Child and developmental psychology Books
Spinifex Press Getting Real: Challenging the Sexualisation of
Book SynopsisGirls are portrayed as sexual at younger ages, pressured to conform to a 'thin, hot, sexy' norm. Clothing, music, magazines, toys and games send girls the message that they are merely the sum of their body parts. The effects of prematurely sexualising girls are borne out in their bodies and minds, with a rise in self-destructive behaviours such as eating disorders and self-harm, along with anxiety, depression and low self-esteem.Trade Review"This book is essential reading for parents, educators, and everyone who wishes to make the world a safer and healthier place for all children." --Jean Kilbourne, EdD, author, "So Sexy So Soon: The New Sexualized Childhood" and "What Parents Can Do to Protect Their Kids"
£17.95
Monash University Publishing Rape Culture
Book Synopsis
£13.29
Monash University Publishing The Post-Pandemic Child
Book SynopsisIn March 2020, schools and childcare centres across Australia were forced to close to control the spread of the recently arrived novel coronavirus (COVID-19). Families and carers suddenly had to adjust to long periods of home-schooling, disparities in the availability of technology, loss of social connections with friends and relatives, and an exhausting new balancing act of work, home and schooling commitmentsall in a confined environment. In the wake of the resulting emotional burnout, heightened by spontaneous lockdown measures and growing COVID-19 cases, we witnessed an exponential rise in youth anxiety, triggering a mental health crisis in children as young as those of kindergarten age. Three years later, what does the post-pandemic child look like? What does the future hold for the millions of young Australians whose formative years were so disrupted? And what help must we urgently provide to this generation of children who found themselves coping with a once-in-a-lifetime pandemic? In The Post-Pandemic Child, Kim Cornish takes us through the key challenges now faced by Australian children, including the return to in-person schooling and the ramifications of online teaching and missed years of social interaction. She also examines the short- and long-term consequences for this pandemic generation', and the priorities in enabling these children to regain what was lost during the early years of COVID-19.
£13.29
Springer Verlag GmbH Wie Pippa wieder lachen lernte: Elternratgeber
Book SynopsisTrade Review"... informativ, auf dem neuesten Stand, verständlich geschrieben ..." Schwierige Kinder 34/2005Table of ContentsTrauma: Das kann jedam passieren.- Es gibt unterschiedliche Arten des Traumas.- Trauma erschüttert uns.- Wirkungen des Traumas auf Kinder.- Entwicklung traumatischer Reaktionen im Verlauf der Zeit.- Symptome in den ersten Wochen nach dem traumatischen Ereignis.- Häufiqkeit der posttraumatischen Belastungsstörungen.- Stärke der Beeinträchtiqunq durch das traumatische Ereignis.- Altersspezifische Reaktionen von Kindem nach dem Erleben eines traumatischen Ereignisses.- Die Geschwisterund Freunde von Kindem, die ein traumatisches Ereignis erlitten haben.- Verständnis und Gefühle von Kindern in Bezug auf den Tod.- Was Kinder über den Toddenken und fühlen.- Wann, wie und was soIl ich dem Kind sagen?.- Altersspezifische Erklärunqsmäqlichkeiten.- Wie trauern Kinder?.- Jedes Kind trauert.- Trauerreaktionen bei Kindem.- Trauerprozess bei Kindem und Erwachsenen.- Hilfestellungen für das Kind.- Die Geschichte mit dem Löwen und Pippa.- Phantasie und Geschichten.- Der Löwe Leo-Rix.- Einladung zur Identifikation.- Die Sprechblase.- Zum Umgang mit dem Bilderbuch.- Therapie psychisch traumatisierter Kinder.- Woran erkenne ich, wann mein Kind professionelle Unterstützunq braucht?.- Das Wann und Was therapeutischer Unterstützung.- Psychologe — Psychiater — Psychotherapeut: Wermacht was?.- Gibt es spezielleTherapiemethoden für traumatisierter Kinder?.- Kinderpsychotherapie.- Wie finde ich einen „guten” Therapeuten?.- Wohin kann ich mich wenden, wenn ich selbst eine Unterstützunq brauche?.- Serviceteil.- Adressen und Homepages.- Bucher für Erwachsene.- Kinder- und Juqendbücher zum Thema ”Trauer”.
£27.99
Mehras Child Care: From Birth to Eighteen A
Book Synopsis
£11.99
Vitasta Publishing Pvt.Ltd Childhood Development: Universal Perspectives by
Book SynopsisThe readers will find newer perspectives into the world of early childhood development and understand how learning can be maximized in these crucial years of a childâs life.
£20.42
Graviant Saartje en de zorgboerderij
£13.20
£23.19
Young Adolescent
Book SynopsisSynopsis coming soon.......
£15.00
HarperCollins Publishers Inc The Price of Privilege
Book SynopsisPrivileged adolescents nation-wide are experiencing epidemic rates of emotional problems, more than children from any other socio-economic group, including those in dire poverty. Looking at privileged families, this book aims to dispose of the 'overparenting' paradigm in contemporary times, seeking to explode one child-rearing myth after another.Trade Review"Useful...clear, sensitive..." -- Publisher's Weekly "In this insightful book, Levine eschews the temptation to dismiss problems of privileged teens as overindulgence." -- Book List "[Written] with clarity and understanding of the culture of affluence and its pitfalls for parents." -- Library Journal "Fresh and important ideas about parenting in the age of affluence..." -- Mary Pipher, Ph.D., author of Reviving Ophelia "Levine offers chapter after chapter of practical advice for dealing with family problems." -- Connecticut Post Online "[Madeline Levine's] ideas may be uncomfortable for parents to read, but they're a wonderful wake-up call." -- Bay Area Insider "Levine's book explores some troubling and intriguing issues that certainly are worth pondering and discussing." -- Marin Independent Journal "She treats her subjects as well as her subject with compassion and understanding." -- Chicago Tribune "...[an] impassioned wake-up call to parents..." -- The Gazette (Montreal) "This book has resonated in affluent communities all over the country. [Levine is] clearly on to something." -- Atlanta Journal-Constitution "Her writing is warm and carefully thoughtful." -- Toronto Star
£12.99
£15.71
HarperCollins Publishers Inc Good Inside
Book Synopsis
£23.25
HarperCollins Raising Resilience
Book Synopsis
£19.65
Oxford University Press Preventing Adolescent Depression
Book SynopsisInterpersonal Psychotherapy-Adolescent Skills Training (IPT-AST) is a program that teaches communication and interpersonal problem-solving skills to improve relationships and prevent the development of depression in adolescents. IPT-AST was developed to be delivered in schools and other community settings where adolescents are most likely to receive services, with the hope that IPT-AST can help prevent depression and other problem behaviors before they become more severe.Preventing Adolescent Depression: Interpersonal Psychotherapy-Adolescent Skills Training provides a detailed description of the program to guide mental health practitioners to implement IPT-AST. Session-by-session descriptions specify the structure and content of each session. Examples of how group leaders can discuss specific topics are provided throughout the book, and the appendix includes session outlines, communication notecards, cue cards, and more. Chapters also outline key issues related to implementation of IPTrade Review"Young and colleagues have built on the impressive evidence base for IPT treatment of adolescent depression to create a brief, empirically supported depression prevention program. The focus on interpersonal relations in the IPT model is intuitively appealing to many adolescents at risk for depression, which increases engagement. This well-written and practical book provides the reader with all she or he needs to deliver the intervention." --Paul Rohde, PhD, Senior Research Scientist, Oregon Research Institute "This stellar guide, written by the leaders in the field and the developers of IPT-AST, provides an insightful, clear rationale for the significance of the problem, treatment model, and then step-by-step instructions on how to implement interpersonal therapy skills to prevent adolescent depression. This volume is especially helpful as IPT-AST is grounded in theory, research, and years of clinical experience with adolescents... Helpful, detailed session outlines and important handouts alongside descriptive case vignettes provide the reader with clear examples of how IPT-AST can be implemented in an effective manner for clinicians of varying experience levels." --Benjamin L. Hankin, PhD, Professor, Department of Psychology, University of Denver "This thorough, go-to guide for conducting IPT-AST depression prevention sessions is a must-have reference for any mental health professionals who work with adolescents at risk for depression. I highly recommend this timely and important book for its significance to the field and for taking a bold new step in the direction of depression prevention for adolescents." -Doodys Health Science "a comprehensive manual that provides detailed information about the rationale for IPT-AST and a clear framework for administering the intervention. This manual will be of interest to a range of readers, including mental References health professionals, teachers, and school counselors." -- PsycCRITIQUES (February 2017)Table of ContentsPreface 1. Importance of depression prevention 2. IPT-AST overview 3. Selecting adolescents to participate in IPT-AST 4. IPT-AST Individual Pre-Group Sessions 5. IPT-AST Initial Phase 6. IPT-AST Middle Phase 7. IPT-AST Mid-Group Session 8. IPT-AST Termination Phase 9. IPT-AST Booster Sessions 10. Conducting IPT-AST in schools 11. IPT-AST with adolescents at varying levels of risk and in diverse settings 12. Common clinical issues 13. Review of empirical evidence for IPT-AST Appendix References About the Authors Index
£51.30
Oxford University Press Inc Oxford Handbook of Identity Development
