Mood-dependent memory . . . the power of suggestion in the creation of false memories . . . accident rates . . . jury instruction . . . speed reading . . . learning vocabulary . . . Your students will find coverage of these topics and much more in this revision of Stephen Reed's comprehensive, yet easy-to-understand text. Well respected for its breadth of coverage and for the careful way it walks readers step by step through some of the more difficult experimental material, Reed's Fourth Edition offers up-to-date and easy-to-understand coverage of such topics as short-term and long-term memory, problem solving, decision making, attention, and comprehension. The edition includes an expanded discussion of the relation of cognitive psychology to other fields including neuropsychology, neural network models, automatic encoding, working memory models, and very long-term retention.

� propos de l?auteur

Dr. Stephen K. Reed received his B.S. in psychology from the University of Wisconsin in 1966 and his Ph.D. in psychology from the University of California, Los Angeles in 1970. Immediately thereafter, he worked as an NIH postdoctoral fellow at the Laboratory of Experimental Psychology at the University of Sussex in Brighton, England. Dr. Reed has enjoyed many years of teaching experience, first at Case Western University from 1971-1980 and then at Florida Atlantic University from 1980-1988. Currently Dr. Reed is a professor of psychology and also a member of the Center for Research in Mathematics and Science Education at San Diego State University. With grants offered in part from NIMH, the National Science Foundation, and the Air Force Office of Scientific Research, Dr. Reed's research on problem solving has been extensively published in such journals as Cognition and Instruction, Cognitive Psychology, The Journal of Experimental Psychology, Learning, Memory and Cognition, and Memory and Cognition. He has also authored numerous articles and books, including PSYCHOLOGICAL PROCESSES IN PATTERN RECOGNITION (Academic Press, 1973) and WORD PROBLEMS: RESEARCH AND CURRICULUM REFORM (Erlbaum, 1999).

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