Cognition and cognitive psychology Books
MIT Press Ltd The Evolution of the Sensitive Soul Learning and
Book SynopsisA new theory about the origins of consciousness that finds learning to be the driving force in the evolutionary transition to basic consciousness.What marked the evolutionary transition from organisms that lacked consciousness to those with consciousness—to minimal subjective experiencing, or, as Aristotle described it, “the sensitive soul”? In this book, Simona Ginsburg and Eva Jablonka propose a new theory about the origin of consciousness that finds learning to be the driving force in the transition to basic consciousness. Using a methodology similar to that used by scientists when they identified the transition from non-life to life, Ginsburg and Jablonka suggest a set of criteria, identify a marker for the transition to minimal consciousness, and explore the far-reaching biological, psychological, and philosophical implications.After presenting the historical, neurobiological, and philosophical foundations of their analysis, Ginsburg and Jablonka
£45.60
MIT Press The SelfEvidencing Agent
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£55.80
Edinburgh University Press Research Methods for Memory Studies
Book SynopsisA practical guide to research methods in memory studies. It provides expert appraisals of a range of techniques and approaches in memory studies. It focuses on methods and methodology as a way to help bring unity and coherence to this field of study.Table of ContentsIntroduction: Methodological Premises and Purposes; Section One: Memory and Identity; 1. Autobiographical Memory; 2. Oral History and Remembering; Section Two: Qualities of Memory; 3. Experience and Memory; 4. Between Official and Vernacular Remembering; Section Three: Media and Memory; 5. Televised Remembering; 6. Vernacular Remembering; Section Four: Locations of Memory; 7. Memoryscapes and Multi-Sited Methods; 8. Ethnicity and Memory; Section Five: Disturbed Memory; 9. Painful Pasts; 10. Disrupted Childhoods; Section Six: Confessing and Witnessing; 11. Apologia; 12. Testimony.
£26.09
Taylor & Francis Psychological Development From Infancy Image to Intention 2 Psychology Library Editions Child Development
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£128.25
Vintage Publishing The Philosophical Baby: What Children's Minds
Book SynopsisFor most of us, having a baby is the most profound, intense, and fascinating experience of our lives. Now scientists and philosophers are starting to appreciate babies, too. The last decade has witnessed a revolution in our understanding of infants and young children. Scientists used to believe that babies were irrational, and that their thinking and experience were limited. Recently, they have discovered that babies learn more, create more, care more, and experience more than we could ever have imagined. And there is good reason to believe that babies are actually cleverer, more thoughtful, and even more conscious than adults.This new science holds answers to some of the deepest and oldest questions about what it means to be human. A new baby's captivated gaze at her mother's face lays the foundations for love and morality. A toddler's unstoppable explorations of his playpen hold the key to scientific discovery. A three-year-old's wild make-believe explains how we can imagine the future, write novels, and invent new technologies. Alison Gopnik - a leading psychologist and philosopher, as well as a mother - explains the groundbreaking new psychological, neuroscientific, and philosophical developments in our understanding of very young children, transforming our understanding of how babies see the world, and in turn promoting a deeper appreciation for the role of parents.Trade ReviewHer pages are packed with provocative observations and cunning insights. I'd highly recommend this fascinating book to any parent of a young child - and, indeed anyone who has ever been a baby -- Josh Lacey * Guardian *The Philosophical Baby has interesting things to tell us. They are clearly expressed and thought-provoking. And they do their work on the reader * Dailiy Mail *An astonishingly interesting book... [It] teaches us a tremendous amount about the human condition and how the mind is made -- Jonah Lehrer, author of How We DecideRichly provocative and endlessly insightful... This book is at once touching, eloquent and masterful in its fascinating revelations about what makes us human -- Frank J. Sulloway, author of Born to Rebel: Birth Order; Family Dynamics, and Creative LivesAbsorbing, smart and enjoyable... Parents and scientists will enjoy the insights but so will anyone who has thought about the question of what it means to be human -- Lisa Randall, author of Warped Passages: Unravelling the Mysteries of the Universe's Hidden Dimensions
£14.24
MIT Press Ltd Introduction to Modeling Cognitive Processes
Book SynopsisAn introduction to computational modeling for cognitive neuroscientists, covering both foundational work and recent developments. Cognitive neuroscientists need sophisticated conceptual tools to make sense of their field’s proliferation of novel theories, methods, and data. Computational modeling is such a tool, enabling researchers to turn theories into precise formulations. This book offers a mathematically gentle and theoretically unified introduction to modeling cognitive processes. Theoretical exercises of varying degrees of difficulty throughout help readers develop their modeling skills. After a general introduction to cognitive modeling and optimization, the book covers models of decision making; supervised learning algorithms, including Hebbian learning, delta rule, and backpropagation; the statistical model analysis methods of model parameter estimation and model evaluation; the three recent cognitive modeling approaches of reinforc
£45.60
MIT Press Ltd Action Mind and Brain An Introduction
Book SynopsisAn engaging and accessible introduction to the psychology and neuroscience of physical action.This engaging and accessible book offers the first introductory text on the psychology and neuroscience of physical action. Written by a leading researcher in the field, it covers the interplay of action, mind, and brain, showing that many core concepts in philosophy, psychology, neuroscience, and technology grew out of questions about the control of everyday physical actions. It explains action not as a “one-way street from stimuli to response” but as a continual perception-action cycle. The informal writing style invites students to think through the evidence step by step, helping them develop general thinking stills as well as learn specific facts. Special emphasis is placed on the role of underrepresented groups. The book discusses the intellectual background of the field, from Plato to Kant, Dewey, and others; applications and methods; and the
£49.40
Taylor & Francis Analyzing Affective Societies
Book SynopsisIn recent years, research in the social sciences and cultural studies has increasingly paid attention to the generative power of emotions and affects; that is, to the questions of how far they shape social and cultural processes while being simultaneously shaped by them. However, the literature on the methodological implications of researching affects and emotions remains rather limited.As a collective outcome of the Collaborative Research Center (CRC) Affective Societies at Freie UniversitÃt Berlin, Analyzing Affective Societies introduces procedures and methodologies applied by researchers of the CRC for investigating societies as affective societies. Presenting scholarly research practices by means of concrete examples and case studies, the book does not contain any conclusive methodological advice, but rather engages in illustrative descriptions of the authorsâ research practices.Analyzing Affective Societies unveils different research approachTable of ContentsList of ContributorsAcknowledgements Antje Kahl: Introduction Jan Slaby, Rainer Mühlhoff, Philipp Wüschner: Concepts as Methodology–A Plea for Arrangement Thinking in the Study of Affect Part I. Textualities Anna L. Berg, Christian von Scheve, N. Yasemin Ural, Robert Walter-Jochum: Reading for Affect—A Methodological Proposal for Analyzing Affective Dynamics in Discourse Bilgin Ayata, Cilja Harders, Derya Özkaya, Dina Wahba: Interviews as Situated Affective Encounters—A Relational and Processual Approach for Empirical Research on Affect, Emotion and Politics Birgitt Röttger-Rössler, Gabriel Scheidecker, Anh Thu Anne Lam: Narrating Visualized Feelings—Photovoice as a Tool in Researching Affects and Emotions among School Students Part II. Audio-Visualities Kerstin Schankweiler, Philipp Wüschner: Images that Move—Analyzing Affect with Aby Warburg Hermann Kappelhoff, Hauke Lehmann: The Temporal Composition of Affects in Audiovisual Media Margreth Lünenborg, Tanja Maier: Analyzing Affective Media Practices by the Use of Video Analysis Hubert Knoblauch, Michael Wetzels, Meike Haken: Videography of Emotions and Affectivity in Social Situations Part III. Performativities Ingrid Kummels, Thomas John: Investigating Affective Media Practices in a Transnational Setting Jonas Bens: The Ethnography of Affect in Discourse Practice—Performing Sentiment in the Time Machine Doris Kolesch, Matthias Warstat: Affective Dynamics in the Theatre: Towards a Relational and Poly-Perspectival Performance Analysis Anne Fleig: Shared and Divided Feelings in Translingual Texts of Emine Sevgi Özdamar—Performativity and Affective Relationality of Language, Writing and Belonging Part IV. Reflexivities Edda Heyken, Anita von Poser, Eric Hahn, Thi Main Huong Nguyen, Jörg-Christian Lanca, Thi Minh Tam Ta: Researching Affects in the Clinic and Beyond—Multi-perspectivity, Ethnography, and Mental Health-Care Intervention Dominik Mattes, Omar Kasmani, Hansjörg Dilger: ‘All Eyes Closed’—Dis/sensing in Comparative Fieldwork on Affective-Religious Experiences Thomas Stodulka, Samia Dinkelaker, Ferdiansyah Thajib: Fieldwork, Ethnography, and the Empirical Affect Montage Elgen Sauerborn: Investigating Emotions by Using Computer-Assisted Qualitative Data Analysis Software—A Methodological Approach
