1996 - Fellow of the American Association for the Advancement of Science (AAAS)
Cognitive psychology, Schema, Recall, Comprehension and Autobiographical memory are his primary areas of study. His work in the fields of Cognitive psychology, such as Recall test, intersects with other areas such as Operant conditioning and Classical conditioning. His Schema study frequently involves adjacent topics like Reading comprehension.
His biological study deals with issues like Narrative, which deal with fields such as Social psychology. His studies in Autobiographical memory integrate themes in fields like Metamemory, Cognitive science, Forgetting and Episodic memory. The Episodic memory study combines topics in areas such as Context and Semantic memory.
William F. Brewer mainly focuses on Cognitive psychology, Recall, Cognitive science, Narrative and Schema. His research integrates issues of Social psychology, Implicit memory, Metacognition, Recognition memory and Social cognition in his study of Cognitive psychology. His research in Recall tackles topics such as Sentence which are related to areas like Inference and Memoria.
His Cognitive science study combines topics from a wide range of disciplines, such as Mental representation, Flashbulb memory, Autobiographical memory, Long-term memory and Reconstructive memory. His Mental representation research incorporates elements of Developmental psychology, Construct and Scientific theory. His research on Narrative also deals with topics like
His primary areas of study are Cognitive psychology, Cognitive science, Philosophy of science, Science education and Perception. His biological study focuses on Recall. His study in the fields of Autobiographical memory under the domain of Recall overlaps with other disciplines such as Fixed time.
His work deals with themes such as Schema, Scientific modelling, Knowledge representation and reasoning and Knowledge acquisition, which intersect with Cognitive science. The various areas that William F. Brewer examines in his Philosophy of science study include Mental representation, Conceptual framework, Argument, Psychologism and Scientific theory. William F. Brewer focuses mostly in the field of Science education, narrowing it down to matters related to Empirical research and, in some cases, Science teachers and Secondary education.
William F. Brewer mainly investigates Metacognition, Cognitive psychology, Metamemory, Data science and Interpretation. William F. Brewer has researched Metacognition in several fields, including Reconstructive memory, Synonym, Recognition memory and Unconscious mind. His Cognitive psychology research is mostly focused on the topic Recall.
His Data science study combines topics in areas such as Data mining and Cognitive model.
This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.
Mental Models of the Earth: A Study of Conceptual Change in Childhood
Stella Vosniadou;William F Brewer.
Cognitive Psychology (1992)
The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction
Clark A. Chinn;William F. Brewer.
Review of Educational Research (1993)
Role of Schemata in Memory for Places
William F. Brewer;James C. Treyens.
Cognitive Psychology (1981)
The nature and functions of schemas.
William F. Brewer;Glenn V. Nakamura.
(1984)
Mental models of the day/night cycle☆
Stella Vosniadou;William F. Brewer.
Cognitive Science (1994)
What is autobiographical memory
William F. Brewer.
(1986)
Theories of Knowledge Restructuring in Development
Stella Vosniadou;William F. Brewer.
Review of Educational Research (1987)
There is no convincing evidence for operant or classical conditioning in adult humans.
William F. Brewer.
(1974)
Stories are to entertain : a structural-affect theory of stories
William F. Brewer;Edward H. Lichtenstein;Edward H. Lichtenstein.
Journal of Pragmatics (1982)
An empirical test of a taxonomy of responses to anomalous data in science.
Clark A. Chinn;William F. Brewer.
Journal of Research in Science Teaching (1998)
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