An Introduction to Cognitive Psychology

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1. Figure 1.1 — The main stages of cognitive processing
2. Figure 1.2 — The four main approaches to studying cognitive psychology
3. Figure 1.3 — A shape recognised by most observers
4. Figure 1.4 — Schemas generated for comparison with new input
5. Figure 1.5 — Top-down and bottom-up processing
6. Figure 1.6 — Wiring to a simple feature detector
7. Figure 1.7 — Wiring to a complex feature detector
8. Figure 1.8 — Broadbent's model of selective attention
9. Figure 1.9 — A side view of the human brain, showing the main lobes
10. Figure 1.10 — Neurons and their connecting synapses
11. Figure 1.11 — A cell assembly
12. Figure 1.12 — A demonstration of automatic processing
13. Figure 1.13 — The supervisory attention system model
14. Figure 1.14 — Does your dog have a conscious awareness? And is he wondering the same thing about you?
15. Figure 2.1 — 'But, Grandmother, what big teeth you've got.'
16. Figure 2.2 — Stimuli of the kind used by Shepard and Metzler (1971)
17. Figure 2.3 — A reversible figure
18. Figure 2.4 — Examples of Gestalt laws of perceptual organisation
19. Figure 2.5 — Pandemonium (Selfridge, 1959)
20. Figure 2.6 — The Hermann grid
21. Figure 2.7 — The Mόller-Lyer illusion
22. Figure 2.8 — A possible explanation for the Muller-Lyer illusion
23. Figure 2.9 — The Ames room
24. Figure 2.10 — 'Well I never expected that!'
25. Figure 2.11 — The components of perception
26. Figure 2.12 — High sensory conspicuity does not guarantee accurate perception
27. Figure 2.13 — Vehicles earlier carrying members of a BBC TV team, hit by 'friendly fire' in the 2003 Iraq war
28. Figure 2.14 — What do you see?
29. Figure 2.15 — The faces of Einstein
30. Figure 2.16 — Demonstrating what we really see as opposed to what we feel we see
31. Figure 2.17 — A target and mask of the type used by Enns and Di Lollo (2000)
32. Figure 2.18 — What do you do with this?
33. Figure 2.19 — The dorsal and ventral systems
34. Figure 2.20 — Sound localisation in the horizontal plane
35. Figure 2.21 — Motion parallax
36. Figure 2.22 — How many senses do we have?
37. Figure 2.23 — A (CGI) recreation of the task from Gallace and Spence (2005)
38. Figure 2.24 — The Ebbinghaus illusion
39. Figure 2.25 — A (CGI) recreation of the task from Westwood and Goodale (2003)
40. Figure 3.1 — Broadbent's filter model
41. Figure 3.2 — Evidence for processing of unattended message
42. Figure 3.3 — Deutsch and Deutsch's late selection model
43. Figure 3.4 — Treisman's attenuation model
44. Figure 3.5 — Stimuli of the type used by Navon (1977)
45. Figure 3.6 — Results of Neisser's (1967) visual search study
46. Figure 3.7 — Set-size function for simple search
47. Figure 3.8 — Examples of simple and conjoint searches
48. Figure 3.9 — Set-size function for conjoint search
49. Figure 3.10 — The upside-down T-task
50. Figure 3.11 — Stimuli of the type used to demonstrate the flanker effect
51. Figure 3.12 — Spotlight model of visual attention
52. Figure 3.13 — Stimuli of the type used to demonstrate negative priming
53. Figure 3.14 — Results of Shiffrin and Schneider (1977)
54. Figure 3.15 — Stages in a typical task
55. Figure 3.16 — The oak-yolk task
56. Figure 3.17 — Stimuli of the type used in visual masking studies
57. Figure 4.1 — Baron-Cohen's investigation of EP's synaesthesia
58. Figure 4.2 — A test for genuine synaesthesia
59. Figure 4.3 — Weiskrantz's investigation of DB's blindsight
60. Figure 4.4 — Examples of drawings of clock faces produced by patients with unilateral visual neglect
61. Figure 4.5 — The attempts of a patient with apperceptive agnosia to copy six simple figures
62. Figure 4.6 — HJA's definition of the word 'carrot' and his attempt to recognise a line drawing of a carrot
63. Figure 4.7 — HJA's copy of his favourite etching showing St Paul's Cathedral, London
64. Figure 4.8 — An example of one of HJA's drawings from memory
65. Figure 4.9 — Bruce and Young's model of face processing showing independent pathways for face recognition, expression analysis and speech analysis
66. Figure 4.10 — The computer-manipulated images used by Calder et al. (1996)
67. Figure 5.1 — The encoding, storage and retrieval stages of memory
68. Figure 5.2 — The forgetting curve
69. Figure 5.3 — The serial position curve
70. Figure 5.4 — The picture used to make the balloons' passage meaningful
71. Figure 5.5 — The levels of processing model
72. Figure 5.6 — The effect of orienting task on retrieval
73. Figure 5.7 — The revised levels of processing model
74. Figure 5.8 — Elaborative connections between memory traces
75. Figure 5.9 — The overlap between features of the stimulus encoded at input and the features available in the retrieval cue at output
