Journal Review - Journal of Experimental Psychology: Learning, Memory, and Cognition

Here is an appropriate journal for Instructional Design students ccessible through the Walden University Library.  I did not write this review.

The Journal of Experimental Psychology: Learning, Memory, and Cognition publishes original experimental studies on basic processes of cognition, learning, memory, imagery, concept formation, problem solving, decision making, thinking, reading, and language processing.

The journal emphasizes empirical reports, which may be either multi-experiment, integrative articles, or research reports. Research reports are limited to 3,000 to 5,000 words in length (including references, but excluding abstract and footnotes).

The journal also publishes specialized reviews and other non-empirical reports, called observations, which are theoretical notes, commentary, or criticism on topics appropriate to the journal's content area. The journal will only consider commentaries on articles that were published in the journal. Observations are limited to a maximum of twenty pages of text all-inclusive. Commentaries on articles should be at maximum half the length of the target article.

For further information on content, authors should refer to the editorial in the January 2007 issue of the Journal (PDF format: 21 KB).

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Sample Article : How does processing affect storage in working memory tasks? Evidence for both domain-general and domain-specific effects.

Full Text Available

Jarrold, Christopher; Tam, Helen; Baddeley, Alan D.; Harvey, Caroline E.; Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 37(3), May, 2011. pp. 688-705. [Journal Article]

Subjects: Cognitive Processes; Human Information Storage; Short Term Memory; Adolescence (13-17 yrs); Adulthood (18 yrs & older); Young Adulthood (18-29 yrs); Thirties (30-39 yrs); Male; Female

Database: PsycINFO