Learning and Memory Hardcover – May 17 1991
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About the Author
Daniel Reisberg is The Patricia and Clifford Lunneborg Professor of Psychology at Reed College in Portland, Oregon. Professor Reisberg's research has focused on the nature of mental imagery as well as on people's ability to remember emotionally significant events. He has served on the editorial boards of many cognitive psychology journals, and is the editor of the Oxford Handbook of Cognitive Psychology. Reisberg also consults extensively with law enforcement and the justice system, and is the author of The Science of Perception and Memory: A Pragmatic Guide for the Justice System. Barry Schwartz is Dorwin Cartwright Professor of Social Theory and Social Action in the psychology department at Swarthmore College. Schwartz has published widely in scholarly journals in the field of learning and motivation. In addition, he is the author of Behaviorism, Science, and Human Nature (with Hugh Lacey), The Battle for Human Nature, and The Costs of Living.
Most Helpful Customer Reviews on Amazon.com (beta)
The original edition was written in two parts in an attempt to fuse animal psychology and human cognition. Animal cognition was an attempt to fuse the two fields but was dealt with in separate texts. The authors of the second edition write as if they did not understand this fact. Gordon's name is apparently continued on the new edition in order to sell a few more copies or to make it more appealing.
I have taught a course on Learning in the Psychology Department for fifteen years,and found the first edition to be better than the second. When I shifted to the second edition it was, I felt, the best available text.
The students who take the course are of two types, those who are interested and those who are disinterested. Those who are disinterested are put to sleep because tney do not understand the relevance of the subject matter. The first part of the book deals primarily with the Classical and Operant conditioning of animals. This directly relates to some of the methods used currently in Clinical Psychology. This is where the new authors should have introduced human examples of clinical work utilizing conditioning.
Overall the book is decent. It requires that the instructor use live examples to drive home a few salient points. I had rats in Skinner Boxes and used the students in memory experiments. The students liked evaluating what their minds were capable of performing.
There should be a new edition. Books like this require an update every five years.
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