Cognitive Psychology: Applying the Science of the Mind

Reseña del editor

Cognitive Psychology: Applying the Science of the Mind combines clear yet rigorous descriptions of key empirical findings and theoretical principles with frequent real-world examples, strong learning pedagogy, and a straightforward organization.

For undergraduate courses in cognitive psychology.

Engagingly written, the text weaves five empirical threads — neuroscience, consciousness, individual differences, development, and culture — throughout the text to help students integrate the material. The text’s organization offers an intuitive description of cognition that enhances student understanding by organizing chapters around the flow of a piece of information that enters the cognitive system.

Biografía del autor

Bridget Robinson-Riegler is Associate Professor of Psychology at Augsburg College in Minneapolis, Minnesota. She received her PhD. at Purdue University in 1994 (where she and Greg met), and has been at Augsburg since then, serving in both administrative and faculty roles. She teaches introductory psychology, cognitive psychology, and supervises experiential learning courses, giving her a particular interest in psychology's application to everyday life. She has been teaching cognitive psychology for the past 17 years. She has published research primarily in the area of memory, specifically bizarre imagery effects and prospective memory. At Augsburg, she is an active mentor of undergraduate research. Her current research interests include source monitoring, attention and autobiographical memory. Greg Robinson-Riegler is a Professor of Psychology at the University of St. Thomas in St. Paul, Minnesota. He received his PhD. at Purdue University in 1990, and has been at St. Thomas since then, serving in both administrative and faculty roles. He has taught courses in introductory psychology, memory, and cognitive psychology. By his math, he has taught cognition to over 1500 students. He also has extensive experience in interdisciplinary teaching, having offered seminars co-taught with colleagues in economics, philosophy, theology, and English. His published research is primarily in the area of memory, specifically the generation effect and implicit memory. His current research interests include autobiographical memory, effects of technology and multi-tasking on attention, and mindfulness. He is an active mentor of undergraduate researchers.