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By Brian H. Ross (Eds.)

The Psychology of studying and Motivation sequence publishes empirical and theoretical contributions in cognitive and experimental psychology, starting from classical and instrumental conditioning to advanced studying and challenge fixing. every one bankruptcy thoughtfully integrates the writings of prime participants, who current and speak about major our bodies of analysis proper to their discipline. Volume fifty one comprises chapters on such diversified subject matters as emotion and reminiscence interference, electrophysiology, mathematical cognition, and reader participation in narrative. * Volume 54 of the extremely popular Psychology of studying and Motivation sequence * a vital reference for researchers and lecturers in cognitive technological know-how * correct to either utilized matters and simple study

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M. (2001). To matrix, network, or hierarchy: That is the question. Cognitive Psychology, 42, 158–216. Palmer, C. (1997). Music performance. Annual Review of Psychology, 48, 115–138. Platt, J. R. (1964). Strong inference. Science, 146, 347–353. Rabbitt, P. M. A. (1966). Errors and error correction in choice-response tasks. Journal of Experimental Psychology, 71, 264–272. Rabbitt, P. M. A. (1978). Detection of errors by skilled typists. Ergonomics, 21, 945–958. , & Clifton, C. (2009). Language processing in reading and speech perception is fast and incremental: Implications for event-related potential research.

Once the participant depressed the brake, the pace car began to accelerate at which point the participant removed his foot from the brake and applied pressure to the gas pedal. 36 David L. Strayer et al. 100 80 Pace car’s speed (MPH) 60 Driver’s speed (MPH) 40 Following distance (m) 20 Pace car’s brake lights Driver’s brake response Time (s) Figure 3 A typical sequence of events in the car-following paradigm. Note that in this example, following distance decreased by about 50% during the braking event.

What compounds the risk to public safety is that at any daylight hour it is estimated that over 10% of drivers on US roadways talk on their cell phone (Glassbrenner, 2005). While there are many activities engaged in while driving that are associated with an equal or higher crash risk, few if any have the same exposure as using a cell phone. For the remainder of this chapter, we will examine cognitive sources of distraction, with a particular focus on the role that cell phones play in driver distraction.

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