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 7th Edition

Cognitive Psychology
viii Contents

n In the Lab of Marvin Chun 95

Perception of Objects and Forms 96
Viewer-Centered versus Object-Centered Perception 96
The Perception of Groups—Gestalt Laws 97
Recognizing Patterns and Faces 100
n  BELIEVEIT OR NOT: Do Two Different Faces Ever Look The Same
to You? 103
The Environment Helps You See 104
Perceptual Constancies 104
Depth Perception 106
n Practical Applications of Cognitive Psychology: Depth Cues in
Photography 106
n Investigating Cognitive Psychology: Binocular Depth Cues 109
Deficits in Perception 110
Agnosias and Ataxias 110
Anomalies in Color Perception 112
Why Does It Matter? Perception in Practice 113
Key Themes 114
Summary 114
Thinking about Thinking: Analytical, Creative, and Practical Questions 116
Key Terms 116
Media Resources 116

CHAPTER 4
Attention and Consciousness 117
n  BELIEVEIT OR NOT: Does Paying Attention Enable You to Make
Better Decisions? 118
The Nature of Attention and Consciousness 119
Attention 120
Attending to Signals over the Short and Long Terms 121
Search: Actively Looking 123
Selective Attention 127
n Investigating Cognitive Psychology: Attenuation Model 130
n In the Lab of John F. Kihlstrom 132
Divided Attention 133
n Investigating Cognitive Psychology: Dividing Your Attention 134
n BELIEVE IT OR NOT: Are You Productive When You’re Multitasking? 135
Factors That Influence Our Ability to Pay Attention 138
Neuroscience and Attention: A Network Model 139
When Our Attention Fails Us 139
Attention Deficit Hyperactivity Disorder 140
Change Blindness and Inattentional Blindness 141
Spatial Neglect—One Half of the World Goes Amiss 142
   Contents ix  

Automatic and Controlled Processes in Attention 143

Automatic and Controlled Processes 143
How Does Automatization Occur? 145
Automatization in Everyday Life 146
Mistakes We Make in Automatic Processes 148
Consciousness 149
The Consciousness of Mental Processes 150
Preconscious Processing 150
Key Themes 154
Summary 154
Thinking about Thinking: Analytical, Creative, and Practical Questions 156
Key Terms 156
Media Resources 157

CHAPTER 5
Memory: Models and Research Methods 159
n BELIEVE IT OR NOT: Memory Problems? How about Flying Less? 160
Tasks Used for Measuring Memory 161
Recall versus Recognition Tasks 161
Implicit versus Explicit Memory Tasks 164
Two Contrasting Models of Memory 166
Atkinson and Shiffrin’s Multistore Model 166
The Levels-of-Processing Model 173
n Investigating Cognitive Psychology: Levels of Processing 175
n Practical Applications of Cognitive Psychology: Elaboration Strategies 176
Working Memory: An Integrative Model 176
The Components of Working Memory 177
Neuroscience and Working Memory 180
Measuring Working Memory 183
Other Models of Memory 184
Multiple Memory Systems 184
n In the Lab of Marcia K. Johnson 186
A Connectionist Perspective 187
Exceptional Memory and Neuropsychology 190
Outstanding Memory: Mnemonists 190
Deficient Memory 192
n BELIEVE IT OR NOT: You Can Be a Memory Champion, Too! 193
Key Themes 199
Summary 199
Thinking about Thinking: Analytical, Creative, and Practical Questions 200
Key Terms 201
Media Resources 201
x Contents

CHAPTER 6
Memory Processes 203
n  BelieveIt or Not: There’s a Reason You Remember Those
Annoying Songs 204
Encoding and Transfer of Information 205
Forms of Encoding 205
n Practical Applications of Cognitive Psychology: Memory Strategies 214
n Investigating Cognitive Psychology: Test Your Short-Term Memory 215
Neuroscience: How Are Memories Stored? 216
Retrieval 219
Retrieval from Short-Term Memory 219
Retrieval from Long-Term Memory 221
Processes of Forgetting and Memory Distortion 222
Interference Theory 222
n Investigating Cognitive Psychology: Can You Recall Bartlett’s Legend? 225
n Investigating Cognitive Psychology: The Serial-Position Curve 226
n Investigating Cognitive Psychology: Primacy and Recency Effects 226
Decay Theory 226
The Constructive Nature of Memory 228
Autobiographical Memory 228
n BELIEVE IT OR NOT: Caught in the Past!? 231
Memory Distortions 231
n In the Lab of Elizabeth Loftus 235
The Effect of Context on Memory 238
Key Themes 241
Summary 241
Thinking about Thinking: Analytical, Creative, and Practical Questions 243
Key Terms 243
Media Resources 244

CHAPTER 7
Mental Images and Propositions 245
n BELIEVE IT OR NOT: City Maps of Music for the Blind 246
Mental Representation of Knowledge 247
Communicating Knowledge: Pictures versus Words 248
n Investigating Cognitive Psychology: Representations in Pictures and
Words 250
Pictures in Your Mind: Mental Imagery 250
n Investigating Cognitive Psychology: Analogical and Symbolic Representations
of Cats 251
  Contents xi   

n Investigating Cognitive Psychology: Can Your Brain Store Images of

Your Face? 252
Dual-Code Theory: Images and Symbols 253
n Investigating Cognitive Psychology: Dual Coding 254
n In the Lab of Doug Medin 255
Storing Knowledge as Abstract Concepts: Propositional Theory 255
Do Propositional Theory and Imagery Hold Up to Their Promises? 257
Mental Manipulations of Images 261
Principles of Visual Imagery 261
Neuroscience and Functional Equivalence 261
Mental Rotations 263
n Investigating Cognitive Psychology: Try Your Skills at Mental Rotation 265
Zooming in on Mental Images: Image Scaling 267
n Investigating Cognitive Psychology: Image Scaling 268
n Investigating Cognitive Psychology: Image Scanning 269
Examining Objects: Image Scanning 270
Representational Neglect 271
Synthesizing Images and Propositions 272
Do Experimenters’ Expectations Influence Experiment Outcomes? 272
Johnson-Laird’s Mental Models 273
n Practical Applications of Cognitive Psychology: Dual Codes 275
Neuroscience: Evidence for Multiple Codes 276
Spatial Cognition and Cognitive Maps 279
Of Rats, Bees, Pigeons, and Humans 280
n BELIEVE IT OR NOT: Memory Test? Don’t Compete with Chimpanzees! 282
Rules of Thumb for Using Our Mental Maps: Heuristics 282
n Investigating Cognitive Psychology: Mental Maps 285
Creating Maps from What You Hear: Text Maps 286
Key Themes 287
Summary 287
Thinking about Thinking: Analytical, Creative, and Practical Questions 289
Key Terms 290
Media Resources 290

