Cognition and cognitive psychology Books

Book SynopsisSmell and taste are our most misunderstood senses. Given a choice between losing our sense of smell and taste, or our senses of sight and hearing, most people nominate the former, rather than the latter. Yet our sense of smell and taste has the power to stir up memories, alter our mood and even influence our behaviour. In The Neuropsychology of Smell and Taste, Neil Martin provides a comprehensive, critical analysis of the role of the brain in gustation and olfaction. In his accessible and characteristic style he shows why our sense of smell and taste do not simply perform basic and intermittent functions, but lie at the very centre of our perception of the world around us. Through an exploration of the physiology, anatomy and neuropsychology of the senses; the neurophysiological causes of smell and taste disorders, and their function in physical and mental illness, Neil Martin provides an accessible and up-to-date overview of the processes of gustation and olfaction.The Neuropsychology of Smell and Taste provides a state-of-the-art overview of current research in olfactory and gustatory perception. With sections describing the effect of odour and taste on our behaviour, and evaluating the contribution current neuroimaging technology has made to our understanding of the senses, the book will be of interest to researchers and students of neuropsychology and neuroscience, and anybody with an interest in olfaction and gustation. Table of Contents1. Smell and taste: an introduction to the psychology of chemosensation. 2. Individual differences in smell and taste: Age, sex, personality and culture. 3. Smell and taste: Anatomy, development, neuroanatomy and neurophysiology. 4. Psychophysiological and neuroimaging studies of smell and taste. 5. Disorders of smell and taste, and diseases associated with chemosensory impairment. 6. The neuro-psychology of flavour: multi-sensory interaction at the behavioural and neural level.

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Book SynopsisSuccessfully completing many forms of behaviour requires that humans look in the right place at the right time: This has generated a large volume of research aimed at understanding how the eyes are guided. This special issue demonstrates that the decision about where to look involves a large number of factors from low- to high-level constraints. New models of eye guidance are presented, and these offer converging approaches to understanding how we inspect complex scenes. Importantly, this special issue brings together evidence from a range of settings - from static scene viewing to real world environments - in order to fully assess our current understanding of eye guidance in natural scenes.Table of ContentsB.W. Tatler, Current Understanding of Eye Guidance. M. DeAngelus, J.B. Pelz, Top-down Control of Eye Movements: Yarbus Revisited. G. Underwood, T. Foulsham, K. Humphrey, Saliency and Scan Patterns in the Inspection of Real-world Scenes: Eye Movements During Encoding and Recognition. M. Matsukara, J.R. Brockmole, J.M. Henderson, Overt Attentional Prioritization of New Objects and Feature Changes During Real-world Scene Viewing. B.T. Vincent, R. Baddeley, A. Correani, T. Troscianko, U. Leonards, Do We Look at Lights? Using Mixture Modelling to Distinguish Between Low- and High-level Factors in Natural Image Viewing. F. Cristino, R. Baddeley, The Nature of the Visual Representations Involved in Eye Movements When Walking Down the Street. E. Birmingham, W.F. Bischof, A. Kingstone, Get Real! Resolving the Debate About Equivalent Social Stimuli. G. Kuhn, B.W. Tatler, G. Cole, You Look Where I Look! Effect of Gaze Cues on Overt and Covert Attention in Misdirection. K. Ehinger, B. Hidalgo-Sotelo, A. Torralba, A. Oliva, Modeing Search for People in 900 Scenes: A Combined Source Model of Eye Guidance. C. Kanan, M.H. Tong, L. Zhang, G.W. Cottrell, SUN: Top-down Saliency Using Natural Statistics. G.J. Zelinsky, J. Schmidt, An Effect of Referential Scene Constraint on Search Implies Scene Segmentation. B.W. Tatler, B.T. Vincent, The Prominence of Behavioural Biases in Eye Guidance. J.M. Henderson, T.J. Smith, How Are Eye Fixation Durations Controlled during Scene Viewing? Further Evidence from a Scene Onset Delay Paradigm. T.J. Smith, J.M. Henderson, Facilitation of Return during Scene Viewing. S. Pannasch, B.M. Velichkovsky, Distractor Effect and Saccade Amplitudes: Further Evidence on Different Modes of Processing in Free Exploration of Visual Images. B. Marius ‘t Hart, J. Vockeroth, F. Schumann, K. Bartl, E. Schneider, P. König, W. Einhäuser, Gaze Allocation in Natural Stimuli: Comparing Free Exploration to Head-fixed Viewing Conditions. J.A. Droll, M.P. Eckstein, Gaze Control, Change Detection and the Selective Storage of Object Information While Walking in a Real World Environment. D.H. Ballard, M.M. Hayhoe, Modeling the Role of Task in the Control of Gaze.