Book SynopsisIdentity is defined in many different ways in various disciplines in the social sciences and sub-disciplines within psychology. The developmental psychological approach to identity is characterized by a focus on developing a sense of the self that is temporally continuous and unified across the different life spaces that individuals inhabit. Erikson proposed that the task of adolescence and young adulthood was to define the self by answering the question: Who Am I? There have been many advances in theory and research on identity development since Erikson''s writing over fifty years ago, and the time has come to consolidate our knowledge and set an agenda for future research.The Oxford Handbook of Identity Development represents a turning point in the field of identity development research. Various, and disparate, groups of researchers are brought together to debate, extend, and apply Erikson''s theory to contemporary problems and empirical issues. The result is a comprehensive and statTrade ReviewConceived and executed creatively to engage reader interest by providing contrasting viewpoints, this volume furnishes researchers, teachers, and clinicians with a useful overview of current issues in identity. The wealth of information presented here is a tribute to authors' boldness in advancing in new directions, as well as to Erikson, whose ideas continue to stimulate thinking and research. This book provides an indispensable foundation for anyone interested in identity development. * James E. Marcia, PhD, Professor Emeritus, Department of Psychology, Simon Fraser University, British Columbia *As a handbook should, this volume provides a comprehensive and holistic description of identity development across the lifespan. But its gift to the multiple fields of identity research is the way it is designed to make the chapters 'talk' to one another and to the history of identity development theorizing and research. The contradictions and gaps in theory and research are made transparent, creating a handful of debates between and within multiple perspectives rather than a descriptive handbook. Thanks to the editors and authors for this valuable resource. * Sheila Marshall, PhD, Associate Professor, School of Social Work/Division of Adolescent Health and Medicine, University of British Columbia *How fitting that the Oxford Handbook of Identity Development came about to bring more coherence to a field which itself studies coherence. Editors McLean and Syed and their talented authors accomplished their goal of shaking up the field by focusing on controversies and challenges rather than by rehashing what is already known. Each section of the Handbook is like a banquet for identity scholars; each course of the meal involves contrasting and complementary flavors. By the end of the banquet we are satisfied, yet stimulated to ponder the next set of debates, looking forward rather than back. * Harold D. Grotevant, PhD, Rudd Family Foundation Chair in Psychology, University of Massachusetts Amherst *Instead of a review of past research, McLean and Syed present a future-oriented overview of the field with their Oxford Handbook of Identity Development. They fulfill my longstanding wish that all the researchers within the Eriksonian tradition start listening to each other in a joint attempt to integrate their different perspectives into a complex but more integrated identity of identity research. When you share this wish, the book offers an exciting starting point, excellent food for thought when you want to go beyond the confines of your own research. * Harke A. Bosma, University of Groningen, the Netherlands *Table of ContentsChapter 1: The Field of Identity Development Needs an Identity: An Introduction to the Handbook of Identity Development Kate C. McLean and Moin Syed Chapter 2: Theoretical Foundations of Identity Phillip L. Hammack Part 1: Debates: Identity Development Across the Lifespan Chapter 3: Gendered Narrative Voices: Sociocultural and Feminist Approaches to Emerging Identity in Childhood and Adolescence Robyn Fivush and Widaad Zaman Chapter 4: Identity Development from Adolescence to Emerging Adulthood: What We Know and (Especially) Don't Know Jeffrey Jensen Arnett Chapter 5: Identity Development through Adulthood: The Move Toward "Wholeness" Jane Kroger Chapter 6: Three Strands of Identity Development Across the Human Life Course: Reading Erik Erikson in Full Dan P. McAdams and Claudia Zapata-Gietl Part 2: Debates: Identity Status Perspectives on Processes of Identity Development Chapter 7: The Identity Statuses: Strengths of a Person-Centered Approach Elisabetta Crocetti and Wim Meeus Chapter 8: Commitment and Exploration: The Need for a Developmental Approach Saskia Kunnen and Marijke Metz Chapter 9: Identity Status: On Refinding the People Ruthellen Josselson and Hanoch Flum Part 3: Debates: Narrative Perspectives on Processes of Identity Development Chapter 10: Autobiographical Reasoning Is Constitutive for Narrative Identity: The Role of the Life Story for Personal Continuity Tilman Habermas and Christin Köber Chapter 11: Autobiographical Reasoning and My Discontent: Alternative Paths from Narrative to Identity Monisha Pasupathi Chapter 12: Discerning Oneself: A Plea for the Whole Mark Freeman Part 4: Debates: Internal, External, and Interactional Approaches to Identity Development Chapter 13: Identity as Internal Processes: How the "I" Comes to Define the "Me" Alan S. Waterman Chapter 14: Identities as an Interactional Process Neill Korobov Chapter 15: Integrating 'Internal', 'Interactional,' and 'External' Perspectives: Identity Process as the Formulation of Accountable Claims Regarding Selves Elli P. Schachter Part 5: Debates: Culture and Identity Development Chapter 16: Culture as Race/Ethnicity Frank C. Worrell Chapter 17: "[T]hey say Black men won't make it, but I know I'm gonna make it": Ethnic and Racial Identity Development in the Context of Cultural Stereotypes Niobe Way and Onnie Rogers Chapter 18: Reflections on the Cultural Lenses of Identity Development Margarita Azmitia Part 6: Applied Issues in Identity Development Chapter 19: Identities, Cultures, and Schooling: How Students Navigate Racial-Ethnic, Indigenous, Immigrant, Social Class, and Gender Identities on Their Pathways Through School Catherine R. Cooper, Elizabeth Gonzalez, and Antoinette R. Wilson Chapter 20: Transformation, Erosion or Disparity in Work Identity? Challenges during the Contemporary Transition to Adulthood Jeylan T. Mortimer, Jack Lam, and Shi-Rong Lee Chapter 21: Identity and Positive Youth Development: Advances in Developmental Intervention Science Kyle Eichas, Alan Meca, Marilyn J. Montgomery, and William Kurtines Chapter 22: A Translational Research Approach to Narrative Identity in Psychotherapy Jefferson A. Singer and Adam M. Kasmark Chapter 23: Youths' Constructions of Meanings about Experiences with Political Conflict: Implications for Processes of Identity Development Cecilia Wainryb and Holly Recchia Part 7: Extensions Chapter 24: Puberty, Identity, and Context: A Biopsychosocial Perspective on Internalizing Psychopathology in Early Adolescent Girls Misaki N. Natsuaki, Danielle Samuels, and Leslie D. Leve Chapter 25: Body Image and Identity: A Call for New Research Elizabeth A. Daniels and Meghan M. Gillen Chapter 26: Cultural Neuroscience of Identity Development Alissa J. Mrazek, Tokiko Harada and Joan Y. Chiao Chapter 27: Parenting, Adolescent-Parent Relationships, and Social Domain Theory: Implications for Identity Development Wendy M. Rote and Judith G. Smetana Chapter 28: Who Am I If We're Not Us? Divorce and Identity across the Lifespan Jeffrey T. Cookston and Luke Remy Chapter 29: Identity Development in the Context of the Risk and Resilience Framework Frosso Motti-Stefanidi Chapter 30: The Dynamic Role of Identity Processes in Personality Development: Theories, Patterns, and New Directions Jennifer Pals Lilgendahl Chapter 31: Identity Development in the Digital Age: The Case of Social Networking Sites Adriana M. Manago Part 8: Reflections, Conclusions, and the Future Chapter 32: Identity-Formation Research from a Critical Perspective: Is a Social Science Developing? James E. Côté Chapter 33: What Have We Learned Since Schwartz (2001)? A Reappraisal of the Field of Identity Development Seth J. Schwartz, Koen Luyckx, and Elisabetta Crocetti Chapter 34: The Future of Identity Development Research: Reflections, Tensions, and Challenges Moin Syed and Kate C. McLean
£65.00
Oxford University Press Inc Familybased Interpersonal Psychotherapy for Depressed Preadolescents
a huge range and FREE tracked UK delivery on ALL orders.
£57.95
Oxford University Press The Developing Genome
a huge range and FREE tracked UK delivery on ALL orders.
£27.47
Oxford University Press EvidenceBased Practices in Deaf Education Perspectives on Deafness
a huge range and FREE tracked UK delivery on ALL orders.
£95.00
Oxford University Press Inc The Science of College
a huge range and FREE tracked UK delivery on ALL orders.
£22.94
Oxford University Press, USA Apprenticeship in Thinking Cognitive Development in Social Context
Book SynopsisDefining the process of learning as an apprenticeship--a social activity that is mediated by parents and peers who support and challenge the child''s understanding and skills--Rogoff here explores the mental development of children. She draws from and expands on the work of Vygotsky in her examination of the dynamic relationship between thinking processes and the cultural context and gathers evidence from various areas--cognitive and developmental psychology, cultural psychology, anthropology, infancy studies, and communications research. By integrating available evidence and her own research, Rogoff provides a coherent and broadly based account of cognitive development in the sociocultural context.Written in a provocative and engaging style and supplemented by photographs and original drawings by the author, this book will be used by students as well as researchers in developmental, cognitive, and social psychology, and those in the related disciplines of communication, anthropology, and education.Trade Review'Iis a major contribution to the study of congitive development ... the best account of a sociocultural approach to cognitive development we have to date.'J. Wertsh, ScienceTable of ContentsPART I: The individual and the sociocultural context: Conceiving the relationship of the social world and the individual; The sociocultural context of cognitive activity; PART II: Processes of guided participation: Providing bridges from known to new; Structuring situations and transferring responsibility; Cultural universals and variations in guided participation; PART III: Cognitive development through interaction with adults and peers: Explanations for cognitive development through social interaction: Vygotsky and Piaget; Evidence of learning from guided participation with adults; Peer interaction and cognitive development; Shared thinking and guided participation.
