And let me again also plug the text by Reed. I used his text the very first time I taught cognition about 15 years ago and then I switched around and have probably used every single book on the market for a semester. For the past three years I have gone back to Reed and am finished with trying others. The level of his text, upper division undergraduate suits me very well. So many of the texts are really intended to do double duty for undergrads and grads. The leve of this one is clearly for the undergrad--but it is not so watered down as to be too simple or easy.
There are a few things that other authors cover that he does not but I like his organization and have lots of availability of activities both inside and outside the classroom with his instructor's manual. ITP makes a couple of different testing programs available, including Coglab; although I used the olemiss website exercises last semester (but will probably not this next time I teach cognitive). Also, I find the test bank to be excellent. Annette Quoting "Mark A. Casteel" <[EMAIL PROTECTED]>: > Hi Marcia. I have used Ashcraft's Cognition book with a lot of success. > I > think his writing is very accessible to the students, and although there > > are parts that I need to cover very slowly, the students are able to > understand Ashcraft's points. > > At 12:43 PM 4/5/02 -0500, you wrote: > >A month or 2 ago, I posted a recommendation for a cog textbook, in > >response to a request for info. After more time with it, I have a > >different perspective on this textbook, which I feel like I should > share, > >just in case anyone was planning to use that book on my > recommendation. > > > >The book is Willingham's Cognition: The Thinking Animal. I am sure it > is > >a very good book for very advanced students. My upper-level students > >really enjoyed the first few chapters (which is when I recommended); > >however, after this, they found it very confusing. In fact, we have > >really stopped using it completely. I have ended up taking most of my > > >lecture notes and activities from Matlin's Cognition book, but don't > know > >if I will use that next time I teach this course (b/c I enjoy doing the > > >activities as a class, rather than students doing them individually.) > I > >guess I will be on the hunt for another one then. > > > >I wish there was a way to figure out this kind of information > beforehand, > >but I seem to need to actually *use* the book before I know its > >value. Hope I didn't lead anyone astray with my earlier advice. > > > >Marcia > > > >Marcia J. McKinley, J.D., Ph.D. > >Assistant Professor of Psychology > >Mount St. Mary's College > >Emmitsburg, MD 21727 > >(301) 447-5394 x4282 > >[EMAIL PROTECTED] or [EMAIL PROTECTED] > > > > > >--- > >You are currently subscribed to tips as: [EMAIL PROTECTED] > >To unsubscribe send a blank email to > [EMAIL PROTECTED] > > > ********************************* > Mark A. Casteel, Ph.D. > Associate Professor of Psychology > Penn State York > 1031 Edgecomb Ave. > York, PA 17403 > (717) 771-4028 > ********************************* > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to > [EMAIL PROTECTED] > Annette Taylor, Ph.D. Associate Professor of Psychology University of San Diego [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
