Eysenck Keane Cognitive “Topofthepremierleagueoftextbooksoncognition,eacheditionofthisclassicimprovesonthepreviousone. Whetheryouareakeenstudentoranactiveresearcher,keepthisbookcloseathand.” C MickPower,ProfessorofClinicalPsychology,UniversityofEdinburgh,UK “Theneweditionofthisbookimprovesatextthatwasalreadyaleader.Theauthorshaveinjectedmore o informationabouttheneuroscientificbasesofthecognitivephenomenatheydiscuss,inlinewithrecenttrendsin thefield.Studentswillgreatlyprofitfromthistext,andprofessorswillenjoyreadingit,too.” HenryL.RoedigerIII,JamesS.McDonnellProfessorofPsychology,WashingtonUniversityinSt.Louis,USA g Psychology “IhaverecommendedEysenckandKeanefromtheveryfirstversion,andwillcontinuetodosowiththisexciting newedition.Thetextisamongtheverybestforthebreadthanddepthofmaterial,andiswritteninaclear, n approachablestylethatstudentsvalueinanareathattheyoftenfindtobeoneofthemoredifficultpartsof psychology.” TrevorHarley,DeanandChairofCognitivePsychology,UniversityofDundee,UK i t “Thisexcellentneweditionhasreinforcedmyviewthatthisisthebesttextbookonadvancedundergraduate i cognitivepsychologyavailabletosupportstudentlearning.Iverymuchwelcometheincreaseincognitive v neuroscienceelementsthroughoutthechapters.” RobertH.Logie,DepartmentofPsychology,UniversityofEdinburgh,UK e A Student’s Handbook “EysenckandKeanepresentafreshlookatcutting-edgeissuesinpsychology,atalevelthatcanengageeven beginningstudents.Withtheauthorityofexpertswell-knownintheirfieldstheyorganizeawelterofstudiesintoa coherentstorythatisboundtocaptureeveryone’sinterest.” P BruceBridgeman,ProfessorofPsychologyandPsychobiology,UniversityofCaliforniaatSantaCruz,USA Previouseditionshaveestablishedthisasthecognitivepsychologytextbookofchoice,bothforitsacademicrigour s SIXTH EDITION anditsaccessibility.Thissubstantiallyupdatedandrevisedsixtheditioncombinestraditionalapproacheswithcutting- edgecognitiveneurosciencetocreateacomprehensive,coherent,andtotallyup-to-dateoverviewofallthemain y fieldsincognitivepsychology. c Newtothisedition: • Increasedemphasisoncognitiveneuroscience • Anewchapteroncognitionandemotion h • Awholechapteronconsciousness • Increasedcoverageofappliedtopicssuchasrecoveredmemories,medicalexpertise,andinformalreasoning o • Morefocusonindividualdifferencesthroughout. Writtenbyleadingtextbookauthorsinpsychology,thisthoroughanduser-friendlytextbookwillcontinuetobe l essentialreadingforallundergraduatestudentsofpsychology.Thosetakingcoursesincomputerscience,education, o linguistics,physiology,andmedicinewillalsofinditaninvaluableresource. Thiseditionisaccompaniedbyaricharrayofonlinemultimediamaterials,whichwillbemadeavailableto qualifyingadoptersandtheirstudentscompletelyfreeofcharge.Seeinsidefrontcoverformoredetails. g www.psypress.com/ek6 y CognitivePsychology SIXTH EDITION 27ChurchRoad,Hove,EastSussex,BN32FA Michael W. Eysenck and Mark T. Keane 711ThirdAvenue,NewYork,NY10017 aninformabusiness www.psypress.com C O G N I T I V E P S Y C H O L O G Y 99778811884411669955440022__11__pprreelliimmss..iinndddd ii 1122//2211//0099 22::0055::3366 PPMM Dedication To Christine with love (M.W.E.) Doubt everything. Find your own light. (Buddha) 99778811884411669955440022__11__pprreelliimmss..iinndddd iiii 1122//2211//0099 22::0055::3366 PPMM C O G N I T I V E P S Y C H O L O G Y A Student’s Handbook Sixth Edition M I C H A E L W. E Y S E N C K Royal Holloway University of London, UK M A R K T . K E A N E University College Dublin, Ireland 99778811884411669955440022__11__pprreelliimmss..iinndddd iiiiii 1122//2211//0099 22::0055::3366 PPMM This edition published 2010 By Psychology Press 27 Church Road, Hove, East Sussex BN3 2FA Simultaneously published in the USA and Canada By Psychology Press 711ThirdAvenue, New York, NY 10017(8thfloor)UNITEDSTATES Psychology Press is an imprint of the Taylor & Francis group, an Informa business © 2010 Psychology Press All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. The publisher makes no representation, express or implied, with regard to the accuracy of the information contained in this book and cannot accept any legal responsibility or liability for any errors or omissions that may be made. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Eysenck, Michael W. Cognitivepsychology:astudent’shandbook/MichaelW.Eysenck,MarkT.Keane. —6thed. p.cm. Includesbibliographicalreferencesandindex. ISBN978-1-84169-540-2(softcover)—ISBN978-1-84169-539-6(hbk) 1. Cognition—Textbooks. 