CHAPTER 8
The Organization of Knowledge in the Mind 291
n BELIEVE IT OR NOT: The Savant in All of Us 292
Declarative versus Procedural Knowledge 293
n Investigating Cognitive Psychology: Testing Your Declarative and Procedural
Knowledge 293
Organization of Declarative Knowledge 294
Concepts and Categories 295
xii Contents

n Believe It or Not: Some Numbers Are Odd, and Some Are Odder 301
Semantic-Network Models 304
Schematic Representations 307
n Investigating Cognitive Psychology: Scripts—The Doctor 309
n Practical Applications of Cognitive Psychology: Scripts in Your
Everyday Life 311
Representations of How We Do Things: Procedural Knowledge 312
The “Production” of Procedural Knowledge 312
Nondeclarative Knowledge 313
n Investigating Cognitive Psychology: Procedural Knowledge 314
n Investigating Cognitive Psychology: Priming 315
Integrative Models for Representing Declarative and Nondeclarative Knowledge 315
Combining Representations: ACT-R 316
Parallel Processing: The Connectionist Model 319
n In the Lab of James L. McClelland 323
How Domain General or Domain Specific Is Cognition? 325
Key Themes 326
Summary 327
Thinking about Thinking: Analytical, Creative, and Practical Questions 328
Key Terms 328
Media Resources 328

CHAPTER 9
Language 329
n  Believe It or Not: Do the Chinese Think about Numbers Differently
Than Americans? 330
What Is Language? 331
Properties of Language 331
The Basic Components of Words and Sentences 334
Language Comprehension 336
Understanding Words 336
n Investigating Cognitive Psychology: Understanding Schemas 340
Understanding Meaning: Semantics 341
n Believe It or Not: Can It Really Be Hard to Stop Cursing? 342
Understanding Sentences: Syntax 343
n Investigating Cognitive Psychology: Your Sense of Grammar 344
n Investigating Cognitive Psychology: Syntax 347
n Practical Applications of Cognitive Psychology: Speaking with Non-Native
English Speakers 349
n In the Lab of Steven Pinker 350
  Contents xiii   

Reading 351
Perceptual Issues in Reading 351
Lexical Processes in Reading 352
Teaching How to Read 355
When Reading Is a Problem—Dyslexia 356
Understanding Conversations and Essays: Discourse 356
n Investigating Cognitive Psychology: Discourse 357

n Investigating Cognitive Psychology: Deciphering Text 357

n Investigating Cognitive Psychology: Effects of Expectations in Reading 358
Comprehending Known Words: Retrieving Word Meaning from Memory 358
Comprehending Unknown Words: Deriving Word Meanings from Context 359
Comprehending Ideas: Propositional Representations 360
Comprehending Text Based on Context and Point of View 360
n Investigating Cognitive Psychology: Using Redundancy to Decipher Cryptic
Text 361
Representing Text in Mental Models 361
Key Themes 363
Summary 363
Thinking about Thinking: Analytical, Creative, and Practical Questions 364
Key Terms 365
Media Resources 365

CHAPTER 10
Language in Context 367
B ELIEVE
n   IT OR NOT: Is It Possible to Count without Words for
Numbers? 368
Language and Thought 369
Differences among Languages 369
n  BELIEVE IT OR NOT: Do You See Colors to Your Left Differently Than Colors
to Your Right? 373
n In the Lab of Keith Rayner 375
Bilingualism and Dialects 376
Slips of the Tongue 382
Metaphorical Language 383
Language in a Social Context 384
n Investigating Cognitive Psychology: Language in Different Contexts 385
Characteristics of Successful Conversations 386
Gender and Language 387
Do Animals Have Language? 388
xiv Contents

Neuropsychology of Language 391

Brain Structures Involved in Language 391
Aphasia 394
Autism Spectrum Disorder 395
Key Themes 395
Summary 396
Thinking about Thinking: Analytical, Creative, and Practical Questions 397
Key Terms 398

CHAPTER 11
Problem Solving and Creativity 399
n BELIEVE IT OR NOT: Can Novices Have an Advantage over Experts? 400
The Problem-Solving Cycle 401
Types of Problems 403
Well-Structured Problems 403
n Investigating Cognitive Psychology: Move Problems 404
Ill-Structured Problems and the Role of Insight 409
Obstacles and Aids to Problem Solving 414
Mental Sets, Entrenchment, and Fixation 415
n Investigating Cognitive Psychology: Luchins’s Water-Jar Problems 415
Negative and Positive Transfer 417
n Investigating Cognitive Psychology: Problems Involving Transfer 417
Incubation 420
Embodied Cognition and Problem Solving 420
Neuroscience and Planning during Problem Solving 421
Expertise: Knowledge and Problem Solving 422
Organization of Knowledge 422
n In the Lab of K. Anders Ericsson 426
Long-Term Working Memory and Expertise 429
Innate Talent and Acquired Skill 430
Creativity 431
Characteristics of Creative People 432
n BELIEVE IT OR NOT: When Will You Do Your Best Work? 434
n Investigating Cognitive Psychology: Creativity in Problem Solving 435
Neuroscience and Creativity 435
Key Themes 436
Summary 436
Thinking about Thinking: Analytical, Creative, and Practical Questions 438
Key Terms 438
Media Resources 438
  Contents xv   