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Book SynopsisDoes darkness lead to happiness? Is there corn in the corner? These are questions that make - to some extent - semantically sense, but for researchers interested in the role of morphology in word processing they make morphologically sense as well. This Special Issue on Morphological Processing is based on the 6th MOrphological PROcessing Conference MOPROC, which was organized in Turku, Finland and hosted researchers with a firm interest in questions like these. The special issue contains 13 articles that provide answers from different viewpoints, since it contains research on comprehension, production, and acquisition of morphology. Moreover, the articles present research in a number of languages with fundamentally different morphological systems. Apart from studies in West-Germanic languages (English and Dutch), the special issue contains studies in Romance languages (Spanish and Italian), in languages with very rich inflectional paradigms (Greek, Polish and Finnish) and in languages with non-concatenative morphology (Hebrew and Arabic). Moreover, it contains studies on all three major morphological classes: Inflections, derivations and compounds. Specific questions addressed in the volume deal with the time course with which morphemes come available, what factors facilitate their use, the role of orthographic and semantic transparency in complex word processing and how morphology should be incorporated in models of word processing. The chapters provide a wealth of empirical results obtained with state-of-the-art experimental paradigms. We hope that they will be an inspiration for further studies in morphological processing as much as we - living in Finland - hope that there is happiness in darkness.Table of ContentsJ. Rueckl, A. Rimzhim, On the Interaction of Letter Transpositions and Morphemic Boundaries. J.A. Duñabeitia, M. Carreiras, S. Kinoshita, D. Norris, Is Morpho-Orthographic Decomposition Purely Orthographic? Evidence from Masked Priming in the Same-Different Task. E. Orfanidou, M. Davis, W. Marslen-Wilson, Orthographic and Semantic Opacity in Masked and Delayed Priming: Evidence from Greek. J. Morris, J. Porter, J. Grainger, P. Holcomb, Effects of Lexical Status and Morphological Complexity in Masked Priming: An ERP Study. K. Paterson, A. Alcock, S. Liversedge, Morphological Priming During Reading: Evidence from Eye Movements. S. Boudelaa, W. Marslen-Wilson, Productivity and Priming: Morphemic Decomposition in Arabic. B. Juhasz, R. Berkowitz, Effects of Morphological Families on English Compound Word Recognition: A Multi-Task Investigation. H. Bien, H. Baayen, W. Levelt, Frequency Effects in the Production of Dutch Deverbal Adjectives and Inflected Verbs. A. Deutsch, A. Meir, The Role of the Root Morpheme in Mediating Word Production in Hebrew. M. De Martino, G. Bracco, A. Laudanna, The Activation of Grammatical Gender Information in Processing Italian Nouns. D. Trafficante, S. Marcolini, A. Luci, P. Zoccolotti, C. Burani, How do Roots and Suffixes Influence Reading of Pseudowords? A Study of Young Italian Readers With and Without Dyslexia. E. Kidd, M. Kirjavainen, Investigating the Contribution of Procedural and Declarative Memory to the Acquisition of Past Tense Morphology: Evidence from Finnish. G. Krajewski, A. Theakston, E. Lieven, M. Tomasello, How Polish Children Switch from One Case to Another When Using Novel Nouns: Challenges for Models of Inflectional Morphology.

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Book SynopsisFirst published in 2011. Routledge is an imprint of Taylor & Francis, an informa company.Table of ContentsAllen, Lien, Ruthruff, Cognition and Emotion: Neuroscience and Behavioral Perspectives. Dolcos et al., Neural Correlates of Emotion-Cognition Interactions: A Review of Evidence from Brain Imaging Investigations. Shaw et al., Electrophysiological Evidence of Emotion Perception without Central Attention. Noh, Isaacowitz, Age Differences in the Emotional Modulation of Attention: Effects of Own-age versus Other-age Emotional Face Cues on the Alerting and Orienting Networks. Balconi, Frontal Brain Oscillation Modulation in Facial Emotion Comprehension. The Role of Reward and Inhibitory Systems in Subliminal and Supraliminal Processing. Sutton, Altarriba, The Automatic Activation and Perception of Emotion in Word Processing: Evidence from a Modified Dot Probe Paradigm. Nquyen et al., Trustworthiness and Negative Affect Predict Economic Decision-making. Timpe et al., White Matter Integrity, as Measured by Diffusion Tensor Imaging, Distinguishes between Impaired and Unimpaired Older Adult Decision-makers: A Preliminary Investigation. Allen et al., Individual Differences in Positive Affect Moderate Age-related Declines in Episodic Long-term Memory.

