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| | Description | This text explores the core principles of learning and memory in a clear, reader-friendly style, covering animal learning and human memory in a balanced fashion. | |
| | Product Details | | Author: | Scott Terry | | Hardcover: | 480 pages | | Publisher: | Allyn & Bacon | | Publication Date: | October 23, 2008 | | Language: | English | | ISBN: | 0205658628 | | Product Width: | 180.0 centimeters | | Product Height: | 232.5 centimeters | | Product Weight: | 2.0 pounds | | Package Length: | 9.1 inches | | Package Width: | 7.3 inches | | Package Height: | 1.3 inches | | Package Weight: | 2.0 pounds | | Average Customer Rating: |  based on 4 reviews |
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| | Customer Reviews | Average Customer Review: ( 4 customer reviews )
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Most Helpful Customer Reviews
1 of 1 found the following review helpful:
 Important info, but very technical Sep 05, 2009
By LB
This is one of my least favorite textbooks. It has a lot of information to convey, but it does so in a non-interesting way that does not hold the attention of students. I would not recommend for undergrads, and would recommend that a professor use this in conjunction with another more engaging text for a graduate course.
No study help! Oct 13, 2011
By aspc1977
There is no study guide in the book. I've never had a text book that did not end the chapter with review questions. I have not been able to find assistance online either.
The text is tiny and hard to read. It's nice to have a light weight book but I'd like to be able to read the text easier as well.
It's a textbook so it isn't like you have a choice but at least you will know what you have to look forward to.
I think the publisher failed in this book design. I vote for a re-do.
Not a big fan Jul 11, 2011
By Celene
I am a psychology major and have to say that most of my school books so far have been wonderful. This book was dry and dull - sure it covered the material - but getting through it was painful. It is obvious that the writer knows his stuff - but just because you are writing an academic book (for students mostly) it doesn't mean it has to be this boring. Anyway - I gave it three stars for content. I would rather drill a hole in my head than have to read this book again though =/
 Confusing textbook and worst exams, EVER! May 19, 2011
By Tiredofreadingthisbook
This is the worst textbook. Frequent confusing and redundant material that varies somewhat, yet overlaps somewhat, forces repeated (excessive) reading to clarify. The exams from the study guide are the WORST ever! The questions are not well structured and the answers call for nearly reading the author's mind to figure out the answer expected. Other questions are completely incoherent. I spent much longer than usual in trying to understand the questions. I will avoid this author, and if you can avoid this textbook and its corresponding exams, I suggest that you do so.
Here is an example of one of the questions exactly as published in the study guide:
7. Implicit Memory: Explicit Memory as Unconscious :
(a) Inactive
(b) Indirect
(c) Conscious
(d) Retention
I found nothing that matched this in the textbook, such as a formula or topic heading. What the heck is the author asking here?
Here is another question, which is unfair also, as many illustrations and cases are referred to, so how is a student to remember each one by the person's initials, or answer without some sort of reference? No question before or after this one is related to this patient, so no lead in from another question. This is just a random question taken from about 400 pages:
14. The impairment in patient K.F. suggests that:
(a) one needs STM to get information into LTM
(b) STM is not necessary for the transfer of information into LTM
(c) LTM has a limited capacity
(d) STM actually has an unlimited capacity
Questions such as these are unfair, as missing two questions precludes making an A.
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