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Comprises research on: Verbal interference and facilitation in face and person processing; similarities and differences between effects of verbalisation and processing in the Navon task (Navon, 1977); and, effects of verbalisation in visual imagery and object memory.

The fields of "cognitive science" and "education" have worked hard to discover effective principles of learning with the goal of improving educational achievement. This book provides information concerning the improvement of learning. It helps to understand strategies that would most benefit students by improving learning.

Offers examples of how the field of cognitive psychology can contribute not only to the refinement of theoretical thinking, but also to the development of tools for the study of human intelligence. This work presents various ideas and lines of research within this field.

Developed nations are experiencing enormous increases in the number of elderly people in the population. This title intends to examine fresh breakthroughs of the aging mind and brain and how to use this knowledge to promote interdisciplinary research in normal and pathological aging.

Computational modeling has tremendously advanced our understanding of the processes involved in normal and impaired reading. This title highlights the directions in the field of word recognition and reading aloud. It also covers the debated issues concerning the front-end of the reading process.

Focusing on the commonalities in the experimental demonstrations of dual-task costs, this issues discusses whether apparently unrelated manifestations of capacity limitations actually reflect a smaller number of more general attentional limitations. It also argues that goal adjustments and episodic encoding of events qualify as shared mechanisms.

Brings together researchers in cognitive psychology and cognitive neuroscience who approach the question of executive control using a wide range of methods from traditional behavioural studies, quantitative and computational modelling, and functional neuroimaging.

Unlike most research in psychology, much of the work reported here explicitly addresses individual differences, which must be considered carefully in order to provide comprehensive accounts of the results of imagery experiments.

Unlike most research in psychology, much of the work reported here explicitly addresses individual differences, which must be considered carefully in order to provide comprehensive accounts of the results of imagery experiments.

Computational modeling has tremendously advanced our understanding of the processes involved in normal and impaired reading. While previous research has mainly focused on simulating reading aloud of monosyllabic words in English, the present special issue highlights some new directions in the field of word recognition and reading aloud. These new lines of research include the learning orthographic and phonological representations in both supervised and unsupervised networks, and the extension of existing models to multi-syllabic word processing both in English and in other languages, such as Italian, French and German. The special issue also covers hotly debated issues concerning the front-end of the reading process, the neural plausibility of current models of word recognition and naming, the viability of Bayesian approaches to understanding reading, as well as the long-standing opposition between rule-based and statistical learning. Finally, this special issue includes simulation work on novel benchmark phenomena, such as the effects of fast phonology, masked onset priming and syllabic neighbourhood. Altogether, the present special issue provides a critical analysis and synthesis of current computational models of reading and cutting edge research concerning the next generation of computational models of word recognition and reading aloud.

This special issue brings together researchers aiming to bridge laboratory data with real world learning practices, each providing recent and crucial information concerning the improvement of learning.