实验与现实：认知心理学探索

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《认知心理学：实验室内外》(Cognitive Psychology In and Out)是由Kathleen M. Gal编著的一本心理学教材，第五版。这本书专注于探讨认知心理学的基本原理和实验方法，将理论知识与现实生活中的应用相结合，帮助读者理解人类思维过程的复杂性。作者在序言中表达了对Tim、Kimmie、Tandy等人的情感感谢，他们可能是学生、同事或支持者，他们的存在使作者的研究工作充满挑战和乐趣。本书的主要内容可能包括以下部分： 1. **认知心理学概述**：介绍认知心理学的定义、历史背景和主要理论流派，如行为主义、认知主义、连接主义等，帮助读者建立对这一领域的全面认识。 2. **知觉与注意**：研究如何理解和解释我们接收到的信息，以及注意力如何筛选和组织外部世界的现象，涉及视觉、听觉、空间知觉等多个方面。 3. **记忆系统**：探讨短期记忆、工作记忆、长期记忆和遗忘机制，以及编码、存储和提取的过程。 4. **学习与思维**：解析学习过程中的不同类型（如概念学习、技能习得）、思维策略以及问题解决和创新思维的理论模型。 5. **语言与沟通**：讨论语言的理解、产生和使用，包括语义、语法、语用学以及非言语沟通的分析。 6. **决策与判断**：分析人类决策过程中的认知偏见、理性与非理性的权衡，以及影响判断的因素。 7. **社会认知与人际关系**：研究个体如何理解他人，包括他人的信念、动机和情绪，以及社会互动中的认知过程。 8. **实验设计与方法**：提供实践经验，介绍如何在实验室环境下设计和实施有效的认知心理学实验，确保结果的可靠性和有效性。 9. **应用与跨学科视角**：书中可能还包含实际案例研究，展示认知心理学在教育、商业、医学等领域的应用，以及与其他学科的交叉研究。《认知心理学：实验室内外》第五版旨在通过实践与理论的结合，引导读者从宏观到微观，深入理解认知过程，并激发他们在学术和实际生活中的探索精神。无论你是学生、教师还是对该领域感兴趣的人，这本书都为你提供了丰富的学习资源。

encyclopedic coverage or to be selective and omit many worthwhile topics and

studies. I hope I’ve struck a balance between these extremes but must confess I

prefer the latter. This reflects my own teaching goals; I like to supplement textbook

chapters with primary literature from journals. I have tried to keep chapters

relatively short in the hope instructors will supplement the text with other readings.

My firm belief is that the best courses are those in which instructors are

enthusiastic about the material; the relative brevity of the text is intended to

encourage instructors to supplement and customize it with added coverage on

topics they find especially interesting.

My further hope is to encourage instructors and students alike to consider cognitive

phenomena as having contexts that both foster and constrain their occurrence.

Universals assumed or generalized from the laboratory do not always translate to

every person in every situation. Too often, topics in cognitive psychology are

presented as absolute, unchanging aspects of everyone’s experience. Recent work

in developmental psychology, cross-cultural psychology, and individual differences

strongly suggests that this presentation is, at best, oversimplification and, at worst,

fiction. I hope newer work in cognitive psychology can retain its rigor and elegance

but can frame questions and issues more inclusively, reflecting a recognition of the

ways in which people and situations differ as well as share similarities.

ORGANIZATION OF THIS BOOK

Cognitive Psychology In and Out of the Laboratory is intended for a one-semester

or one-term course for students who have already completed an introductory

psychology course. We begin with a chapter that surveys the field and describes its

research methods and paradigms. A chapter reviewing the structure and function of

the brain comes next. These two introductory chapters are followed by chapters

covering topics that would generally be regarded as core aspects of cognition:

perception, attention, and memory. The emphasis in these chapters is to review both

the “classic” studies that define the field and the newer approaches that challenge

long-standing assumptions. Next come chapters on knowledge representation and

organization. These chapters center on questions of how we mentally represent and

store the vast amounts of information we acquire throughout our lives. The next few

chapters, covering topics in “higher-order” cognition, include discussions of

language, problem solving, reasoning, and decision making.

It is in the last three chapters where this book departs most from a “prototypical”

cognitive psychology textbook. Chapter 12 gives an overview of the development

of cognition from infancy through adolescence. The last two chapters, on individual

differences and cross-cultural approaches, include material not often covered in

cognitive psychology courses. I feel strongly that these topics belong in a thorough

examination of cognitive phenomena. Although traditional cognitive psychologists

don’t always consider these issues in their work, I believe they ought to and, in the

future, will.

