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Volume 4
Developmental & Social Psychology






Volume Editor






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  • Dima Amso
    Brown University
  • Jennifer S. Beer
    University of Texas at Austin
  • Steven T. Bengal
    Ohio State University
  • Lindsay C. Bowman
    University of California, Davis
  • Laura Martin Braunstein
    Columbia University
  • Jeffrey A. Brooks
    New York University
  • Christine Coughlin
    University of California, Davis
  • Eveline A. Crone
    Universiteit Leiden Faculteit Sociale Wetenschappen, Leiden, Zuid‐Holland
  • Audun Dahl
    University of California, Santa Cruz
  • Mauricio R. Delgado
    Rutgers University Newark College of Arts and Sciences
  • Jonathan B. Freeman
    New York University
  • Amber M. Gaffney
    Humboldt State University
  • Bertram Gawronski
    University of Texas at Austin
  • Simona Ghetti
    University of California, Davis
  • Jeremy D. Gretton
    Ohio State University
  • Adam Hahn
    University of Cologne, Koeln, Germany
  • Cindy Harmon‐Jones
    The University of New South Wales
  • Eddie Harmon‐Jones
    The University of New South Wales
  • Paul Hastings
    University of California, Davis
  • Michael A. Hogg
    Claremont Graduate University
  • Teresa Iuculano
    Stanford University
  • Melanie Killen
    University of Maryland
  • David Klahr
    Carnegie Mellon University
  • Jessica E. Koski
    University of Texas at Austin
  • Sarah Leckey
    University of California, Davis
  • Jeffrey Lidz
    University of Maryland at College Park
  • Vinod Menon
    Stanford University
  • Lisa Oakes
    University of California, Davis
  • Kevin N. Ochsner
    Columbia University
  • Koraly Pérez‐Edgar
    Pennsylvania State University
  • Laurel Perkins
    University of Maryland at College Park
  • Tom F. Price
    Army Research Laboratory, Adelphi, Maryland
  • Anastasia E. Rigney
    University of Texas at Austin
  • Mark A. Sabbagh
    Queen's University
  • Vladimir M. Sloutsky
    Ohio State University
  • Megan E. Speer
    Rutgers Biomedical and Health Sciences
  • Duane T. Wegener
    Ohio State University
  • Kiki Zanolie
    Institute of Psychology, Leiden University, Leiden, The Netherlands
  • Corinne Zimmerman
    Illinois State University


Since the first edition was published in 1951, The Stevens' Handbook of Experimental Psychology has been recognized as the standard reference in the experimental psychology field. The most recent (third) edition of the handbook was published in 2004, and it was a success by any measure. But the field of experimental psychology has changed in dramatic ways since then. Throughout the first three editions of the handbook, the changes in the field were mainly quantitative in nature. That is, the size and scope of the field grew steadily from 1951 to 2004, a trend that was reflected in the growing size of the handbook itself: the one‐volume first edition (1951) was succeeded by a two‐volume second edition (1988) and then by a four‐volume third edition (2004). Since 2004, however, this still‐growing field has also changed qualitatively in the sense that, in virtually every subdomain of experimental psychology, theories of the mind have evolved to include theories of the brain. Research methods in experimental psychology have changed accordingly and now include not only venerable EEG recordings (long a staple of research in psycholinguistics) but also MEG, fMRI, TMS, and single‐unit recording. The trend toward neuroscience is an absolutely dramatic, worldwide phenomenon that is unlikely ever to be reversed. Thus, the era of purely behavioral experimental psychology is already long gone, even though not everyone has noticed. Experimental psychology and cognitive neuroscience (an umbrella term that, as used here, includes behavioral neuroscience, social neuroscience, and developmental neuroscience) are now inextricably intertwined. Nearly every major psychology department in the country has added cognitive neuroscientists to its ranks in recent years, and that trend is still growing. A viable handbook of experimental psychology should reflect the new reality on the ground.

There is no handbook in existence today that combines basic experimental psychology and cognitive neuroscience, despite the fact that the two fields are interrelated—and even interdependent—because they are concerned with the same issues (e.g., memory, perception, language, development, etc.). Almost all neuroscience‐oriented research takes as its starting point what has been learned using behavioral methods in experimental psychology. In addition, nowadays, psychological theories increasingly take into account what has been learned about the brain (e.g., psychological models increasingly need to be neurologically plausible). These considerations explain why I chose a new title for the handbook: The Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience. This title serves as a reminder that the two fields go together and as an announcement that the Stevens' Handbook now covers it all.

The fourth edition of the Stevens' Handbook is a five‐volume set structured as follows:

  1. Learning & Memory: Elizabeth A. Phelps and Lila Davachi (volume editors)

    Topics include fear learning, time perception, working memory, visual object recognition, memory and future imagining, sleep and memory, emotion and memory, attention and memory, motivation and memory, inhibition in memory, education and memory, aging and memory, autobiographical memory, eyewitness memory, and category learning.

  2. Sensation, Perception, & Attention: John T. Serences (volume editor)

    Topics include attention; vision; color vision; visual search; depth perception; taste; touch; olfaction; motor control; perceptual learning; audition; music perception; multisensory integration; vestibular, proprioceptive, and haptic contributions to spatial orientation; motion perception; perceptual rhythms; the interface theory of perception; perceptual organization; perception and interactive technology; and perception for action.

  3. Language & Thought: Sharon L. Thompson‐Schill (volume editor)

    Topics include reading, discourse and dialogue, speech production, sentence processing, bilingualism, concepts and categorization, culture and cognition, embodied cognition, creativity, reasoning, speech perception, spatial cognition, word processing, semantic memory, and moral reasoning.

  4. Developmental & Social Psychology: Simona Ghetti (volume editor)

    Topics include development of visual attention, self‐evaluation, moral development, emotion‐cognition interactions, person perception, memory, implicit social cognition, motivation group processes, development of scientific thinking, language acquisition, category and conceptual development, development of mathematical reasoning, emotion regulation, emotional development, development of theory of mind, attitudes, and executive function.

  5. Methodology: Eric‐Jan Wagenmakers (volume editor)

    Topics include hypothesis testing and statistical inference, model comparison in psychology, mathematical modeling in cognition and cognitive neuroscience, methods and models in categorization, serial versus parallel processing, theories for discriminating signal from noise, Bayesian cognitive modeling, response time modeling, neural networks and neurocomputational modeling, methods in psychophysics analyzing neural time series data, convergent methods of memory research, models and methods for reinforcement learning, cultural consensus theory, network models for clinical psychology, the stop‐signal paradigm, fMRI, neural recordings, and open science.

How the field of experimental psychology will evolve in the years to come is anyone's guess, but the Stevens' Handbook provides a comprehensive overview of where it stands today. For anyone in search of interesting and important topics to pursue in future research, this is the place to start. After all, you have to figure out the direction in which the river of knowledge is currently flowing to have any hope of ever changing it.