£39.89
Cambridge University Press Understanding WellBeing in the Oldest Old
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£64.59
Cambridge University Press Language Culture and Mind Natural Constructions and Social Kinds 10 Language Culture and Cognition Series Number 10
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£61.75
Cambridge University Press The Cambridge Handbook of CulturalHistorical Psychology
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£173.85
Cambridge University Press Seeing Wittgenstein Anew
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£51.30
Taylor & Francis Inc Collective Memory of Political Events Social
Book SynopsisResearch in collective memory is a relatively new area capturing the interest of scholars in social psychology, memory, sociology, and anthropology. The core idea is that collective attitudes and behaviors are created and shared through common experiences and communication among a cohort of people. For example, people born between 1940 and 1960 are often defined via the JFK assassination and the Vietnam War. Their parents typically experienced lesser impact from these events. Papers about collective memory have appeared in the literature under different guises for the last hundred years. Freud''s Civilization and Its Discontents, Jung''s ideas on the collective unconscious, and McDougall''s speculation on the group mind posited that identity and action could be viewed as resulting from the shared development of a culture. Halbwachs, a French social psychologist (1877-1945) who was the first to write in detail about the nature of collective memory, argued that basic memoTrade Review"This astonishingly international volume marks the coming-of-age of a new approach to the study of memory, in which the memories of entire nations and cultures are treated as social phenomena in their own right. Converging evidence for the value of this approach is provided by contributors from a remarkably wide range of countries -- Spain, Chile, Belgium, Portugal, Italy, the Netherlands, Great Britain, the US. There is a great deal here that most American memory researchers do not yet know, but they will have to learn it soon."—Ulric NeisserCornell UniversityTable of ContentsContents: J.W. PennebakerIntroduction. Part I:The Life of Collective Memories.J.W. Pennebaker, B.L. Banasik, On the Creation and Maintenance of Collective Memories: History as Social Psychology. M.A. Conway, The Inventory of Experience: Memory and Identity. H. Schuman, R.F. Belli, K. Bischoping, The Generational Basis of Historical Knowledge. J. Igartua, D. Paez, Art and Remembering Traumatic Collective Events: The Case of the Spanish Civil War. N.H. Frijda, Commemorating. Part II:Social and Emotional Processes of Collective Memories.B. Rimé, V. Christophe, How Individual Emotional Episodes Feed Collective Memory. D. Paez, N. Basabe, J.L. Gonzalez, Social Processes and Collective Memory: A Cross-Cultural Approach to Remembering Political Events. G.D. Gaskell, D.B. Wright, Group Differences in Memory for a Political Event. C. Finkenauer, L. Gisle, O. Luminet, When Individual Memories Are Socially Shaped: Flashbulb Memories of Sociopolitical Events. G. Bellelli, M.A.C. Amatulli, Nostalgia, Immigration, and Collective Memory. Part III:The Construction, Distortion, and Forgetting of Collective Experiences.E. Lira, Remembering: Passing Back Through the Heart. L. Íñiguez, J. Valencia, F. Vázquez, The Construction of Remembering and Forgetfulness: Memories and Histories of the Spanish Civil War. J. Marques, D. Paez, A.F. Serra, Social Sharing, Emotional Climate, and the Transgenerational Transmission of Memories: The Portuguese Colonial War. R.F. Baumeister, S. Hastings, Distortions of Collective Memory: How Groups Flatter and Deceive Themselves.
£101.25
Cambridge University Press The Cambridge Handbook of the Neuroscience of Creativity
Book SynopsisHistorically, the brain bases of creativity have been of great interest to scholars and the public alike. However, recent technological innovations in the neurosciences, coupled with theoretical and methodological advances in creativity assessment, have enabled humans to gain unprecedented insights into the contributions of the brain to creative thought. This unique volume brings together contributions by the very best scholars to offer a comprehensive overview of cutting edge research on this important and fascinating topic. The chapters discuss creativity''s relationship with intelligence, motivation, psychopathology and pharmacology, as well as the contributions of general psychological processes to creativity, such as attention, memory, imagination, and language. This book also includes specific and novel approaches to understanding creativity involving musicians, polymaths, animal models, and psychedelic experiences. The chapters are meant to give the reader a solid grasp of the dTrade Review'This wide-ranging text delves into areas where neuroscience and creativity intermingle. Editors Jung and Vartanian bring together 30 scholarly essays that leverage the diverse approaches of 45 experts in the field. Entries include an introduction and fundamental concepts, pharmacology and psychopathology, attention and imagination, memory and language, cognitive control and executive functions, reasoning and intelligence, individual differences, and artistic and aesthetic processes. This handbook is a convenient, contemporary, authoritative source for instructors, researchers, and students. Entries are engaging and represent myriad areas of interest in this new and growing field of inquiry. It is also a fine complement to an earlier book edited by Vartanian, Neuroscience of Creativity (CH, Apr'14, 51-4733). Useful tables and figures accompany the text where appropriate throughout. Summing Up: Highly recommended. Upper-division undergraduates through faculty and professionals.' N. Nero, Choice'If your tastes favor basic neural and cognitive mechanisms of creativity, then you would be hard-pressed to find a better compendium than this one.' Aaron Kozbelt, Evolutionary Studies in Imaginative CultureTable of ContentsIntroduction Rex E. Jung and Oshin Vartanian; Part I. Fundamental Concepts: 1. Creative ideas and the creative process: good news and bad news for the neuroscience of creativity Dean Keith Simonton; 2. Homeostasis and the control of creative drive Alice W. Flaherty; 3. Laterality and creativity: a false trail? Michael C. Corballis; 4. The neural basis and evolution of divergent and convergent thought Liane Gabora; Part II. Pharmacology and Psychopathology: 5. Stress, pharmacology, and creativity David Q. Beversdorf; 6. Functional neuroimaging of psychedelic experience: an overview of psychological and neural effects and their relevance to research on creativity, daydreaming, and dreaming Kieran C. R. Fox, Cameron C. Parro and Kalina Christoff; 7. A heated debate: time to address the underpinnings of the association between creativity and psychopathology? Simon Kyaga; 8. Creativity and psychopathology: a relationship of shared neurocognitive vulnerabilities Shelley H. Carson; Part III. Attention and Imagination: 9. Attention and creativity Darya L. Zabelina; 10. Internally directed attention in creative cognition Mathias Benedek; 11. The forest versus the trees: creativity, cognition and imagination Anna Abraham; 12. A common mode of processing governing divergent thinking and future imagination Reece P. Roberts and Donna Rose Addis; Part IV. Memory and Language: 13. Going the extra creative mile: the role of semantic distance in creativity theory, research, and measurement Yoed N. Kenett; 14. Episodic memory and cognitive control: contributions to creative idea production Roger E. Beaty and Daniel L. Schacter; 15. Free association, divergent thinking and creativity: cognitive and neural perspectives Tali Marron and Miriam Faust; 16. Figurative language comprehension and laterality in Autism Spectrum Disorder Ronit Saban-Bezalel and Nira Mashal; Part V. Cognitive Control and Executive Functions: 17. The costs and benefits of cognitive control for creativity Evangelia G. Chrysikou; 18. Creativity and cognitive control in the cognitive and affective domains Andreas Fink, Corinna Perchtold and Christian Rominger; 19. Associative and controlled cognition in divergent thinking: theoretical, experimental, neuroimaging evidence, and new directions Emmanuelle Volle; Part VI. Reasoning and Intelligence: 20. Creativity in the distance: the neurocognition of semantically distant relational thinking and reasoning Adam Green; 21. Network dynamics theory of human intelligence Aki Nikolaidis and Aron K. Barbey; 22. Training to be creative: the interplay between cognition, skill learning, and motivation Indre V. Viskontas; 23. Intelligence and creativity from the neuroscience perspective Emanuel Jauk; Part VII. Individual Differences: 24. The genetics of creativity: the underdog of behavior genetics? Davide Piffer; 25. Structural studies of creativity measured by divergent thinking Hikaru Takeuchi and Ryuta Kawashima; 26. Openness to experience: insights from personality neuroscience Oshin Vartanian; 27. Creativity and the aging brain Kenneth M. Heilman and Ira S. Fleischer; Part VIII. Artistic and Eesthetic Processes: 28. The neuroscience of musical creativity David Bashwiner; 29. Artistic and aesthetic production: progress and limitations Malinda J. McPherson; 30. Polymathy: the resurrection of renaissance man and the renaissance brain Claudia Garcia-Vega and Vincent Walsh.