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Book SynopsisSpeech recognition in ‘adverse conditions’ has been a familiar area of research in computer science, engineering, and hearing sciences for several decades. In contrast, most psycholinguistic theories of speech recognition are built upon evidence gathered from tasks performed by healthy listeners on carefully recorded speech, in a quiet environment, and under conditions of undivided attention. Building upon the momentum initiated by the Psycholinguistic Approaches to Speech Recognition in Adverse Conditions workshop held in Bristol, UK, in 2010, the aim of this volume is to promote a multi-disciplinary, yet unified approach to the perceptual, cognitive, and neuro-physiological mechanisms underpinning the recognition of degraded speech, variable speech, speech experienced under cognitive load, and speech experienced by theoretically relevant populations. This collection opens with a review of the literature and a formal classification of adverse conditions. The research articles then highlight those adverse conditions with the greatest potential for constraining theory, showing that some speech phenomena often believed to be immutable can be affected by noise, surface variations, or attentional set in ways that will force researchers to rethink their theory. This volume is essential for those interested in speech recognition outside laboratory constraints.Table of Contents1. Speech recognition in adverse conditions: A review Sven L. Mattys, Ann R. Bradlow, Matthew H. Davis and Sophie K. Scott 2. Talker-specific perceptual adaptation during online speech perception Alison M. Trude and Sarah Brown-Schmidt 3. Effects of dialect variation on the semantic predictability benefit Cynthia G. Clopper 4. Word learning under adverse listening conditions: Context-specific recognition Sarah C. Creel, Richard N. Aslin and Michael K. Tanenhaus 5. Familiarisation conditions and the mechanisms that underlie improved recognition of dysarthric speech Stephanie A. Borrie, Megan J. McAuliffe, Julie M. Liss, Cecilia Kirk, Gregory A. O'Beirne and Tim Anderson 6. The effect of energetic and informational masking on the time-course of stream segregation: Evidence that streaming depends on vocal fine structure cues Payam Ezzatian, Liang Li, M. Kathleen Pichora-Fuller and Bruce A. Schneider 7. Speech-in-speech recognition: A training study Kristin J. Van Engen 8. Sentence comprehension in competing speech: Dichotic sentence-word priming reveals hemispheric differences in auditory semantic processing Jennifer Aydelott, Dinah Baer-Henney, Maciej Trzaskowski, Robert Leech and Frederic Dick 9. Brain regions recruited for the effortful comprehension of noise-vocoded words Alexis Hervais-Adelman, Robert P. Carlyon, Ingrid S. Johnsrude and Matthew H. Davis 10. Audiovisual benefit for recognition of speech presented with single-talker noise in older listeners Alexandra Jesse and Esther Janse 11. Sentence comprehension in proficient adult cochlear implant users: On the vulnerability of syntax A. Hahne, A. Wolf, J. Müller, D. Mürbe and A. D. Friederici 12. Increased lexical activation and reduced competition in second-language listening Mirjam Broersma 13. A lexically-biased attentional set compensates for variable speech quality caused by pronunciation variation Mark A. Pitt and Christine M. Szostak 14. Adverse conditions improve distinguishability of auditory, motor and perceptuo-motor theories of speech perception: An exploratory Bayesian modelling study C. Moulin-Frier, R. Laurent, P. Bessière, J. L. Schwartz and J. Diard

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Book SynopsisWhile the notion of generalization fits prominently into cognitive theories of learning, there is surprisingly little research literature that takes an overview of the issue from a broad multifaceted perspective. This volume remedies this by taking a multidisciplinary perspective on generalization of knowledge from several fields associated with Cognitive Science, including Cognitive Neuroscience, Computer Science, Education, Linguistics, Developmental Science, and Speech, Language and Hearing Sciences. Researchers from each perspective explain how their field defines generalization - and what practices, representations, processes, and systems in their field support generalization. They also examine when generalization is detrimental or not needed. A principal aim is the identification of general principles about generalization that can be derived from triangulation across different disciplines and approaches. Collectively, the contributors’ multidisciplinary approaches to generalization provide new insights into this concept that will, in turn, inform future research into theory and application, including tutoring, assistive technology, and endeavors involving collaboration and distributed cognition.Trade Review"This book is an ambitious interdisciplinary undertaking to shed light on an important cognitive process. Never before have biological, developmental, and educational perspectives on knowledge generalization been brought together under one cover. This effort is a model for future interdisciplinary approaches to studying cognition and learning."