£69.99
Oxford University Press, USA The Psychology of Adoption
Book SynopsisIn this book, theoretical, empirical, clinical, and social policy issues offer new insights into the problems facing parents of adopted children, and especially the children themselves.Trade ReviewBrodzinsky and Schechter's valuable collection of papers help provide a more reliable base to our understanding of adoption, and our interventions with adoptees and their families. It is good to have this in paperback. * Brian Minty, Psychological Medicine, Vol. 27, 1997 *Table of ContentsPART I: THEORETICAL PERSPECTIVE ON ADOPTION ADJUSTMENT: David M. Brodzinsky: A stress and coping model of adoption adjustment; Remi J. Cadoret: Biologic perspectives of adoptee adjustment; Paul M. Brinich: Adoption from the inside out: a psychoanalytic perspective; Marshall E. Schechter & Doris Bertocci: The meaning of the search; PART II: RESEARCH ON ADOPTION: Michael Bohman & Soren Sigvardsson: Outcomes in adoption: lessons from longitudinal studies; John Triseliotis & Malcolm Hill: Contrasting adoption, foster care and residential rearing; Kenneth Kaye: Acknowledgment or rejection of differences?; Janet L. Hoo pes: Adoption and identity formation; Harold D. Grotevant & Ruth G. McRoy: Adopted adolescents in residential treatment: the role of the family; Arnold R. Silverman & William Feigelman: Adjustment in interracial adoptees: an overview; Trudy Festinger: Adoption disruption: rates and correlates; PART III: CLINICAL ISSUES IN ADOPTION: Ann Hartman & Joan Laird: Family treatment after adoption: common themes; Christina Lindstrom & Judith Schaffer: Solution-focused therapy with adoptive families; Wells Goodrich, Carol S. Fullerton, Brian T. Yates, & Linda Beth Berman: The residential treatment of severely disturbed adolescent adoptees; PART IV: SOCIAL POLICY AND CASEBOOK ISSUES IN ADOPTION: Elizabeth S. Cole & Kathryn S. Donley: History, values, and placement policy issues in adoption; Anne B. Brodzinsky: Surrendering an infant for adoption: the birthmother experience; Anne Baran & Reuben Pannor: Open adoption; Andre P. Derdeyn: Foster parent adoption: the legal framework; References; Author index; Subject index.
£50.35
Oxford University Press, USA Feral Children and Clever Animals
Book SynopsisWeaving together diaries, contemporary newspaper accounts, and his own enlightening commentary, Candland brings to life a series of extraordinary stories of nonspeaking humans and animals who were thought to be able to speak.Trade Review... an eye-opening history of psychology... * Nature *... provides an enlightening analysis of language, intelligence, and learning... Scholarly and sensitive, this is absorbing reading. * Booklist *Original and entertaining. * Kirkus Reviews *Table of ContentsWhat Feral Children Tell Us: Nature and Nurture: Children without Human Parenting; Kaspar Hauser and the Wolf-Children; Four Psychologies; Thinking about the Mind; The Psychology of Psychoanalysis; Freud and Little Hans; The Psychology of Experimentalism and Behaviourism: Clever Hans and Lady Wonder; Experimentation and Experimenter: Clever Hans's Companions; The Psychology of Perceiving: Phenomenology and Ethology; The Mental Ladder: Peter and Moses, Chimpanzees Who Write; Exploiting the Missing Link; People and Apes Communicating: Raising Human Babies with Chimps: Donald, Gua, and Viki; Human and Ape Communication: Washoe, Koko, and Nim; Language and Meaning: Sarah and Lana, Sherman and Austin, Kanzi and Ai; Principles and Myths: Feral Children and Clever Animals; Postlude; Notes; References; Illustration Credits; Text Credits; Index.
£32.29
Oxford University Press Emerging Minds
Book SynopsisHow do children acquire the vast array of concepts, strategies, and skills that distinguish the thinking of infants and toddlers from that of preschoolers, older children, and adolescents? In this new book, Robert Siegler addresses these and other fundamental questions about children''s thinking. Previous theories have tended to depict cognitive development much like a staircase. At an early age, children think in one way; as they get older, they step up to increasingly higher ways of thinking. Siegler proposes that viewing the development within an evolutionary framework is more useful than a staircase model. The evolution of species depends on mechanisms for generating variability, for choosing adaptively among the variants, and for preserving the lessons of past experience so that successful variants become increasingly prevalent. The development of children''s thinking appears to depend on mechanisms to fulfill these same functions. Siegler''s theory is consistent with a great dealTrade ReviewThis is one of those rare books that promises to change the way that psychologists view the central problem of developmental psychology. . .Siegler provides a cogent and convincing argument that variability is a constant in thought at all levels and provides the key to cutting through to the problem of cognitive change. In addition to providing a wide range of examples showing the centrality of adaptive variability in children's thinking at all levels, Siegler describes a methodology for describing developmental change as it progresses. Few will be able to read it without considering how to apply this model and methods to their own domain of interest. This book will serve as a handbook for anyone who wants to take up the challenge of taking development seriously. * Kevin Miller, Dept. of Psychology, University of Illinois at Urbana-Champaign *Table of Contents1. Whose Children are we Talking About? ; 2. Evolution and Cognitive Development ; 3. Cognitive Variability: The Ubiquity of Multiplicity ; 4. Strategic Development: Trudging up the Staircase or Swimming with the Tide ; 5. The Adaptivity of Multiplicity ; 6. Formal Models of Strategy Choice or Plasterers and Professors ; 7. How Children Generate New Ways of Thinking ; 8. A New Agenda for Cognitive Development
£51.30
Oxford University Press Origins of Genius
Book SynopsisHow can we account for the sudden appearance of such dazzling artists and scientists as Mozart, Shakespeare, Darwin, or Einstein? How can we define such genius? What conditions or personality traits seem to produce exceptionally creative people? Is the association between genius and madness really just a myth? These and many other questions are brilliantly illuminated in The Origins of Genius. Dean Simonton convincingly argues that creativity can best be understood as a Darwinian process of variation and selection. The artist or scientist generates a wealth of ideas, and then subjects these ideas to aesthetic or scientific judgment, selecting only those that have the best chance to survive and reproduce. Indeed, the true test of genius is the ability to bequeath an impressive and influential body of work to future generations. Simonton draws on the latest research into creativity and explores such topics as the personality type of the genius, whether genius is genetic or produced by environment and education, the links between genius and mental illness (Darwin himself was emotionally and mentally unwell), the high incidence of childhood trauma, especially loss of a parent, amongst Nobel Prize winners, the importance of unconscious incubation in creative problem-solving, and much more. Simonton substantiates his theory by examining and quoting from the work of such eminent figures as Henri Poincare, W. H. Auden, Albert Einstein, Marie Curie, Charles Darwin, Niels Bohr, and many others. For anyone intrigued by the spectacular feats of the human mind, The Origins of Genius offers a revolutionary new way of understanding the very nature of creativity.Trade Review"No scholar writing about genius and creativity has the breadth of knowledge of Dean Keith Simonton. His Darwinian perspective is provocative, intriguing, generative and important."--Howard Gardner, author of Frames of Mind: The Theory of Multiple Intelligences"One of the most eminent reserachers of eminence has written a very readable, intellectually exciting book about creativity seen from a Darwinian perspective. Anyone interested in what makes some persons stand out and shine will find it fascinating." --Mihaly Csikszentmihalyi, author of Flow: The Psychology of Optimal Experience"Dean Keith Simonton is an undiputed pioneer in the scientific study of history. His latest book, ^iOrigins of Genius, supplies yet another original and enduring contribution to the understanding of the creative process. Inspired by Darwinian theory, Simonton has brought together a large body of research on creative genius, and given this research a sweeping new interpretation. Every book that Simonton has previously produced has been a gem, and his Origins of Genius is no exception." --Frank J. Sulloway, author of Born to Rebel: Birth Order, Family Dynamics and Creative Lives"In this book, Dean Keith Simonton brings Darwinian principles to the question of creativity and genius. He does so with resounding success.... Hans Eysenck called Dean Keith Simonton the successor to Sir Francis Galton. With the appearance of this book, we see that he is also one of the successors of Charles Darwin." --Colin Martindale, author of The Clockwork Muse: The Predictability of Artistic Change"A provocative story of how the limited human mind might produce work of astonishing brilliance and enduring value." --Teresa M. Amabile, Harvard Business School"This work is required reading for anyone wanting to understand the creative power of the human intellect, the power that Darwin himself tapped to change forever our understanding of the evolution of species and our own place in nature. Origins of Genius may well be instrumental in changing forever our understanding of the evolution of creative human thought." --Gary Cziko, Professor and AT&T Technology Fellow, University of Illinois"A fascinating treatise leavened with candid descriptions by Einstein, Nietzsche, Mozart, Darwin, Poe, Linus Pauling and many others of their own creative processes.... Likely to generate controversy but also has the potential to influence how we think about the human mind."--Publishers WeeklyTable of ContentsPreface ; 1. Genius and Darwin ; 2. Cognition: What is the Creative Process? ; 3. Variation: How do Creators Differ from the Rest of Us? ; 4. Development: Is the Genius Born or Made? ; 5. Products: By What Works Shall We Know Them? ; 6. Groups: Creative Times, Places and Peoples? ; 7. Darwinian Genius ; Notes ; References ; Index
£74.10
Oxford University Press Imaginary Companions and the Children Who Create Them
Book SynopsisMany parents delight in their child''s imaginary companion as evidence of a lively imagination and creative mind. At the same time, parents sometimes wonder if the imaginary companion might be a sign that something is wrong. Does having a pretend friend mean that the child is in emotional distress? That he or she has difficulty communicating with other children? In this fascinating book, Marjorie Taylor provides an informed look at current thinking about pretend friends, dispelling many myths about them. In the past a child with an imaginary companion might have been considered peculiar, shy, or even troubled, but according to Taylor the reality is much more positive--and interesting. Not only are imaginary companions surprisingly common, the children who have them tend to be less shy than other children. They also are better able to focus their attention and to see things from another person''s perspective. In addition to describing imaginary companions and the reasons children creatTrade ReviewIt's a lovely introduction into the fantasy life of a child. * Washington Post *Table of ContentsPreface ; 1. Introduction ; 2. What Are Imaginary Companions Like? ; 3. The Characteristics of Children Who Create Imaginary Companions ; 4. Why Do Children Create Imaginary Companions? ; 5. Do Children Think Their Imaginary Companions Are Real? ; 6. What Happens to the Imaginary Companions Created in Early Childhood? ; 7. Do Older Children and Adults Create Imaginary Companions? ; 8. Fantasy in the Lives of Children and Adults ; Notes ; References ; Acknowledgments ; Permissions ; Index
£25.17
Oxford University Press Inc Exploring the Psychology of Interest