£173.85
Cambridge University Press Does Your Family Make You Smarter
Book SynopsisDoes your family make you smarter? James R. Flynn presents an exciting new method for estimating the effects of family on a range of cognitive abilities. Rather than using twin and adoption studies, he analyses IQ tables that have been hidden in manuals over the last 65 years, and shows that family environment can confer a significant advantage or disadvantage to your level of intelligence. Wading into the nature vs. nurture debate, Flynn banishes the pessimistic notion that by the age of seventeen, people''s cognitive abilities are solely determined by their genes. He argues that intelligence is also influenced by human autonomy - genetics and family notwithstanding, we all have the capacity to choose to enhance our cognitive performance. He concludes by reconciling this new understanding of individual differences with his earlier research on intergenerational trends (the ''Flynn effect'') culminating in a general theory of intelligence.Trade Review'Another superb piece of work by the best mind in the business. The analysis of data is penetrating, the elaboration of its meaning highly illuminating, and the discourse on theories of intelligence is a feast for the mind.' Thomas J. Bouchard, Jr'Another amazing analysis of IQ data by James Flynn! As author of the Stanford-Binet 5, I have admired Flynn's work for many years. I highly recommend his new book that shines new light on the life-course of intelligence.' Gale H. Roid, author of the Stanford-Binet Intelligence Scale, 5th edition'James Flynn takes up one of the most important questions in the social sciences - what is left of human autonomy in the genomic age? - and lays out the optimistic case with full acknowledgment of the technical difficulties his argument must surmount. This is the way that we are going to make progress: by engaging an evolving state of knowledge with logic and data, transparently clear prose, and unfailing civility.' Charles Murray, co-author of The Bell Curve'Few intellectuals have grappled honestly with the problems surrounding the causes and effects of intelligence, and fewer still have done so with as much incisiveness and originality as James Flynn.' Steven Pinker, Harvard University, Massachusetts'Professor Flynn has a remarkable ability to explain complex concepts in a way so rational and logical that it seems, after the event, we should be kicking ourselves for overlooking the obvious. His chapter on the Raven's Progressive Matrices is brilliant.' John Rust, Director of The Psychometrics Centre, University of Cambridge, and co-author of Raven's Progressive Matrices'James Flynn, as much as anyone, can take credit for ushering in the age of enlightenment in our understanding of the nature of human intelligence. In this latest chapter, we learn how our families can either advantage or disadvantage us, and how our choices can either foster or impede our intellectual performance.' Joshua Aronson, New York University'This is a brilliant book that anyone will want to read who is even remotely interested in intelligence and what variables affect it. Its take-home message is extremely powerful for people of any age - that they have serious control over their intelligence through the environments they select …' Robert J. Sternberg, PsycCRITIQUESTable of ContentsPart I. Human Autonomy: 1. Twins and autonomy; 2. Justice and freedom; 3. The great debate; 4. Slow and quick decay of family effects; 5. Reconciliation with twins and adoptions; 6. The fairness factor; Part II. Intelligence: 7. The Raven's revolution; 8. Learning from astronomy; 9. The meta-theory of intelligence; 10. Scientific theories of intelligence; 11. Psychology and Cardinal Bellarmine; Appendices.
£76.94
Cambridge University Press The Attending Mind
Book SynopsisAn ancient metaphor likens attention to an archer pulling her bow - the self directing her mind through attention. Yet both the existence of such a self, and the impact of attention on the mind, have been debated for millennia. Advancements in science mean that we now have a better understanding of what attention is and how it works, but philosophers and scientists remain divided as to its impact on the mind. This book takes a strong stance: attention is the key to the self, consciousness, perception, action, and knowledge. While it claims that we cannot perceive novel stimuli without attention, it argues that we can act on and experience the world without attention. It thus provides a new way of thinking about the mind - as something that can either shape itself through attention or engage with the world as it is given, relying on its habits and skills.Trade Review'In this concise, lucid book … Jennings offers a reconciliation between agent-centered freedom and compatibilism. Philosophical psychology is enriched by this valuable exploration.' J. R. Shook, ChoiceTable of Contents1. Introduction; 2. The philosophical landscape on attention; 3. Attention, mental causation, and the self; 4. Attention, perception, and knowledge; 5. Attention, consciousness, and habitual behavior; 6. Attention, action, and responsibility; 7. Conclusion; Appendix A. Mental causation and its problems; Appendix B. The conceptual history of top-down attention; Appendix C. Top-down attention and the brain; Appendix D. Working memory and attention.
£79.79
Cambridge University Press The Cognitive Neuroscience of Bilingualism
Book SynopsisThis book offers an introduction to the bilingual brain. It is a useful resource for researchers and students, bringing together various theories and research approaches in the cognitive neuroscience of bilingualism and a state-of-the-art overview of empirical findings on this topic from various perspectives.Trade Review'Our field was awaiting for a long time such a comprehensive volume that covers the whole topic of the cognitive neuroscience of bilingualism: From neurons to words and to cognitive functions. An outstanding work that should become a must-read for students and researchers.' Jubin Abutalebi, University Vita-Salute San Raffaele, Italy'Like no other book on bilingualism, this is a complete and up-to-date captivating book on the intricacies of the bilingual brain. An extraordinary resource for students and researchers interested in the interplay between the bilingual cognitive mind and the structural bilingual brain.' Roberto R. Heredia, Texas A&M International University, USA'This book is a must-read for anyone interested in cognitive neuroscience of bilingualism. Readers will acquire a thorough understanding of the fundamental concepts necessary to grasp the topic. The chapters outline clear learning objectives, ensuring a comprehensive learning experience. The material is presented in an accessible and engaging style that keeps the reader's attention. Despite its scientific rigor, the book is a delight to read, comparable to a well-written novel.' Alina Leminen, Laurea University of Applied Sciences, Finland'Accessible to non-specialists, this book presents a comprehensive review of the key issues in bilingual brain research. The multidisciplinary perspectives and methodologies are well described and explained, along with clear illustrations of new topics covering language and the environment, culture, child-adult learning differences, and many more, all in simple and concise terms.' Ping Li, Hong Kong Polytechnic University, ChinaTable of Contents1. Theories and methods in the cognitive neuroscience of bilingualism: an introduction; 2. Neural representations and language processing in the bilingual brain; 3. Bilingualism, language development, and brain plasticity; 4. Aphasia and the bilingual brain; 5. Cross-linguistic effects of bilingualism; 6. Bilingual lexical and conceptual memory; 7. Cognitive and neurocognitive effects of bilingualism; 8. Conclusion.
£76.00
Cambridge University Press Creativity and Reason in Cognitive Development
Book SynopsisThis book explores the development of cognitive skills related to reasoning and creativity, two strands that can intertwine to work together at times but may also be at odds. Spontaneity and freedom from constraint, characteristic of the thinking of young children, may be essential to creativity, which has prompted many to question how much we lose as we progress through childhood. Research and common sense tell us that effort, practice, and study are necessary for the highest levels of creative accomplishment, yet such intentional exertions seem antithetical to these hallmarks of creativity. In this revised and expanded second edition, leading scholars shed new light on creativity''s complex relationship to the acquisition of domain-based skills and the development of more general logical reasoning skills. Creativity and Reason in Cognitive Development will be an essential reference for researchers, psychologists, and teachers seeking to better understand the most up-to-date work in tTable of Contents1. Creativity, reason, and cognitive development: ten years later John Baer and James C. Kaufman; Part I. Creativity and Reason in Childhood and the Schools: 2. Creativity in young children's thought Susan A. Gelman and Gail M. Gottfried; 3. Early experiences and creativity: an ecological perspective Cynthia Paris and Diane Crossan Lawler; 4. Imaginative play Sandra W. Russ and Olena Zyga; 5. Revisiting the relationship among schooling, learning, and creativity Ronald A. Beghetto and Jonathan A. Plucker; 6. Higher-level thinking in gifted education Joyce VanTassel-Baska; 7. A young artist's story: advancing knowledge and the development of artistic talent and creativity in children Susan M. Rostan; Part II. Creativity and Reason in Cognition and Neuroscience: 8. The role of domain knowledge in creative problem solving Richard E. Mayer; 9. Processes, strategies, and knowledge in creative thought: multiple interacting systems Michael D. Mumford, Tristan McIntosh, Tyler Mulhearn, Logan Steele and Logan Watts; 10. Dynamic processes within associative memory stores: piecing together the neural basis of creative cognition Adam S. Bristol and Indre V. Viskontas; 11. Creativity and constraint: friends, not foes Catrinel Haught; 12. Creative genius, knowledge, and reason: the lives and works of eminent creators Dean Keith Simonton; 13. Attention, cognitive flexibility, and creativity: insights from the brain Oshin Vartanian; Part III. Creativity and Reason: Interactions and Related Constructs: 14. Opening up creativity: the lenses of axis and focus Mia Keinänen, Kimberly M. Sheridan and Howard Gardner; 15. Creativity and reason: friends or foes? Jacques-Henri Guignard and Todd Lubart; 16. Creative self-beliefs: their nature, development, and correlates Maciej Karwowski and Baptiste Barbot; 17. Individual differences in intelligence, personality, and creativity Adrian Furnham; 18. An update on 'does culture always matter: for creativity, yes, for deductive reasoning, no!' Weihua Niu, Sophia Braha and John X. Zhang.
