Professional Documents
Culture Documents
ebook download (eBook PDF) Cognition 6th Edition by Scott Sinnett all chapter
ebook download (eBook PDF) Cognition 6th Edition by Scott Sinnett all chapter
ebook download (eBook PDF) Cognition 6th Edition by Scott Sinnett all chapter
Scott Sinnett
Go to download the full and correct content document:
https://ebooksecure.com/product/ebook-pdf-cognition-6th-edition-by-scott-sinnett/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
http://ebooksecure.com/product/ebook-pdf-cognition-6th-edition-
by-mark-h-ashcraft/
http://ebooksecure.com/product/textbook-for-cfin-6th-edition-by-
scott-besley/
http://ebooksecure.com/product/ebook-pdf-biological-science-6th-
global-edition-by-scott-freeman/
http://ebooksecure.com/product/ebook-pdf-fundamentals-of-
comparative-cognition-fundamentals-in-cognition/
(eBook PDF) Cognition, 9th Edition by Margaret W.
Matlin
http://ebooksecure.com/product/ebook-pdf-cognition-9th-edition-
by-margaret-w-matlin/
http://ebooksecure.com/product/ebook-pdf-cognition-7th-edition-
by-gabriel-a-radvansky/
https://ebooksecure.com/download/cfin-6-corporate-finance-ebook-
pdf/
http://ebooksecure.com/product/ebook-pdf-cfin-5th-edition-by-
scott-besley/
http://ebooksecure.com/product/ebook-pdf-introduction-to-
accounting-by-peter-scott/
viii Contents
10 Problem-Solving 305
Case Study: Vaccinating in the Wake of Wakefield 306
Insight Problems and the Gestalt Theory of Th inking 307
Current Approaches to Insight Prob lems 315
Functional Fixedness and the Design of Tools 320
The Flexibility-Rigidity Dimension 321
Artificial Intelligence Approaches to Problem-Solving 324
Thinking Aloud as a Method for Studying Human Problem-Solving 329
Can Computer Programs Experience Insight? 330
Solving Prob lems in Science 331
13 Consciousness 405
Case Study: Blindsight 406
Distinguishing among Different Levels of Consciousness 407
Unconscious Perception 409
Consciousness and the Grand Illusion 415
Meta-consciousness 419
Consciousness and the Brain 423
Deficits of Consciousness 429
Phantom Limbs and Consciousness 432
Glossary 438
References 450
Photo Credits 491
Index 492
From the Publisher
W hat do we know, and how do we know it? What is the relation between the mind and
the brain? How does memory work? What is intelligence? How do we learn language,
acquire concepts, and solve problems?
These are just a few of the fundamental questions that frame the sixth edition of
Cognition, the essential text for introductory courses in cognitive psychology. Building
on the strengths of previous editions, the sixth edition maintains its clear, straightfor-
ward style and continues to provide fascinating research examples; in addition, it offers
a student-friendly reorganization of key material and a new chapter on consciousness.
Accompanied by a robust suite of ancillaries, Cognition is a well-rounded, current, and
comprehensive text that is both accessible to students and a pleasure to teach from.
