Carnegie Mellon Symposia on Cognition Series – serie

Here, several leading experts in the area of cognitive science summarize their current research programs, tracing Herbert A. Simon's influence on their own work -- and on the field of information processing at large. Topics covered include problem- solving, imagery, reading, writing, memory, expertise, instruction, and learning. Collectively, the chapters reveal a high degree of coherence across the various specialized disciplines within cognition -- a coherence largely attributable to the initial unity in Simon's seminal and pioneering contributions.

This unique volume focuses on computing systems that exhibit intelligent behavior. As such, it discusses research aimed at building a computer that has the same cognitive architecture as the mind -- permitting evaluations of it as a model of the mind -- and allowing for comparisons between computer performance and experimental data on human performance. It also examines architectures that permit large, complex computations to be performed -- and questions whether the computer so structured can handle these difficult tasks intelligently.

This unique volume focuses on computing systems that exhibit intelligent behavior. As such, it discusses research aimed at building a computer that has the same cognitive architecture as the mind -- permitting evaluations of it as a model of the mind -- and allowing for comparisons between computer performance and experimental data on human performance. It also examines architectures that permit large, complex computations to be performed -- and questions whether the computer so structured can handle these difficult tasks intelligently.

The chapters in this book are based on papers presented at the 23rd Carnegie Mellon Symposia on Cognition. At this exciting event, speaker after speaker presented new discoveries about infants' visual perception in areas ranging from sensory processes to visual cognition. The field continues to make significant progress in understanding the infant's perceptual world. Several advances have come from the development of new methods for exploring infant perception and cognition that have brought new empirical findings. Advances have also been made in understanding the mechanisms underlying perceptual development. Outstanding examples of this ongoing progress can be seen in the chapters of this volume.

First published in 1978. In 1963, John Flavell posed one of the truly basic questions underlying the study of children’s thinking; his question was simply “What develops?” This volume holds the papers from the 13th Annual Carnegie Cognition Symposium, held in May 1977, that considering what progress had been made toward answering this question in the past 15 years.

This book provides a state-of-the-art review of high-level vision and the brain. Topics covered include object representation and recognition, category-specific visual knowledge, perceptual processes in reading, top-down processes in vision -- including attention and mental imagery -- and the relations between vision and conscious awareness. Each chapter includes a tutorial overview emphasizing the current state of knowledge and outstanding theoretical issues in the authors' area of research, along with a more in-depth report of an illustrative research project in the same area. The editors and contributors to this volume are among the most respected figures in the field of neuropsychology and perception, making the work presented here a standard-setting text and reference in that area.

Based on a symposium honoring the extensive work of Allen Newell -- one of the founders of artificial intelligence, cognitive science, human-computer interaction, and the systematic study of computational architectures -- this volume demonstrates how unifying themes may be found in the diversity that characterizes current research on computers and cognition. The subject matter includes:* an overview of cognitive and computer science by leading researchers in the field;* a comprehensive description of Allen Newell's "Soar" -- a computational architecture he developed as a unified theory of cognition;* commentary on how the Soar theory of cognition relates to important issues in cognitive and computer science;* rigorous treatments of controversial issues in cognition -- methodology of cognitive science, hybrid approaches to machine learning, word-sense disambiguation in understanding material language, and the role of capability processing constraints in architectural theory;* comprehensive and systematic methods for studying architectural evolution in both hardware and software;* a thorough discussion of the use of analytic models in human computer interaction;* extensive reviews of important experiments in the study of scientific discovery and deduction; and* an updated analysis of the role of symbols in information processing by Herbert Simon.Incorporating the research of top scientists inspired by Newell's work, this volume will be of strong interest to a large variety of scientific communities including psychologists, computational linguists, computer scientists and engineers, and interface designers. It will also be valuable to those who study the scientific process itself, as it chronicles the impact of Newell's approach to research, simultaneously delving into each scientific discipline and producing results that transcend the boundaries of those disciplines.