CHAPTER 12
Decision Making and Reasoning 439
n  Believe
It or Not: Can a Simple Rule of Thumb Outsmart a Nobel
Laureate’s Investment Strategy? 440
n Investigating Cognitive Psychology: The Conjunction Fallacy 440
Judgment and Decision Making 441
Classical Decision Theory 441
Heuristics and Biases 442
n Investigating Cognitive Psychology: Framing Effects 449
Fallacies 451
Gambler’s Fallacy and the Hot Hand 451
Conjunction Fallacy 452
Do Heuristics Help Us or Lead Us Astray? 453
Opportunity Costs 454
Naturalistic Decision Making 454
Group Decision Making 455
n In the Lab of Gerd Gigerenzer 455
Neuroscience of Decision Making 457
Deductive Reasoning 459
What Is Deductive Reasoning? 459
Conditional Reasoning 459
Syllogistic Reasoning: Categorical Syllogisms 465
Aids and Obstacles to Deductive Reasoning 468
n Practical Applications of Cognitive Psychology: Improving Your Deductive
Reasoning Skills 469
Inductive Reasoning 469
What Is Inductive Reasoning? 469
Causal Inferences 470
Categorical Inferences 471
Reasoning by Analogy 471
An Alternative View of Reasoning 472
Neuroscience of Reasoning 473
n Investigating Cognitive Psychology: When There Is No “Right” Choice 474
Key Themes 475
Summary 476
Thinking about Thinking: Analytical, Creative, and Practical Questions 477
Key Terms 478
Media Resources 478
xvi Contents

CHAPTER 13
Human Intelligence 479
n  Believe
It or Not: Can Our Expectations Really Affect Our
Cognitive Performance? 480
n Investigating Cognitive Psychology: Intelligence 481
Measures and Structures of Intelligence 483
Spearman: The “g” Factor 486
Thurstone: Primary Mental Abilities 489
Cattell, Vernon, and Carroll: Hierarchical Models 489
Information Processing and Intelligence 490
Process-Timing Theories 490
Working Memory 492
Componential Theory and Complex Problem Solving 492
n In the Lab of Ian Deary 494
Biological Bases of Intelligence 495
Alternative Approaches to Intelligence 497
Cultural Context and Intelligence 497
Gardner: Multiple Intelligences 501
Sternberg: The Triarchic Theory 502
n Practical Applications of Cognitive Psychology: Intelligence and Culture 505
Improving Intelligence: Effective, Ineffective, and Questionable Strategies 505
Improving Children’s Intelligence 505
n Investigating Cognitive Psychology: Teaching Intelligence 506
Development of Intelligence in Adults 507
Artificial Intelligence: Computer Simulations 510
Can a Computer Program Be “Intelligent”? 510
Applications of Artificial Intelligence 511
Intelligence versus the Appearance of Intelligence 511
n Practical Applications of Cognitive Psychology: Cognitive Styles 512
Key Themes 512
Summary 513
Thinking about Thinking: Factual, Analytical, Creative, and Practical Questions 514
Key Terms 515

Glossary 517
References 525
Name Index 579
Subject Index 589
Preface
To the Instructor
Welcome to the seventh edition of Cognitive Psychology. As you have likely noticed, this
new edition is now published in four-color print. This greatly enhances the visual appeal
of the book and also allows for a whole new level of detail in the images of the book.
Most of the images in the book have been replaced or reworked to function even better
as learning aids.
A major focus of this revision was the readability and understandability of the text.
We have rewritten and modified many sections and have deleted or shortened a number
of tables that were long.
In the following sections, we will outline the changes we made to give you an over-
view of this new edition.
Please also note the section on ancillaries. These materials have been developed
to assist you in teaching your cognitive psychology class. A number of resources are
available, which are listed in the following sections. We have included additional Inter-
net addresses to the resources interest to students, including virtual tours of a magnetic
resonance imaging (MRI) machine, a story about a snowboarder with a traumatic brain
injury, and visual description of how to use transcranial magnetic stimulation (TMI) for
the treatment of depression.

Goals of this Book

Cognitive psychologists study a wide range of psychological phenomena, such as per-
ception, learning, memory, and thinking. In addition, cognitive psychologists study
seemingly less cognitively oriented phenomena, such as emotion and motivation. In
fact, almost any topic of psychological interest may be studied from a cognitive perspec-
tive. In this textbook, we describe some of the preliminary answers to questions asked
by researchers in the main areas of cognitive psychology. The goals of this book are to
accomplish the following:
• present the field of cognitive psychology in a comprehensive but engaging manner;
• integrate the presentation of the field under the general banner of human
intelligence; and
• interweave throughout the text key themes and key ideas that permeate
cognitive psychology.

Mission in Revising the Text

When revising the book, we had a number of goals that guided us through the revision,
such as the following:
• make the text more accessible and understandable;
• make cognitive psychology more fascinating and less intimidating; xvii
xviii Preface

• better integrate coverage of cognitive neuroscience in each chapter; and

• develop appealing images, illustrations, and tables.

Major Organizing and Special

Pedagogical Features
Several of the features that characterize this textbook are as follows:
• “Believe It or Not” boxes that present incredible and exciting information and
facts from the world of cognitive psychology.
• “Practical Applications of Cognitive Psychology” boxes that help students think
about applications of cognitive psychology in their own lives.
• “Investigating Cognitive Psychology” boxes that present mini-experiments and
tasks that students can complete on their own.
• “Neuroscience and . . . ” features included in at least one section per chapter to
highlight the presentation of neuroscientific material.
• Concept checks after each major section to help students quickly check their
comprehension of the material.

New to the Seventh Edition

Following is an overview of what changes you generally can expect in this edition
followed by details of what was changed in each chapter:
• All In-the-Lab boxes were revised and two are completely new: Chapter 7, In the
Lab of Doug Medin and Chapter 13, In the Lab of Ian Deary.
• By popular demand, the content on human and artificial intelligence has been
removed from the 12 chapters and is now presented again in a separate chapter
at the end of the book (Chapter 13, Human Intelligence).
• The book is now printed in four colors.
• Almost all figures and images have been replaced, revised, or adjusted.
• The language has been reviewed and many sections changed or rewritten to
facilitate reading comprehension.
• We have added fun new websites to the instructor’s manual and companion
website to encourage readers to delve deeper into some matters, like stories
on traumatic brain damage, a virtual tour of an MRI, and the story of famous
neurologic patient H. M.
• The entire text has been rigorously updated.
And finally, here are the detailed changes for each chapter:

Chapter 1
• Rewrote the definition of heuristics and parts of Cognitive Psychology Defined
to facilitate comprehension
• Added a figure about the roots of cognitive psychology
• Updated sections on early dialectics in the psychology of cognition, structural-
ism, associationism, and behaviorism
• Added a new figure on the cycle of research
  Preface xix   

