Understanding Psychology (10th Ed)

Chapter 6
Module 19: Figure 1: From Tolman, E. C., & 
Honzik, C. H. (1930). Introduction and removal of 
reward and maze performance in rats. University 
of California Publications in Psychology , 4 , 257–275.  
Figure 3:
From Anderson, J. A., & Adams, M. (1992). 
Acknowledging the learning styles of diverse 
student populations: Implications for instructional 
design. New Directions for Teaching and Learning , 49 , 
19–33. Reprinted with permission of John Wiley & 
Sons, Inc.
Chapter 7
Module 20: Figure 6: From Collins, A. M., & 
Loftus, E. F. (1975). A spreading-activation theory 
of semantic processing. Psychological Review , 82 , 
407–428. Published by The American Psychological 
Association, adapted with permission. Figure 7:
From Kent Van De Graaff, Human Anatomy , 
updated 5th ed. Copyright © 2000 by The 
McGraw-Hill Companies, Inc. Reprinted with per-
mission.  Figure 8a, b: graphs only: Maguire, E. A., 
Woollett, K., and Spiers, H. J. (2006). London Tax 
Drivers and Bus Drivers: A Structural MRI and 
Neuropsychological Analysis. Hippocampus , 16, 
1091–1101. Reprinted by permission of John Wiley 
& Sons, Inc.  Module 21: Figure 4: Reprinted from 
Journal of Verbal Learning and Verbal Behavior , vol. 
13, Loftus, E. F., & Palmer, J. C., “Reconstruction of 
automobile destruction: An example of the inter-
face between language and memory,” pp. 585–589, 
Copyright 1974, with permission from Elsevier.  
Figure 5:
Data from Table 2 (p. 266) from Bahrick, 
H. P., Hall, L. K., & Berger, S. A. (1996). Accuracy 
and distortion in memory for high school grades. 
Psychological Science , 7 , 265–269. Copyright © 1996, 
Association for Psychological Science. Reprinted by 
permission of Sage Publications, Inc.  Module 22: