Cognitive Development in Adulthood

1. Front Matter

   Pages i-xviii

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2. Memory Factors

   1. Front Matter

      Pages 1-1

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   2. Implicit and Explicit Assessment of Cognitive Aging

      • Darlene V. Howard

      Pages 3-37

   3. Measuring Memory Development in Adulthood: A Model-Based Approach to Disentangling Storage-Retrieval Contributions

      • Mark L. Howe

      Pages 39-64

   4. Memory Self-Knowledge and Self-Efficacy in the Aged

      • David F. Hultsch, Christopher Hertzog, Roger A. Dixon, Heather Davidson

      Pages 65-92

   5. Memory for Activities: Rehearsal-Independence and Aging

      • Donald H. Kausler, Wemara Lichty

      Pages 93-131

   6. Memory for Prose and Aging: A Meta-Analysis

      • Elizabeth M. Zelinski, Michael J. Gilewski

      Pages 133-158

3. Cognitive and Performance Factors

   1. Front Matter

      Pages 159-159

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   2. Analysis and Synthesis in Problem Solving and Aging

      • David Arenberg

      Pages 161-183

   3. The Role of Processing Resources in Cognitive Aging

      • Timothy A. Salthouse

      Pages 185-239

   4. Internal Validity Threats in Studies of Adult Cognitive Development

      • K. Warner Schaie

      Pages 241-272

   5. Physical Activity, Age, and Cognitive/Motor Performance

      • Michael J. Stones, Albert Kozma

      Pages 273-321

4. Back Matter

   Pages 323-334

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For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Developmemt contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well­ defined domain of cognitive-developmental research (e. g. , logical and math­ ematical development, development of learning). All Progress volumes will be edited collections. Editors of such collections, upon consultation with the Series Editor, may elect to have their books published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series.

• Action
• ETA
• assessment
• development
• intervention
• memory
• problem solving
• research

• Department of Psychology, Memorial University, St John’s, Canada

  Mark L. Howe

• Program in Educational Psychology, University of Arizona, Tuscon, USA

  Charles J. Brainerd

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