2. Cognitivepsychology—Textbooks. I. Keane, MarkT.,1961– II. Title. BF311.E9352010 153—dc22 2010017103 ISBN: 978-1-84169-539-6 (hbk) ISBN: 978-1-84169-540-2 (pbk) Typeset in China by Graphicraft Limited, Hong Kong Cover design by Aubergine Design 99778811884411669955440022__11__pprreelliimmss..iinndddd iivv 99//2233//1100 11::2266::4488PPMM C O N T E N T S Preface viii 3. Object and face recognition 79 Introduction 79 1. Approaches to human cognition 1 Perceptual organisation 80 Introduction 1 Theories of object recognition 85 Experimental cognitive psychology 2 Cognitive neuroscience approach Cognitive neuroscience: the brain to object recognition 92 in action 5 Cognitive neuropsychology of object Cognitive neuropsychology 16 recognition 96 Computational cognitive science 20 Face recognition 100 Comparison of major approaches 28 Visual imagery 110 Outline of this book 29 Chapter summary 117 Chapter summary 30 Further reading 118 Further reading 31 4. Perception, motion, and action 121 PART I: VISUAL Introduction 121 PERCEPTION AND Direct perception 121 Visually guided action 125 ATTENTION 33 Planning–control model 133 Perception of human motion 137 2. Basic processes in visual Change blindness 143 perception 35 Chapter summary 149 Introduction 35 Further reading 150 Brain systems 35 Two visual systems: perception and 5. Attention and performance 153 action 47 Introduction 153 Colour vision 56 Focused auditory attention 154 Perception without awareness 62 Focused visual attention 158 Depth and size perception 68 Disorders of visual attention 170 Chapter summary 77 Visual search 176 Further reading 78 Cross-modal effects 182 99778811884411669955440022__11__pprreelliimmss..iinndddd vv 1122//2211//0099 22::0055::3377 PPMM vi COGNITIVE PSYCHOLOGY: A STUDENT’S HANDBOOK Divided attention: dual-task Word recognition 336 performance 185 Reading aloud 340 Automatic processing 193 Reading: eye-movement research 349 Chapter summary 199 Listening to speech 353 Further reading 201 Theories of spoken word recognition 360 Cognitive neuropsychology 369 Chapter summary 373 PART II: MEMORY 203 Further reading 374 6. Learning, memory, and 10. Language comprehension 375 forgetting 205 Introduction 375 Introduction 205 Parsing 376 Architecture of memory 205 Theories of parsing 377 Working memory 211 Pragmatics 386 Levels of processing 223 Individual differences: working Implicit learning 227 memory capacity 391 Theories of forgetting 233 Discourse processing 394 Chapter summary 247 Story processing 400 Further reading 249 Chapter summary 413 Further reading 415 7. Long-term memory systems 251 Introduction 251 11. Language production 417 Episodic vs. semantic memory 256 Introduction 417 Episodic memory 259 Speech as communication 418 Semantic memory 263 Planning of speech 422 Non-declarative memory 272 Basic aspects of spoken language 424 Beyond declarative and non-declarative Speech errors 426 memory: amnesia 278 Theories of speech production 427 Long-term memory and the brain 281 Cognitive neuropsychology: speech Chapter summary 285 production 436 Further reading 286 Writing: the main processes 442 Spelling 449 8. Everyday memory 289 Chapter summary 453 Introduction 289 Further reading 455 Autobiographical memory 291 Eyewitness testimony 305 PART IV: THINKING AND Prospective memory 315 Chapter summary 323 REASONING 457 Further reading 324 12. Problem solving and expertise 459 PART III: LANGUAGE 327 Introduction 459 Is language innate? 327 Problem solving 460 Whorfi an hypothesis 329 Transfer of training and analogical Language chapters 331 reasoning 477 Expertise 483 9. Reading and speech perception 333 Deliberate practice 492 Introduction 333 Chapter summary 496 Reading: introduction 334 Further reading 498 99778811884411669955440022__11__pprreelliimmss..iinndddd vvii 1122//2211//0099 22::0055::3377 PPMM CONTENTS vii 13. Judgement and decision 15. Cognition and emotion 571 making 499 Introduction 571 Introduction 499 Appraisal theories 572 Judgement research 499 Emotion regulation 577 Decision making 513 Multi-level theories 580 Basic decision making 514 Mood and cognition 584 Complex decision making 525 Anxiety, depression, and cognitive Chapter summary 531 biases 595 Further reading 532 Chapter summary 604 Further reading 605 14. Inductive and deductive reasoning 533 16. Consciousness 607 Introduction 533 Introduction 607 Inductive reasoning 534 Measuring conscious experience 612 Deductive reasoning 539 Brain areas associated with Theories of deductive reasoning 546 consciousness 615 Brain systems in thinking and Theories of consciousness 619 reasoning 553 Is consciousness unitary? 624 Informal reasoning 558 Chapter summary 627 Are humans rational? 562 Further reading 628 Chapter summary 566 Further reading 568 Glossary 629 References 643 Author index 711 PART V: BROADENING Subject index 733 HORIZONS 569 Cognition and emotion 569 Consciousness 569 99778811884411669955440022__11__pprreelliimmss..iinndddd vviiii 1122//2211//0099 44::1166::3377 PPMM P R E F A C E In the five years since the fifth edition of in theory and research. For example, the fi rst this textbook was published, there have been author wrote parts of the book in far-fl ung places numerous exciting developments in our under- including Macau, Iceland, Istanbul, Hong Kong, standing of human cognition. Of greatest Southern India, and the Dominican Republic. importance, large numbers of brain-imaging Sadly, there have been several occasions on studies are revolutionising our knowledge which book writing has had to take precedence rather than just providing us with pretty over sightseeing! coloured pictures of the brain in action. As a I (Michael Eysenck) would like to express consequence, the leading contemporary