Based on a symposium honoring the extensive work of Allen Newell -- one of the founders of artificial intelligence, cognitive science, human-computer interaction, and the systematic study of computational architectures -- this volume demonstrates how unifying themes may be found in the diversity that characterizes current research on computers and cognition. The subject matter includes:* an overview of cognitive and computer science by leading researchers in the field;* a comprehensive description of Allen Newell's "Soar" -- a computational architecture he developed as a unified theory of cognition;* commentary on how the Soar theory of cognition relates to important issues in cognitive and computer science;* rigorous treatments of controversial issues in cognition -- methodology of cognitive science, hybrid approaches to machine learning, word-sense disambiguation in understanding material language, and the role of capability processing constraints in architectural theory;* comprehensive and systematic methods for studying architectural evolution in both hardware and software;* a thorough discussion of the use of analytic models in human computer interaction;* extensive reviews of important experiments in the study of scientific discovery and deduction; and* an updated analysis of the role of symbols in information processing by Herbert Simon.Incorporating the research of top scientists inspired by Newell's work, this volume will be of strong interest to a large variety of scientific communities including psychologists, computational linguists, computer scientists and engineers, and interface designers. It will also be valuable to those who study the scientific process itself, as it chronicles the impact of Newell's approach to research, simultaneously delving into each scientific discipline and producing results that transcend the boundaries of those disciplines.

There are many ways to approach the understanding of consciousness. Questions about these ways have occupied philosophers and metaphysicians for centuries. During the early growth of cognitive science the problem of consciousness remained taboo, but an increasing number of studies have either implicitly or explicitly begun to bear on its nature. These have been inspired by a number of different different original questions, and focus on a variety of different empirical phenomena. Thus, studies of implicit memory, subliminal processing, strategic versus automatic processing, allocation of attention, and differences between information processes in the awake versus dreaming state all share a common assumption of a particular quality or state -- awakeness, awareness, alertness, namely consciousness -- that somehow can be distinguished from another type of state or states in which the subject is not aware of the information being processed. What distinguishes the cognitive psychological and cognitive neuroscience approach to the question of consciousness from that of philosophy and metaphysics is scientific methodology: a set of tools that permit the empirical study of a phenomenon in an objective and reproducible way. Recent developments in both the empirical and theoretical methodologies of these fields have made it possible to begin to study the phenomenon associated with -- if not directly underlying -- consciousness in a scientific fashion. This volume tries to resolve the difficulties associated with the scientific investigation of consciousness. The intent is to explore the extent to which consciousness can be the target of direct scientific inquiry, to get on the table some of the relevant work, and consider the degree to which this research can help inform our understanding of consciousness. It brings together a group of cognitive and neuroscientists to share relevant recent research in the fields of cognitive science and neuroscience and to determine whether any new strategies for the scientific pursuit of this question can be developed. A long-term goal is the development of a unified understanding of consciousness, scientific as well as philosophical perspectives. This volume takes the first step toward building the necessary local bridges.

There are many ways to approach the understanding of consciousness. Questions about these ways have occupied philosophers and metaphysicians for centuries. During the early growth of cognitive science the problem of consciousness remained taboo, but an increasing number of studies have either implicitly or explicitly begun to bear on its nature. These have been inspired by a number of different different original questions, and focus on a variety of different empirical phenomena. Thus, studies of implicit memory, subliminal processing, strategic versus automatic processing, allocation of attention, and differences between information processes in the awake versus dreaming state all share a common assumption of a particular quality or state -- awakeness, awareness, alertness, namely consciousness -- that somehow can be distinguished from another type of state or states in which the subject is not aware of the information being processed. What distinguishes the cognitive psychological and cognitive neuroscience approach to the question of consciousness from that of philosophy and metaphysics is scientific methodology: a set of tools that permit the empirical study of a phenomenon in an objective and reproducible way. Recent developments in both the empirical and theoretical methodologies of these fields have made it possible to begin to study the phenomenon associated with -- if not directly underlying -- consciousness in a scientific fashion. This volume tries to resolve the difficulties associated with the scientific investigation of consciousness. The intent is to explore the extent to which consciousness can be the target of direct scientific inquiry, to get on the table some of the relevant work, and consider the degree to which this research can help inform our understanding of consciousness. It brings together a group of cognitive and neuroscientists to share relevant recent research in the fields of cognitive science and neuroscience and to determine whether any new strategies for the scientific pursuit of this question can be developed. A long-term goal is the development of a unified understanding of consciousness, scientific as well as philosophical perspectives. This volume takes the first step toward building the necessary local bridges.