A new chapter on
Consciousness
consciousness focuses on Chapter Contents
' '"
isalsoinvolvedinvisualconsciousness.Becaus.visualinfurmationfallingonadjacent ca noperateseparately,then, thisi<moretheuceptiontha ntherule
arusofther..rinaisprocessodinadjacentareasoftheprimaryvisual cortu,thisregionis FindlayandGilchrist(>003)maintainthatovertandcovertattentioninmostcases
phDtoreccptDrs
said to be retinotopk If a put of the primary visual cortu is damaged, the result is blind movetog..rher,andthatresurcher<shouldfocuson <tudyingovertattentionbecauseofit<
nessinthecorrespondingareaofthevisualfield c""'""'"''""""•l>Jht
"""'9>'"""'._.. .. _ .. criticalroleineverydayauending.Theyarguethatthe importanceofovertatt~ntionisre
Earlyon,thevisualcorte..:wasbelievedtoberesponsibleforallvisualprocessing latedtothephy<icalconstraintsoftheeye.AswesawinChapter3,ahigh-rerolutionimage
oftheworldis availableonlyforthesmaUamountofinformationthat fallsonthefoveal
Theviewwastrenchantlyheldthatthevisualimageontheretina, encodingthe -""""""'""''"""'
-.pOOtD<Kop<on""' region of the retina. Thi< means that if you want to su romethingclearly, you have to move
manyamibutesofthevisualscene,wastransmiuedto,andpassivelyanalyzod """"...... ~-·... youreyusothatinfurmationfallsonthatsp..cificlocationatthebackofyoureye.l nwhat
primGFJVii UILi«<rtU
follows, we will discuss how overt attention shifts (i.e., how the eyes move) during several
evMydaytasl:ssuch asreadingandviewingobjectsandscenu
'"""'""'""' ;,,...,. .,.
B
"'""""'""''"''"""'""
,.oc....... .,....u .. Overt Attention During Reading
Are your ey~• moving smoothly from letter to l~tter as you read this text? To accurately
Fov~•
,.ti•otopi<
measuretheb.haviouroftheeyes,researcher<u secomplicatedey..-tucl:ingtechnology
~"""" .... "'""'""'"'""
"'""'""""''"""'
An enmple of a modern ~~·trackingdevice is shown in Figure 4·'3· This device worh by
CO<"lo~- ...... aiming a cameraandasmallin fraredlightattheeyeandthenlocating(a)are fl..ctionof
O,f<xm•bon1.00"!1on
Optoc thislightoffthe corneaand(b)the locationofthepupil,whichisthepointwherethemost
"'JOC""'""'""'""' "'""'
~proc"'-'"'"""'""'
FIGUREJ .I I Th ~ baslcanatomyofthe~ye
~v~ry tim~ w~ count our chang~ w~ r~ly on our knowl~dge of how to add and subrracr
To many peopl~. th.se ~vuyday activiti~s-auending, compr.hending, r.memb.ring,
manipu lating nu muical information- fall undu th~ g~nual heading of"thinking.• To
psychologisrs,they are aspecrsofinformat ionprocessing- thesubjectmauerofcogni
live psychology
Information Theory
Basictotberonc'Ptofinformationprocessingistbeidu thatinfurmationreduc.s unc.r
taintyinthe mindof thereceiver.Theamountofinfurmationprovidedbyagivenm.s.,ge
i<proporrionaltotheprob>.bilitytbattharp.articularmessagewilloccur.Ifyougruta
frimd with the quny "How are you?" and receive the reply "Absolur.ly awful- ! must l»ve
picl.:edupallu bug"ratherthanasrandard"Fine,tbanh,"tbeformerreplyismuchmore
informatiwthanthe lauerbttauseit ismucblessprobable. Theiduunderlyinginformarion
processingtheoryisthattbeinformationprovidedbyaparticularmessagei<notd.rer An outstanding art
minedsolelybyirsconrent, burruberby thewholearrayofpossiblem.s"'g"of whicbthis
program-featuring over
200 photos, figures, and
tables as well as a lively
four-colour design-invites
students to engage with
the text and helps them
visualize key concepts and
theories.
Engaging Pedagogy
Themed boxes draw attention to important points and encourage students to reflect act-
ively on what they are learning.