Book SynopsisInterest, the momentary emotional feeling of curiosity, has always been a problem for mainstream psychologists because although simple interest and idle curiosity are always available to be cited as motives, they seem to be far too simple to account adequately for any aspect of human motivation or behaviour. The existence of interests, the enduring hobbies and avocations that give colour and frivolity to motivational life, gives rise to the question of why we are interested in some things rather than in others. Although this question is very important and basic to an understanding of human motivation and behaviour, it has generally been ignored or treated as simply too difficult to quantify. If properly understood, interest and interests could provide insights into many different issues, such as how transient emotional experience consolidates into lasting motives and how psychological states develop into traits. Understanding interest and interests and connecting the disparate areas wiTrade Review"Anyone interested in emotions will find this book on the emotion of interest immensely interesting! If you are among those who question the status of interest as an emotion, this book will convince you. This very real emotion not only exists, but also plays a major role in shaping our lives. This book goes a long way toward documenting what I have long believed. Of all the emotions, interest has the greatest long-term impact across the life span."--Carroll E. Izard, PhD, Trustees Distinguished Professor, Department of Psychology, University of Delaware "Providing an exceptional critical examination of decades of theory and research, this book is a very significant contribution to our knowledge about the nature of interest and curiosity. The experience of interest is relevant to virtually every domain of human functioning including science, education, athletics, creativity, leisure, journalism, and politics. Thus, Silvia's thoughtful, scholarly, and provocative account of what is known about interest can appeal to those inside and outside of psychology."--Todd B. Kashdan, PhD, Department of Psychology, George Mason University "Silvia has done a good critical job throughout in terms of demanding that researchers' models have sound theoretical basis...Ultimatley, this book is a pretty good breakdown of a very diverse literature."--Applied Cognitive Psychology "Anyone interested in emotions will find this book on the emotion of interest immensely interesting! If you are among those who question the status of interest as an emotion, this book will convince you. This very real emotion not only exists, but also plays a major role in shaping our lives. This book goes a long way toward documenting what I have long believed. Of all the emotions, interest has the greatest long-term impact across the life span."--Carroll E. Izard, PhD, Trustees Distinguished Professor, Department of Psychology, University of Delaware "Providing an exceptional critical examination of decades of theory and research, this book is a very significant contribution to our knowledge about the nature of interest and curiosity. The experience of interest is relevant to virtually every domain of human functioning including science, education, athletics, creativity, leisure, journalism, and politics. Thus, Silvia's thoughtful, scholarly, and provocative account of what is known about interest can appeal to those inside and outside of psychology."--Todd B. Kashdan, PhD, Department of Psychology, George Mason University "Silvia has done a good critical job throughout in terms of demanding that researchers' models have sound theoretical basis...Ultimatley, this book is a pretty good breakdown of a very diverse literature."--Applied Cognitive PsychologyTable of ContentsPART 1: INTEREST AND EMOTION; PART II: INTERESTS AND PERSONALITY
£76.00
Oxford University Press Why Language Matters for Theory of Mind
Book SynopsisTheory of mind is the phrase researchers use to refer to children''s understanding of people as mental beings, who have beliefs, desires, emotions, and intentions, and whose actions and interactions can be interpreted and explained by taking account of these mental states. The gradual development of children''s theory of mind, particularly during the early years, is by now well described in the research literature. What is lacking, however, is a decisive explanation of how children acquire this understanding. Recent research has shown strong relations between children''s linguistic abilities and their theory of mind. Yet exactly what role these abilities play is controversial and uncertain. The purpose of this book is to provide a forum for the leading scholars in the field to explore thoroughly the role of language in the development of the theory of mind. This volume will appeal to students and researchers in developmental and cognitive psychology.Trade ReviewWhy language matters for theory of mind offers all the inspiration and a good deal of the background necessary for child language researchers to start contributing to ToM-language debate. * Child Language, Vol 33 *Table of Contents1. Introduction: Why Language Matters ; 2. Language pathways into the community of minds ; 3. Communication, relationships, and individual differences in children's understanding of mind ; 4. Conversation, pretence and theory of mind ; 5. Talking about "new" information: the given/new distinction and children's developing theory of mind ; 6. The developmental origins of meaning for mental terms ; 7. Language promotes structural alignment in the acquisition of mentalistic concepts ; 8. Language and the development of cognitive flexibility: Implications for theory of mind ; 9. Representational development and false-belief understanding ; 10. Can language acquisition give children a point of view? ; 11. What does "that" have to do with point of view? Conflicting desires and "want" in German ; 12. Linguistic communication and social understanding ; 13. The role of language in theory-of-mind development: What deaf children tell us ; 14. How language facilitates the acquisition of false-belief understanding in children with autism ; 15. Genetic and environmental influences on individual differences in language and theory of mind: Common or distinct?
£78.85
Oxford University Press, USA An Ecological Approach to Perceptual Learning and
Book SynopsisThe essential nature of learning is primarily thought of as a verbal process or function, but this notion conveys that pre-linguistic infants do not learn. Far from being blank slates that passively absorb environmental stimuli, infants are active learners who perceptually engage their environments and extract information from them before language is available. The ecological approach to perceiving-defined as a theory about perceiving by active creatures who look and listen and move around was spearheaded by Eleanor and James Gibson in the 1950s and culminated in James Gibson''s last book in 1979. Until now, no comprehensive theoretical statement of ecological development has been published since Eleanor Gibson''s Principles of Perceptual Learning and Development (1969).In An Ecological Approach to Perceptual Learning and Development, distinguished experimental psychologists Eleanor J. Gibson and Anne D. Pick provide a unique theoretical framework for the ecological approach to understTrade ReviewThis is a beautifully written book, and a most welcome addition to the field of perceptual development, indeed to the whole discipline of child development. For years I have taught a graduate course in perceptual development and never had a text that I felt I could assign in its entirety. Now I do, because this book brings a lucid introduction that is crystal clear in its explication of the complex ideas encompassed by this field. The scholarship is deep, accurate, and thorough. * Rachel K. Clifton, University of Massachusetts, Amherst *Table of Contents1. Historical Perspectives and Present-Day Confrontations ; 2. An Ecological Approach to Perceptual Development ; 3. Studying Perceptual Development in Preverbal Infants: Tasks, Methods, and Motivation ; 4. Development and Learning in Infancy ; 5. What Infants Learn About: Communication ; 6. What Infants Learn About: Interaction with Objects ; 7. What Infants Learn About: Locomotion and the Spatial Layout ; 8. The Learning Process in Infancy: Facts and Theory ; 9. Hallmarks of Human Behaviour ; 10. The Role of Perception in Development beyond Infancy ; References ; Index
£40.37
Oxford University Press, USA Lifespan Cognition Mechanisms of Change
Book SynopsisThis volume creates a bridge across cognitive development and cognitive aging. Pairs of researchers study the rise and fall of specific cognitive functions, such as attention, executive functioning, memory, working memory, representations, language, problem solving, intelligence, and individual differences to find ways in which the study of development and decline converge on common processes and mechanisms. The contributed chapters are framed by an introduction that sets out the problems to be discussed and a conclusion that extracts the common themes and speculates on the implications for theory building. The book is unique in offering a lifespan approach to cognition by experts in the individual facts of cognitive functioning from either the developmental or the aging perspective.Trade Review"Lifespan Cognition: Mechanisms of Change is a truly exciting book. The quality of each contribution is outstanding, the recognition of need for synthesis is commendable, and the exception effort of thinkers in the area to achieve integrated complexity is truly gratifying. It is a book that everyone interested in cognitive development should have (and read!)."--Michael Hogan in PsycCRITIQUES "Lifespan Cognition: Mechanisms of Change is a truly exciting book. The quality of each contribution is outstanding, the recognition of need for synthesis is commendable, and the exception effort of thinkers in the area to achieve integrated complexity is truly gratifying. It is a book that everyone interested in cognitive development should have (and read!)."--Michael Hogan in PsycCRITIQUESTable of Contents1. On Structure and Process in Lifespan Cognitive Development ; 2. Neural Bases of Cognitive Development ; 3. Brain Changes in Aging: A Lifespan Perspective ; 4. Four Modes of Selection ; 5. Aging and Attention ; 6. The Early Development of Executive Functions ; 7. The Aging of Executive Functions ; 8. Working Memory in Children: A Cognitive Approach ; 9. Working Memory Across the Adult Lifespan ; 10. Children's Memory Development: Remembering the Past and Preparing for the Future ; 11. Aging and Long-Term Memory: Deficits Are Not Inevitable ; 12. Development of Representation in Childhood ; 13. Representation and Aging ; 14. The Emergentist Coalition Model of Word Learning in Children Has Implications for Language in Aging ; 15. Language in Adulthood ; 16. Language Meaning and Form Disorders ; 17. Language Disorders in Aging ; 18. Patterns of Knowledge Growth and Decline ; 19. Aging of Thought ; 20. Inter- and Intra-individual Differences in Problem Solving Across the Life Span ; 21. Variability in Cognitive Aging: From Taxonomy to Theory ; 22. Intelligence and Cognitive Abilities as Competencies in Development ; 23. The Lacunae of Loss? Aging and the Differentiation of Cognitive Abilities ; 24. Cognitive Developmental Research from Lifespan Perspectives: The Challenge of Integration
£70.30
Oxford University Press A Life Worth Living
Book SynopsisA Life Worth Living brings together the latest thought on positive psychology from an international cast of scholars. It includes historical, philosophical, and empirical reviews of what psychologists have found to matter for personal happiness and well-being. The contributions to this volume agree on principles of optimal development that start from purely material and selfish concerns, but then lead to ever broader circles of responsibility embracing the goals of others and the well-being of the environment; on the importance of spirituality; on the development of strengths specific to the individual.Rather than material success, popularity, or power, the investigations reported in this volume suggest that personally constructed goals, intrinsic motivation, and a sense of autonomy are much more important. The chapters indicate that hardship and suffering do not necessarily make us unhappy, and they suggest therapeutical implications for improving the quality of life. Specific topics Trade Review"This is a unique book, as the field itself is rather new. It would be a great textbook for a graduate course and is highly interesting reading that is recommended for those in the provision of mental health services."--Doody's "One of the next major scientific human accomplishments is our understanding and commitment to engage all aspects of 'well-being' in our lives. Anyone interested in being on the leading edge of this quickly advancing science must read this collection of papers from the First International Positive Psychology Summit." --Jim Clifton, Chairman & CEO, The Gallup Organization "The eminent authors of this volume present exciting new developments in the field of positive psychology, outlining the latest scientific thinking on how to increase quality of life by fostering people's strengths, virtues, and well-being." --Ed Diener, PhD, Alumni Distinguished Professor of Psychology, University of Illinois at Urbana-Champaign, and Editor, Perspectives on Psychological Science, and Journal of Happiness Studies "Transformational! A Life Worth Living brings a new level of insight and clarity to the emerging positive psychology pathway. Its poetic title hints at the rich depth of meaningful discussion that ensues--offering a profound new view of the human condition. Csikszentmihalyi brings art to the new science." --Michael W. Morrison, Ph.D., Dean, University of Toyota "A Life Worth Living distills the research and the wisdom of many of the leaders of positive psychology. The Gallup Organization has done the field a great service in bringing the work of these key investigators together in one volume." --George E. Vaillant, M.D., Professor of Psychiatry, Harvard Medical School and Brigham and Women's Hospital Cover art by Eric P. Olesen "This book offers psychology a number of seductive challenges: to become a science that takes values seriously, prioritize health alongside pathology, and to develop interventions that aim to promote autonomy, resilience and enduring well-being. It upholds models and strategies that may help people to remain functional and optimistic in the presence of distress. Ultimately, it successfully frames positive psychology as rather more than just positive thinking."