£39.99
Cambridge University Press New Perspectives on Human Development
Book SynopsisThis book provides upper level undergraduates, graduate students, and faculty with a valuable resource that addresses fundamental questions of cognitive, social, and language development, applying original empirical data to old questions and providing a new direction for future research in the field.Table of ContentsList of contributors; Preface; 1. Developmental processes, levels of analysis, and ways of knowing: new perspectives on human development Nancy Budwig, Elliot Turiel and Philip David Zelazo; Part I. Cognitive Development: 2. Constructive artificial neural-network models for cognitive development Thomas R. Shultz; 3. Rethinking the emergence and development of racial bias: a perceptual to social hypothesis Kang Lee, Paul C. Quinn and Gail Heyman; 4. The differentiation of executive function over development: insights from developmental cognitive neuroscience Nicole Bardikoff and Mark Sabbagh; 5. Organismic causal models 'from within' clarify developmental change and stages Juan Pascual-Leone and Janice Johnson; 6. Developmental evolution: rethinking stability and variation in biological systems Robert Lickliter; 7. NOC NOC, who's there? A new ontological category (NOC) for social robots Peter H. Kahn, Jr and Solace Shen; 8. Understanding the ecologies of human learning and the challenge for education science Carol D. Lee; Part II. Social Development: 9. Privilege and critical race perspectives' intersectional contributions to a systems theory of human development Margaret Beale Spencer; 10. Cultural neuroscience of the developing brain in adolescence Joan Chiao; 11. A domains-of-socialization perspective on children's social development Joan Grusec; 12. Gender development: a constructivist-ecological perspective Lynn S. Liben; 13. Racialized learning ecologies: understanding race as a key feature of learning and developmental processes in school Maxine McKinney de Royston and Na'ilah Nasir; 14. Social intelligence in a multicultural world: what is it? Who needs it? How does it develop? Richard Shweder; 15. Development in the moral domain: coordination and the need to consider other domains of social reasoning Elliot Turiel and Matthew Gingo; 16. Resistance to dehumanization: a developmental process Niobe Way and Leoandra Onnie Rogers; 17. Mother-child conversations about children's moral wrongdoing: a constructivist perspective on moral socialization Cecilia Wainryb and Holly Recchia; Part III. Language and Communicative Development: 18. The evolution of linguistic communication: Piagetian insights Eva Jablonka; 19. Scaffolding cognitive novelties in early childhood: intuitive psychology as mind designer Radu Bogdan; 20. Embrace complexity! Multiple factors contributing to cognitive, social and communicative development Annette Karmiloff-Smith; 21. The cultural basis of language and thought in development Katherine Nelson; 22. Children's co-construction of sentence and discourse structures in early childhood: implications for development Amy Kyratzis; 23. Developing with diversity into the third decade of life and beyond Colette Daiute.
£35.14
Cambridge University Press Interpreting Figurative Meaning
Book SynopsisInterpreting Figurative Meaning critically evaluates the recent empirical work from psycholinguistics and neuroscience examining the successes and difficulties associated with interpreting figurative language. There is now a huge, often contradictory literature on how people understand figures of speech. Gibbs and Colston argue that there may not be a single theory or model that adequately explains both the processes and products of figurative meaning experience. Experimental research may ultimately be unable to simply adjudicate between current models in psychology, linguistics and philosophy of how figurative meaning is interpreted. Alternatively, the authors advance a broad theoretical framework, motivated by ideas from ''dynamical systems theory'', that describes the multiple, interacting influences which shape people''s experiences of figurative meaning in discourse. This book details past research and theory, offers a critical assessment of this work and sets the stage for a new vision of figurative experience in human life.Trade Review"...present a state-of-the-art view of what experiments have shown (or not shown) about how humans comprehend and process figurative language such as metaphor, metonymy, irony, sarcasm, proverbs, and idioms.... A valuable guide to the last 20-odd years of research on figurative language, this is a book for those who do not have the time to digest the primary literature in its entirety.... Recommended..." --S.A. Dooley, University of Texas at Brownsville, Choice"...The new book Interpreting Figurative Meaning by Raymond Gibbs Jr. and Herbert Colston provides a useful look at the research on how we understand figurative language.... The writing style of the book is highly entertaining. The tone of the book is quite jovial, with many entertaining transcripts and examples to tie together concepts.... the book is an exhaustive review of the research on figurative language, including great detail describing experiments that have examined the different figures of speech that are considered figurative language.... It provides a one-stop reference of no less than 10 of the most popular viewpoints applied to figurative language. We predict that the book will appeal to both the experienced language researcher and the newcomer." --Dr. Shelia Kennison, Oklahoma State University and Rachel Messer, PsyCRITIQUESTable of Contents1. Introduction; 2. Identifying figurative language; 3. Models of figurative language comprehension; 4. Interpreting specific figures of speech; 5. Indeterminacy of figurative experience; 6. Factors shaping figurative language understanding; 7. Broadening the scope of figurative language studies.
£32.32
Cambridge University Press Field and Laboratory Methods in Animal Cognition
Book SynopsisWould you ask a honeybee to point at a screen and recognise a facial expression? Or ask an elephant to climb a tree? While humans and non-human species may inhabit the same world, it''s likely that our perceptual worlds differ significantly. Emphasising Uexküll''s concept of ''umwelt'', this volume offers practical advice on how animal cognition can be successfully tested while avoiding anthropomorphic conclusions. The chapters describe the capabilities of a range of animals - from ants, to lizards to chimpanzees - revealing how to successfully investigate animal cognition across a variety of taxa. The book features contributions from leading cognition researchers, each offering a series of examples and practical tips drawn from their own experience. Together, the authors synthesise information on current field and laboratory methods, providing researchers and graduate students with methodological advice on how to formulate research questions, design experiments and adapt studies to diTrade Review'Field and Laboratory Methods in Animal Cognition, edited by Bueno-Guerra and Amici, manages also to implicitly teach some of the fundamentals of cognition in the way it showcases methods. By illuminating how similar cognitive principles need to be tested differently across species, the existence of the volume itself proves the importance of the 'Umwelt' concept it champions. With a star-studded lineup of authors, the book serves as a snapshot of who is doing what and how in the field of comparative cognition.' Alison L. Greggor, The Quarterly Review of BiologyTable of ContentsForeword Josep Call; Introduction: the concept of umwelt in experimental animal cognition Nereida Bueno-Guerra and Federica Amici; 1. Ants – individual and social cognition Zhanna Reznikova; 2. Bats – using sound to reveal cognition Yossi Yovel and Stefan Greif; 3. Bees – the experimental umwelt of honeybees Randolf Menzel; 4. Carib grackles – field and lab work on a tame, opportunistic island icterid Simon Ducatez, Sarah E. Overington, Jean-Nicolas Audet, Marine Battesti and Louis Lefebvre; 5. Chicken – cognition in the poultry yard Cinzia Chiandetti and Giorgio Vallortigara; 6. Chimpanzees – investigating cognition in the wild Roman M. Wittig and Catherine Crockford; 7. Dolphins and whales – taking cognitive research out of the tanks and into the wild Volker B. Deecke; 8. Elephants – studying cognition in the African Savannah Lucy A. Bates; 9. Fish – how to ask them the right questions Catarina Vila Pouca and Culum Brown; 10. Hermit crabs – information gathering by the hermit crab, pagurus bernhardus Robert W. Elwood; 11. Hyenas – testing cognition in the umwelt of the spotted hyena Lily Johnson-Ulrich, Kenna D. S. Lehman, Julie W. Turner and Kay E. Holekamp; 12. Lizards – measuring cognition in lizards: practical challenges and the influence of ecology and social behaviour Martin J. Whiting and Daniel W. A. Noble; 13. Meerkats – identifying cognitive mechanisms underlying meerkat coordination and communication: experimental designs in their natural habitat Marta Manser; 14. Octopuses – mind in the waters Jennifer A. Mather and Michael J. Kuba; 15. Grey parrots (Psittacus erithacus) – cognitive and communicative abilities Irene M. Pepperberg; 16. Sharks – elasmobranch cognition Tristan L. Guttridge, Kara E. Yopak and Vera Schluessel; 17. Spiders – hints for testing cognition and learning in jumping spiders Elizabeth M. Jakob, Skye M. Long and Margaret Bruce; 18. Tortoises – cold-blooded cognition: how to get a tortoise out of its shell Anna Wilkinson and Ewen Glass; Epilogue Nereida Bueno-Guerra.
