Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

People are capable of thinking about the future, the past, remote locations, another person's perspective, and counterfactual alternatives. Without denying the uniqueness of each process, it is proposed that they constitute different forms of traversing psychological distance. Psychological distance is egocentric: Its reference point is the self in the here and now, and the different ways in which an object might be removed from that point-in time, in space, in social distance, and in hypotheticality-constitute different distance dimensions. Transcending the self in the here and now entails mental construal, and the farther removed an object is from direct experience, the higher (more abstract) the level of construal of that object. Supporting this analysis, research shows (a) that the various distances are cognitively related to each other, (b) that they similarly influence and are influenced by level of mental construal, and (c) that they similarly affect prediction, preference, and action.

/pdf/construal-level-theory-of-psychological-distance-g5kjiydrew.pdf

Construal-Level Theory of Psychological Distance

The measurement of meaning

(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

The cultural origins of human cognition

How are people able to think about things they have never seen or touched? We demonstrate that abstract knowledge can be built analogically from more experience-based knowledge. People's understanding of the abstract domain of time, for example, is so intimately dependent on the more experience-based domain of space that when people make an air journey or wait in a lunch line, they also unwittingly (and dramatically) change their thinking about time. Further, our results suggest that it is not sensorimotor spatial experience per se that influences people's thinking about time, but rather people's representations of and thinking about their spatial experience.

/pdf/the-roles-of-body-and-mind-in-abstract-thought-41n40k9jpn.pdf

The Roles of Body and Mind in Abstract Thought

The prefrontal cortex is crucial for the ability to regulate thought and control behavior. The development of the human cerebral cortex is characterized by an extended period of maturation during which young children exhibit marked deficits in cognitive control. We contend that prolonged prefrontal immaturity is, on balance, advantageous and that the positive consequences of this developmental trajectory outweigh the negative. Particularly, we argue that cognitive control impedes convention learning and that delayed prefrontal maturation is a necessary adaptation for human learning of social and linguistic conventions. We conclude with a discussion of recent observations that are relevant to this claim of evolutionary trade-offs in a wide range of research areas, including attention-deficit hyperactivity disorder, autism spectrum disorders, creativity, and sleep.

/pdf/cognition-without-control-when-a-little-frontal-lobe-goes-a-a8ezgtdiah.pdf

Cognition Without Control When a Little Frontal Lobe Goes a Long Way

As adults age, their performance on many psychometric tests changes systematically, a finding that is widely taken to reveal that cognitive information-processing capacities decline across adulthood. Contrary to this, we suggest that older adults’ changing performance reflects memory search demands, which escalate as experience grows. A series of simulations show how the performance patterns observed across adulthood emerge naturally in learning models as they acquire knowledge. The simulations correctly identify greater variation in the cognitive performance of older adults, and successfully predict that older adults will show greater sensitivity to fine-grained differences in the properties of test stimuli than younger adults. Our results indicate that older adults’ performance on cognitive tests reflects the predictable consequences of learning on informationprocessing, and not cognitive decline. We consider the implications of this for our scientific and cultural understanding of aging.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/tops.12078

The Myth of Cognitive Decline: Non‐Linear Dynamics of Lifelong Learning

https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1551-6709.2009.01092.x

The Effects of Feature-Label-Order and Their Implications for Symbolic Learning

https://onlinelibrary.wiley.com/doi/pdf/10.1207/s15516709cog0000_17

Michael Ramscar

Papers

The Roles of Body and Mind in Abstract Thought

Cognition Without Control When a Little Frontal Lobe Goes a Long Way

The Myth of Cognitive Decline: Non‐Linear Dynamics of Lifelong Learning

The Effects of Feature-Label-Order and Their Implications for Symbolic Learning

On the Experiential Link Between Spatial and Temporal Language