Remembering: A Study in Experimental and Social Psychology

Product Description 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. Review Remembering is a remarkable book in many ways...Bartlett's great book stands as one of the permanent milestones in the psychology of memory." Henry L. Roediger III, Contemporary Psychology 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 h