£44.64
Cambridge University Press The Cambridge Handbook of Cognition and Education
Book SynopsisThis Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.Trade Review'What does cognitive psychology have to offer for those who want to make instruction and education more effective? This Handbook provides expert and up-to-date analyses of the many strands in this complex interdisciplinary field. Edited by two of the most dynamic and respected researchers working in the area, the Handbook should be very useful for those working in this burgeoning field and for those hoping to join the field.' Hal Pashler, University of California, San Diego'Cognitive factors are critical in determining the effectiveness of our teaching. With a stellar cast of researchers within its pages, The Cambridge Handbook of Cognition and Education edited by Dunlosky and Rawson, two leaders in our field, provides comprehensive coverage. This Handbook will remain current for many years. It deserves pride of place in any library committed to educational excellence.' John Sweller, Emeritus Professor of Educational Psychology, University of New South Wales, Australia'This volume imparts a magnificent overview of current research on many topics bridging between cognitive psychology and education. The chapters provide authoritative summaries of central issues written by leaders in the field. The book will be of great interest to researchers and educators - and should be widely read.' Henry L. Roediger, III, James S. McDonnell Distinguished University Professor, Washington University, St LouisTable of ContentsHow cognitive psychology can inform evidence-based education reform: an overview of The Cambridge Handbook of Cognition and Education John Dunlosky and Katherine A. Rawson; Part I. Foundations: 1. How the learning sciences can inform cognitive psychology Keith Sawyer and John Dunlosky; 2. Quackery in educational research Daniel H. Robinson and Joel R. Levin; Part II. Science and Math: 3. Teaching critical thinking as if our future depends on it, because it does Diane F. Halpern and Heather A. Butler; 4. Improving students' scientific thinking David Klahr, Corinne Zimmerman and Bryan J. Matlen; 5. Spatial skills, reasoning, and mathematics Nora S. Newcombe, Julie L. Booth and Elizabeth Gunderson; 6. Iterative development of conceptual and procedural knowledge in mathematics learning and instruction Bethany Rittle-Johnson; 7. Development of fraction understanding Pooja G. Sidney, Clarissa A. Thompson and John E. Opfer; 8. Learning how to solve problems by studying examples Tamara van Gog, Nikol Rummel and Alexander Renkl; 9. Harnessing our hands to teach mathematics: how gesture can be used as a teaching tool in the classroom Elizabeth M. Wakefield and Susan Goldin-Meadow; Part III. Reading and Writing: 10. Fundamental components of reading comprehension Anne E. Cook and Edward J. O'Brien; 11. Writing as a learning activity Perry D. Klein and Aartje van Dijk; 12. Bilingualism and education: connecting cognitive science research to language learning Gigi Luk and Judith F. Kroll; 13. Note-taking Stephen T. Peverly and Amie D. Wolf; 14. Multiple text comprehension Jean-François Rouet, M. Anne Britt and Anna Potocki; 15. Interventions to promote reading for understanding: current evidence and future directions Elizabeth A. Stevens and Sharon Vaughn; Part IV. General Learning Strategies: 16. When does interleaving practice improve learning? Paulo F. Carvalho and Robert L. Goldstone; 17. Correcting student errors and misconceptions Elizabeth J. Marsh and Emmaline E. Drew; 18. How multimedia can improve learning and instruction Richard E. Mayer; 19. Multiple-choice and short-answer quizzing on equal footing in the classroom: potential indirect effects of testing Mark A. McDaniel and Jeri L. Little; 20. Collaborative learning: the benefits and costs Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey and Soniya Gadgil; 21. Self-explaining: learning about principles and their application Alexander Renkl and Alexander Eitel; 22. Enhancing the quality of student learning using distributed practice Melody Wiseheart, Carolina E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler and Vanessa Foot; Part V. Metacognition: 23. Self-regulation in computer-assisted learning systems Roger Azevedo, Nicholas V. Mudrick, Michelle Taub and Amanda E. Bradbury; 24. Improving students' metacomprehension accuracy Thomas D. Griffin, Marta K. Mielicki and Jennifer Wiley; 25. Calibration and self-regulated learning: making the connections Douglas J. Hacker and Linda Bol; 26. Teachers' judgments of student learning of mathematics Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney and Richard D. Osguthorpe; 27. Learning strategies and self-regulated learning Philip H. Winne and Zahia Marzouk.
£173.85
Cambridge University Press The Cambridge Handbook of Cognitive Aging
Book SynopsisDecades of research have demonstrated that normal aging is accompanied by cognitive change. Much of this change has been conceptualized as a decline in function. However, age-related changes are not universal, and decrements in older adult performance may be moderated by experience, genetics, and environmental factors. Cognitive aging research to date has also largely emphasized biological changes in the brain, with less evaluation of the range of external contributors to behavioral manifestations of age-related decrements in performance. This handbook provides a comprehensive overview of cutting-edge cognitive aging research through the lens of a life course perspective that takes into account both behavioral and neural changes. Focusing on the fundamental principles that characterize a life course approach - genetics, early life experiences, motivation, emotion, social contexts, and lifestyle interventions - this handbook is an essential resource for researchers in cognition, aging, Trade Review'A go-to resource for both novice and expert researchers, this timely handbook takes a life course perspective on cognitive aging - from biology to culture. Expert chapters synthesize new evidence in core cognitive domains, review novel approaches to interventions and lifespan trajectories, and offer fresh perspectives on emotional, social, and lifestyle influences on the aging mind.' Patricia A. Reuter-Lorenz'The Cambridge Handbook of Cognitive Aging is a comprehensive compendium of cutting-edge perspectives by a veritable who's who of experts in the field. This informative and innovative volume will be an invaluable resource for years to come.' Margie E. Lachman, Minnie and Harold Fierman Professor of Psychology, Brandeis University'This handbook, which provides a comprehensive review by leading researchers of age-related changes in cognitive functioning, is unique in assessing the emerging role of experiential, environmental, social, emotional, and other life-course factors in cognitive aging. I highly recommend it to anyone interested in human aging.' Moshe Naveh-Benjamin, University of Missouri'This comprehensive international handbook of theories and mechanisms of cognitive aging adopts a life course perspective and provides detailed coverage of domain-specific models, social and emotional contexts, early-life influences and biological predispositions, and later-life interventions. This extensive overview will appeal most to graduate students and researchers ...' E. R. Paterson, ChoiceTable of ContentsPart I. Overview of Models of Cognitive Aging: 1. Introduction and overview; 2. Cognitive reserve; 3. How age-related changes in the brain affect cognition; 4. Neuroadaptive trajectories of healthy mindspan: from genes to neural networks; 5. Cognitive aging: role of neurotransmitter systems; 6. How arousal-related neurotransmitter systems compensate for age-related decline; Part I summary; Part II. Overview of Models of Cognitive Aging: 7. Aging effects on brain and cognition: what do we learn from a strategy perspective?; 8. Inhibitory theory: assumptions, findings, and relevance to interventions; 9. From perception to action: bottom-up and top-down influences on age differences in attention; 10. Age-related sensory deficits and their consequences; 11. Episodic memory decline in aging; 12. Age differences in decision making; 13. Emotion and memory; 14. Time perception from seconds to lifetimes: how perceived time affects adult development; Part II summary; Part III. Aging in a Social Context: 15. Memory and aging in social contexts; 16. Emotion regulation in adulthood and old age: a cognitive aging perspective on strategy use and effectiveness; 17. Changes in social and emotional well-being over the life span; 18. Aging and cognitive functioning: the impact of goals and motivation; 19. Social relationships and cognitive development in adulthood; 20. Emotion recognition and aging of the social brain; 21. Narrative and identity: the importance of our personal past in later life; 22. Stereotype threat and the cognitive performance of older adults; Part III summary; Part IV. Early Life and Biological Factors: 23. Prenatal influences on cognitive aging; 24. Associations between activity participation across the life course and cognitive aging; 25. Cognitive aging and culture: older brain predictions about different environments; 26. Current perspectives on aging and bilingualism across the life span; 27. Grit and successful aging; 28. Control and cognition: contextual and individual differences in cognitive aging; 29. Cognition and well-being across adulthood and old age; 30. The genetics of cognitive abilities; 31. Blood biomarkers of cognitive health and neurodegenerative disease; Part IV summary; Part V. Later Life and Interventions: 32. Cerebrovascular disease, aging, and depression: clinical features, pathophysiology, and treatment; 33. The role of nutrition in cognitive decline; 34. Sleep's role in cognitive aging; 35. Examination of the relationship between accelerometer-derived metrics of physical activity and cognition among older adults; 36. Far transfer and cognitive training: examination of two hypotheses on mechanisms; 37. Maximizing the impact of cognitive engagement interventions for older adults; 38. Mobility and cognitive decline in older adults with cognitive impairment; 39. Current and emerging technologies for supporting successful aging; Part V summary.