Metacognition is a term that spans many sub-areas in psychology and means different things to different people. A dominant view has been that metacognition involves the monitoring of performance in order to control cognition; however, it seems reasonable that much of this control runs implicitly (i.e., without awareness). Newer still is the field of implicit memory, and it has different connotations to different sub-groups as well. The editor of this volume takes it to mean that a prior experience affects behavior without the individual's appreciation (ability to report) of this influence. Implicit memory and metacognition seem to be at two opposite ends of the spectrum -- one seemingly conscious and control-oriented, the other occurring without subjects' awareness. Do these processes relate to each other in interesting ways, or do they operate independently without reference to each other? The relatively novel conjecture that much of the control of cognition operates at an implicit level sparked Reder's desire to explore the interrelationship between the two fields.Developed within the last two decades, both fields are very new and generate a great deal of excitement and research interest. Hundreds of articles have been written about metacognition and about implicit memory, but little if any material has been published about the two areas in combination. In other words, Metacognition and Implicit Memory is the first book attempting to integrate what should be closely linked efforts in the study of cognitive science.

Metacognition is a term that spans many sub-areas in psychology and means different things to different people. A dominant view has been that metacognition involves the monitoring of performance in order to control cognition; however, it seems reasonable that much of this control runs implicitly (i.e., without awareness). Newer still is the field of implicit memory, and it has different connotations to different sub-groups as well. The editor of this volume takes it to mean that a prior experience affects behavior without the individual's appreciation (ability to report) of this influence. Implicit memory and metacognition seem to be at two opposite ends of the spectrum -- one seemingly conscious and control-oriented, the other occurring without subjects' awareness. Do these processes relate to each other in interesting ways, or do they operate independently without reference to each other? The relatively novel conjecture that much of the control of cognition operates at an implicit level sparked Reder's desire to explore the interrelationship between the two fields.Developed within the last two decades, both fields are very new and generate a great deal of excitement and research interest. Hundreds of articles have been written about metacognition and about implicit memory, but little if any material has been published about the two areas in combination. In other words, Metacognition and Implicit Memory is the first book attempting to integrate what should be closely linked efforts in the study of cognitive science.

For nearly four centuries, our understanding of human development has been controlled by the debate between nativism and empiricism. Nowhere has the contrast between these apparent alternatives been sharper than in the study of language acquisition. However, as more is learned about the details of language learning, it is found that neither nativism nor empiricism provides guidance about the ways in which complexity arises from the interaction of simpler developmental forces. For example, the child's first guesses about word meanings arise from the interplay between parental guidance, the child's perceptual preferences, and neuronal support for information storage and retrieval. As soon as the shape of the child's lexicon emerges from these more basic forces, an exploration of "emergentism" as a new alternative to nativism and empiricism is ready to begin. This book presents a series of emergentist accounts of language acquisition. Each case shows how a few simple, basic processes give rise to new levels of language complexity. The aspects of language examined here include auditory representations, phonological and articulatory processes, lexical semantics, ambiguity processing, grammaticality judgment, and sentence comprehension. The approaches that are invoked to account formally for emergent patterns include neural network theory, dynamic systems, linguistic functionalism, construction grammar, optimality theory, and statistically-driven learning. The excitement of this work lies both in the discovery of new emergent patterns and in the integration of theoretical frameworks that can formalize the theory of emergentism.

