Human Learning and Memory: Advances in Theory and Application

Human Learning and Memory: Advances in Theory and Application

Human Learning and Memory: Advances in Theory and Application

Human Learning and Memory: Advances in Theory and Application


This text celebrates the fourth Tsukuba International Conference on Memory (Tic4) held in January of 2003, by setting forth productive directions for memory researchers and human learning theorists around the world. It presents fascinating perspectives on progress, and future prospects for models, theories, and hypotheses authors developed, including several new, never published experimental results. Contributors include the winner of the 1997 U. S. Congressional Medal of Science--William K. Estes--who graced the text by penning the forward. The three full day presentations of Tic4 included presentations by 225 experts, represented by 73 universities from countries on four continents: Europe, Asia, Australia, and North America. Human Learning and Memory presents 11 chapters by invited speakers, and its appendices include titles of all papers accepted for Tic4 presentations, as well as a background introduction to Japanese cultures, relevant to Tic4 experiences.

This book appeals to scholars, researchers, and teachers in the fields of human learning and memory, cognition, language learning, and educational psychology (theoretical, empirical, and applied dimensions). It can also be used as a textbook for both advanced undergraduate and graduate courses in these domains, either as required or recommended reading.


William K. Estes

Indiana University, USA

This Foreword to the proceedings of the fourth Tsukuba International Conference on Memory (Tic4) will not serve the usual function of sketching the setting of the Conference and introducing the participants with the customary laudatory comments about their contributions. These tasks have been accomplished with high enthusiasm by Professor Chizuko Izawa, the American co-organizer of the Conference and co-editor of this volume. What is left for me, evidently, is to comment briefly on the accomplishments of the Conference series and projections of its possible futures from the viewpoint of potential readers and users of the products of Tic4 who, like me, have had no first-hand acquaintance with this enterprise.

To assess the accomplishments of this Conference series, one needs to know its objectives, which are nowhere explicitly stated in the proceedings. In view of the fact that the series has been supported by the Ministry of Education of Japan, one might surmise that a major purpose is to inform attendees about developments in research that bear directly on problems of education. In this connection, one notes that the proceedings of Tic4 include just three chapters that deal explicitly with the application to education of products of research on memory, those of Izawa, Hayden, and Franklin (Chap. 2); Izawa, Maxwell, Hayden, Matrana, and Izawa-Hayden (Chap. 5), and Hasher, Goldstein, and May (Chap. 9). Each of these could offer guidance in the scheduling of study and testing experiences if followed up by research designed to extend the findings from single . . .

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