• Revised the section on experiments to facilitate comprehension

• Edited the Key Themes in Cognitive Psychology section

Chapter 2
• Updated the section on anatomy of the brain: forebrain, midbrain, hindbrain
• Updated section on cerebral cortex and reorganized information on the four
lobes to facilitate comprehension
• Updated the sections on studying live nonhuman animals, metabolic imaging,
and head injuries
• Added new description of new imaging techniques, including a combination of
functional magnetic resonance imaging (fMRI) and magnetoencephalography
(MEG), functional transcranial Doppler sonography (fTCD), and near-infrared
spectroscopy (NIRS)

Chapter 3
• Updated the introduction to clarify the difference between sensation and
perception
• Updated the section on the what and where pathways
• Extended the explanation on Selfridge’s feature-matching model to facilitate
comprehension
• Updated the section on physiology of the eye to facilitate comprehension
• Updated the section on feature matching theories
• Add a new section on CAPTCHAs (Completely Automated Public Turing Test
to Tell Computers and Humans Apart) to illustrate template theories
• Updated the sections on geons, viewer-dependent versus object-dependent rep-
resentation, prosopagnosia, size constancy, shape constancy, and optic ataxia
• Added a new section on recognition of emotions in faces in people with schizo-
phrenia to the section on face perception
• Updated the section on perception in practice

Chapter 4
• Updated the section on the nature of attention and consciousness
• Reorganized and streamlined Table 4.1 on the four main functions of attention
• Updated, shortened, and rewrote the section on search to facilitate
comprehension
• Revised the section on selective attention
• Reorganized and revised the section on divided attention
• Added new research about cell phone use or texting and driving to the section
on divided attention
• Updated the section on spatial neglect
• Updated the section on attention deficit hyperactivity disorder (ADHD)
• Extended the figure caption for Treisman’s and Broadbent’s model to facilitate
comprehension
xx Preface

Chapter 5
• Restructured Table 5.1 on tasks for measuring memory
• Enhanced coverage of working memory
• Added new sections on alternative models of working memory, neuroscience of
working memory, and amnesia research to support distinction between short-
term and long-term memory
• Added research on bilingualism to the section on central executive, on how
memories are stored, and on formation of new synapses or loss of synapses and
brain oscillations

Chapter 6
• Revised discussion of short-term storage
• Revised discussion of Roediger’s study on mnemonic devices
• Revised the section on mnemonic devices
• Updated coverage of retrieval from short-term memory
• Added new coverage of connection between encoding specificity and levels
of processing approach, as well as brain research to the section on memory
consolidation
• Added new research on encoding specificity, reality monitoring and
autobiographical memory, sleep and memory consolidation, mnemonic devices,
interference theory, and flashbulb memory

Chapter 7
• Redesigned Table 7.1 on propositional representations to facilitate
comprehension
• Added a new section to mental maps section
• Added an all-new discussion of neuroscience and functional equivalence
• Updated and expanded the sections on neuroscience and mental rotation,
gender differences in mental rotation, and image scanning
• Added a discussion of research on border bias to the section on cognitive maps

Chapter 8
• Clarified the difference between concepts and categories
• Clarified difference between prototypes and exemplars
• Added family resemblance to the section on categorization
• Expanded the explanation of concepts
• Updated the sections on essentialism, network models, schemas and scripts,
typicality effect, adaptive control of thought–rational (ACT-R), and parallel
distributed processing (PDP)
• Added boundary extension to the section about schemas
• Enhanced the discussion of the differences between connectionist and network
representations and their differences with respect to learning
  Preface xxi   

Chapter 9
• Updated sections on properties of language, number of spoken languages in the
world, and examples of newly coined words
• Streamlined and updated sections on basic components of words, speech
perception as special, and speech perception as ordinary
• Rewrote parts of the section on transformational grammar to facilitate
comprehension
• Added a section on basic approaches to teaching reading
• Reorganized the section on reading
• Added Zwaan’s simulation model to representing text in mental models

Chapter 10
• Updated the section on verbal overshadowing effect and bilingualism
• Streamlined and updated sections on Sapir-Whorf hypothesis and linguistic
relativity and universals, metaphors, the brain and language, and autism
spectrum disorder and language
• Eliminated the section on speech acts

Chapter 11
• Added a new table to better represent the drug problem in the beginning of the
chapter and elaborated on the description of the problem
• Added definitions and explanations of key words like initial state, goal state,
and obstacles
• Updated the section on problem-solving cycle
• Extended the explanation of and figures on the Tower of Hanoi
• Added a new figure to illustrate the concept of problem space
• Updated the section on types of problems
• Added Duncker’s candle problem and two figures illustrating the concept
• Added stereotype threat to the section on mental sets, entrenchment, and
fixation
• Added a new section on embodied cognition and problem solving
• Rewrote the transfer of analogies section
• Redesigned Table 11.2 about correspondence between radiation and military
problem
• Updated research on analogical problem solving and incubation
• Revised the section on expertise to facilitate comprehension
• Added a new section on expertise and long-term working memory
• Updated the section on creativity

Chapter 12
• Extended and updated information relating to everyday life in sections on
availability, satisficing, and anchoring heuristics as well as framing effect
• Extended the explanation in the vaccine example of a framing effect
xxii Preface

• Added a new section on myside bias to the section on biases

• Added a new section on maximizers and satisficers and the effects of their
strategies on their well-being
• Updated sections on hindsight bias, gambler’s fallacy, and conjunction fallacy
• Extended and updated the section on conditional reasoning in everyday life

Chapter 13
• Added separate chapter to discuss human and artificial intelligence

Ancillaries
As an instructor, you have a multitude of resources available to you to assist you in the
teaching of your class. Here is a list of materials you can use:
Instructor’s Manual with Test Bank—The Instructor’s Manual contains chapter
outlines, in-class demonstrations, discussion topics, and suggested websites. The
Test Bank includes approximately 75 multiple-choice and 20 short-answer ques-
tions per chapter. Each multiple-choice item is labeled with the page reference and
level of difficulty.
PowerPoint Presentation Tool—With this one-stop presentation tool, instructors
can assemble, edit, and present custom lectures with ease. This tool includes
figures and tables from the text, as well as preassembled Microsoft PowerPoint
lecture slides. Instructors can use the material or add their own material for a truly
customized lecture presentation.
CogLab 5.0—CogLab 5.0 lets students do more than just think about cognition.
CogLab 5.0 uses the power of the web to teach concepts using important classic
and current experiments that demonstrate how the mind works. Nothing is more
powerful for students than seeing the effects of these experiments for themselves.
This resources includes such features as simplified student registration, a global
database that combines data from students all around the world, between-
subject designs that allow for new kinds of experiments, and a quick display of
student summaries. Also included are trial-by-trial data, standard deviations, and
improved instructions.
When you adopt Sternberg’s Cognitive Psychology, 7e, you will have access to a rich
array of online teaching and learning resources that you won’t find anywhere else.