.. \' .!.- .. ~~ ......... ~.-,-
Have you ever tried to learn a dttticult skrll s uch as shoot· For example. imagrn e that you are lookrng at a frying
ingapuckor"'rv rn ga ten nrsball?lfyou have,you mD'<t pa n w iththehandletacrng totherkj htllyouwereasked
hke lyhadalriend .parent.orcoachwhogaveyouavisual topressakeyinresponsetosomeleatureol thepa n (e_g
demonstration of what you were suppo"'d to do. Seerng its colour or size). you would be taster it you debvered
amotoractionperlormed correctlyseems to havean yourrespon"'withyourrighthandthanwrthyourleft.
effect o n how well you perform it yourself. Indeed. many presumably because th e handle was lac in g to the nght
amate urath letesconscrouslytrytoem ulateprolessional a ndactrvatedarkj ht·handgrasprngresponse: thi swould
p layersorO lymprcchamprons.Th isisacleverstrategy. bethecaseevenilyouwereleft·handed {Tucker&E llrs.
asagrowrngbodyolevrdencesuggeststhatact io n and 199BI.lt'simportanttonote thatthed lfectionolthehan·
perceptton areintrmately lrn ked.lt"'ems th atpercew· d lehasnoth<ng todowith ataskinvolvingcoloUforstze
ingapartrc ularmotoractron.oreven ju sta n object that Neverthe less.respon"' tlmesarelastefwiththehandthat
cou ld be acted upon . such as a puck or a ball. lead s to the handle is pointing towa rds . Thrs type of embodrment
actrvat io n inpremotorareasot thebra in.as ifyouwere hasbeenobse•ved acrossavarietyotexpenmentalpara·
somehowpreparing toperlormare latedact io n d igms. st1muli. a nd even specres: non·huma n an imals a lso
"Cognition in Action" boxes showembodmenteftects(see.forexample.Bach&Tip·
pef,2006;Betlock&Holt.2007:D•pellrgrinoetal..1992)
showcase the real-life Yo u m ightwonde•howthelinkbetweenpe•ceptron
and a c tionp layso utw ithexperts ind1flerent typesof
significance of key concepts motorskrlls(e .g .. highlyski lledathletesordancers) . Do
discussed in the text. theyhaveastrongerembod1mentresponsetomotor
actronsint helfexpert repertoiret ha n toactionsthey
arelesslamrliarw•th?Dopeoplewhobecomeexperts
ina pa rtrcu lardomainolmotorsk illshaveagreater
abil itytoembodyt heactroninvolvedi n that doma in'
Toaddress thisquestion. Calvo·Me,. noa ndcolleagues
(2005. 2006) explored how expert ballet and capoe·
ira d a ncersrespond ed todancers performing s ki lled
moves t hat t hey eot her wo uld perform themse lves or
would only see pe•lormed byot he• da ncers (e .g .. a
c apoeiradancerwatc hingaballetd anceroralemale
d ancer watc hrng a male-spec ific move)_ Measurement
o f theviewe•s'bra inact ivny.us ingiMRI.fevealedmore
actrvnyinrespo nse tomotoractronsthat theexperts
hadb eentrarnedtopeflormthantoactronsthatthey
d td not performthemselves. Theseresultssuggestthat
motorexpertisecanmod ulate howwepercerveactio n
Watching prolessronal sportsw•llnot make you a
profess iona l athleteEvenso.asplf ingath letessho uld
FI GU RE 1.4 1 Ca po e ira
probablywatchtheexpertsas closelyast heycan
xii From the Publisher
.........
CONSIDER THIS
..., .