£173.85
Cambridge University Press Formulaic Language and Linguistic Change
Book SynopsisA substantial proportion of our everyday language is ''formulaic'', that is, it consists of oft-repeated chunks. From pause fillers such as you know, to phrases such as Many thanks!, Is this seat taken? or strong tea, they form a phenomenon central in language. This important new book investigates formulaic language from the point of view of language change. Employing a novel quantitative and data-led approach, it traces and analyses change in phraseology across 20th Century German as used in Switzerland. Drawing on nearly 20 million words of textual evidence, it shows that social and cultural change in the speech community is the predominant motivator of change, though other factors are also at play. The book demonstrates a close link between language change and the culture of the speech community, arguing that this has repercussions for the study of language in general, as well as the study of society and history.Trade Review'I anticipate this book will become an instant classic, often cited: for its remarkably comprehensive and innovative categorizations and definitions of the phenomenon, and for its presentation of a strong piece of research which employs clever methods and takes us a large step forward in knowledge. The literature review on formulaic language is a definite useful tool for anyone seeking to gain deep understanding of the phenomenon.' David Wood, Carleton University, Ottawa'A rigorous, well-written and well-focused book clearly demonstrating how changes in formulaic language are linked to changes in the cultural context. Its new proposed methodology for the automatic extraction of formulaic expressions from a large body of data, as well as the wealth of useful references provided, will be immensely valuable to researchers and specialists, as well as students.' Maria Fernandez-Parra, Swansea UniversityTable of ContentsIntroduction; 1. Formulaic language; 2. Cultural context and diachrony; 3. The data, the community and a data-led identification of MWEs; 4. MWEs in written German; 5. Culture as motivator of change; 6. Cultural motivation in context; Conclusions; Appendix A. Filter entries; Appendix B. Rater guidelines on semantic unity.
£89.29
Cambridge University Press Deep Learning in a Disorienting World
Book SynopsisMuch has been written about the escalating intolerance of worldviews other than one''s own. Reasoned arguments based on facts and data seem to have little impact in our increasingly post-truth culture dominated by social media, fake news, tribalism, and identity politics. Recent advances in the study of human cognition, however, offer insights on how to counter these troubling social trends. In this book, psychologist Jon F. Wergin calls upon recent research in learning theory, social psychology, politics, and the arts to show how a deep learning mindset can be developed in both oneself and others. Deep learning is an acceptance that our understanding of the world around us is only temporary and is subject to constant scrutiny. Someone who is committed to learning deeply does not simply react to experiences, but engages fully with that experience, knowing that the inevitable disquietude is what leads to efficacy in the world.Trade Review'In a provocative and imaginative review of multiple traditions and paradigms, Jon F. Wergin builds a convincing case that deep learning - constantly challenging our existing ways of thinking and being - is a survival necessity of adult life. Through a skillful weaving of personal examples with theoretical analysis, he shows how this mindset can be practiced in a way that inspires others.' Stephen Brookfield, John Ireland Endowed Chair, University of St. Thomas, MinnesotaTable of Contents1. Why deep learning is so important … and so hard; 2. How we learn: a short primer; 3. Mindful learning; 4. Constructive disorientation; 5. Critical reflection; 6. The importance of others; 7. The influence of politics on deep learning; 8. Constructive disorientation through the arts; 9. The art of maintaining essential tensions; 10. Cultivating a deep learning mindset.
£68.40
Cambridge University Press Economic Life in the Real World
Book SynopsisThis clearly written and engaging book brings together anthropology, psychology and economics to show how these three human science disciplines address fundamental questions related to the psychology of economic life in human societies - questions that matter for people from every society and every background. Based around vivid examples drawn from field research in China and Taiwan, the author encourages anthropologists to take the psychological dimensions of economic life more seriously, but also invites psychologists and economists to pay much more attention than they currently do to cultural and historical variables. In the end, this intrinsically radical book challenges us to step away from disciplinary assumptions and to reflect more deeply on what really matters to us in our collective social and economic life.Trade Review'Exploring new horizons in the moral psychology of economic life, Charles Stafford's novel book is bound to inspire social scientists as well as the concerned public in multiple ways.' Yunxiang Yan, University of California'The ambitious aim of this short book is to construct a robust framework for analyzing economic practices. Toward that end, Stafford brings together insights developed in the fields of anthropology, economics, and psychology. With examples drawn from long-term fieldwork in rural Taiwan and China, he uses clear, jargon-free prose to sketch a view of 'the economy not only as a domain of logical deliberation but also as one of emotions - and certainly as one of ethics' (p. xii).' Ethnos (Journal of Anthropology)'This intriguing book focuses on the 'moral aspects of economic Agency' (ix) and seeks to 'bring anthropology, psychology and economics into some kind of conversation' (115) … Writing mostly to colleagues in the guild, Charles Stafford draws from diverse sources of inspiration and grounds his argument in a series of case studies from different parts of rural China and Taiwan, his long-standing field sites … Overall the book is a delight. Readers with even slightly open minds may be convinced, and the seriousness with which Stafford considers the arguments of his opponents, allies, and interlocutors is a model for us all.' American EthnologistTable of ContentsPreface; 1. Introduction; 2. Decisions; 3. Substantivist economic psychology; 4. Plans; 5. Self-education as the end of economic life; 6. The politics of cognition; 7. Number and structure; Acknowledgements.
£70.30
Cambridge University Press Behavioral Network Science
£108.00
Cambridge University Press Understanding Intelligence
Book SynopsisHave you ever wondered why psychologists still can''t agree on what intelligence is? Or felt dismayed by debates around individual differences? Criticising the pitfalls of IQ testing, this book explains the true nature of intelligent systems, and their evolution from cells to brains to culture and human minds. Understanding Intelligence debunks many of the myths and misunderstandings surrounding intelligence. It takes a new look at the nature of the environment and the development of ''talent'' and achievement. This brings fresh and radical implications for promoting intelligence and creativity, and prompts readers to reconsider their own possibilities and aspirations. Providing a broad context to the subject, the author also unmasks the ideological distortions of intelligence in racism and eugenics, and the suppressed expectations across social classes and genders. This book is a must-read for anyone curious about our own intelligence.Trade Review'Ken Richardson has written a masterful book about intelligence. In contrast to what leading behavioural geneticists and psychometrically oriented psychologists see as the moderately or highly heritable trait of general intelligence (IQ), Richardson explains why psychometric and behavioural genetic arguments fail, and how intelligence should be seen as a socially acquired characteristic. A longstanding expert on intelligence, he writes in a manner that can be understood by both academic and general readers. I strongly recommend this book as an accessible and important counterweight to mainstream descriptions of intelligence in the fields of psychology and behavioural genetics, and in the media.' Jay Joseph, Psy.D., psychologist and author, Oakland, California, USA'Ken Richardson's Understanding Intelligence is a timely and important addition to Cambridge University Press's groundbreaking Understanding Life series. Richardson provides a "natural history of intelligence", and no facet of that complex topic goes untouched – adaptive evolution, embryology, endocrinology, circadian rhythms, neural networks, cooperative hunting. In our current moment, where scholars and politicians alike are calling for gene-guided education and appealing to innate differences as the cause of racial disparities, Richardson debunks myth after myth about cognitive ability: that the brain is best conceptualised as a machine, that IQ tests measure intelligence, that different racial groups have naturally different intellectual aptitudes, that the genome is a programme for cognitive development. The esteemed psychologist, in exchange, offers a vision of intelligence as a dynamic, interactive, developing, adaptive system – a system that allows every person to intellectually flourish, if only they are given the opportunity.' James Tabery, Professor of Philosophy, University of Utah, USA'For decades, Ken Richardson has been a leading voice within the critical approaches to intelligence in psychology. He patiently and determinedly interrogated the often taken for granted assumptions – and myths – about the meaning of intelligence, about how it can be measured and tested, about its heritability or its applicability as a measure of intellectual ability in the school or the workplace. Understanding Intelligence provides a thoroughly researched and persuasively argued up-to-date overview of this important work. It is sure to become an indispensable resource for both academics and practitioners, and indeed for anyone interested in one of psychology's most controversial, and flawed, concepts.' Jovan Byford, Senior Lecturer in Psychology, The Open University, UKTable of Contents1. Testing, testing; 2. In the genes?; 3. Intelligent systems; 4. Intelligence evolving; 5. Intelligent development; 6. Intelligent machine?; 7. Becoming human; 8. Individual differences; 9. Promoting intelligence.