--The Psychologist "This is a unique book, as the field itself is rather new. It would be a great textbook for a graduate course and is highly interesting reading that is recommended for those in the provision of mental health services."--Doody's "One of the next major scientific human accomplishments is our understanding and commitment to engage all aspects of 'well-being' in our lives. Anyone interested in being on the leading edge of this quickly advancing science must read this collection of papers from the First International Positive Psychology Summit." --Jim Clifton, Chairman & CEO, The Gallup Organization "The eminent authors of this volume present exciting new developments in the field of positive psychology, outlining the latest scientific thinking on how to increase quality of life by fostering people's strengths, virtues, and well-being." --Ed Diener, PhD, Alumni Distinguished Professor of Psychology, University of Illinois at Urbana-Champaign, and Editor, Perspectives on Psychological Science, and Journal of Happiness Studies "Transformational! A Life Worth Living brings a new level of insight and clarity to the emerging positive psychology pathway. Its poetic title hints at the rich depth of meaningful discussion that ensues--offering a profound new view of the human condition. Csikszentmihalyi brings art to the new science." --Michael W. Morrison, Ph.D., Dean, University of Toyota "A Life Worth Living distills the research and the wisdom of many of the leaders of positive psychology. The Gallup Organization has done the field a great service in bringing the work of these key investigators together in one volume." --George E. Vaillant, M.D., Professor of Psychiatry, Harvard Medical School and Brigham and Women's Hospital Cover art by Eric P. Olesen "This book offers psychology a number of seductive challenges: to become a science that takes values seriously, prioritize health alongside pathology, and to develop interventions that aim to promote autonomy, resilience and enduring well-being. It upholds models and strategies that may help people to remain functional and optimistic in the presence of distress. Ultimately, it successfully frames positive psychology as rather more than just positive thinking."--The PsychologistTable of ContentsPART I - HISTORICAL AND THEORETICAL PERSPECTIVES ; PART II - POSITIVE EXPERIENCES ; PART III - LIFE-LONG POSITIVE DEVELOPMENT
£76.00
Oxford University Press, USA Sign Language Interpreting and Interpreter Education Directions for Research and Practice Perspectives on Deafness
Book SynopsisMore the 1.46 million people in the United States have hearing losses in sufficient severity to be considered deaf; another 21 million people have other hearing impairments. For many deaf and hard-of-hearing individuals, sign language and voice interpreting is essential to their participation in educational programs and their access to public and private services. However, there is less than half the number of interpreters needed to meet the demand, interpreting quality is often variable, and there is a considerable lack of knowledge of factors that contribute to successful interpreting. Perhaps it is not surprising, then, that a study by the National Association of the Deaf (NAD) found that 70% of the deaf individuals are dissatisfied with interpreting quality. Because recent legislation in the United States and elsewhere has mandated access to educational, employment, and other contexts for deaf individuals and others with hearing disabilities, there is an increasing need for quality sign language interpreting. It is in education, however, that the need is most pressing, particularly because more than 75% of deaf students now attend regular schools (rather than schools for the deaf), where teachers and classmates are unable to sign for themselves. In the more than 100 interpreter training programs in the U.S. alone, there is a variety of educational models, but little empirical information on how to evaluate them or determine their appropriateness in different interpreting and interpreter education-covering what we know, what we do not know, and what we should know. Several volumes have covered interpreting and interpreter education, there are even some published dissertations that have included a single research study, and a few books have attempted to offer methods for professional interpreters or interpreter educators with nods to existing research. This is the first volume that synthesizes existing work and provides a coherent picture of the field as a whole, including evaluation of the extent to which current practices are supported by validating research. It will be the first comprehensive source, suitable as both a reference book and a textbook for interpreter training programs and a variety of courses on bilingual education, psycholinguistics and translation, and cross-linguistic studies.Table of ContentsAFTERWORD - INTERPRETING AND INTERPRETER EDUCATION: ADVENTURES IN WONDERLAND?; PATRICIA SAPERE, DONI LAROCK, CAROL CONVERTINO, LAURENE GALLIMORE, AND PATRICIA LESSARD
£82.65
Oxford University Press Stress and Coping in Autism
Book SynopsisThis important volume provides a theoretical framework for the usefulness of the stress construct in understanding and treating autism. Contributions by researchers, clinicians, teachers and persons living with autism illustrate how stress influences the lives of persons with autism; how those touched by autism cope with stress; and how clinicians, teachers and caregivers can reduce the impact of stress in autism, experience of stress in autism, and daily-life strategies for the reduction of stress in autism.Narratives by individuals with autism, family members, clinicians, and a historian help to understand in a rich and unique way in which the role and impact of stress in the life of people living with autism. First-person accounts also highlight creative coping strategies over a lifetime. This volume''s biological, psychological and social perspectives on stress and autism reflect many modes of inquiry and types of information. Stress and Autism will be of great help to both mental Table of ContentsI FOUNDATIONS IN STRESS, COPING AND AUTISM; II THE EXPERIENCE OF STRESS IN AUTISM; III EMERGING PATHWAYS FOR THE STUDY OF STRESS, COPING, AND AUTISM; IV STRATEGIES FOR COPING WITH STRESS
£71.25
Oxford University Press Healthy Anger
Book SynopsisHow should we respond to a child''s temper tantrum? To a teenager''s sullen resentment? How can we help children and teens experience their anger without being overwhelmed by it? How can we deal with their anger before it leads to depression, isolation, or even violence? Now, in Healthy Anger, Bernard Golden draws upon more than twenty years of experience as a psychologist and teacher to offer specific, practical strategies for helping children and teens manage their anger constructively. Unlike many who suggest that anger should be repressed, Golden argues that anger is a natural human emotion intricately connected with a range of other thoughts and feelings. He stresses that anger, when properly understood, tells us more about our own wants and needs than about the person or situation that has caused the anger. Golden has developed a set of skills that parents, teachers, and counsellors can use to show children how to identify the causes of anger; how to respond to anger in ways thatTrade Review"Golden presents a useful model to help parents manage their children's and teenagers' ire. Through its different components, the author explains how children and teens, by way of self-reflection and communication, can gain a better understanding of their needs, wants, expectations, and emotions Exercises are offered to help one get in touch with emotions, to relax, and to listen to self-talk."--Library Journal"At first, Healthy Anger seems like an oxymoron. But Bernard Golden helps us understand how anger can be not only normal, but essential to healthy growth--if we know how to guide and control it. And Golden shows us in plain, easy steps how to help our children do just that."--Myrna B. Shure, Ph.D., author of Raising a Thinking Child"Healthy Anger is a comprehensive sourcebook of practical information for parents. A vital message in this book is that anger does not need to lead to violence. Highly recommended."--Charles E. Schaefer, Ph.D., Professor, Psychology Department, Fairleigh Dickinson University"Golden confirms what I have long suspected--the origins of adult 'toxic' anger reside in childhood. I found the discussion of 'child logic' and shame especially helpful. I will be a better anger therapist for having read this book!" --W. Doyle Gentry, Ph.D., author of Anger-Free: Ten Basic Steps to Managing Your Anger"Most approaches to anger management and treatment attempt to teach people to eliminate anger or express it differently. This usually results in people bottling up their anger and holding it in. This eventually fails and the person explodes. Healthy Anger stresses the ubiquitous nature of anger and the adaptive functions it serves. The experience of anger can help people identify a problem in their environment that they need to address. This book teaches parents to help their children evaluate their environment and their emotional reaction to it. Golden's writing style is clear and crisp, and the book's inclusive nature will help parents to help their children."--Raymond A. DiGiuseppe, Ph.D., Professor of Psychology, St. Johns UniversityTable of ContentsIntroduction ; 1. Understanding and Recognizing Anger in Children and Teens ; 2. How to Apply the Model of Anger with Your Child or Teen ; 3. Special Considerations ; Conclusion
£37.04
Oxford University Press CognitiveBehavioral Therapy for Social Phobia in Adolescents
Book SynopsisShyness and social anxiety are common emotions experienced by children and teenagers. When intense, they often result in the avoidance of social situations and can significantly impair a child''s functioning and emotional development. Left untreated in its clinical state, Social Anxiety Disorder (SAD) is a serious condition often lasting into adulthood. Cognitive Behavioral Therapy (CBT) is highly effective in treating adults with SAD and has been successfully adapted for the treatment of youth.This therapist guide presents a group treatment program for adolescents aged 13 to 18 that uses well-tested CBT techniques. In this program, groups of 5 to 7 youths with excessive shyness or social anxiety learn how to cope in social situations. Cognitive restructuring exercises help participants understand their anxiety and reexamine thinking that may contribute to their distress. Other exercises teach social and problem solving skills, and also increase self-esteem and assertiveness. BehavioraTable of ContentsTREATMENT PHASE I - SKILL BUILDING PSYCHOEDUCATION AND TREATMENT RATIONALE; COGNITIVE COMPONENT; PROBLEM SOLVING AND SKILLS TRAINING; REVIEW AND PREPARATION FOR PHASE II; TREATMENT PHASE II - EXPOSURE
£57.95
Oxford University Press Violent Video Game Effects on Children and Adolescents
Book SynopsisViolent video games are successfully marketed to and easily obtained by children and adolescents. Even the U.S. government distributes one such game, America''s Army, through both the internet and its recruiting offices. Is there any scientific evidence to support the claims that violent games contribute to aggressive and violent behaviour?Anderson, Gentile, and Buckley first present an overview of empirical research on the effects of violent video games, and then add to this literature three new studies that fill the most important gaps. They update the traditional General Aggression Model to focus on both developmental processes and how media-violence exposure can increase the likelihood of aggressive and violent behaviour in both short and long-term contexts. Violent Video Game Effects on Children and Adolescents also reviews the history of these games'' explosive growth, and explores the public policy options for controlling their distribution. Anderson et al. describe the reactionTrade ReviewThis book delivers on all accounts. The authors are widely regarded as the foremost experts on the effects of violent video games and the media, and this book is by far the most signifiant addition to the study of developmental psychology this year. * Doody's Notes *This is a shocking but necessary read for anyone working or living with children or adolescents. ... Altough this is a controversial subject, this book successfully opens the reader's eyes to the psychological, sociological and political implications of violent video games for the mass population. * The Psychologist, *Table of ContentsPART I. INTRODUCTION; PART II. NEW STUDIES; PART III. GENERAL DISCUSSION (WHAT DOES IT ALL MEAN?)