Acknowledgments
We would like to thank members of our Cengage Learning editorial and production
teams: Tim Matray, product manager; Tangelique Williams-Grayer, content developer;
Michelle Clark, senior content project manager; and Kimiya Hojjat, product assistant.
We also thank reviewers who assisted with the development of this seventh edition:
Thomas C. Davis, Nichols College
Jocelyn Folk, Kent State University
Stephen Brusnighan, Kent State University
Heather Labansat, Tarleton State University
Michael Poulakis, University of Indianapolis
  Preface xxiii   

Heather Bailey, Kansas State University

Kevin DeFord, King University
Charles P. Kraemer, LaGrange College
Natalie Costa , University of New Orleans
Sara Margolin, College of Brockport, SUNY
Xiaowei Zhao, Emmanuel College
Darryl Dietrich, College of St. Scholastica
Andreas Wilke, Clarkson University
Jennifer Perry, Baldwin Wallace University
John Lu, Concordia University, Irvine
Lisa Topp-Manriquez, University of Arkansas, Fort Smith
Kristi Bitz, University of Mary, Bismarck
We’d also like to thank reviewers who contributed feedback and suggestions to previous editions of
Cognitive Psychology:
Jane L. Pixley, Radford University
Martha J. Hubertz, Florida Atlantic University
Jeffrey S. Anastasi, Sam Houston State University
Robert J. Crutcher, University of Dayton
Eric C. Odgaard, University of South Florida
Takashi Yamauchi, Texas A & M University
David C. Somers, Boston University
Michael J. McGuire, Washburn University
Kimberly Rynearson, Tarleton State University
Foreword
To the Student
Why do we remember people whom we met years ago, but sometimes seem to forget
what we learned in a course shortly after we take the final exam (or worse, sometimes
right before)? How do we manage to carry on a conversation with one person at a party
and simultaneously eavesdrop on another more interesting conversation taking place
nearby? Why are people so often certain that they are correct in answering a question
when in fact they are not? These are just three of the many questions that are addressed
by the field of cognitive psychology.
Cognitive psychologists study how people perceive, learn, remember, and think.
Although cognitive psychology is a unified field, it draws on many other fields, most no-
tably neuroscience, computer science, linguistics, anthropology, and philosophy. Thus,
you will find some of the thinking of all these fields represented in this book. Moreover,
cognitive psychology interacts with other fields within psychology, such as cognitive
neuroscience, developmental psychology, social psychology, and clinical psychology.
For example, it is difficult to be a clinical psychologist in the twenty-first century
without a solid knowledge of developments in cognitive psychology because so much
of the thinking in the clinical field draws on cognitive ideas, both in diagnosis and in
therapy. Cognitive psychology also has provided a means for psychologists to investigate
experimentally some of the exciting ideas that have emerged from clinical theory and
practice, such as notions of unconscious thought.
Cognitive psychology will be important to you not only in its own right but also in
helping you in all of your work. For example, knowledge of cognitive psychology can
help you better understand how best to study for tests, how to read effectively, and how
to remember difficult-to-learn material.
Cognitive psychologists study a wide range of psychological phenomena, such as
perception, learning, memory, and thinking. In addition, cognitive psychologists study
seemingly less cognitively oriented phenomena, such as emotion and motivation. In
fact, almost any topic of psychological interest may be studied from a cognitive perspec-
tive. In this textbook, we describe some of the preliminary answers to questions asked by
researchers in the main areas of cognitive psychology.
• Chapter 1, Introduction to Cognitive Psychology: What are the origins of cogni-
tive psychology, and how do people do research in this field?
• Chapter 2, Cognitive Neuroscience: What structures and processes of the human
brain underlie the structures and processes of human cognition?
• Chapter 3, Visual Perception: How does the human mind perceive what the
senses receive? How does the human mind perceive forms and patterns?
• Chapter 4, Attention and Consciousness: What basic processes of the mind
govern how information enters our minds, our awareness, and our high-level
processes of information handling?

xxiv
  Foreword xxv   

• Chapter 5, Memory: Models and Research Methods: How are different kinds of
information (e.g., our experiences related to a traumatic event, the names of U.S.
presidents, or the procedure for riding a bicycle) represented in memory?
• Chapter 6, Memory Processes: How do we move information into memory, keep
it there, and retrieve it from memory when needed?
• Chapter 7, Mental Images and Propositions: How do we mentally represent
information in our minds? Do we do so in words, in pictures, or in some other
form representing meaning? Do we have multiple forms of representation?
• Chapter 8, The Organization of Knowledge in the Mind: How do we mentally
organize what we know?
• Chapter 9, Language: How do we derive and produce meaning through
language? How do we acquire language—both our primary language and any
additional languages?
• Chapter 10, Language in Context: How does our use of language interact with
our ways of thinking? How does our social world interact with our use of
language?
• Chapter 11, Problem Solving and Creativity: How do we solve problems? What
processes aid and impede us in reaching solutions to problems? Why are some
of us more creative than others? How do we become and remain creative?
• Chapter 12, Decision Making and Reasoning: How do we reach important
decisions? How do we draw reasonable conclusions from the information we
have available? Why and how do we so often make inappropriate decisions and
reach inaccurate conclusions?
• Chapter 13, Human Intelligence: What is intelligence? How can we measure
intelligence? Can intelligence be improved?
To acquire the knowledge outlined in the previous list, we suggest you make use of
the following pedagogical features of this book:
1. Chapter outlines, beginning each chapter, summarize the main topics covered
and thus give you an advance overview of what is to be covered in that
chapter.
2. Opening questions emphasize the main questions each chapter addresses.
3. Boldface terms, indexed at the ends of chapters and defined in the glossary,
help you acquire the vocabulary of cognitive psychology.
4. End-of-chapter summaries return to the questions at the opening of each
chapter and show our current state of knowledge with regard to these
questions.
5. End-of-chapter questions help you ensure both that you have learned the
basic material and that you can think in a variety of ways (factual, analytical,
creative, and practical) with this material.
6. “Investigating Cognitive Psychology” demonstrations, appearing throughout the
chapters, help you see how cognitive psychology can be used to demonstrate
various psychological phenomena.
7. “Practical Applications of Cognitive Psychology” demonstrations show how you
and others can apply cognitive psychology to your everyday lives.
8. “In the Lab of . . . ” boxes tell you what it really is like to do research in
cognitive psychology. Prominent researchers speak in their own words about
their research—what research problems excite them most and what they are
doing to address these problems.
9. “Believe It or Not” boxes present incredible and exciting information and facts
from the world of cognitive psychology.
Another random document with
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 The Project Gutenberg eBook of The
I r i s h G u a r d s i n t h e G r e a t Wa r, Vo l u m e
2 (of 2)
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
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Title: The Irish Guards in the Great War, Volume 2 (of 2)