£46.74
Cambridge University Press Life as a Bilingual
Book SynopsisAbout half the world''s population knows and uses two or more languages in everyday life, and an increasing number of parents are raising their children bilingual. This makes a resource on what it means to become and be bilingual all the more necessary. This book brings together a selection of posts from the author''s highly successful Psychology Today blog, grouped by topic into 15 chapters. The topics covered include, among others, what it means to be bilingual, the extent of bilingualism, how someone becomes bilingual, how bilingualism is fostered in the family, the bilingual mind and brain, and bilingualism across the lifespan. It also includes the author''s lively interviews with other experts, delving into their research and their own experience as bilinguals. Written in a highly engaging, readable style, this book is suitable for anyone who wants to better understand those who live with two or more languages.Trade Review'This timely book transforms posts from a highly successful blog across ten years into a readily available, meticulously organized, and carefully annotated exposé of the bilingual person across the lifespan - at once an authoritative resource and a lively narrative of what it means to live with more than one language. An enjoyable read!' Elizabeth Lanza, Professor/ Director Center for Multilingualism in Society across the Lifespan (MultiLing), Department of Linguistics and Scandinavian Studies, University of Oslo'An insightful and comprehensive guide to all aspects of the experience of knowing and using more than one language. Grosjean combines his formidable expert knowledge with his first-hand experience into a book that is both informative and entertaining.' Monika S. Schmid, Professor of Linguistics, University of Essex'This book is an extremely digestible resource for the layperson or student first engaging with the topic of bilingualism and for the scholar or professor who seeks a review of the material for research or teaching purposes. It will make a superlative bank of supplementary readings for graduate classes that is sure to stimulate discussion and reflection on the part of students.' Alicia Pousada, retired professor, University of Puerto Rico, Rio Piedras'Written in a clear and engaging style, and yet sharing important research information, Grosjean here answers our many questions as we live and raise families bilingually. By centering life as a bilingual, Grosjean dispels many anxieties produced by monolingual framings, normalizing processes of growing up, living, learning, loving, thinking and ageing bilingually.' Ofelia García, The Graduate Center, City University of New YorkTable of Contents1. Describing Bilinguals; 2. The Extent of Bilingualism; 3. Using Two or More Languages; 4. Across the Lifespan; 5. Becoming Bilingual; 6. Bilingualism in the Family; 7. Children with Additional Needs; 8. Second Language Learning; 9. Biculturalism and Personality; 10. When the Heart Speaks; 11. Language Processing; 12. The Bilingual Mind; 13. The Bilingual Brain; 14. Special Bilinguals; 15. Reminiscing; Index.
£71.24
Cambridge University Press Does your Family Make You Smarter
Book SynopsisDoes your family make you smarter? James R. Flynn presents an exciting new method for estimating the effects of family on a range of cognitive abilities. Rather than using twin and adoption studies, he analyses IQ tables that have been hidden in manuals over the last 65 years, and shows that family environment can confer a significant advantage or disadvantage to your level of intelligence. Wading into the nature vs. nurture debate, Flynn banishes the pessimistic notion that by the age of seventeen, people''s cognitive abilities are solely determined by their genes. He argues that intelligence is also influenced by human autonomy - genetics and family notwithstanding, we all have the capacity to choose to enhance our cognitive performance. He concludes by reconciling this new understanding of individual differences with his earlier research on intergenerational trends (the ''Flynn effect'') culminating in a general theory of intelligence.Trade Review'Another superb piece of work by the best mind in the business. The analysis of data is penetrating, the elaboration of its meaning highly illuminating, and the discourse on theories of intelligence is a feast for the mind.' Thomas J. Bouchard, Jr'Another amazing analysis of IQ data by James Flynn! As author of the Stanford-Binet 5, I have admired Flynn's work for many years. I highly recommend his new book that shines new light on the life-course of intelligence.' Gale H. Roid, author of the Stanford-Binet Intelligence Scale, 5th edition'James Flynn takes up one of the most important questions in the social sciences - what is left of human autonomy in the genomic age? - and lays out the optimistic case with full acknowledgment of the technical difficulties his argument must surmount. This is the way that we are going to make progress: by engaging an evolving state of knowledge with logic and data, transparently clear prose, and unfailing civility.' Charles Murray, co-author of The Bell Curve'Few intellectuals have grappled honestly with the problems surrounding the causes and effects of intelligence, and fewer still have done so with as much incisiveness and originality as James Flynn.' Steven Pinker, Harvard University, Massachusetts'Professor Flynn has a remarkable ability to explain complex concepts in a way so rational and logical that it seems, after the event, we should be kicking ourselves for overlooking the obvious. His chapter on the Raven's Progressive Matrices is brilliant.' John Rust, Director of The Psychometrics Centre, University of Cambridge, and co-author of Raven's Progressive Matrices'James Flynn, as much as anyone, can take credit for ushering in the age of enlightenment in our understanding of the nature of human intelligence. In this latest chapter, we learn how our families can either advantage or disadvantage us, and how our choices can either foster or impede our intellectual performance.' Joshua Aronson, New York University'This is a brilliant book that anyone will want to read who is even remotely interested in intelligence and what variables affect it. Its take-home message is extremely powerful for people of any age - that they have serious control over their intelligence through the environments they select …' Robert J. Sternberg, PsycCRITIQUESTable of ContentsPart I. Human Autonomy: 1. Twins and autonomy; 2. Justice and freedom; 3. The great debate; 4. Slow and quick decay of family effects; 5. Reconciliation with twins and adoptions; 6. The fairness factor; Part II. Intelligence: 7. The Raven's revolution; 8. Learning from astronomy; 9. The meta-theory of intelligence; 10. Scientific theories of intelligence; 11. Psychology and Cardinal Bellarmine; Appendices.
£19.99
Cambridge University Press The Cambridge Companion to Chomsky
Book SynopsisThis completely new edition of The Cambridge Companion to Chomsky surveys Chomsky''s contributions to the science of language, to socioeconomic-political analysis and criticism, and to the study of the human mind. The first section focuses on the aims of Chomsky''s recent ''biological-minimalist'' turn in the science of language, and shows how Chomsky''s view of the nature of language and its introduction to the human species has recently developed. The second section focuses on Chomsky''s view of the mind and its parts - and how to study them. Finally, the third section examines some of Chomsky''s many contributions to socio-political history and critique. This new edition examines Chomsky''s views on a wide range of issues, from his views of the lexicon, language''s evolution, and the study of mind to the status of capitalism and the Palestine-Israel conflict. It will be essential reading for anyone with an interest in Chomsky''s ideas.Trade Review'… [this] latest edition of The Cambridge Companion to Chomsky should appeal to a wide and diverse readership and is an invaluable resource in studying Chomsky's ideas.' Fiona Roxburgh, Modern Language ReviewTable of ContentsIntroduction; Part I. The Science of Language: Recent Change and Progress: 1. The locality of transformational movement: progress and prospects Howard Lasnik; 2. Is the faculty of language a 'perfect solution' to the interface systems Samuel Epstein, Hisatsugu Kitahara and Daniel Seely; 3. On merge Norbert Hornstein; 4. A feeling for the phenotype Robert C. Berwick; 5. The generative word Hagit Borer; 6. Third factors in language design: some suggestions from quantum field theory Massimo Piattelli-Palmarini and Giuseppe Vitiello; Part II. The Human Mind and its Study: 7. The influence of Chomsky on the neuroscience of language David Poeppel; 8. Cognitive science: what should it be? James McGilvray; 9. Semantic internalism Paul M. Pietroski; 10. Faculties and modules: Chomsky on cognitive architecture John Collins; 11. Chomsky and moral philosophy John Mikhail; Part III. Chomsky on Politics and Economics: 12. Critique and hope: the moral basis of Chomsky's political economy Charles Derber; 13. The propoganda model and manufacturing consent: US public compliance and resistance Anthony R. DiMaggio; 14. Chomsky listens: Latin America and the ethics of solidarity Greg Grandin; 15. Noam Chomsky and the question of Palestine/Israel: bearing witness Irene Gendzier.
£29.44
Nova Science Publishers Inc Psychosocial & Cognitive Development of
Book SynopsisThis book explores the psycho-social and cognitive development of Greek Cypriot University students. Taking Perrys theory of ethical and intellectual development as a point of reference, it first explores the way Perry was influenced by both Piaget and Kohlberg in relation to the formulation of stage theory, and then discusses the way Perrys work influenced more recent post Post-formal theories of cognitive development. It is argued that all stage theories depended on a particular structuralist reading of Piagetian theory that suppressed the references to the social psychological work of Piaget, and in particular the role of social interaction in cognitive development. This critique is articulated in two moves. First, the authors describe how critical voices internal to this literature like Riegels attempted to depart from what they conceived as an individualistic paradigm through the introduction of a dialectical framework, but then also point to the problems of these initial efforts. A major problem of these first efforts was the absence of a well developed socio-cultural framework for analysis based on Vygotskian theory. This problem is redressed through a discussion of the ways that major socio-cultural theorists understood human development in their more recent theories. The authors also revisit the social concept in Piagetian theory and its development through successive generations of research on social interaction and cognitive development. An integrative framework of human development as a social psychological process is then proposed that welds together a role for social relations on crucial cognitive outcomes like the attainment of formal operational thinking and deep learning. Additionally, psycho-social developmental outcomes like tolerance, commitment to future plans and self-determination are discussed as well. The results, beyond providing a description of university students state of development for the first time in the Cypriot context, also discuss the role of gender and socio-economic status in these students. Finally, the book is characterised by the attempt at the articulation of what Doise [1986] described as the four levels of analysis [intra-personal, interpersonal, intergroup/positional, social representations/ideological] by integrating in this process of articulation a role for social ethnic identity and ideological variables, thus offering a more complete socio-cultural model of university students development that manages to integrate social identity dynamics into existing development theories.