£49.40
Oxford University Press Coping Power Parent Group Program Facilitator Guide
Book SynopsisThis program is an evidence-based intervention for aggressive behaviour in pre-adolescent children. This program teaches positive strategies for coping with perceived conflict or threat, as well as an understanding of the participant''s feelings and motivations behind inappropriate behaviour. This facilitator guide includes step-by-step instructions for accurately implementing this evidence-based program in the parent''s group. There is also a corresponding workbook for parents which includes worksheets and monitoring forms to track progress and reinforce the skills learned in the group sessions.Table of ContentsCOPING POWER PROGRAM: YEAR 1
£61.75
Oxford University Press Mastery of Anxiety and Panic for Adolescents
Book SynopsisThe treatment described in this Therapist Guide is specifically designed for adolescents with panic disorder and agoraphobia. Panic disorder often first appears in adolescence, making effective treatment for this age group a priority. Left untreated, panic disorder can severely impair an adolescent''s development and functioning. It can put an adolescent at risk for depression and have consequences into adulthood.The program was developed at the Center for Anxiety and Related Disorders at Boston University and targets patients aged 12-17. It is comprised of 12 sessions to be delivered over an 11-week period. Adolescents learn about the nature of panic and anxiety and how to challenge their panic thoughts. Exposure sessions help them face their fears and stop avoiding situations that cause heightened anxiety. An adaptation chapter addresses how to modify the program for intensive (8 day) treatment, as well as how to tailor the treatment to different ages. Each session includes an optionTrade Review"Clinicians who work with adolescents will benefit substantially from this book. Both seasoned and junior level clinicians in the mental health fields as well as graduate students will profit the most. This guide takes the reader step-by-step through the program and principles of treatment. . .This book is well-balanced, unbiased, and gives clinicians a solid box of tools. As with all the books in this series, there is a systematic implementation of the program. Finally, we have a book that focuses on the treatment needs of adolescents with panic disorder that is grounded in empirical research."--Doody's Health Sciences Review, a 4-star review!Table of Contents1. Introductory Information for Therapists ; 2. Assessment ; 3. Involving Patients ; 4. Session 1: Introduction to Treatment and the Three Component Model ; 5. Session2: Physiology of Panic and Breathing Awareness ; 6. Session 3: Cognitive Component of Anxiety: Probability Overestimation and Catastrophic Thinking ; 7. Session 4: Cognitive Restructuring (Thinking Like a Detective) ; 8. Session 5: Interoceptive Exposure (Not Letting How We Feel Scare Us) ; 9. Session 6: Introduction to Situational Exposure ; 10. Session 7: Safety Behaviors and Exposures ; 11. Sessions 8-10: Exposure Sessions ; 12. Session 11: Relapse Prevention and Therapy Termination ; 13. Adaption ; Appendix A: Panic Disorder Severity Scale for Adolescents (PDSS-A) ; Appendix B: Parent Handouts
£50.35
Oxford University Press Item Response Theory
Book SynopsisThis is a title in our Understanding Statistics series, which is designed to provide researchers with authoritative guides to understanding, presenting and critiquing analyses and associated inferences. Each volume in the series demonstrates how the relevant topic should be reported -- including detail surrounding what can be said, and how it should be said, as well as drawing boundaries around what cannot appropriately be claimed or inferred. This volume addresses an important issue for the design of survey instruments, which is rarely taught in graduate programs beyond those specifically for statisticians. Item Response Theory is used to describe the application of mathematical models to data from questionnaires and tests as a basis for measuring abilities, attitudes, or other variables. It is used for statistical analysis and development of assessments, often for high stakes tests such as the Graduate Record Examination. The author is known for her clear, accessible writing; like alTable of ContentsTable of Contents Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 References
£37.99
Oxford University Press A Mandate for Playful Learning in Preschool Presenting the Evidence
Book SynopsisWe are robbing young children of play time at home and school in an effort to give them a head start on academic skills like reading and mathematics. Yet the scientific evidence suggests that eliminating play from the lives of children is taking preschool education in the wrong direction. This brief but compelling book provides a strong counterargument to the rising tide of didactic instruction on preschool classrooms. The authors present scientific evidence in support of three points: 1) children need both unstructured free time and playful learning under the gentle guidance of adults to best prepare for entrance into formal school; 2) academic and social development are inextricably intertwined, so academic learning must not trump attention to social development; and 3) learning and play are not incompatible. Rather, playful learning captivates children''s minds in ways that support better academic and social outcomes as well as strategies for lifelong learning. Written in clear and expressive language, this book offers a comprehensive review of research supporting playful learning along with succinct policy and practice recommendations that derive from this research. A Mandate for Playful Learning in Preschool is a must read for teachers, policy makers, and parents interested in educating a generation of life-long learners who are ready for school and ready to compete in the knowledge-based economy of the 21st century.Trade Review"This brief, convincing book is a valuable read for several audiences...Teacher educators and trainers as well as curriculum developers will find strong support for bringing play back to the classrooms. Lastly, parents will find it an eye-opener to the value of play and the critical role that make-believe play has in developing a child's competencies, both academic and social-emotional."--Preschool Matters "Amid the increasing emphasis on standards and assessment in preschool education, are policymakers losing sight of the value of play? This book, by four distinguished investigators in the field, suggests that they are. After reviewing decades of research, the authors conclude that 'children need both unstructured free play and playful learning under the gentle guidance of adults to best prepare them for entrance into formal school.'"--Fairfax Futures "A Mandate for Playful Learning in the Preschool: Presenting the Evidence offers strong new ammunition desperately needed to halt the forces that devalue play...the fact that this book gets right to the points that it so compellingly makes may, in itself, attract busy readers as well as give believers resource material for framing their own approaches...I highly recommend this book. It articulates the beliefs of play specialists and scholars beautifully in an evidence-based context."--Karen VanderVen as reviewed in American Journal of PlayTable of ContentsFOREWORD BY EDWARD ZIGLER; EXECUTIVE SUMMARY; BIBLIOGRAPHY; AUTHOR INDEX; SUBJECT INDEX
£32.99
Oxford University Press Developmental Cascades
a huge range and FREE tracked UK delivery on ALL orders.