All important material is integrated into the text rather than pulled out into boxes,

asides, or extras that students might skip. This choice reflects my own experience

as a student, as well as feedback from my students who say they find boxed

material distracting and often treat it as optional. I hope that omitting these extras

reinforces the message to students that their learning and mastery will be best

enhanced through their own careful reading and note-taking rather than more

superficial approaches such as highlighting or skimming.

NEW TO THIS EDITION

This is the most significant revision of the book to date. Not only has the book gone

to a four-color presentation, but almost all of the photos, the entire interior design,

and many of the figures are new. This gives the book a very new look and feel that

help make it even more inviting to a diverse group of undergraduates.

Editorially, there has been much streamlining in this edition. Sections and chapters

have been combined to improve the organization and to shorten the text. The 16

chapters of the fourth edition have been condensed into 14. The separate chapters

on semantic memory and concepts and categorization have been integrated into one

on knowledge representation. Similarly, the topics of reasoning and decision

making, considered to be related examples of higher-order cognition, are now

merged into a single chapter.

Throughout the book, discussion of recent work has been incorporated. To take just

a few examples, there is now exposition of the configural superiority effect in

Chapter 3 and the testing effect in Chapter 6 and coverage of the evaluation of work

on learning styles in Chapter 13.

SUPPLEMENTS FOR STUDENTS AND INSTRUCTORS

STUDENT STUDY SITE: www.sagepub.com/galotticp5e

This open-access Student Study Site provides a variety of additional resources to

build on students’ understanding of the book content and extend their learning

beyond the classroom. Students will have access to the following resources:

Each chapter in the text is accompanied by self-quizzes, which include 10–15

true/false and multiple-choice questions for students to independently assess

their progress in learning course material.

eflashcards reinforce student understanding and learning of key terms and

concepts that are outlined in the book.

Carefully selected web resources feature relevant content for use in

independent and classroom-based exploration of key topics.

Video links feature relevant interviews, lectures, personal stories, inquiries,

and other content for use in independent or classroom-based explorations of

key topics.

Each chapter includes audio links, covering important topics and designed to

supplement key points within the text.

INSTRUCTOR TEACHING SITE: www.sagepub.com/galotticp5e

A password-protected Instructor Teaching Site offers the following resources for

each chapter:

A test bank available in Microsoft Word offers a diverse set of test questions

and answers to aid instructors in assessing students’ progress and

understanding.

PowerPoint presentations designed to assist with reviews and lectures

highlight essential content, features, and artwork from the book.

Classroom activities and discussion questions are provided to reinforce

active learning.

ACKNOWLEDGMENTS

The actual writing of the first edition of this book was a 5-year project. However,

the groundwork for the book evolved over 15 years, stretching back to my own

undergraduate and graduate education. I was fortunate to have benefited from the

rigorous and dynamic teaching of Blythe Clinchy at Wellesley College and of

Jonathan Baron, John Sabini, and Henry and Lila Gleitman at the University of

Pennsylvania. My education and thinking about cognitive and developmental issues

continued to profit from interactions with colleagues at Carleton College.

Colleagues in Carleton’s Cognitive Studies program—especially Roy Elveton and

Susan Singer—as well as colleagues from other disciplines, including Deanna

Haunsperger, Steven Kennedy, Marion Cass, Martha Paas, Steven Kozberg, and

others, have sharpened my pedagogical philosophy and helped me maintain a sense

of humor and balance about the craziness that periodically invades Carleton.

One of the real joys of working at Carleton has been the privilege of teaching some

incredibly talented, motivated, and energetic students. Students in my Cognitive

Processes courses over the past 25 years have been kind enough to give me

feedback on which chapters worked well and which ones didn’t, and I thank them

for their candor. Other current and former Carleton students have helped me with

the mundane but necessary tasks of checking references and writing for permissions

throughout all of the editions; they include April Anderson, Stephanie Aubry, Julie

Greene, Andy Hebrank, Simin Ho, Allison Logeman, Diane Mistele, Matt Maas,

Kitty Nolan, Emily Snyder, Scott Staupe, Jennifer Tourjé, Elizabeth White, and

James Whitney. My current and former administrative assistants, Marianne Elofson,

Pamela Gaggioli, Ruby Hagberg, and Lorie Tuma, all have helped with one or more

of these editions and just generally make the workplace much more inviting than it

would otherwise be.

