By Darlene V. Howard (auth.), Mark L. Howe, Charles J. Brainerd (eds.)
For it slow now, the learn of cognitive improvement has been a ways and away the main lively self-discipline inside developmental psychology. even though there will be a lot war of words as to the precise share of papers released in developmental journals that may be thought of cognitive, 50% appears like a conservative estimate. therefore, a sequence of scholarly books dedicated to paintings in cognitive improvement is principally applicable at present. The Springer sequence in Cognitive Developmemt comprises uncomplicated different types of books, particularly, edited collections of unique chapters by way of a number of authors, and unique volumes written via one writer or a small team of authors. The flagship for the Springer sequence is a serial book of the "advances" variety, sporting the subtitle development in Cognitive improvement learn. every one quantity within the development series is strongly thematic, in that it's restricted to a couple good outlined area of cognitive-developmental learn (e. g. , logical and math ematical improvement, improvement of learning). All development volumes could be edited collections. Editors of such collections, upon session with the sequence Editor, could opt for to have their books released both as contributions to the development series or as separate volumes. All books written by way of one writer or a small team of authors are being released as separate volumes in the sequence. a reasonably large definition of cognitive improvement is getting used within the choice of books for this series.
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Additional resources for Cognitive Development in Adulthood: Progress in Cognitive Development Research
Obler & Albert, 1985). , 1987), and that providing the first few letters of the word enables the older person to produce it as accurately as the younger (Bowles & Poon, 1985). Thus, comparisons of implicit and explicit memory lead to the hypothesis that the memory deficits of old age are limited to establishing new associations, and, even more, to engaging in conscious, deliberate retrieval of both old and newly learned material. It should be noted that since most of Implicit and Explicit Assessment of Cognitive Aging 31 the relevant research on the aging of implicit memory has used verbal materials, it is not yet clear whether this characterization will hold for nonverbal memory as well.
1984). Semantic priming during sentence processing by young and older adults. Developmental Psychology, 20, 903-910. L. (1984). Lexical access and age. Developmental Psychology, 20, 235-243. J. (1985). Automatic and controlled semantic priming: Accuracy, response bias, and aging. Journal of Gerontology, 40, 593600. , & Faulkner, D. (1983). Word recognition: Age differences in contextual facilitation effects. British Journal of Psychology, 74, 239-251. J. (1984). Preserved learning capacity in amnesia: Evidence for multiple memory systems.
Although a considerable body of research has documented these developmental decrements in memorization (see reviews in Burke & Light, 1981; Craik, 1977; Craik & Byrd, 1982; Craik & Rabinowitz, 1984; Howe & Hunter, 1986; Kausler, 1982, 1985; Poon, 1985; Salthouse, 1982; Smith, 1980), there is little concensus concerning the source(s) of these agerelated changes in memory. Agreement does exist, however, concerning the importance of measuring the relative contribution of storage and retrieval processes to overall memory development in adulthood.