple dimensions, including text cohesion. Many of her projects, such as the iSTART and Coh-Metrix projects, involve the creation and refinement of computational algorithms to extract meaning from text and to automatically interpret and respond to text and discourse. LSA has played an important role in these endeavors.
Simon Dennis is a psychologist and computer scientist with interests in human memory and language processes. His work on recognitionmemory has precipitated a fundamental rethink about the sources of interference in episodic memory paradigms, while his Syntagmatic Paradigmatic model has provided a solution to the question of how people abstract thematic role information from text as well as providing insight into the nature of inference in text comprehension. He completed his training at the University of Queensland before becoming a lecturer in the Australian Research Council's, Key Centre for Human Factors and Applied Cognitive Psychology. He then moved to United States to take on the role of Research Professor at the University of Colorado at Boulder. He currently holds a lectureship role in the School of Psychology at the University of Adelaide, Australia.
Walter Kintsch is Professor Emeritus in the Department of Psychology at the University of Colorado and the former director of its Institute of Cognitive Science. His research has focused on the psychology of language, in particular models of discourse comprehension. This work is summarized in his book "Comprehension: A Paradigm for Cognition." In recent years he has explored the use of LSA both as a tool for theorizing about language comprehension and for comprehension instruction in schools. A software called "Summary Street" that provides content feedback to middle school students writing summaries has been introduced and successfully tested in a large number of schools in Colorado. His current interests include the exploration of how the semantic information that is stored in long-term memory by LSA-like models is used to construct the full, contextually appropriate meaning of a word in working memory when the word is used as part of a discourse.

Edition details

• Publisher: Cambridge University Press
• Publication date: 1995
• Language: English
• ISBN 10: 052148278X
• ISBN 13: 9780521482783
• Binding: Hardcover
• Edition number: 2
• Number of pages: 344