£49.40
Oxford University Press, USA Emotional Development
Book SynopsisFrom prenatal life onwards, our emotions play a central role in our development. Exactly how emotions shape our lives is less clear. We know that emotional impairments can have a disastrous effect on development. We know that emotions play a key role in adaptation. We know that traumatic emotional events can scar individuals. The processes through which these emotional changes occur are complex however, and have recently become the subject of considerable interest in the cognitive sciences. In this volume an outstanding group of scientists considers emotional development from fetal life onwards. The book includes views from neuroscience, primatology, robotics, psychopathology, and prenatal development. It also includes studies of emotional development in both normal and clinical populations. The first of its kind, this book will be of major interest to all those studying emotion, from the fields of social, developmental, and clinical psychology, to psychiatry, and neuroscience.Table of ContentsSECTION I - PSYCHOBIOLOGICAL APPROACHES AND EVOLUTIONARY PERSPECTIVES; SECTION II - COMPARATIVE APPROACHES: TYPICAL AND IMPAIRED EMOTIONAL DEVELOPMENT
£120.00
Oxford University Press Dynamic Thinking
Book SynopsisDynamic Thinking: A Primer on Dynamic Field Theory introduces the reader to a new approach to understanding cognitive and neural dynamics using the concepts of Dynamic Field Theory (DFT). Dynamic Neural Fields are formalizations of how neural populations represent the continuous dimensions of perceptual features, movements, and cognitive decisions. The concepts of DFT establish links between brain and behavior, revealing ways in which models of brain function can be tested with both neural and behavioral measures. Thus, DFT bridges the gap between brain and behavior, between neuroscience and the behavioral sciences. The book provides systematic tutorials on the central concepts of DFT and their grounding in both dynamical systems theory and neurophysiology. The concrete mathematical implementation of these concepts is laid out, supported by hands-on exercises that make use of interactive simulators in MATLAB. The book also contains a large set of exemplary case studies in which the concepts and associated models are used to understand how elementary forms of embodied cognition emerge and develop.Trade Review"A thorough and systematic introduction to dynamic field theory and its applications to perception, cognition, and action. This book will allow students and researchers interested in this important modeling framework to learn all about it, and join in its future development. "-Jay McClelland, Director, Center for Mind, Brain, and Computation, Stanford UniversityTable of ContentsContributors Abbreviations General Introduction John Spencer and Gregor Schöner Part 1 Integrating Lower-Level Perception-Action with Higher-Level Cognition Introduction to Part 1 Gregor Schöner and John P. Spencer Chapter 1: The Dynamics of Neural Activation Variables Gregor Schöner, Hendrik Reimann, and Jonas Lins Chapter 2: Dynamic Field Theory Gregor Schöner and Anne Schutte Chapter 3: The Ties of DFT to Neurophyisology Sebastian Schneegans, Jonas Lins, and Gregor Schöner Chapter 4: Embodied Neural Dynamics Gregor Schöner, Christian Faubel, Evelina Dineva, and Estela Bicho Part 2 Integrating Lower-Level Perception-Action with Higher-Level Cognition Introduction to Part 2 John P. Spencer and Gregor Schöner Chapter 5: Integration and Selection in Multi-Dimensional Dynamic Fields. Sebastian Schneegans, Jonas Lins, and John P. Spencer Chapter 6: Integrating Perception and Working Memory in a Three-Layer Dynamic Field Model Jeffrey S. Johnson and Vanessa R. Simmering Chapter 7: Sensory-Motor and Cognitive Transformation Sebastian Schneegans Chapter 8: Integrating "What" and "Where": Visual Working Memory for Objects in a Scene Sebastian Schneegans, John P. Spencer, and Gregor Schöner Chapter 9: Dynamic Scene Representations and Autonomous Robotics Stephan K. U. Zibner and Christian Faubel Part 3 Integrating Thinking over Multiple Timescales Introduction to Part 3 John P. Spencer and Gregor Schöner Chapter 10: Developmental Dynamics: The Spatial Precision Hypothesis Vanessa Simmering and Anne Schutte Chapter 11: A Process View of Learning and Development in an Autonomous Exploratory System Sammy Perone and Joseph P. Ambrose Chapter 12: Grounding Word Learning in Space and Time Larissa K. Samuelson and Christian Faubel Chapter 13: The Emergence of Higher-level Cognitive Flexibility: DFT and Executive Function Aaron T. Buss, Timothy Wifall, and Eliot Hazeltine Chapter 14: Autonomous Sequence Generation in Dynamic Field Theory Yulia Sandamirskaya Conclusions: A 'How-to' Guide to Modeling with Dynamic Field Theory Joseph Ambrose, Sebastian Schneegans, Gregor Schöner, and John P. Spencer
£178.12
Oxford University Press, USA The Oxford Handbook of Metamemory Oxford Library of Psychology
Book SynopsisThe Oxford Handbook of Metamemory investigates the human ability to evaluate and control learning and information retrieval processes.Trade Review"The Handbook of Metamemory offers a comprehensive, perceptive and engaging tour of theory and research on metamemory. Cognitive psychologists and learning scientists will find it an invaluable, up-to-date resource on this vital topic." --Philip H. Winne, Professor and Associate Dean of Graduate Studies & Research, Faculty of Education, Simon Fraser University "This new handbook provides a commanding overview of research on students' (and others') knowledge about their memories, with chapters written by leading experts in the field. The book is perfect for graduate or advanced undergraduate seminars." --Henry L. Roediger, III, James S. McDonnell Distinguished University Professor of Psychology, Washington University in St. LouisTable of ContentsThe Oxford Handbook of Metamemory ; Edited by John Dunlosky and Sarah K. Tauber ; Part I. Preface (R. Bjork) ; Part II. Introduction to Metamemory ; 1. A Brief History of Metamemory Research and Handbook Overview (Tauber and Dunlosky) ; 2. Methodology for Investigating Human Metamemory: Problems and Pitfalls (Dunlosky, Mueller, and Thiede) ; 3. Internal Mapping and Its Impact on Measures of Absolute and Relative Metacognitive Accuracy (Higham, Zawadzka, and Hanczakowski) ; Part III. Metamemory Monitoring: Classical Judgments ; 4. Judgments of Learning: Methods, Data, and Theory (Rhodes) ; 5. Introspecting on the Elusive: The Uncanny State of the Feeling of Knowing (Thomas, Lee, and Hughes) ; 6. Tip-of-the-Tongue States, Deja Vu Experiences, and Other Odd Metacognitive Experiences (Schwartz and Cleary) ; 7. Sources of Bias in Judgment and Decision Making (Tidwell, Buttaccio, Chrabaszcz, and Dougherty) ; 8. The Self-Consistency Theory of Subjective Confidence (Koriat and Adiv) ; 9. Metacognitive Aspects of Source Monitoring (Kuhlmann and Bayen) ; Part IV. Metamemory Monitoring: Special Issues ; 10. Monitoring and Regulation of Accuracy in Eyewitness Memory: Time to Get Some Control (Hollins and Weber) ; 11. Metamemory and Education (Soderstrom, Yue, and Bjork) ; 12. Prospective Memory: A Framework for Research on Metaintentions (Smith) ; 13. Metamemory and Affect (Efklides) ; 14. Do Nonhuman Animals Have Metamemory? (Washburn) ; 15. Looking Back and Forward on Hindsight Bias (Bernstein, Assfalg, Kumar, and Ackerman) ; Part V. Control of Memory ; 16. The Metacognitive Foundations of Effective Remembering (Fiechter, Benjamin, and Unsworth) ; 17. Self-Regulated Learning: An Overview of Theory and Data (Kornell and Finn) ; 18. The Need for Metaforgetting: Insights for Directed Forgetting (Sahakyan and Foster) ; 19. Quality Control in Memory Retrieval and Reporting (Goldsmith) ; 20. Three Pillars of False Memory Prevention: Orientation, Evaluation, and Corroboration (Gallo and Lampinen) ; Part VI. Neurocognition of Metamemory ; 21. The Ghost in the Machine: Self-Reflective Consciousness and the Neuroscience of Metacognition (Metcalfe and Schwartz) ; 22. The Cognitive Neuroscience of Source Monitoring (Mitchell) ; 23. Anosognosia and Metacognition in Alzheimer's Disease: Insights from Experimental Psychology (Ernst, Moulin, Souchay, Mograbi, and Morris) ; 24. Metamemory in Psychopathology (Izaute and Bacon) ; Part VII. Development of Metamemory ; 25. The Development of Metacognitive Knowledge in Children and Adolescents (Schnieder and Loffler) ; 26. Monitoring Memory in Old Age: Impaired, Spared, and Aware (Castel, Middlebrooks, and McGillivray) ; 27. Development of Control Processes in Adulthood (Hertzog) ; Index
£163.88
Oxford University Press Shape of Thought
Book SynopsisThe Shape of Thought: How Mental Adaptations Evolve presents a road map for an evolutionary psychology of the twenty-first century. It brings together theory from biology and cognitive science to show how the brain can be composed of specialized adaptations, and yet also an organ of plasticity. Although mental adaptations have typically been seen as monolithic, hard-wired components frozen in the evolutionary past, The Shape of Thought presents a new view of mental adaptations as diverse and variable, with distinct functions and evolutionary histories that shape how they develop, what information they use, and what they do with that information. The book describes how advances in evolutionary developmental biology can be applied to the brain by focusing on the design of the developmental systems that build it. Crucially, developmental systems can be plastic, designed by the process of natural selection to build adaptive phenotypes using the rich information available in our social and Trade ReviewRich and thoughtful, this book lays out why, if we want to understand human psychology, neural plasticity, cultural differences and cognitive development, we need evolutionary theory, and an understanding of how humans evolved. In Barrett's hands, the pernicious dichotomy that divides "learning" from "innate" explanations crumbles, leaving only evolutionary explanations, which may involve different types of developmental processes. In setting the house back in order, Barrett synthesizes insights and findings from psychology, culture-gene coevolutionary theory, anthropology, developmental biology and philosophy. He delivers Evolutionary Psychology 2.0. * Joe Henrich, Canada Research Chair in Culture, Cognition and Coevolution, University of British Columbia *In this lucid book, Barrett explains how thinking about the evolution of the mind should shape our understanding of how the mind works. Bringing sophisticated knowledge of evolutionary biology and cognitive science together, he reconciles opposing views about the role learning and culture in the workings of the human mind. This book will be the bible for a broader, more inclusive evolutionary psychology. * Rob Boyd, Origins Professor, Arizona State University *Barrett has read your mind, and knows your questions. He will lead you gently but fiercely through the controversies that surround evolutionary psychology and cognitive science, showing you that one cannot exist without the other. * Leda Cosmides, Center for Evolutionary Psychology, University of California, Santa Barbara *Clark Barrett takes the reader from the basics of evolutionary psychology to exciting stuff at the cutting-edge of today's research. He does so with splendid clarity, illuminating examples, and an engaging balance of wisdom and passion. An important book and an excellent read! * Dan Sperber, Professor of Cognitive Science and of Philosophy at the Central European University, Budapest *Table of ContentsAcknowledgments ; Introduction: The problem ; Part 1. Evolution ; 1 - Additivism ; 2 - Hill-climbing ; Part 2. Information ; 3 - Adding value ; 4 - Social ontology ; 5 - Minds ; Part 3. Development ; 6 - Development ; 7 - Open ends ; Part 4. Culture ; 8 - Moving targets ; 9 - Culture ; 10 - Accumulation ; Part 5. Architecture ; 11 - Parts ; 12 - Wholes ; 13 - Us ; Conclusion: Possibilities ; References ; Index
