Focus in Mental Models

Bower, Gordon H.

Abstract

Funding Agency

• Agency: National Institute of Health (NIH)
• Institute: National Institute of Mental Health (NIMH)
• Type: Method to Extend Research in Time (MERIT) Award (R37)
• Project #: 5R37MH047575-05
• Application #: 2247733
• Study Section: Cognition, Emotion, and Personality Research Review Committee (CEP)
• Project Start: 1991-03-01
• Project End: 1997-02-28
• Budget Start: 1996-03-01
• Budget End: 1997-02-28
• Support Year: 5
• Fiscal Year: 1996

Institution

• Name: Stanford University
• Department: Psychology
• Type: Schools of Arts and Sciences
• DUNS #: 800771545
• City: Stanford
• State: CA
• Country: United States
• Zip Code: 94305

Publications

Bower, G H; Rinck, M (2001) Selecting one among many referents in spatial situation models. J Exp Psychol Learn Mem Cogn 27:81-98

Marsh, E J; Edelman, G; Bower, G H (2001) Demonstrations of a generation effect in context memory. Mem Cognit 29:798-805

Rinck, M; Bower, G H (2000) Temporal and spatial distance in situation models. Mem Cognit 28:1310-20

Boroditsky, L (2000) Metaphoric structuring: understanding time through spatial metaphors. Cognition 75:28-Jan

Bower, G H; Sivers, H (1998) Cognitive impact of traumatic events. Dev Psychopathol 10:625-53

Rinck, M; Hahnel, A; Bower, G H et al. (1997) The metrics of spatial situation models. J Exp Psychol Learn Mem Cogn 23:622-37

Bower, G H (1996) Reactivating a reactivation theory of implicit memory. Conscious Cogn 5:27-72

Bower, G H; Wagner, A D; Newman, S E et al. (1996) Does recoding interfering material improve recall? J Exp Psychol Learn Mem Cogn 22:240-5

Bower, G H; Thompson-Schill, S; Tulving, E (1994) Reducing retroactive interference: an interference analysis. J Exp Psychol Learn Mem Cogn 20:51-66

Bower, G H (1994) A turning point in mathematical learning theory. Psychol Rev 101:290-300