The book presents the case that cognitive science should turn its attention to developing theories of human cognition that cover the full range of human perceptual, cognitive, and action phenomena. Cognitive science has now produced a massive number of high-quality regularities with many microtheories that reveal important mechanisms. The need for integration is pressing and will continue to increase. Equally important, cognitive science now has the theoretical concepts and tools to support serious attempts at unified theories. The argument is made (...) entirely by presenting an exemplar unified theory of cognition both to show what a real unified theory would be like and to provide convincing evidence that such theories are feasible. The exemplar is SOAR, a cognitive architecture, which is realized as a software system. After a detailed discussion of the architecture and its properties, with its relation to the constraints on cognition in the real world and to existing ideas in cognitive science, SOAR is used as theory for a wide range of cognitive phenomena: immediate responses ; discrete motor skills ; memory and learning ; problem solving ; language ; and development. The treatments vary in depth and adequacy, but they clearly reveal a single, highly specific, operational theory that works over the entire range of human cognition, SOAR is presented as an exemplar unified theory, not as the sole candidate. Cognitive science is not ready yet for a single theory – there must be multiple attempts. But cognitive science must begin to work toward such unified theories. (shrink)

Virtual reality (VR) through a head-mounted display (HMD) can provide new experiences. However, it remains unclear how the characteristics of HMDs affect users’ memory. To use HMDs more effectively and appropriately in several applied fields, including education, it is necessary to clarify what characteristics of HMDs affect users’ memory. A head-tracking function mounted on an HMD helps to detect the user’s head direction to enable a simulation experience akin to the real world. When we experience a simulation on an HMD, (...) we actively perceive the visual world. In this study, we assessed how active/passive viewing affects users’ memory of VR content. We conducted a psychological experiment in which participants watched a movie on an HMD. In the active viewing condition, the presented view changed depending on the participant’s head direction. In the passive viewing condition, the presented view was a recorded movie that was shown to the participants in the active viewing condition. All participants took a memory test about the content presented in the movie on the day of viewing and two weeks later. The results showed that performance on the memory test in the active viewing condition was significantly lower than that in the passive viewing condition after two weeks. This result indicated that active viewing in VR inhibited users’ memory compared to passive viewing. The current study contributes to the development of new VR techniques, such as educational learning. (shrink)

(1979). The Effect of Extraversion, Detail Importance and Interference on the Recall of Prose by Eleven‐year Old Children. Educational Studies: Vol. 5, No. 1, pp. 15-22.