Cognitive Development in Adulthood: Progress in Cognitive by Darlene V. Howard (auth.), Mark L. Howe, Charles J. Brainerd

By Darlene V. Howard (auth.), Mark L. Howe, Charles J. Brainerd (eds.)

For a while now, the research of cognitive improvement has been a long way and away the main energetic self-discipline inside of developmental psychology. even though there will be a lot war of words as to the precise share of papers released in developmental journals that may be thought of cognitive, 50% feels like a conservative estimate. as a result, a chain of scholarly books dedicated to paintings in cognitive improvement is principally acceptable at the present. The Springer sequence in Cognitive Developmemt includes easy sorts of books, particularly, edited collections of unique chapters by means of numerous authors, and unique volumes written via one writer or a small workforce of authors. The flagship for the Springer sequence is a serial booklet of the "advances" kind, wearing the subtitle growth in Cognitive improvement study. each one quantity within the growth series is strongly thematic, in that it really is constrained to a few good­ outlined area of cognitive-developmental study (e. g. , logical and math­ ematical improvement, improvement of learning). All development volumes should be edited collections. Editors of such collections, upon session with the sequence Editor, might select to have their books released both as contributions to the growth series or as separate volumes. All books written by way of one writer or a small workforce of authors are being released as separate volumes in the sequence. a reasonably extensive definition of cognitive improvement is getting used within the collection of books for this series.

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197-221). Hillsdale, NJ: Erlbaum. , & Simon, E. (1980). Age differences in memory: The roles of attention and depth of processing. W. L. S. Cermak, D. W. ), New directions in memory and aging: Proceedings ofthe George A. Talland Memorial Conference (pp. 95-112). Hillsdale, NJ: Erlbaum. Eich, E. (1984). Memory for unattended events: Remembering with and without awareness. Memory & Cognition, 12, 105-111. W. (1974). Age differences in incidental learning. Developmental Psychology, 10, 936-941. V.

Obler & Albert, 1985). , 1987), and that providing the first few letters of the word enables the older person to produce it as accurately as the younger (Bowles & Poon, 1985). Thus, comparisons of implicit and explicit memory lead to the hypothesis that the memory deficits of old age are limited to establishing new associations, and, even more, to engaging in conscious, deliberate retrieval of both old and newly learned material. It should be noted that since most of Implicit and Explicit Assessment of Cognitive Aging 31 the relevant research on the aging of implicit memory has used verbal materials, it is not yet clear whether this characterization will hold for nonverbal memory as well.

1981). Semantic priming oflexical decisions in young and old adults. Journal of Gerontology, 36, 707-714. L. (1983). Perceptual enhancement: Persistent effects of an experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 23-38. , & Dallas, M. (1981). On the relationship between autobiographical memory and perceptual learning. Journal of Experimental Psychology: General, lID, 306-340. , & Witherspoon, D. (1982). Remembering without awareness. Canadian Journal of Psychology, 36, 300-324.

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