approach my continuing profound gratitude to my wife to human cognition involves studying the brain Christine, to whom this book (in common with as well as behaviour. We have used the term the previous three editions) is appropriately “cognitive psychology” in the title of this book dedicated. What she and our three children (Fleur, to refer to this approach, which forms the basis William, and Juliet) have added to my life is for our coverage of human cognition. Note, too immense to be captured by mere words. however, that the term “cognitive neuroscience” I (Mark Keane) would like to thank everyone is often used to describe this approach. at the Psychology Press for their extremely friendly The approaches to human cognition covered and effi cient contributions to the production in this book are more varied than has been of this book, including Mike Forster, Lucy suggested so far. For example, one approach Kennedy, Tara Stebnicky, Sharla Plant, Mandy involves mainly laboratory studies on healthy Collison, and Becci Edmondson. individuals, and another approach (cognitive We would also like to thank Tony Ward, neuropsychology) involves focusing on the Alejandro Lleras, Elizabeth Styles, Nazanin effects of brain damage on cognition. There is Derakhshan, Elizabeth Kensinger, Mick Power, also computational cognitive science, which Max Velmans, William Banks, Bruce Bridgeman, involves developing computational models of Annukka Lindell, Alan Kennedy, Trevor Harley, human cognition. Nick Lund, Keith Rayner, Gill Cohen, Bob We have done our level best in this book Logie, Patrick Dolan, Michael Doherty, David to identify and discuss the most signifi cant Lagnado, Ken Gilhooly, Ken Manktelow, Charles research and theorising stemming from the above L. Folk who commented on various chapters. approaches and to integrate all of this informa- Their comments proved extremely useful when tion. Whether we have succeeded is up to our it came to the business of revising the fi rst draft readers to decide. As was the case with previous of the entire manuscript. editions of this textbook, both authors have had to work hard to keep pace with developments Michael Eysenck and Mark Keane 99778811884411669955440022__11__pprreelliimmss..iinndddd vviiiiii 11//88//1100 99::5577::1133 AAMM C H A P T E R 1 A P P R O A C H E S T O H U M A N C O G N I T I O N INTRODUCTION between cognitive psychology and cognitive neuroscience is often blurred – the term “cognitive We are now several years into the third millennium, psychology” can be used in a broader sense to and there is more interest than ever in unravelling include cognitive neuroscience. Indeed, it is in the mysteries of the human brain and mind. that broader sense that it is used in the title of This interest is refl ected in the recent upsurge this book. of scientifi c research within cognitive psychology There are several ways in which cognitive and cognitive neuroscience. We will start with neuroscientists explore human cognition. First, cognitive psychology. It is concerned with the there are brain-imaging techniques, of which internal processes involved in making sense PET (positron emission tomography) and fMRI of the environment, and deciding what action (functional magnetic resonance imaging) (both might be appropriate. These processes include discussed in detail later) are probably the best attention, perception, learning, memory, language, known. Second, there are electrophysiological problem solving, reasoning, and thinking. We techniques involving the recording of electrical can defi ne cognitive psychology as involving the attempt to understand human cognition by observing the behaviour of people performing KEY TERMS various cognitive tasks. The aims of cognitive neuroscientists are cognitive psychology: an approach that aims often similar to those of cognitive psychologists. to understand human cognition by the study of However, there is one important difference – behaviour. cognitive neuroscientists argue convincingly cognitive neuroscience: an approach that aims to understand human cognition by that we need to study the brain as well as combining information from behaviour and the behaviour while people engage in cognitive brain. tasks. After all, the internal processes involved positron emission tomography (PET): a in human cognition occur in the brain, and we brain-scanning technique based on the detection have increasingly sophisticated ways of studying of positrons; it has reasonable spatial resolution the brain in action. We can defi ne cognitive but poor temporal resolution. neuroscience as involving the attempt to use functional magnetic resonance imaging information about behaviour and about the (fMRI): a technique based on imaging blood oxygenation using an MRI machine; it provides brain to understand human cognition. As is well information about the location and time course known, cognitive neuroscientists use brain- of brain processes. imaging techniques. Note that the distinction 99778811884411669955440022__44__000011..iinndddd 11 1122//2211//0099 22::0077::0077 PPMM