Several current and former students posed for some of the photographs in this

edition, including Zoe Cohen, Zack Delpier, Jonathan Rowe, Jane Tandler, and

Jessa Youso. Because my students have contributed so much to my thinking and

professional development, it is special to me to be able to make them a tangible

part of the book!

Carleton College has supported this book through various sabbaticals and faculty

development grants. Then Dean of the College Roy Elveton enthusiastically

endorsed and funded this endeavor from the start. A dean can really make a

difference in a faculty member’s professional development, and Roy often went

above and beyond the call of duty for me and several of my talented colleagues at

Carleton during his brief administrative tenure. His belief in my ability to write this

book is something I will always be grateful for. As a colleague in our Cognitive

Science Program and the Philosophy Department, Roy remains a most trusted

mentor.

I owe a special debt to Vicki Knight, editor of the first and third editions. Her wise

counsel, sharp sense of humor, love of animals, and excellent taste in restaurants

made our collaboration a very engaging one. I never would have been able to finish

the first book without her, and without the first book, there would not have been any

subsequent ones! For the fourth edition, Michele Sordi took the reins, and I am

again extremely fortunate to have her as editor for this edition (even though the

book—and she—have migrated to a new publisher). As I’ve gotten to know

Michele, I’ve been impressed by her good communication, her willingness to listen

and negotiate, and her savvy knowledge of current trends in textbook publishing.

For this edition, I also enjoyed excellent collaboration with Eve Oettinger, Sarita

Sarak, and Reid Hester. I can’t say enough about how great they are to work with!

They are on top of a myriad of details, they are patient as I try to learn a new

system; they are fun to talk with on the phone, and they are so highly competent at

their jobs it is almost frightening. Eve has been my go-to contact at Sage Publishing

from the first set of reviews through production of this edition, and she’s a real

gem.

The cover designer, Scott Van Atta, worked with my plea to use the Robert Neffson

painting, integrating text and elements beautifully. Paula Fleming is, no kidding, the

best copy editor I’ve ever had, with eagle eyes and an attention to detail that never

fails to astound. I like to believe her undergraduate experiences at Carleton have a

lot to do with her excellence. I was told ahead of time that I would really enjoy

working with Eric Garner, my production editor—and the prediction was spot on. I

admire his ability to juggle multiple facets of a project, see the trees and the forest,

and stay in a good mood throughout the process. Anthony Paular, the art director,

has shown extraordinary patience with my complete lack of artistic ability and my

lack of good vocabulary to describe the new figures I envision in my head.

Reviewers of past editions of the book, who have also made important

contributions, include for the first edition Sharon Armstrong, Central College

(Pella, Iowa); Terry Au, University of California, Los Angeles; Ira Fischler,

University of Florida; John H. Flowers, University of Nebraska–Lincoln; Margery

Lucas, Wellesley College; Robert Seibel; Steven M. Smith, Texas A&M University;

and Margaret Thomas, University of Central Florida; and for the second edition

Brenda J. Byers, Arkansas State University; Robert Campbell, Clemson University;

L. Mark Carrier, Florida State University; David G. Elmes, Washington and Lee

University; Ira Fischler, University of Florida; John H. Flowers, University of

Nebraska–Lincoln; Nancy Franklin, SUNY–Stony Brook; Peter Graf, University of

British Columbia; Morton A. Heller, Winston-Salem State University; Lorna Jarvis,

Hope College–Peale Science Center; Douglas Johnson, Colgate University; James

Juola, University of Kansas; Richard Metzger, University of Tennessee; John Pani,

University of Louisville; Aimee M. Surprenant, Purdue University; Joseph

Thompson, Washington and Lee University; and Lori R. Van Wallendael, University

of North Carolina. For the third edition, I received many very constructive and

helpful suggestions and insights for strengthening the book from Lisa Abrams,

University of Florida; Nancy Alvarado, California State Polytechnic University,

Pomona; Jeffrey Anastasi, Arizona State University; Krystine Batcho, Le Moyne

College; Stephanie Buchert, Kent State University; Walt Chromiak, Dickinson

College; John Flowers, University of Nebraska–Lincoln; Allen Keniston,

University of Wisconsin–Eau Claire; Kristy Nielson, Marquette University; Evelyn

Schaefer, University of Winnipeg; Elizabeth Spievak, Hanover College; Mark

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