For nearly four centuries, our understanding of human development has been controlled by the debate between nativism and empiricism. Nowhere has the contrast between these apparent alternatives been sharper than in the study of language acquisition. However, as more is learned about the details of language learning, it is found that neither nativism nor empiricism provides guidance about the ways in which complexity arises from the interaction of simpler developmental forces. For example, the child's first guesses about word meanings arise from the interplay between parental guidance, the child's perceptual preferences, and neuronal support for information storage and retrieval. As soon as the shape of the child's lexicon emerges from these more basic forces, an exploration of "emergentism" as a new alternative to nativism and empiricism is ready to begin. This book presents a series of emergentist accounts of language acquisition. Each case shows how a few simple, basic processes give rise to new levels of language complexity. The aspects of language examined here include auditory representations, phonological and articulatory processes, lexical semantics, ambiguity processing, grammaticality judgment, and sentence comprehension. The approaches that are invoked to account formally for emergent patterns include neural network theory, dynamic systems, linguistic functionalism, construction grammar, optimality theory, and statistically-driven learning. The excitement of this work lies both in the discovery of new emergent patterns and in the integration of theoretical frameworks that can formalize the theory of emergentism.

This volume considers how children's thinking evolves during development, with a focus on the role of experience in causing change. It brings together cutting-edge research by leaders in the psychology and neurobiology of child development to examine the processes by which children learn and those that make children ready and able to learn at particular points in development.Behavioral approaches include research on the "microgenesis" of cognitive change over short time periods (e.g., several hour-long sessions) in specific task situations. Research on cognitive change over longer time scales (months and years) is also presented, as well as research that uses computational modeling and dynamical systems approaches to understand learning and development.Neural approaches include the study of how neuronal activity and connectivity change during acquisition of cognitive skills in children and adults. Other investigations consider the possible emergence of cognitive abilities through the maturation of brain structures and the effects of experience on the organization of functions in the brain. Developmental anomalies, such as autism and attention deficit disorder are also examined as windows on normal development.Four questions drive the volume:*Why do cognitive abilities emerge when they do during development? *What are the sources of developmental and individual differences, and of developmental anomalies in learning? *What happens in the brain when people learn? *How can experiences be ordered and timed to optimize learning? The answers to these questions have strong implications for how we educate children and remediate deficits that have impeded the development of thinking abilities. These implications are explored in several chapters in the volume, as well as in the commentaries by leading discussants.

This volume considers how children's thinking evolves during development, with a focus on the role of experience in causing change. It brings together cutting-edge research by leaders in the psychology and neurobiology of child development to examine the processes by which children learn and those that make children ready and able to learn at particular points in development.Behavioral approaches include research on the "microgenesis" of cognitive change over short time periods (e.g., several hour-long sessions) in specific task situations. Research on cognitive change over longer time scales (months and years) is also presented, as well as research that uses computational modeling and dynamical systems approaches to understand learning and development.Neural approaches include the study of how neuronal activity and connectivity change during acquisition of cognitive skills in children and adults. Other investigations consider the possible emergence of cognitive abilities through the maturation of brain structures and the effects of experience on the organization of functions in the brain. Developmental anomalies, such as autism and attention deficit disorder are also examined as windows on normal development.Four questions drive the volume:*Why do cognitive abilities emerge when they do during development? *What are the sources of developmental and individual differences, and of developmental anomalies in learning? *What happens in the brain when people learn? *How can experiences be ordered and timed to optimize learning? The answers to these questions have strong implications for how we educate children and remediate deficits that have impeded the development of thinking abilities. These implications are explored in several chapters in the volume, as well as in the commentaries by leading discussants.