Bram lmagmg Reveals Consciousness m a Pat1ent
.- --~-- '
In th~ do<O r d~r< of con<c i ou<n~" d i <eu.,~d <O far- n~u r oimag•r>gtechn•qu~<d i <eu<"'d'nChllpl~ r 2lO<Ol""
<patial neglect. <pl it - bro in. phantom limb-consc>ou< th11 problem . Ooven rea<oned that if a ""'"'urable bra1n
ne,.ha<beenequatedwithourab• litytocommun•cate re<p<>r,.ecouldt..u<eda<aproxyl<>ramotorr<"pon<e
thatwea re<elf -awarethroughabehav>ou ral re<pon<e then locked-inpatlent<wou ldha""theoppo rtun•tyto
But what if the abibty to <puk. mouth a word. <m ile communicate to otr.." that \""y we,., con<eioo< . In h11
mo•e a hand. o r )U<l bl1nk one'< eye< wa< absent> If you ong<n>l paper. put>h<hed in S<::O.nu {Owen et al .. 20<>6)
w~ r ~ con<crou< but unabl~ to commun i c•t~ !hi< f3C! to h~ <tud i ~d• 23-Y"•r-old wom•n. Shorl~~n. who hod <uf-
oth~r<. !h ~n by d~ hMron you would not b~ con<id~r~d f~ r ~ d • <~ve r ~ brarn intu ry in • \r3llic •ccid~nt. B~c•u<~
con<erou<. In <hort. if th~ Opf>Orlun ity to <~lf- r ~por! <h~ w3< un,.,<pon< ive to out<id~ <bmulo!ion •nd did not
3war~n~"" I<>< I. rt i< impru<ib l ~ to d~t~ r min~ if con uhrb i t •ny<pootan~ou<rn t~n !ionalb<'hoviour<. Short ~~n
<eiou<n~" ~x i m. Until now. patr~nt< wrth 'loc ked- in wa< diagno<~d"' b<' ing in • v eg~tabve <tate. U..ng fMR I
<ynd rom ~· follow ing acut~ brarn intury or d11~a• ~ hav~ however. o..-en and hi< t~am 3<ked Sh 3rleen to engag~
be~n con< i d~ r e d to b~ rna veg~tative <tat~ rn that they in two mental imag~ r y !a<h: 111 walkrng around room<
<how ·no evr d en c~ of awar~n~" of ~nvrronm~n! o r in ""r hom~. and 121 p l3ying t~nn 11. E•ch ta<k produc~d
<ell.' Ho......,ver. thi< po<i!rve dragno< i< lv~getatrve <tat~l a cla<<ic patt~rn of brarn act ivity that wa< ind i<bngu i<h-
" dep~nd ent on • n~gatrv~ hnd1ng {no 11gn< of con able from that produced by con<eiou< control <ubJ~Ct< "Consider This" boxes
<eiou<ne"l •nd ther~lo r ~ i< vu l n~rable to • fa l< ~ -n ~g lmag ir\lng w3lkrng around ""r hou<e Y"'ld~d bra in 3Cti-
atrv~ r~<ul! !what <er~nt i <t< call • Type II error) vat ioo< in !he MVJgatroo ""\work {th~ parah ippocampa l highlight major findings
Prof~<«> r Adrian Owen. a r e<~arche r forme~y at gyru< and pari~tal cortul. and .-nag ining ployrng t~nnr<
Cambr i dg~ Un i ver<~y rn th ~ U~. now at the Univer r ~<ulte d in 3Ctivab0n< rn brarn regron< that control mo-
from classic and current
<~y of W~<t~rn Ont3 rio. ho< r&~ntly u<ed <ome of th~ to r r~<r><>n<~< l<upplem~ntary motor are•<l. O......,n ~~ al
research.
FIGURE 1J.15 I Brain Imagi ng re sults d emonstrat ed sim ilar actly lty p attern s betwee n Sh arl ee n and con·
sc louscontrols when l n structedto lm agl newalk lng a<o undthe house orplaylngtenn ls
Fromo.-., •. M.Colomon,MR,Boly.M .. ~M.H,Uuroy,< .. &PrlM~J.O(-Dolocl..,.-..-noHW.tho""_'_'>Oono<JIJ,<<O>
oo? Or ab<ent-mrndedly tr"'d Rea<oofound that th~<~ ~rror< ar~ often att~nMn- and
'.
to lit • p l3<t ic coffee lid oo m~mory · •~ l at~d. and that th~y t~nd to occu r mor~ at
. ..._..