£40.49
Oxford University Press Childhood Victimization
Book SynopsisChildren are the most criminally victimized segment of the population, and a substantial number face multiple, serious poly-victimizations during a single year. And despite the fact that the priority emphasis in academic research and government policy has traditionally gone to studying juvenile delinquents, children actually appear before authorities more frequently as victims than as offenders. But at the same time, the media and many advocates have failed to note the good news: rates of sexual abuse, child homicide, and many other forms of victimization declined dramatically after the mid-1990s, and some terribly feared forms of child victimization, like stereotypical stranger abduction, are remarkably uncommon. The considerable ignorance about the realities of child victimization can be chalked up to a field that is fragmented, understudied, and subjected to political demagoguery. In this persuasive book, David Finkelhor presents a comprehensive new vision to encompass the preventioTrade Review...an important book...As in all his work, Finkelhor proceeds in a careful analytical way, sorting through explanations, advancing helpful classification systems and making good use of empirical evidence where it exists...[He is] a stimulating theorist and policy analyst. Finkelhor has challenged specialists in a way which will hopefully lead to productive and practically important scholarship. * Northwest Institute for Children and Families *...a must read book. * The Lancet *Table of ContentsList of Contributors ; 1. Child Victims: An Introduction ; 2. Developmental Victimology ; 3. Children at Risk ; 4. Developmental Impact ; with Kathy Kendall-Tackett ; 5. Just Kids' Stuff? Peer and Sibling Violence ; with Heather Turner and Richard Ormrod ; 6. Getting Help: What Are the Barriers? ; with Janis Wolak and Lucy Berliner ; 7. Good News: Child Victimization Has Been ; Declining. Why? ; with Lisa Jones ; 8. The Juvenile Victim Justice System: A Concept ; for Helping Victims ; with Ted Cross and Elise N. Pepin ; 9. Proposals ; Notes ; References
£37.49
Oxford University Press Navigating the Social World
Book SynopsisNavigating the social world requires sophisticated cognitive machinery that, although present quite early in crude forms, undergoes significant change across the lifespan. This book will be the first to report on evidence that has accumulated on an unprecedented scale, showing us what capacities for social cognition are present at birth and early in life, and how these capacities develop through learning in the first years of life. The volume will highlight what is known about the discoveries themselves but also what these discoveries imply about the nature of early social cognition and the methods that have allowed these discoveries -- what is known concerning the phylogeny and ontogeny of social cognition. To capture the full depth and breadth of the exciting work that is blossoming on this topic in a manner that is accessible and engaging, the editors invited 70 leading researchers to develop a short report of their work that would be written for a broad audience. The purpose of thiTable of ContentsBanaji & Gelman 0.1 INTRO ; Markman 0.2 INTRO ; Dweck (INTRO) 1.01 Framing the issues ; Johnson (Mark) 1.02 Framing the issues ; Spelke, Bernier & Skerry 1.03 Framing the issues ; Thomsen & Carey 1.04 Framing the issues ; Wynn 1.05 Framing the issues ; Seyfarth & Cheney 1.06 Framing the issues ; Wobber & Hare 1.07 Framing the issues ; Csibra & Gergely 1.08 Framing the issues ; Johnson, Dweck & Dunfield 1.09 Framing the issues ; Fox & Helfinstein 1.1 Framing the issues ; Pollak 1.11 Framing the issues ; Bargh 1.12 Framing the issues ; Heyman 1.13 Framing the issues ; Wellman 2.01 Mentalizing ; Woodward 2.02 Mentalizing ; Tomasello & Moll 2.03 Mentalizing ; Baillargeon, He, Setoh, Scott, Sloane & Yang 2.04 Mentalizing ; de Villiers 2.05 Mentalizing ; Hirschfeld 2.06 Mentalizing ; Saxe 2.07 Mentalizing ; Taylor & Aguiar 2.08 Mentalizing ; Tager-Flusberg & Skwerer 2.09 Mentalizing ; Gergely & Csibra 3.01 Learning from and about others ; Paukner, Ferrari & Suomi 3.02 Learning from and about others ; Meltzoff 3.03 Learning from and about others ; Lyons & Keil 3.04 Learning from and about others ; Whiten 3.05 Learning from and about others ; Tottenham 3.06 Learning from and about others ; Leppanan & Nelson 3.07 Learning from and about others ; Nelson 3.08 Learning from and about others ; Baldwin 3.09 Learning from and about others ; Sabbagh & Henderson 3.1 Learning from and about others ; Chudek, Brosseau-Liard, Birch & Henrich 3.11 Learning from and about others ; Gopnik, Seiver & Buchsbaum 3.12 Learning from and about others ; Kushnir 3.13 Learning from and about others ; Liu & Vanderbilt 3.14 Learning from and about others ; Rochat 4.01 Trust and skepticism ; Baron-Cohen 4.02 Trust and skepticism ; Kalish 4.03 Trust and skepticism ; Shaw, Li & Olson 4.04 Trust and skepticism ; Danovitch 4.05 Trust and skepticism ; Harris & Corriveau 4.06 Trust and skepticism ; Koenig & Doebel 4.07 Trust and skepticism ; Jaswal 4.08 Trust and skepticism ; Lumeng 4.09 Trust and skepticism ; Pietraszewski 5.01 Us and Them ; Rhodes 5.02 Us and Them ; Diesendruck 5.03 Us and Them ; Cimpian 5.04 Us and Them ; Dunham & Degner 5.05 Us and Them ; Baron 5.06 Us and Them ; Quinn, Anzures, Lee, Pascalis, Slater & Tanaka 5.07 Us and Them ; Waxman 5.08 Us and Them ; Shutts 5.09 Us and Them ; Zosuls, Ruble, Tamis-LeMonda & Martin 5.1 Us and Them ; Miller, Martin, Fabes & Hanish. 5.11 Us and Them ; Kinzler 5.12 Us and Them ; Levy, Ramirez, Rosenthal & Karafantis 5.13 Us and Them ; Nesdale 5.14 Us and Them ; Bigler 5.15 Us and Them ; Aboud 5.16 Us and Them ; Rutland 5.17 Us and Them ; Santos & Egan Brad 6.01 Good and Evil ; Bloom 6.02 Good and Evil ; Smetana 6.03 Good and Evil ; Neary & Friedman 6.04 Good and Evil ; Lee & Evans 6.05 Good and Evil ; Silk 6.06 Good and Evil ; Brosnan & Hopper 6.07 Good and Evil ; Mulvey, Hitti & Killen 6.08 Good and Evil ; Brownell, Nichols & Svetlova 6.09 Good and Evil ; Kuhlmeier 6.1 Good and Evil ; Warneken 6.11 Good and Evil
£73.00
Oxford University Press THE EMOTIONAL CONSTRUCTION OF MORALS
Book SynopsisJesse Prinz argues that recent work in philosophy, neuroscience, and anthropology supports two radical hypotheses about the nature of morality: moral values are based on emotional responses, and these emotional responses are inculcated by culture, not hard-wired through natural selection. In the first half of the book, Jesse Prinz defends the hypothesis that morality has an emotional foundation. Evidence from brain imaging, social psychology, and psychopathology suggest that, when we judge something to be right or wrong, we are merely expressing our emotions. Prinz argues that these emotions do not track objective features of reality; rather, the rightness and wrongness of an act consists in the fact that people are disposed to have certain emotions towards it. In the second half of the book, he turns to a defence of moral relativism. Moral facts depend on emotional responses, and emotional responses vary from culture to culture. Prinz surveys the anthropological record to establish moTrade Review[an] excellent new book... an intelligent and provocative account * Tamler Sommers, Times Literary Supplement *a good book. Prinz has a roaming, eager mind that is fun to engage with, and his defense of sensibility theory is full of new resources that promise to invigorate the metaethical debate. On almost every page there is something to excite one's interest * Richard Joyce, Mind *Table of ContentsPART I. MORALITY AND EMOTION; PART II. CONSTRUCTING MORALS
£36.09
Oxford University Press EvidenceBased Practice in Educating Deaf and HardofHearing Students Professional Perspectives on Deafness Evidence and Applicat
Trade Review"One of the greatest challenges in educating deaf and hard-of-hearing students today is the need for evidence-based practice to replace decades if not centuries of intuitive teaching. Parents, teachers, and other professionals through the years have acquired or developed for themselves strategies and materials that help deaf students to succeed academically and, eventually, in the workplace. All too often, however, this has required trial-and-error methods just as frustrating to the adults involved as the students who struggle to meet course demands and satisfy their own thirst for knowledge. This volume has been long in coming, now that it is here it will help to move the field of deaf education forward. In it, the authors carefully evaluate the existing literature with regard to deaf education, separating wheat from chaff and knowledge from belief. It points the way forward for teachers and learners of all ages." --T. Alan Hurwitz, President, Gallaudet University "This is an excellent book for both the experienced practitioner or academic and those new to the field of deaf education. It is very timely given the current emphasis on the need to base practice on evidence in many different and diverse areas. The book is comprehensive and considers not only the evidence we have about education of deaf pupils but, as importantly, those areas in which our knowledge is less secure. In this respect there may well be a number of surprises for the reader. As well as addressing the findings of research it also discusses the research procedures necessary for studies to contribute towards an adequate evidence base. As such it is an important book, likely to influence practice, and is recommended to all with an interest in the education of deaf children and young people."--Sue Gregory, Former Reader in Deaf Education, University of Birmingham, U.K.Table of ContentsChapter 1. Introduction and Key Findings Index Chapter 2. Demographics, Diversity, and Foundational Issues in Deaf Education Chapter 3. Evaluating the Evidence in Deaf Education: Methods for Obtaining Trustworthy and Useful Information Chapter 4. Early Identification of Hearing Loss and Early Intervention Services: Implications for Language and Learning Chapter 5. Language Development, Languages, and Language Systems Chapter 6. Acquisition and Development of Literacy Skills Chapter 7. Cognition, Perception, and Learning Strategies Chapter 8. Achievement in Mathematics and Science Chapter 9. Educational Placement Decisions and Outcomes Chapter 10. Programming for Children with Multiple Disabilities Chapter 11. Issues and Trends in Best Practice References
£57.95
