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Human Information Processing
Human Information Processing: An Introduction to Psychology aims to convey the excitement of modern experimental psychology to the beginning student. The book discusses the organization of auditory perceptions; neural information processing; and the theories of pattern recognition. The text also describes the visual system; the dimensions of vision; the auditory system; and the dimensions of sound. The neural basis of memory; transient memories; the structure of memory; and memory processes are also considered. The book further tackles language acquisition; the process of learning and cognitive development; problem solving; and decision making. The text also looks into motivation and the biochemical responses to stress. Psychologists and students taking psychology and related courses will find the book useful."
Human Information Processing
Human Information Processing: An Introduction to Psychology, Second Edition, was written to reflect recent developments, as well as anticipate new directions, in this flourishing field. The ideas of human information processing are relevant to all human activities, most especially those of human interactions. The book discusses all the traditional areas and then goes beyond: consciousness, states of awareness, multiple levels of processing (and of awareness), interpersonal communication, emotion, and stress. The book begins with an introduction to some of the more interesting phenomena of perception and poses some of the puzzles faced by those who would attempt to unravel the structures. Separate chapters cover the systems of most interest for human communication: the visual system and the auditory system; the structure of the nervous system; and the systems of memory: sensory information storage, short-term memory, and long-term memory. Subsequent chapters deal with the different aspects of memory, including show how memory is used in thought, in language, and in decision making. Also examined are the neurological basis of memory and the representation of knowledge within memory.
Everybody Is Wrong About God
A call to action to address people's psychological and social motives for a belief in God, rather than debate the existence of God With every argument for theism long since discredited, the result is that atheism has become little more than the noises reasonable people make in the presence of unjustified religious beliefs. Thus, engaging in interminable debate with religious believers about the existence of God has become exactly the wrong way for nonbelievers to try to deal with misguided—and often dangerous—belief in a higher power. The key, author James Lindsay argues, is to stop that particular conversation. He demonstrates that whenever people say they believe in "God," they are really telling us that they have certain psychological and social needs that they do not know how to meet. Lindsay then provides more productive avenues of discussion and action. Once nonbelievers understand this simple point, and drop the very label of atheist, will they be able to change the way we all think about, talk about, and act upon the troublesome notion called "God."
Beatrix Potter, Scientist
Beatrix Potter was a writer, an artist, and a scientist too, and she strove to find a place in the world for her talents.
Memory and Attention
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The FLOW Tutor
A human tutor brings a wide range of knowledge to the task of instructing a student. The tutor must develop a model of the student and of the topic matter; he must have a plan of instruction, but be able to deviate from it when student behavior calls for changes. This paper discusses observations made of human tutors and describes the FLOW tutor system -- a computer-based simulation of a human tutor capable of giving advice to a student learning the simple 'FLOW' computer language. The tutor has a schema-based knowledge structure containing information about the programming language, the student's instruction booklet, and the student's developing knowledge. These schemas form the basis of a distributed intelligence system which uses conceptually guided and data-driven processing to interpret the student's behavior, update the model of the student, and give advice to the student.
Psychology of Intelligence Analysis
In this seminal work, published by the C.I.A. itself, produced by Intelligence veteran Richards Heuer discusses three pivotal points. First, human minds are ill-equipped ("poorly wired") to cope effectively with both inherent and induced uncertainty. Second, increased knowledge of our inherent biases tends to be of little assistance to the analyst. And lastly, tools and techniques that apply higher levels of critical thinking can substantially improve analysis on complex problems.