- Tamara Sumner, Ph.D., Executive Director of Digital Learning Sciences and Associate Professor at the University of Colorado at Boulder, USA"This volume addresses a fundamental question: How do individuals extend what they have learned to novel situations? The scope of the volume is striking, with contributions from cognitive and developmental psychology, cognitive neuroscience, education, and computer science. It is sure to be of interest to scholars across all of the cognitive sciences."- Carol Seger, Ph.D., Colorado State University, USATable of ContentsPreface. Part 1. Cognitive Neuroscience Approaches to Generalization. N.C. Huff, K. LaBar, Generalization and Specialization of Conditioned Learning. R.W. McGugin, J. Tanaka, Transfer and Interference in Perceptual Expertise: When Expertise Helps and When it Hurts. R. Poldrack, V. Carr, K. Foerde, Flexibility and Generalization in Memory Systems. Part 2. Developmental Perspectives on Generalization. L. Gerken, F.K. Balcomb, Three Observations About Infant Generalization and Their Implications for Generalization Mechanisms. A.V. Fisher, Mechanisms of Induction Early in Development. J. Lany, R.L. Gomez, Prior Experience Shapes Abstraction and Generalization in Language Acquisition. Part 3. Representations that Support Generalization. T.L. Griffiths, Bayesian Models as Tools for Exploring Inductive Biases. M. Huenerfauth, Representing American Sign Language Classifier Predicates Using Spatially Parameterized Planning Templates. K. Levering, K.J. Kurtz, Generalization in Higher-order Cognition: Categorization and Analogy as Bridges to Stored Knowledge. Part 4. Educational, Training Approaches to Generalization. A.C. Graesser, D. Lin, S. D’Mello, Computer Learning Environments with Agents that Support Deep Comprehension and Collaborative Learning. R. Hall, K. Wieckert, K. Wright, How Does Cognition Get Distributed? Case Studies of Making Concepts General in Technical and Scientific Work. C.K. Thompson, Generalization in Language Learning: the Role of Structural Complexity. Part 5. Technological Approaches to Generalization. J. McGrenere, A. Bunt, L. Findlater, K. Moffatt, Generalization in Human-Computer Interaction Research. K.R. Butcher, S. de la Chica, Supporting Student Learning with Adaptive Technology: Personalized Conceptual Assessment and Remediation. S.P. Carmien, G. Fischer, Beyond Human-Computer Interaction: Meta-Design in Support of Human Problem-Domain Interaction. M.T. Banich, D.J. Caccamise, In Summary. Index.

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Book SynopsisThe development of 'ageless' mental health services means that an increasing number of clinicians are now required to work with older people. Cognitive Behavioural Therapy is recognised by all recent meta-analyses as the most effective therapy, yet few clinicians are trained specifically in its usage with the elderly. This book is a detailed guide to using CBT with older people both with and without cognitive difficulties. Reviewing its use in different settings, it covers both conceptual and practical perspectives, and details everything from causes and initial assessment to case formulation and change techniques. Case studies in both depression and dementia are used to illustrate how CBT should work and how positive effects can manifest themselves. Suitable both for trainees and experienced therapists, this book will be essential for anybody using cognitive behavioural therapy in their work with older people, regardless of their clients' levels of cognitive ability.Trade ReviewAlthough this book has the intended audience for trainees and experience therapists I believe it includes conceptual and practical perspectives which could be relevant to anyone who works with older clients undergoing CBT. The evidence based practice can be applied to anyone with a cognitive decline despite their age. -- SignpostI would definitely recommend this book to my students. -- Mental Health NursingThis book is a welcome addition to the practice of psychological therapies with older people, as there is little doubt that mental health services will encounter increasing numbers of older people experiencing anxiety and/or depression in coming years... This book is both detailed and accessible. Case material is used well to illustrate the various CBT approaches that are described. Guidance is offered in an authoritative and empirically grounded manner and many of the key issues facing both experienced and trainee CBT therapists working with older people are covered. The book is therefore a useful resource for trainers, clinicians and therapists of all levels of experience... this book should be recommended reading for clinicians using CBT with older people. -- The Journal of Ageing & SocietyThis book is a welcome addition to the sparse literature on working psychologically with older people both with and without dementia, written by a respected authority with over 20 years' experience in this field... This book is a worthy addition to the literature in the area of working with older adults... I would recommend it to all therapists working or interested in working with older adults. The introductory chapters will help those with limited CBT knowledge. Those with more experience will certainly find James's passion both motivating and endearing. -- Therapy TodayThis is an immensely ambitious book aiming to