~••t ~::.:~~:~:~:=~~ ::~u:: ;~;r~~t:~i :~~ a~~<~: ,.. ... tiel ..:~::;
:.::c:;
FIGURE•-•<> I An T-•"""'-'""""ltwno
I' ar~ engaged rn ~ ' pa,..llel <~ve r al week<. lo-ok to "'~ rf
:~o '1\~
actlon <llp:puttlng mental..:tMty "l~a<On. 1979. !her~ at~ •ny pattern<
a plu tlccoffu lld p_]6) -afancyt~ r mfo.'m i nd
on a poru l al nmug
CASE STUDY : ' wanderrng·
- - ---·1
In p<r«>n Co<t0<1 mot '""""""" wM lookod ,.,
itemisconsideredtoM asingletrial.Bycontrast,intheABtasktheitemsarep~sented
to""' throat orrd ,..d he W<>uid kil h~t 6 <ho didn't much bke him thor o<he< p<r«>ne« •ometrme< m~
keopQU;.t Sheoffet~dt.mhor"'ollet.~nhorcot. tookonelo.lhoo<he t .8obbyPO<>I< h>dbo o~liv
alxmtevery1> o msanduchstrumof17itemsconstitute<asingletrial.lhequickpresen
but h~told hor hedrdnlwant lho<Othin<J<. RulrZ<I'I9 In~ In
the,.,... North C•rolln• town •• Co<t0<1 aod ration of succ~«ive stimuli is often rofer~d to as rapid suia l Yisual p~sentation (RSVP) rapid o..-ia!lri•ua!
wMttrow•<ttro«!lot,<homaducon<eiou<effonto Thompson. ..-.d wa< oervrn9bm< lo-r • «!<re<of An uample of an RSVP st~am is shown in Panel A of Figure 4.1 1. After the RSVP strum, prooontatio•(I:IVP)
<tudyhi<loce.loolur>gford<torl<<hocould«!mombot I >!><!< - Who~Co<t0!1a<kodllhoMdr•podTI>ompoon p.>rticipant<areadedtoreportthefir<tnumberandthenth•secondnu mbu TM.re..-nt•""""'"
lat«Ofldu..,to>dentrlyhim .E110<1tually<hee<o::>!><!d
toono'(lhbouf<l>jpor.uod"'9thetopi<ttolettror!l<!t
hod<ni<dlt,butanothetlnm>teinformodCo<ton
t MtPoo4etotdh<mhohad.fina lly.1 ~1~~·""'- t.,t
Olivers and Nieuwenhuis varied the numMr of letters interven ing between the two '"''"'"''"""'""' """"'
t:org•t digits . When there i< on• intervening item between the first digit (Target One : Tt)
hrmo drri c0<1~rmod Poole'<gu~t.Cotton w••nono<otod, aod
and the second digit (Target TWo: T>), T> is "'id to be presented at Lag 2 because T> is the
"'cond item after T1. At Lag 3 there are two intervening letters Mtweon Tt and T>, and
ooon.Becausetheattentionalhlinktypicallyoccursonlywhentwotargetsa~p~sented
in do•• temporal proximity, one wou ld upect the most blinking to occur at short lags
andforP'rformancetoimproveat longerlags
More important, Olivers a nd Nieuwenhui< also included a condition in which p.>rtici-
p.>ntscompletedtheABUtskinsilence,andaconditioninwhichtheylistenedtomusic
is not clear_ However, we may find a part1al answer 1n of thiS chapter is that there are many kinds of intelli ·
discussion. Kim'sov;nreflectionsonhislife gence. Kim 's story may lend credence to Gardner's
As we saw. K1m completed his PhD in the US at the theory of mu lt1ple intelligences . But a h1gh g does not
age of 15 and then went to work lor NASA . But by 1978 nece"arily mean that someone will be 1ntell1gent
the loneline" of his l1fe there led h1m to move back to aero" all domains. or act 1n the most intell igent man -
Korea.Althoughheeventuallyesta blishedasuccessful neri nai!Situations . Therecouldbemanysupposed
career in business pla nning, the choice to return at- geniuseswhodon 't haveacreativeboneintheirbod1es
tracted conSiderable attent1on. and some media critics In any event Ki m's modest appraiSal of h is own abili-
judgedhimafailure .l n2010Kimtold theKorea Herald tiesmaygive hopeto therestof us . E:ven1fyouaren"t
that "Peopleexpectedmetobecomeah1gh- ranking anexpertincalculus.ashewas.therearelikelysome
official inthegovernmentora bigcompany.but l don·t othertypesof1ntelhgenceinwhichyouexce l