This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions. Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects' knowledge and processes, and the changes in performance over time have led to new understanding of learners' representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers' cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions. Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects' knowledge and processes, and the changes in performance over time have led to new understanding of learners' representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers' cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

Understanding visual perceptual organization remains a challenge for vision science. Perceptual Organization in Vision: Behavioral and Neural Perspectives explores ideas emanating from behavioral, developmental, neuropsychological, neurophysiological, and computational approaches to the problem of perceptual organization. The growing body of research on perceptual organization has converged on a number of critical issues, most of which are addressed in this volume. These include issues concerning the nature and order of organizational processes, the stimulus factors that engage the mechanisms of organization, the developmental stage at which the mechanisms of organization are available, the role of past experience and learning in organization, the neural mechanisms underlying perceptual organization, and the relations between perceptual organization and other cognitive processes, in particular, object recognition and visual attention. Divided into four parts, the book is designed not only to detail the current state of the art in the field but also to promote an interdisciplinary approach to the study of perceptual organization. Part I presents an overview of the problem of perceptual organization, different frameworks for understanding perceptual organization, and a state-of-the-art summary of the domain. Part II details which organizational processes are hardwired in the perceptual system, which are acquired through experience, and how object perception relates to other aspects of cognition. Part III describes various attempts to understand the neural mechanisms underlying perceptual organization using two different approaches--neurophysiological and neuropsychological. Part IV offers a computational approach to the problem. This book is intended for cognitive psychologists, neuroscientists, computational vision scientists, and developmental psychologists.

Understanding visual perceptual organization remains a challenge for vision science. Perceptual Organization in Vision: Behavioral and Neural Perspectives explores ideas emanating from behavioral, developmental, neuropsychological, neurophysiological, and computational approaches to the problem of perceptual organization. The growing body of research on perceptual organization has converged on a number of critical issues, most of which are addressed in this volume. These include issues concerning the nature and order of organizational processes, the stimulus factors that engage the mechanisms of organization, the developmental stage at which the mechanisms of organization are available, the role of past experience and learning in organization, the neural mechanisms underlying perceptual organization, and the relations between perceptual organization and other cognitive processes, in particular, object recognition and visual attention. Divided into four parts, the book is designed not only to detail the current state of the art in the field but also to promote an interdisciplinary approach to the study of perceptual organization. Part I presents an overview of the problem of perceptual organization, different frameworks for understanding perceptual organization, and a state-of-the-art summary of the domain. Part II details which organizational processes are hardwired in the perceptual system, which are acquired through experience, and how object perception relates to other aspects of cognition. Part III describes various attempts to understand the neural mechanisms underlying perceptual organization using two different approaches--neurophysiological and neuropsychological. Part IV offers a computational approach to the problem. This book is intended for cognitive psychologists, neuroscientists, computational vision scientists, and developmental psychologists.

The study of object category development is a central concern in the field of cognitive science. Researchers investigating visual and auditory perception, cognition, language acquisition, semantics, neuroscience, and modeling have begun to tackle a number of different but centrally related questions concerning the representations and processes that underlie categorization and its development. This book covers a broad range of current research topics in category development. Its aim is to understand the perceptual and cognitive mechanisms that underlie category formation and how they change in developmental time.The chapters in this book are organized around three interrelated themes: (1) the fundamental process by which infants recognize and remember objects and their properties, (2) the contribution of language in selecting relevant features for object categorization, and (3) the higher-level cognitive processes that guide the formation of semantic systems. The volume is appropriate for researchers, educators, and advanced graduate students.

The study of object category development is a central concern in the field of cognitive science. Researchers investigating visual and auditory perception, cognition, language acquisition, semantics, neuroscience, and modeling have begun to tackle a number of different but centrally related questions concerning the representations and processes that underlie categorization and its development. This book covers a broad range of current research topics in category development. Its aim is to understand the perceptual and cognitive mechanisms that underlie category formation and how they change in developmental time.The chapters in this book are organized around three interrelated themes: (1) the fundamental process by which infants recognize and remember objects and their properties, (2) the contribution of language in selecting relevant features for object categorization, and (3) the higher-level cognitive processes that guide the formation of semantic systems. The volume is appropriate for researchers, educators, and advanced graduate students.

