Cognitive psychology has changed in several excit- ing ways in the few years since the third edition of this textbook. Of all the changes, the most dramatic has been the huge increase in the number of studies making use of sophisticated techniques (e.g., PET scans) to investigate human cognition. During the 1990s, such studies probably increased tenfold, and are set to increase still further during the early years of the third millennium. As a result, we now have four major approaches to cognitive psychology: experimental cognitive psychology based mainly on laboratory experiments; cognit- ive neuropsychology, which points up the effects of brain damage on cognition; cognitive science, with its emphasis on computational modelling; and cognitive neuroscience, which uses a wide range of techniques to study brain functioning. It is a worthwhile (but challenging) business to try to integrate information from these four approaches, and that it is exactly what we have tried to do in this book. As before, our busy professional lives have made it essential for us to work hard to avoid chaos. For example, the first author wrote several parts of the book in China, and other parts were written in Mexico, Poland, Russia, Israel, and the United States. The second author followed Joyce's ghost, writing parts of the book between Dublin and Trieste.

I (Michael Eysenck) would like to express my profound gratitude to my wife Christine, to whom this book (in common with the previous edition) is appropriately dedicated. I am also very grateful to our three children (Fleur, William, and Juliet) for their tolerance and understanding, just as was the case with the previous edition of this book. How- ever, when I look back to the writing of the third edition of this textbook, it amazes me how much they have changed over the last five years.

Since I (Mark Keane) first collaborated on Cognitive Psychology: A Student's Handbook in 1990 my professional life has undergone considerable change, from a post-doc in psychology to Professor of Computer Science. My original motivation in writing this text was to influence the course of cognitive psychology as it was then developing, to encourage its extension in a computational direction. Looking back over the last 10 years, I am struck by the slowness of change in the introduction of these ideas. The standard psychology undergraduate degree does a very good job at giving students the tools for the empirical exploration of the mind. However, few courses give students the tools for the theoretical elaboration of the topic. In this respect, the discipline gets a "could do better" rather than an "excellent" on the mark sheet.

We are very grateful to several people for reading an entire draft of this book, and for offering valuable advice on how it might be improved. They include Ruth Byrne, Liz Styles, Trevor Harley, and Robert Logie. We would also like to thank those who commented on various chapters: John Towse, Steve Anderson, James Hampton, Fernand Gobet, Evan Heit, Alan Parkin, David Over, Ken Manktelow, Ken Gilhooly, Peter Ayton, Clare Harries, George Mather, Mark Georgeson, Gerry Altmann, Nick Wade, Mick Power, David Hardman, John Richardson, Vicki Bruce, Gillian Cohen, and Jonathan St.B.T.Evans.

Michael Eysenck and Mark Keane

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