The Second Battalion and Appendices

Author: Rudyard Kipling

Release date: February 5, 2024 [eBook #72881]

Language: English

Original publication: Garden City, NY: Doubleday, Page & Company,

1923

Credits: Tim Lindell, John Campbell and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file was
produced from images generously made available by The
Internet Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK THE IRISH

GUARDS IN THE GREAT WAR, VOLUME 2 (OF 2) ***
TRANSCRIBER’S NOTE
Footnote anchors are denoted by [number], and the three footnotes have been
placed at the end of the book.
Volume I of this book "THE FIRST BATTALION" can be found in Project
Gutenberg at:
https://www.gutenberg.org/ebooks/64638
Some minor changes to the text are noted at the end of the book.
THE IRISH GUARDS IN THE
G R E AT WA R
 Emery Walker Ltd. del. et sc.
ITINERARY
of the
SECOND BATTALION IRISH GUARDS

AUGUST 1915—DECEMBER 1918

PRINTED IN GREAT BRITAIN BY EMERY WALKER LTD., LONDON
 THE IRISH GUARDS
IN THE GREAT WAR
EDI T E D AN D C O MPIL ED F R O M
T HE I R DI AR IE S AN D PAPERS
BY

R U D YA R D K I P L I N G

VO L UME II
T HE SECO ND BAT TAL IO N
AND
APPENDICES

GARDEN CITY NEW YORK

D O U B L E D AY, PA G E & C O M PA N Y
1923
 COPYRIGHT, 1923, BY

RUDYARD KIPLING

ALL RIGHTS RESERVED, INCLUDING THAT OF TRANSLATION

INTO FOREIGN LANGUAGES, INCLUDING THE SCANDINAVIAN

PRINTED IN THE UNITED STATES

AT
THE COUNTRY LIFE PRESS, GARDEN CITY, N. Y.

First Edition
 CONTENTS
1915
Loos and the First Autumn 1

1916
Salient and the Somme 49

1917
Rancourt to Bourlon Wood 119

1918
Arras to the End 182

Appendices 217

Index 285
 LIST OF MAPS
Itinerary of the Second Battalion Irish
Frontispiece
Guards

