xxiiiThe Evolution of a Cognitive Psychology Textbook
This book is the culmination of a process that began in 2002, when I decided to write
the fi rst edition of this book. From a survey of more than 500 instructors and my
conversations with colleagues, it became apparent that many teachers were looking
for a text that not only covers the fi eld of cognitive psychology but is also accessible
to students. From my teaching of cognitive psychology, it also became apparent that
many students perceive cognitive psychology as being too abstract and theoretical, and
not connected to everyday experience. With this information in hand, I set out to write
a book that would tell the story of cognitive psychology in a concrete way that would
help students appreciate the connections between empirical research, the principles of
cognitive psychology, and everyday experience.
I did a number of things to achieve this result. I started by including about a dozen
real-life examples per chapter, and neuropsychological case studies where appropriate. To
provide students with fi rsthand experience with the phenomena of cognitive psychology,
I included more than 40 Demonstrations—easy-to-do mini-experiments that were con-
tained within the narrative of the text—as well as 20 additional suggestions of things to
try, throughout the chapters. The Demonstrations in this edition are listed on page xxii.
Students also received access to more than 45 online CogLab experiments that they
could run themselves, and then compare their data to the class average and to the results of
the original experiments from the literature. In order to ensure that students not only know
the results of experiments but also appreciate how these results were obtained, I described
experiments in detail, so students would understand what the experimenter and partici-
pants were doing. In addition, most of these descriptions were supported by illustrations
such as pictures of stimuli, diagrams of the experimental design, or graphs of the results.
The fi rst edition (2005) therefore combined many elements designed to achieve
the goal of covering the basic principles of cognitive psychology in a way that students
would fi nd interesting and easy to understand. My goal was for students to come away
feeling excited about the fi eld of cognitive psychology.
The acceptance of the fi rst edition was gratifying, but one thing I’ve learned from
years of teaching and textbook writing is that there are always explanations that can
be clarifi ed, new pedagogical techniques to try, and new research and ideas to describe.
With this in mind as I began preparing the second edition (2008), I elicited feedback
from students in my classes and received more than 1,500 written responses indicating
areas in the fi rst edition that could be improved. In addition, I also received feedback
from instructors who had used the fi rst edition. This feedback was the starting point
for the second edition, so in addition to updating the book, I revised many sections that
students and instructors had fl agged as needing clarifi cation.Retained Features
All of the features described above were well received by students and instructors, and
so are continued in this new third edition. Additional pedagogical features that havePreface to Instructors
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