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<TABLE CELLSPACING=0 CELLPADDING=0><TR><TD>List of contributors</TD><TD WIDTH=40></TD><TD VALIGN=TOP>ix</TD><TD></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>1.  Introduction to the psychology of planning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>1</TD><TD VALIGN=TOP>(34)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Geoff Ward and Robin Morris</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>1</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Theoretical background</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>2</TD><TD VALIGN=TOP>(22)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Methodology and planning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>24</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Neuropsychology and planning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>26</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Overview of the chapters in this volume</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>27</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>32</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>2. Planning and problem solving in well-defined domains</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>35</TD><TD VALIGN=TOP>(18)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Simon P. Davies</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>35</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Characterizing planning behaviour in well-defined domains</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>36</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Selection and effectiveness of different planning behaviours</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>39</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Problem complexity and planning strategy</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>39</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Problem-solving environment and planning strategy</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>41</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Individual and group differences and planning strategy</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>44</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Effectiveness of initial planning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>46</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Summary and conclusions</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>48</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>48</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>3. Planning and ill-defined problems</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>53</TD><TD VALIGN=TOP>(18)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Thomas C. Ormerod</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>53</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Planning in puzzle solving</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>55</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Plans, planning and expert skill</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>60</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Conclusions</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>67</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>69</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>4. Working memory and planning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>71</TD><TD VALIGN=TOP>(18)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>K.J. Gilhooly</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>71</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>General strategies for developing plans of action</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>73</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Working memory in computational models of problem solving and planning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>75</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Multi-component approaches to working memory</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>76</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Single resource approaches to working memory</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>78</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>"Move" tasks: The Tower of London (TOL)</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>78</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Studies of planning and working memory in chess</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>83</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Concluding comments</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>85</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>85</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>5. Planning and the executive control of thought and action</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>89</TD><TD VALIGN=TOP>(22)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Geoff Ward</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>89</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Do we possess "lower level" action plans?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>92</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Lower order planning: How do we control the initiation of lower level action plans?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>93</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>"Higher order" planning I: Planning what to do to solve a problem</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>96</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>"Higher order" planning II: Planning when to do things to solve a problem</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>99</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>When and why do we plan?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>105</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Summary</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>107</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>108</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>6. Adult ageing and cognitive planning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>111</TD><TD VALIGN=TOP>(24)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Louise H. Phillips, Mairi S. MacLeod, and Matthias Kliegel</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Age, the frontal lobes and executive function</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>111</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Effects of ageing on the Tower of London (TOL) planning task</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>113</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Formulating complex plans in the laboratory</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>115</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Age and action planning: Six Elements Task (SET)</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>119</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Age and errand planning in a naturalistic setting</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>122</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Comparison of age effects on realistic and abstract planning tasks</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>124</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Adult ageing and planning: Themes emerging from the literature</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>125</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>131</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>7. Cognitive planning in Humans: New insights from the Tower of London (TOL) task</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>135</TD><TD VALIGN=TOP>(18)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Adrian M. Owen</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>135</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>The Tower of London (TOL)</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>136</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Psychological considerations: Cognitive components of performance identified from eye-tracking behaviour</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>139</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Anatomical considerations: Localizing the core neural substrates of performance using functional neuroimaging</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>142</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Further considerations: Is planning just working memory for the future?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>146</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Conclusions</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>148</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>148</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>8. Planning in patients with focal brain damage: From simple to complex task performance</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>153</TD><TD VALIGN=TOP>(28)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Robin Morris, Maria Kotitsa, and Jessica Bramham</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>153</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Illustrative case examples</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>154</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Development of strategies</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>156</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Problem solving on the Tower of Hanoi (TOH)</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>158</TD><TD VALIGN=TOP>(8)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Planning and organizational abilities investigated through simulation</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>166</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Virtual reality exploration of strategy formation, rule breaks and prospective memory</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>170</TD><TD VALIGN=TOP>(7)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Conclusions</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>177</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>177</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=20></TD><TD>9.  Planning and the brain</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>181</TD><TD VALIGN=TOP>(18)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Jordan Grafman, Lee Spector, and Mary Jo Rattermann</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>181</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Cognitive and computational perspectives on planning</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>182</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Cognitive neuroscience perspectives</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>185</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Conclusions</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>191</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>195</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD>10.  The search for specific planning processes</TD><TD WIDTH=40></TD><TD VALIGN=TOP>199</TD><TD VALIGN=TOP>(30)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=40></TD><TD>Paul Burgess, Jon Simons, Laure Coates, and Shelley Channon</TD></TR></TABLE></TD><TD WIDTH=40></TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Introduction</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>199</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Challenge 1: Is "planning" just a label for a range of disparate human activities?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>200</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Challenge 2: Planning as the expression of stored preferences</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>202</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Challenge 3: Is the existing experimental evidence consistent with the assumption that "look-ahead" is the principal construct underpinning planning performance?</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>204</TD><TD VALIGN=TOP>(6)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Summary so far</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>210</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Experimental evidence from our laboratory</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>211</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Planning using real-life analogue tasks</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>213</TD><TD VALIGN=TOP>(4)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Evidence from neurological patients</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>217</TD><TD VALIGN=TOP>(2)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Planning deficits and localization</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>219</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Planning and "construct validity"</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>220</TD><TD VALIGN=TOP>(1)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>Conclusion</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>221</TD><TD VALIGN=TOP>(3)</TD></TR><TR><TD><TABLE CELLSPACING=0 CELLPADDING=0><TR><TD WIDTH=60></TD><TD>References</TD></TR></TABLE></TD><TD WIDTH=40></TD><TD VALIGN=TOP>224</TD><TD VALIGN=TOP>(5)</TD></TR><TR><TD>Author index</TD><TD WIDTH=40></TD><TD VALIGN=TOP>229</TD><TD VALIGN=TOP>(10)</TD></TR><TR><TD>Subject index</TD><TD WIDTH=40></TD><TD VALIGN=TOP>239</TD><TD></TD></TR></TABLE>

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What are the cognitive processes involved in formulating, evaluating and selecting a sequence of thoughts and actions to achieve a goal? This book evaluates the different approaches to the scientific study of planning

The cognitive psychology of planning