Actions and Billets. Second Battalion Facing page 48

The Ypres Salient. Second Battalion

” 66
Actions

Between pages 126,

The Somme. Second Battalion
127
THE IRISH GUARDS IN THE
GREAT WAR
 1915
LOOS AND THE FIRST AUTUMN
Officially, the formation of the 2nd Battalion of the Irish Guards dates
from the 15th July 1915, when it was announced that His Majesty the
King had been “graciously pleased to approve” of the formation of
two additional Battalions of Foot Guards—the 4th Grenadier Guards,
and the 2nd Battalion Irish Guards, which was to be made up out of
the personnel of the 2nd (Reserve) Battalion. And, officially, on July
18 that formation took place. But those who knew the world in the old
days, and specially the busy part of it that had Warley Barracks for
its heart, know that the 2nd Battalion was born in spirit as in
substance, long ere the authorities bade it to be. The needs of the
war commanded it; the abundance of the reserves then justified it;
and, though Warley Barracks had been condemned as unfit for use
by the Honourable the East India Company a trifle of fifty odd years
ago, this was not the hour to stand on ancient tradition. So the old,
crazy barracks overflowed; the officers’ damp and sweating dog-
kennels were double-crammed; and, by sheer good-will and stark
discipline, the work went forward to the creation. Officers and men
alike welcomed it, for it is less pleasing to be absorbed in drafts and
driblets by an ever-hungry 1st Battalion in France, than to be set
apart for the sacrifice as a veritable battalion on its own
responsibility, with its own traditions (they sprang up immediately)
and its own jealous esprit-de-corps. A man may join for the sake of
“King and Country” but he goes over the top for the honour of his
own platoon, company, and battalion; and, the heart of man being
what it is, so soon as the 2nd Battalion opened its eyes, the first
thing that it beheld was its 1st Battalion, as an elder brother to
measure its stature against in all things. Yet, following the ancient
mystery of all armies, there were not two battalions, but one
regiment; officers and men interchangeable, and equally devoted to
the battalion that they served for the time, though in their deeper
minds, and sometimes confessing it, more devoutly attached to one
or the other of the two.
By summer of ’15 the tide of special reserve officers was towards
its flood, and the 2nd Battalion was largely filled by them. They
hailed from every quarter of the Empire, and represented almost
every profession and state of life in it, from the schoolboy of eighteen
to the lawyer of forty odd. They had parted long ago with any
delusion as to the war ending that year or the next. The information
that came to them by word of mouth was not of the sort dispensed in
the Press, and they knew, perhaps a little more than the public, how
inadequate were our preparations. One and all they realised that
humanly speaking, unless fortune favoured them with permanent
disablement they were doomed men; since all who recovered from
their wounds were returned to the war and sooner or later
despatched. He was lucky in those days who survived whole for
three months; and six without hurt was almost unheard of. So the
atmosphere of their daily lives, underneath the routine and the
carefully organised amusements that the world then offered to its
victims, had an unreality, comparable in some degree, to the
elaborately articulated conversation and serious argument over
utterly trivial matters that springs up among officers in that last hour
of waiting under the thunder of the preliminary bombardment before
the word is given that hoists all ranks slowly and methodically into a
bone-naked landscape.
Lieut.-Colonel the Earl of Kerry, M.V.O., D.S.O., who commanded
the reserve and whose influence over the men was unbounded,
began the work of making the 2nd Battalion, and, later on, Major G.
H. C. Madden was recalled from duty in France to be its senior
major. Captain the Hon. T. E. Vesey was the first adjutant and, with a
tight hand which was appreciated afterwards, showed all that young
community how to take care of itself. It was a time for understanding
much and overlooking little. “Or else,” as the sergeants explained,
“ye’ll die before ye’ve killed a Jerry.”
On the 27th of July, Major and Brevet-Lieut.-Colonel the Hon. L. J.
P. Butler took over command, and on August the 6th the Battalion
with full transport, and packs, paraded as such for its first route-
march, of sixteen miles in the flat country, filled with training troops,
that lies round Warley. The weather was very hot, nor did that officer
who had bethought him to fill his “full pack” with a full-blown air-
cushion, take much reward of his ingenuity when his unlucky fraud
betrayed him by bursting almost under the adjutant’s eye. Men said
that that was their real introduction to the horrors of war.
They were inspected on the 10th August by Major-General Sir
Francis Lloyd, commanding the London District who, after the usual
compliments on their physique and steadiness, told them they were
due for France in a few days. Lord Kitchener came down and
addressed them on the 13th of the month, was photographed with a
group of all the officers of the 2nd Battalion and Reserve Battalions,
and expressed his belief that they would be a credit to the Guards
Division then, as we know, being formed in France.
On the 16th they left Brentwood Station, that has seen so many
thousands depart; and that evening were packed tightly at
Southampton in the Anglo-Canadian and the Viper. Duly escorted by
destroyers, for the seas were troubled by submarines, both ships
tied up at Havre in stillness and strange “foreign” smells at midnight.
The city and its outskirts for miles round had long since been turned
wholly to the monotonous business of expediting troops and
supplies; and the camps that ringed it spread and linked on almost
daily. The French were used, now, to our armed Empire at large
flooding their streets. Wonder and welcome had passed. No pretty
maids met them with wine or garlands, and their route inland to their
work was as worn and smooth as the traffic-burnished metals from
Brentwood to the sea. But the country and its habits were new to all
those new hands, trained in a strict school; and it filled them with joy
to behold the casual manner in which a worn and dusty French
sentry was relieved while they were marching to their first wonderful
camp outside the city.
They entrained for Lumbres on the 18th August and were bidden,
next day, to march to billets at Acquin, a little village on a hill-side a
few miles from St. Omer, in a fold of the great Sussex-like downs. It
is a place both steep and scattered, cramped and hot, and when the
air-war was in full swing had its small share of bombs intended for
Army Headquarters at St. Omer, and the adjacent aerodromes. The
men were billeted in barns forty and fifty at a time which, specially for
a new battalion, was rather unhandy, as offering many ups and
downs and corners, which afford chances for delays and
misunderstandings. But it was to be their first and only experience of
comfort for any consecutive time, and of French life a little untouched
by war. They most deeply enjoyed the simple kindliness of the
village-folk, and the graceless comments of the little sharp-faced
French children at the halting attempts of the Irish to talk French; the
glimpses of intimate domestic days, when sons and brothers of their
hosts, returned on a few days’ leave from far-away battlefields in the
Argonne or beyond, were shown with pride to the visitors who were
helping the villagers to cart their corn—“precisely as our own sons
would have done.” They talked, too, with veterans of ’70 met in the
fields and at the cafés, who told them in set and rounded phrases
that war was serious. And the French men and women upon whom
they were billeted liked them well and remembered them long. Said
one, years after, with tears in the eyes: “Monsieur, if you drew a line
in the air and asked those children not to cross it, it was as a wall to
them. They played, monsieur, like infants, without any thought of
harm or unkindness; and then they would all become men again,
very serious—all those children of yours.”
So things were gracious and kindly about them in that little village
where every one had suffered loss, and was making their resolute,
curt, French best of it; and the 2nd Battalion settled down to an
eleventh-hour course of instruction in everything that the war of that
day might call for—except, it may be, how to avoid their own cavalry
on the march.
The historic first meeting between the 1st and 2nd Battalions took
place on the 30th August on a march out to St. Pierre, when the
units of the different Guards Brigades were drawing in together for
combined work preparatory to the Battle of Loos. The veterans of the
1st were personal in their remarks, deriding the bright cap-stars of
the 2nd Battalion, and telling them that they would soon know better
than to advertise their rank under fire. The 2nd Battalion Diary notes
a point that the 1st, doubtless through delicacy, omits—that when the
merry gathering under the trees in the field was at an end, after
dinner, the 2nd Battalion fell in and marched off the ground “before
the critical eyes of their older comrades, and the 1st followed.” No
fault was found, but it was a breathless business, compared, by one
who took part, to the performances of rival peacocks. (“There was
not any one else, that we considered; but we knew that, if we put a
foot wrong that parade in front of them we’d be in the road to hear
tell of it the rest of our lives.”) And it was on this great day, too, that
the Rev. Father Knapp joined as R.C. Chaplain to the Battalion, and
thereafter proved himself as far forward on all fields as any of the
rest of his brethren.