76. Figure 5.10 — Retrieval pathways leading to a memory trace
77. Figure 5.11 — Transfer-appropriate processing
78. Figure 5.12 — The 'wet' and 'dry' contexts used by Godden and Baddeley (1975)
79. Figure 5.13 — The recall of words by divers under 'wet' and 'dry' learning and retrieval conditions
80. Figure 5.14 — Familiar faces — but who are they?
81. Figure 5.15 — Scores for recognition (explicit) and fragment completion (implicit) after retention intervals of one hour and one week
82. Figure 5.16 — Scores obtained on inclusion and exclusion tasks following encoding under conditions of full or divided attention
83. Figure 5.17 — Types of implicit and explicit memory
84. Figure 5.18 — Retrieval-induced forgetting
85. Figure 5.19 — Where did you leave your car?
86. Figure 5.20 — An old school photograph
87. Figure 5.21 — Retrieval scores for personal autobiographical events from different periods of an individual's life
88. Figure 5.22 — The World Trade Center attack
89. Figure 5.23 — Recall performance with cognitive interview and standard interview procedures
90. Figure 6.1 — The dual-store model of memory
91. Figure 6.2 — Serial position curves for immediate and delayed recall
92. Figure 6.3 — The digit span test
93. Figure 6.4 — STM forgetting when rehearsal is prevented
94. Figure 6.5 — The computer as an analogy for WM/SM
95. Figure 6.6 — The Working Memory Model
96. Figure 6.7 — Access to the phonological loop
97. Figure 6.8 — Items for testing the visuo-spatial sketchpad
98. Figure 6.9 — Revised version of the Working Memory Model
99. Figure 6.10 — Brain areas involved in working memory
100. Figure 7.1 — Anterograde and retrograde amnesia shown in relation to the moment of onset (in this case for patient HM)
101. Figure 7.2 — Memory performance for different time periods
102. Figure 7.3 — Brain structures involved in memory
103. Figure 7.4 — A cross-section through the human brain, viewed from the front, showing areas involved in memory function
104. Figure 7.5 — An example of a fragmented word stimulus
105. Figure 7.6 — The performance of Korsakoff amnesics and normal control subjects on tests of implicit and explicit memory
106. Figure 7.7 — Familiarity judgements and context recollection for pictures in Korsakoff's amnesics and normal controls
107. Figure 7.8 — Memory mechanisms and their vulnerability to impairment in organic amnesia
108. Figure 7.9 — Performance on a battery of memory tests before, shortly after, and two weeks after a course of ECT treatment
109. Figure 8.1 — An example of the water jug problem
110. Figure 8.2 — A solution to the nine-dot problem
111. Figure 8.3 — The Tower of Hanoi problem
112. Figure 8.4 — The Hobbits (h) and Orcs (o) problem
113. Figure 8.5 — The Wason Selection Task
114. Figure 9.1 — The frontal lobes. Lateral view of the brain illustrating the major subdivisions of the frontal lobes
115. Figure 9.2 — Phineas Gage's skull. The entry and exit of the tamping iron are shown here
116. Figure 9.3 — Card sorting task
117. Figure 9.4 — Wisconsin Card Sorting Test
118. Figure 9.5 — Matchstick Test of Cognitive Flexibility
119. Figure 9.6 — Brixton Spatial Anticipation Test
120. Figure 9.7 — An example of a problem from the Tower of London Task
121. Figure 9.8 — A diagram of the Norman and Shallice model
122. Figure 10.1 — Levels of linguistic structure
123. Figure 10.2 — A phrase structure tree diagram
124. Figure 10.3 — Examples of types of slips of the tongue
125. Figure 10.4 — Garrett's model of speech production
126. Figure 11.1 — Major aphasic syndromes according to the classic view
127. Figure 11.2 — Diagrammatic representation of a model for recognising, understanding and repeating spoken words
128. Figure 11.3 — Diagrammatic representation of a model for recognising, understanding, and naming written words in reading
129. Figure 12.1 — Typical multi-store model of memory
130. Figure 12.2 — Possible inputs, outputs and representations during counting
131. Figure 12.3 — Semantic network
132. Figure 12.4 — Production system as content addressable memory
133. Figure 12.5 — Artificial neuron
134. Figure 12.6 — Single layer feed-forward net
135. Figure 12.7 — Concept of pattern proximity in network generalisation
136. Figure 12.8 — Multilayer feed-forward net
137. Figure 12.9 — Small recurrent network
138. Figure 12.10 — The semantic route network for reading and modelling dyslexia