which also appear in the end-of-text itisimportantto•mphasiut hatlanguag•i•hi•ruchical innatu ro.That is,asuiuof .. ::W~con:;;:';,:~
compon•nto can h• combin• d to form largu compon• nts, which in turn can M com .,.-.c..ocq""",...,
glossary, help students fully understand bin• d. as long as uch combination follow< cutain rulos. Whi l• languag.. obviously
vary wid•ly, thu• ar• compon• nts that all ofth• m shar•. On• uampl• isth• phnneme
"'""''""'On tO o -
'""""-
important discussions and build their Phnn•m••ar•th••mall• ot uniu inlanguag• ,and can h• cnmbin•dwithoth.rpho
n• m.. to form morph•m... Mnrphem•• ar.th• small.st muningful uniu oflanguag•.
discipline-specific vocabularies. For instanc•, th• phon•m.. ldl, /o/, and /g/ can M combin.-d to form th• morph• m•
/dog/, which also happ• n• to b• a word . Note that not all morph•m'" aro words: <om•
ar• word •l•m•nts that do not n• c• «arily form wor<l< on their own. For •nmpl•, Is/ hy
mDrphomo
its•l fis a phon•m•, but it Mcom.. a morph•m• (i.•., a u nit carrying muning) wh• n it is
combin.-dwith/dog/toformth• plural /dog•/.
Diff•r.nt language s ar. compos.d of diff•r.nt numb•ro of phonem••· For u
ampl• . wh•roas English has approximately 44 phon•m.. (24 consonant and 20 vow• l),
Supplements
Cognition, sixth edition, is supported by an outstanding array of ancillary materials, all
available on the companion website: www.oupcanada.com/Cognition6e.
Chapters What Was That Movie . .. ? 126 Chapter 11 The (ln)famous Hockey Stick 340
CONSIDER THIS
1.2 William James (1842-1910) 12 7.3 Mental Images and Real Pictures 225
2.1 "Mind Reading" 38 8.1 The Downside of Categories 249
3.2 Perceiving Causes in Object Movement 68 g.1 The Evolution of Language 276
3.3 Gibson's Views on the Perception of 10.3 Self-Control and Problem-Solving 323
Surfaces 76 11.1 Paradoxes, Reasoning, and Recursion 350
3.4 Identifying Objects by Common 11.2 Conditional Reasoning 354
Movement 78
12.2 An Ancient Parallel to Sternberg's Theory
4.2 Are You Resistant to Dual-Task of Intelligence 387
Interference? 103
13.3 Beyond Human Consciousness 424
5.1 The Battle of the Species 130
13.5 Brain Imaging Reveals Consciousness in
5.4 Memory and the Internet 151 a Patient Diagnosed as Being in a Vegetative
6.4 Implanting False Memories 182 State 434
List of Boxes xvii
COGNITION IN ACTION
Eye Movements In Sports: The Qu iet 9·4 Lovely Keys and Sturdy Bridges 298
4·4
Eye 119 10.2 Problem-solving with Red Greent 315
5.2 Can Amnesiacs Learn? 137 11.3 Is There a Hot Hand in Basketball? 359
6.2 An Exceptional Memory 176 11.4 What a Pain! 361
6.3 Context-Dependent Learning 180 12.1 Can Co lour Help Us Solve
&.s Sleep, Memory, and False Problems? 385
Memory 182 13.1 Backward Masking and the Brain 410
5.2 Some of the many memory 6.5 Flashbulb memories: Terrorist attacks
systems that memory researchers on the World Trade Center, New York
investigate 128 City 170
5·3 Participants in Sperling's (196o) 6.6 Properties of flashbulb
sensory memory experiment were memories 171
briefly flashed a matrix of nine 6.7 Professor A.C. Aitken 176
letters 129
6.8 Results of Loftus and Palmer's
5·4 Typical results from Sperling's experiment 177
experiment 129
6.9 One-week follow-up of Loftus and
5·5 Tesuro Matsuzawa and Ayuma, one Palmer's experiment 177
of the participants in this intriguing 6.10 Percentage of autobiographical
sensory memory experiment 130 memories in different decades 185