Loos
They began to learn something about service conditions when, on
the 1st September, they joined up with their Brigade, the 2nd Guards
Brigade, and shared a wet day of advancing, on parallel roads, with
three Guards Brigades, for practice at coming up into the line.
Otherwise, they dug trenches by day and night, developed, more or
less, their own system of laying them out in the dark, and their
brigade’s idea of storming trenches with the help of bombers who
had had very little practice with the live bomb; and kept their ears
open for any news about conditions on the front. The “smoke-
helmets” issued on the eve of the Battalion’s departure from England
were new also. Many of the talc eye-pieces had cracked in transit,
and had to be replaced, and the men instructed how to slip them on
against time. This was even more important than the “attack of
villages,” which was another part of their curriculum at Avroult,
Wismes, Wavrans, Tatinghem, Wisques, Dohem, and the like in that
dry autumn weather that was saving itself to break filthily at Loos.
On the 5th September, knowing extremely well what they were
intended for, after battalion drill, Lieut.-General Haking, commanding
the Eleventh Corps, addressed all the Officers of the 2nd Guards
Brigade at the 1st Coldstream Mess at Lumbres. The summary is set
down in the Diary with no more comment than three exclamation
points at the end.
 He told them that an attack on the German lines was close at
hand; that the Germans had but forty thousand men at the selected
point to oppose our two hundred thousand; and that behind their
firing-line and supports were only six divisions as a reserve to their
whole western front. This may or may not have been true at the time.
What follows has a more direct bearing, perhaps, on the course of
events, so far as the Battalion was concerned. General Haking said
that almost everything depended on the platoon leaders, and “he
instructed them always to push on boldly whenever an opportunity
offered, even at the expense of exposing and leaving unguarded
their flanks.” Hence, perhaps, the exclamation points. From the
civilian point of view the advice seems hardly safe to offer to a
battalion of at least average courage a few days before they are to
meet singularly well-posted machine-guns, and carefully trained
bombers.
Ceremonial drill of the whole of the 2nd Guards Brigade followed
the next day, when they were inspected by Major-General the Earl of
Cavan, marched past in column of double platoons, returned to line
in mass, complimented on their appearance and so forth, after
which, in the evening the C.O. of the Battalion with General Feilding
(1st Guards Brigade) Captain Viscount Gort (B.M. 1st Guards
Brigade), and Colonel Corry commanding the 3rd Grenadier Guards,
went off in a car to “see the country south-east of Béthune.” This was
not a sector that improved on acquaintance; and in the days that
followed all senior officers looked at and pondered over the
unwholesome open scarred ground over which “the greatest battle in
the history of the world,” as General Haking said, was to take place.
Meantime, among the drills held at Acquin appear orders,
presumably for the first time, that every one was to fire ten rounds
“from his rifle while wearing his smoke-helmet.” The result on the
targets of this solitary experiment is not recorded; but it takes some
time for a man to get used to sighting through dingy talc eye-pieces.
Nor is it likely to be known in this world whether the “six young
officers” who attended riding-school just before the march towards
Loos, derived much benefit from their instruction.
 They moved on the evening of the 22nd September and marched
to Dohem where they picked up their Brigade Headquarters and
some other units, and thence, next day, in heavy rain to billets in
Linghem. General Haking delivered another speech at the Corps
Conference on the 24th, explaining the broad outlines of the
“greatest battle, etc.” which at that moment was opening. He dwelt
specially on the part to be played by the Eleventh Corps, as well as
the necessity for speed and for the use of reserves. It may have
occurred to some of his hearers that they were the reserves, but that
speed was out of the question, for the roads were clotted with
cavalry, and there did not seem to be any great choice of those
“parallel roads” on which they had been exercised, or any vast crush
of motor-buses. When they got away from Linghem on the early
morning of the 25th and marched with their brigade to Burbure and
Haquin, they enjoyed continuous halts, owing to the cavalry going
forward, which meant, for the most part, through them, and the
wounded of the battle being brought back—all on the same road.
They billeted (this was merely a form) at Haquin “very wet and tired”
about one on the morning of the 26th, having been on their feet
standing, marching, or variously shifted about, for twenty odd hours.
The men’s breakfasts were issued at half-past four that same dawn
“as there was a possibility of an early move.”
No orders, however, came, the world around them being busied
with the shifting phases of the opening of Loos, which had begun
with an advance at some spots along the line, and at others was
hung up among wire that our two or three hours’ bombardment did
not seem to have wholly removed. The 2nd Guards Brigade, then,
waited on at Haquin till shortly after noon, and moved via Nœux-les-
Mines, Sailly-Labourse, Noyelles, and Vermelles, large portions of
which were then standing and identifiable, to trenches in front of Le
Rutoire. Here the German lines had been driven back a little, and
Captains Alexander and Hubbard commanding the two leading
companies of the Battalion were sent on to look at them in daylight.
The results of the Captains’ adventure, when it is recalled that one
set of trenches, at the best of times, looks remarkably like another,
and that this was far from being a good time, were surprisingly
satisfactory. “There was no one to tell them exactly which trenches
were to be taken over, but, from instructions given on the map, and
in consultation with the 1st Scots Guards who had to occupy ground
on their right, they arranged which set of them to inhabit. Owing to
congestion of roads, and having to go across much broken country,
etc., it was nearly midnight before the Battalion got into the selected
spot—an old line of captured German trenches in front of Lone
Tree.” This, as is well known to all regimental historians, was a mark
of the German guns almost to the inch, and, unfortunately, formed
one of our dressing-stations. At a moderate estimate the Battalion
had now been on foot and livelily awake for forty-eight hours; the
larger part of that time without any food. It remained for them merely
to go into the fight, which they did at half-past two on the morning of
the 27th September when they received “verbal instructions to push
forward to another line of captured German trenches, some five
hundred yards, relieving any troops that might happen to be there.” It
was nearly broad daylight by the time that this disposition was
completed, and they were much impressed with the permanence
and solidity of the German works in which they found themselves,
and remarked jestingly one to another, that “Jerry must have built
them with the idea of staying there for ever.” As a matter of fact,
“Jerry” did stay within half a mile of that very line for the next three
years and six weeks, less one day. They had their first hint of his
intentions when patrols pushed out from Nos. 2 and 3 Companies in
the forenoon, reported that they were unable to get even a hundred
yards ahead, on account of rifle-fire. Men said, long afterwards, that
this was probably machine-gun fire out of the Bois Hugo; which
thoroughly swept all open communications, for the enemy here as
elsewhere had given ground a little without losing his head, and was
hitting back as methodically as ever.
The attack of their Brigade developed during the course of the day.
The four C.O.’s of the Battalions met their Brigadier at the 1st
Grenadier Guards Headquarters. He took them to a point just north
of Loos, whence they could see Chalk-Pit Wood, and the battered
bulk of the colliery head and workings known as Puits 14 bis,
together with what few small buildings still stood thereabouts, and
told them that he proposed to attack as follows: At half-past two a
heavy bombardment lasting for one hour and a half would be