£195.19
Nova Science Publishers Inc Movement 2019: Brain, Body and Cognition
Book SynopsisThis book is based on the conference on Movement and Cognition held in July 2018 at the Joseph B. Martin Center at Harvard Medical School in Boston, where an opportunity was provided for researchers and practitioners from various disciplines to share their knowledge and experience in an academic environment that has supported learning and social change for hundreds of years. In this book, readers will find all the abstracts from this conference gathered together in this publication, which the authors hope will be of interest to the scientific community.
£219.99
Broadview Press Ltd Cognitive Revolution Pb
Book SynopsisWhy are the plots of Shakespeare and his contemporaries so different from those of his predecessors? This book argues that the answer is in part that certain forms of expectation were largely undeveloped in the medieval period. More broadly, it suggests that many of the causal and temporal thought processes that are second nature to us operated very differently or had not been developed in the minds of most medieval people. And conversely, it suggests that other mental faculties (such as the ability to respond to some of the elemental appeal of poetry) may have become dulled by the post-renaissance rationalist emphasis in our culture.In addition to drawing on a broad range of etymological and literary evidence (from the 10th century Gnomic verses to 16th-century drama) the book delves into medieval history, and draws many anthropological parallels. This is a significant study in the nature of narrative and an important investigation into the mental and cultural worlds of Shakespeare and his predecessors.Trade Review“Maintains that the Renaissance did not just introduce new ideas into Western culture but radically changed cognitive processes, the way people thought…raises enormous issues…rich and interesting.” — Studies in English Literature“Fascinating ideas…succeeds in demonstrating the emergence of a new cognitive faculty in Western culture.” — The Toronto Star“Intriguing, interesting and original!” — American Historical Review“Startles and compels attention…impressively detailed.” — The Kingston Whig-StandardTable of ContentsPrefacePart I: The Issue of Cognitive Processes Anthropological Perspectives Historical Perspectives Literary Perspectives Part II: The Roots of Expectation Expectation The Dawn of the Artificial Day: Medieval Temporal Thought Processes Thinking Across the Past Thinking into the Future Causation and Probability Part III: Literary Expectations Expectation and Literary Plots The Ways of Thought of Medieval Literature Shakespeare and the Revolution in Literary Plotting Illusion: Expectation's Dramatic By-Product Simon Forman's Expectations Postscript: Zimbabwe, 1985Notes and ReferencesIndex
£32.36
North Atlantic Books,U.S. The Elements of Skill: A Conscious Approach to
Book SynopsisWhy do so many beginners, both children and adults, fail to master chosen skills? The Elements of Skill was inspired by—and addresses—that question with a program based on proven techniques. The book, written by a renowned practitioner of the Alexander Technique, outlines an educational system that makes the process of learning a performance or athletic skill more conscious, and therefore more successful. Its principles include breaking down a skill into manageable parts, setting realistic goals, observing mind/body processes, overcoming blocks, controlling habits, and achieving heightened awareness and self-mastery. Included are inspiring examples of people who have benefited from the method.
£14.11
Nova Science Publishers Inc Natural History of the Mind: New Views on the
Book SynopsisThis book is a simple explanation of how the mind evolved. One of the many interesting facts emerging from this study is that vision appeared long before there was any brain of significance. Perception therefore had to be direct awareness of forms, patterning, smells, and so on. Survival depended on sensory input being an immediate representation of reality. The world as seen could not have been something pieced together and mulled over in a brain which didn''t exist. Memory and learning are said to occur at a molecular level for much the same reasons. Today''s social insects exhibit enormously complex behaviour, yet their brains are microscopic. All such facts, gleaned from both the past and present, have a major impact upon theories about how our own minds operate.
£86.69
Nova Science Publishers Inc Intelligence: New Research
Book Synopsis
£139.49
Nova Science Publishers Inc Consciousness & Learning Research
Book Synopsis
£129.74
Nova Science Publishers Inc Research Focus on Cognitive Disorders
Book SynopsisCognitive disorders are defined as those in which a limitation of cognitive functioning is the main feature. They include: amnestic disorders, Huntington''s disease, and mental retardation, dementia, delirium, aphasia, and cognitive disorders not otherwise specified. This book brings presents leading researchers from throughout the world.
£176.24
Nova Science Publishers Inc Cognitive Disorders Research Trends
Book SynopsisCognitive disorders are disturbances in the mental process related to thinking, reasoning, and judgement. They include delirium, dementia, and other cognitive disorders. Cognition includes the domains of attention, memory, language, gnosis, visuo-spatial function, praxis, and executive function, and is traditionally distinguished from the emotions or ''feelings''. Cognitive disorders may disturb one domain specifically, as in a selective impairment of memory (amnesia) or language (aphasia), or, more often, a combination of deficits, as in mental retardation and dementia.
£176.24
Nova Science Publishers Inc Origin of Intelligence: The Role of Information
Book SynopsisWhat does the place of information within the cosmos have to do with the life of any one person or with the nature of right and wrong? It changes everything. Information can be viewed as nothing more than an ephemeral artefact of matter, energy, space and time. Or it can be viewed as a component of the universe every bit as real and consequential as the others. This book shows not only that information is real in its own right, but that the intelligence found in people would not have come into existence if it were not. The most powerful tool and weapon of humans is the information system their minds together comprise. Individuals in all their variety are the way they are because that is the way that together they are most intelligent. From the evolutionary mechanism which generated human intelligence to the affairs of people today, the driving force has always been the role of information in individual lives. The result of their decisions through the distant past has been a kind of intelligence new in the universe. People together form a functional mental system that is of a higher order of complexity and intelligence than any individual mind could be. Individual minds are designed not to survive alone in a wilderness, but to complement the human information system as a whole. To make the system function, human intelligence and morality necessarily evolved together. People can think together only if they get along. The basic outlines of morality are as fixed and timeless and as rooted in human evolution as the intelligence it evolved with. Each is both cause and product of the other. The intelligence of the human information system as a whole is the central principle of human life. Acknowledging the reality of information changes forever the divide between secular and religious outlooks. Religions envision the information world by belief in an invisible network of connections between people and the world around them. But these connections exist in hard reality because the existence of information is just as real and provable as the existence of rocks. Dividing reality, by believing that physical things are real and information is not, trivialises the most important aspect of human existence. Once the illusion that information is not real is given up, the basic relationships of life re-assume the kinds of firm definitions that they have always been given by religions. To live in harmony with the reality of information, each person must find a way to recognise that their own thoughts and feelings, which consist of information, are just as real as any objects they think about. This has always been the essential doorway to reality, opening to a world of enormous intelligence, love and beauty. Reasons to care about other people appear clearly and simply as features of the way things are, endowing every life with a sense of purpose as an indispensable element of the human information system. Together, humans exist to wonder and speculate, create and explore, seek truth and solve the riddles of the universe.
£42.39
Nova Science Publishers Inc Cognitive Deficit in Mental & Neurological
Book SynopsisClinical neuropsychology is a sub-specialty of clinical psychology that specialises in the diagnostic assessment and treatment of patients with brain injury or neurocognitive deficits. This book comprises contributions from different clinical domains, in particular neurology, psychology and psychiatry and summarises significant theoretical and above all, practically usable information regarding a variety of disorders that a clinical neuropsychologist comes across in practice. This book explores aetiology of cognitive deficit, history of its examination, variables that are concerned with cognitive functions and rehabilitation possibilities. All chapters were written by experienced clinicians who are used to prevailing, typical problems of their patients that overlap cognitive functions to domains such as emotions and everyday difficulties of problem solving. This book is useful for individuals interested in neuropsychological diagnostics and rehabilitation, students of psychology and alike-oriented professions.
£85.59
Nova Science Publishers Inc Creative Problem Solving
Book Synopsis
£139.49
Nova Science Publishers Inc Encyclopedia of Cognitive Psychology: 2 Volume
Book Synopsis
£278.99
Nova Science Publishers Inc Beyond the Lab: Applications of Cognitive
Book Synopsis
£152.99
Nova Science Publishers Inc Consciousness, Attention & Meaning
Book Synopsis
£185.99
Nova Science Publishers Inc Psychology of Memory
Book Synopsis
£185.99
Nova Science Publishers Inc Video Game Play & Consciousness
Book Synopsis
£212.99