5.6 Working memory model 133 6.11 Depth of processing 188
5·7 The dorsolateral prefronta l 6.12 Ebbinghaus's forgetting curve 191
cortex 134
6.13 The rate at which knowledge of
5.8 Percentage of personal memories Spanish is lost 193
for different time periods 136
7.1 An example of a time space 202
5·9 Henry Gustav Molaison (HM, An example of a number form 202
7.2
1926-2008) 137
7·3 Paivio's dual-coding theory 203
5.10 A hippocampus looks like a sea
7·4 Recall performance of the four
horse 137
groups in Paivio's (1965) study 205
5.11 Patient KC/NN 138
7·5 The resu lts of an experiment
5.12 Fame judgment task (full versus on synesthesia: congruent and
divided attention) 140 incongruent number-colour
5.13 Inclusion versus exclusion task (full matching and memory 211
versus divided attention) 140 The effects of hypnotically induced
5.14 Meyer, Schvaneveldt, and Ruddy's synesthesia 213
priming procedure 145 1·7 The sequence of displays in the
Fragment of a semantic study reported by Cui et al. (2007)
5.15
network 146 and the relationships between colour
word identification and vividness of
5.16 Some properties of gang imagery 217
members 148
Which pairs are drawing the same
5.17 A connectionist model of the object? 218
information in Figure 5.16 149
7·9 Time taken to mentally rotate an
5.18 Google search engine 151 object as a function of angular
5.19 Young and old meeting 152 rotation 219
5.20 Korsakoff's syndrome, or Wernicke- 7.10 The map of the island used
Korsakoff encephalopathy 153 in a mental image scanning
experiment 221
5.21 Alzheimer's disease 155
Results from the mental image
6.1 Jennifer Thompson and Ronald scanning experiment of Kosslyn
Cotton 164 et al. 221
6.2 The mystic writing pad 165 7.12 The museum floor plan used in
6.3 Brown and Kulik's model of flashbulb the 2004 experiment of Rinck and
memories 167 Denis 222
Flashbulb memories: The Challenger Grid used in the Podgorny and
explosion 168 Shepard experiment 222
List of Figures xxi
8.5 Biolog ical concepts and the brain: 10.7 Maier's two-string problem 313
resu lts from the Farah & Rabinowitz 10.8 Feeling-of-warmth ratings as a
(2003) experiment involving a brain- function of time spent solving the
damaged individual 259 problem 314
9.1 A page from McGuffey's Second 10.9 Red Green 315
Eclectic Reader 264 10.10 Insight with and without sleep:
9.2 Reading Lesson IV from McGuffey's resu lts of an experiment by Wagner
Second Eclectic Reader 264 et al. 319
9·3 A lesson on intonation from 10.11 Effect of pre-utilization on
McGuffey's Sixth Eclectic functiona l fixedness as a function of
Reader 265 age 320
9·4 Native speakers of Chamicuro 266 10.12 A portion of the Go-Moku playing
Widely spoken languages of the surface 326
9·5
world 267 10.13 A maze in which you must get from
A tree d iagram of the relationsh ip the start (S) to the goal (G) 327
9.6
between two elements experienced 10.14 Solution for the three-ring version of
while listening to music 268 the Tower of Hanoi problem 328
9.7 A finite state grammar 269 11.1 Northern hemisphere temperatures
9.8 Derivation of a sentence using a tree (°C) from 1400 to 1995 as
diagram 270 reconstructed by Mann et al. 340
Acknowledgements
We are supremely grateful to Oxford University Press in general, and to our developmental
editor, Tamara Capar, and editor, Sally Livingston, in particular. We would also like to thank
the reviewers whose thoughtful comments and suggestions helped to shape this edition.