The chapters in Thinking With Data are based on presentations given at the 33rd Carnegie Symposium on Cognition. The Symposium was motivated by the confluence of three emerging trends: (1) the increasing need for people to think effectively with data at work, at school, and in everyday life, (2) the expanding technologies available to support people as they think with data, and (3) the growing scientific interest in understanding how people think with data.What is thinking with data? It is the set of cognitive processes used to identify, integrate, and communicate the information present in complex numerical, categorical, and graphical data. This book offers a multidisciplinary presentation of recent research on the topic. Contributors represent a variety of disciplines: cognitive and developmental psychology; math, science, and statistics education; and decision science. The methods applied in various chapters similarly reflect a scientific diversity, including qualitative and quantitative analysis, experimentation and classroom observation, computational modeling, and neuroimaging. Throughout the book, research results are presented in a way that connects with both learning theory and instructional application.The book is organized in three sections:Part I focuses on the concepts of uncertainty and variation and on how people understand these ideas in a variety of contexts.Part II focuses on how people work with data to understand its structure and draw conclusions from data either in terms of formal statistical analyses or informal assessments of evidence.Part III focuses on how people learn from data and how they use data to make decisions in daily and professional life.

The chapters in Thinking With Data are based on presentations given at the 33rd Carnegie Symposium on Cognition. The Symposium was motivated by the confluence of three emerging trends: (1) the increasing need for people to think effectively with data at work, at school, and in everyday life, (2) the expanding technologies available to support people as they think with data, and (3) the growing scientific interest in understanding how people think with data.What is thinking with data? It is the set of cognitive processes used to identify, integrate, and communicate the information present in complex numerical, categorical, and graphical data. This book offers a multidisciplinary presentation of recent research on the topic. Contributors represent a variety of disciplines: cognitive and developmental psychology; math, science, and statistics education; and decision science. The methods applied in various chapters similarly reflect a scientific diversity, including qualitative and quantitative analysis, experimentation and classroom observation, computational modeling, and neuroimaging. Throughout the book, research results are presented in a way that connects with both learning theory and instructional application.The book is organized in three sections:Part I focuses on the concepts of uncertainty and variation and on how people understand these ideas in a variety of contexts.Part II focuses on how people work with data to understand its structure and draw conclusions from data either in terms of formal statistical analyses or informal assessments of evidence.Part III focuses on how people learn from data and how they use data to make decisions in daily and professional life.

First published in 1981. This book is a collection of the papers presented at the Sixteenth Annual Carnegie Symposium on Cognition, held in May 1980.

First published in 1976. This volume presents the collected papers of the Eleventh Annual Symposium on Cognition, held at Carnegie-Mellon University in April, 1975. These papers are unique in the history of these symposia for their orientation toward the study of social behavior. This symposium brings together the two fields of social psychology and cognitive psychology in response to a growing desire among many social psychologists to seek out or develop a more systematic body of theory, and a corresponding desire among many cognitive psychologists to study the everyday affairs of people outside the laboratory.

First published in 1978. Cognitive Processes in Comprehension is a look at what goes on in the mind of the listener or reader when he hears a sentence during a conversation or reads a passage in a book. For most adults, comprehension is rapid, automatic, and effortless. But, despite its apparent simplicity, comprehension includes a myriad of subprocesses, each of which by itself constitutes a formidable computational task.

First published in 1982. In late May, 1981, the 17th annual Carnegie Symposium on Cognition brought 16 cognitive and social psychologists to Camegie-Mellon University. Their topic was affect and cognition. For only the second time, the Carnegie Symposium had been organized by social psychologists. John Carroll and John Payne chaired the first social cognitive symposium in 1975. Their conference came precisely at the time when social cognition was beginning to take root within social psychology. Since then, the area has blossomed. These are the papers from the conference.

First published in 1987. The author argues that information-processing psychology has come to dominate the experimental study of complex human behaviour. Such rapid success suggests that the approach will have as much of an impact on psychology in the field as it has had on psychology in the laboratory. The chapters in this volume indicate the extent to which this potential has already begun to be realized. The book is divided into four parts. The first three parts include sets of research contributions followed by discussions, and the fourth part contains three chapters that offer critiques, syntheses, and evaluations of various aspects of the preceding papers.