Finally, and most importantly, we thank our wives, Cindy Sinnett, Shelley Smilek, and
Erica Levy, for their incredible support and encouragement. Without their efforts, this
book would not have been possible, and without their patience, we might all now be single.
We dedicate this book to them and to our children.
Céline avait aimé son homme, elle l’aimait encore. Elle lui avait dévoué
son corps comme épouse, ses mains comme ménagère; elle avait été,
comme il convient, sa servante et sa femme. Pourtant elle dit, à haute voix,
devant lui:
—Vaut mieux qu’il meure tout d’bon, à c’t’heure, vaut mieux qu’il
meure! Quoi nous f’rons, s’il reste infirme!
—Et dire que s’il avait pris l’mal à l’usine, bon Dieu d’bon Dieu!...
répéta Bogaërt.
Ils pensaient toujours à l’assurance et leur cœur s’emplissait d’amertume
contre l’injustice du sort. Delebecque les entendait, mais il n’avait plus la
force de parler. Il s’assoupit.
Vers neuf heures, il commença de trembler. Ses dents claquaient, il eut
l’impression d’un grand froid, et cette sensation même le réveilla. Le
médecin avait prévenu: «Il aura de la fièvre à cause de sa blessure, et puis,
douze ou vingt-quatre heures après, son corps fabriquera des poisons, et
alors...» Céline et Bogaërt se regardèrent: ça commençait comme on leur
avait dit.
Mais Delebecque, bien qu’il ne dormît plus et souffrît beaucoup,
demeura longtemps les yeux fermés. Il méditait de toute la force ingénue,
douloureuse et maladroite de son pauvre cerveau. A la fin, il crut avoir
trouvé. Il demanda, pour s’éclaircir d’un doute suprême:
—Dis donc, Bogaërt, le docteur Roger, c’est pas l’médecin
d’l’assurance?
—Non, répondit Bogaërt.
—Et c’est-il vrai qu’ les médecins doivent rien dire sur les malades, rien
du tout?
C’est ainsi qu’il définissait le secret professionnel. Céline et Bogaërt
ignoraient le terme comme lui, mais ils avaient entendu parler de la chose;
ils confirmèrent.
—Alors, dit Delebecque au camarade, tu vas aller l’trouver, l’docteur
Roger, et tu diras qu’il a pas à parler, qu’il a rien vu. Tu entends: il a rien
vu, il sait rien!
—Quoi c’est qu’tu veux? fit Bogaërt sans comprendre.
—T’as pas b’soin de d’mander. Faut faire... Et puis d’main, dis, tu
passeras par c’maison ici, une demi-heure avant l’premier coup d’sirène à
l’filature.
—Quoi c’est qu’tu veux? répéta encore Bogaërt. Pourquoi c’est qu’il
faut que j’passe?
—Pour aider m’femme à m’habiller et qu’j’y aille, à c’filature.
Céline et Bogaërt crurent que la fièvre le faisait divaguer. Puisqu’il allait
mourir, à quoi ça lui servirait d’aller encore une fois à sa machine? Autant
finir dans son lit, ça fait une consolation, des vacances.
Mais Delebecque répéta:
—J’suis pas fou, j’sais c’que j’veux. Jure que tu viendras m’chercher?
—Je l’jure, dit Bogaërt.