encompass a vast body of material spanning the literature on cognitive behavioural therapy (CBT), neuropsychology of aging, and models of cognition and memory. This makes it quite complex, but a great deal of thought has been given to how it is structured to enable the reader to make their way through...the book sites itself quite firmly in current competency based educational practice and I think has clearly been written as the result of the author's extensive experience of supervising psychology trainees. It is a very structured text, in many ways modelling the processes of agenda setting, information gathering, formulation and so on that are explored in the text...the book has some very important points to make and makes them in a well-researched and evidenced way. I think one of the most useful is about the nature of normal cognitive aging and the risk of excluding older people from genetic therapy services because fo a failure to appreciate the interaction between cognition and therapeutic engagement...Another feature of the book that I liked was the very practical emphasis on the need to be effective - to measure what you're doing, make a judgement about whether it is likely to help, and take steps to ensure that change occurs. I think this emphasis on the progression from engagement to understanding to changing and the need to achieve action beyond a shared understanding will be particularly useful to inexperienced therapists...It is a very learned and well informed treatise with some important and quite novel things to say and it packs in a huge amount of information. Will it be a useful addition to the bookshelf? Certainly, especially if you want a pithy summary of the issues that are specific to therapy with older people or if you want to encourage people to think about dementia from a CBT framework. -- Dementia UK websiteTable of ContentsChapter 1. 1.1 Introduction. 1.2 Partitioning - parts 1 to 3. Part 1. Chapter 2. Patients' Presentations and How CBT Helps. 2.1 Introduction. 2.2 Nature of the mood disorders. 2.3 Nature of standard CBT. 2.4 Working with people in non-standard CBT formats. 2.5 Conclusion. Chapter 3. Adapting Therapy for Older People. 3.1 Introduction. 3.2 Two dimensional framework for categorising presentations. 3.3 Conclusion. Chapter 4. Cognitive Changes, Executive Functioning, Working Memory and Scripts: Their Relevance to Therapeutic Engagement. 4.1 Introduction. 4.2 Cognitive changes. 4.3 Executive functioning. 4.4 Working memory. 4.5 Actions of scripts. 4.6 Conclusion. Part 2. Chapter 5. Assessment. 5.1 Introduction. 5.2 Assessment protocol. 5.3 Cautions regarding the assessment process. 5.4 Measures. 5.5 Conclusion. Chapter 6. Case Formulation. 6.1 Introduction. 6.2 Nature of formulations. 6.3 Formulations with older people. 6.4 Review of formulation approaches used with older people. 6.5 Choice of formulation. 6.6 Cautions regarding use of formulations. 6.7 Conclusion. Chapter 7 Change Techniques. 7.1 Introduction. 7.2 Nature of change. 7.3 Change strategies. 7.4 Process issues associated with change techniques. 7.5 Modifying core beliefs. 7.6 Cognitive change with the continuum technique. 7.7 Conclusion. Part 3. Chapter 8 A Case Study in Depression: Mary. 8.1 Introduction. 8.2 Overview of the case. 8.3 Review of the work undertaken with Mary. 8.4 Conclusion. Chapter 9 Assessing and Developing Clinical Competence. 9.1 Introduction. 9.2 The Cognitive Therapy Scale-Revised. 9.3 Conclusion. Chapter 10. Use of Psychotherapy in the Treatment of Challenging Behaviours in Care Facilities: A Staff-Centred, Person-Focused Approach. 10.1 Introduction. 10.2 Description of the NCBS and its treatment philosophy. 10.3 Overview of the case. 10.4 Protocol of the Newcastle approach. 10.5 Process and structural features of the assessment phase. 10.6 Information Sharing Session (ISS) and goal-setting process. 10.7 Formulation. 10.8 Treatment and outcome. 10.9 Reflections. Chapter 11.Concluding Comments 11.1 Introduction. 11.2 Working with carers. 11.3 Alternative models to CBT in the treatment of depression. 11.4 IAPT: Provision of Mental Health Services for Older People. 11.5 Concluding comments and reflections. Appendix 1: Disorder-specific conceptual models. Appendix 2: A training manual for promoting therapeutic competence. References.

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Book SynopsisCan you imagine not being able to recognize those you know if they wore glasses, changed their hairstyle, or perhaps put on a hat?Prosopagnosia is a severe facial recognition disorder that is thought to impact around two per cent of the population. Frequently found in children on the autism spectrum, those with the condition have difficulties distinguishing between one face and the next, meaning that they may not recognize even those who are closest to them. Nancy L. Mindick provides parents, teachers, and other professionals with an accessible explanation of the different types, causes, and characteristics of prosopagnosia. Providing an insider's perspective on the condition, she suggests ways to recognize the signs of facial recognition difficulties in children, and offers specific ideas for ensuring that they are properly supported in their learning and social development. The issues of diagnosis and disclosure are explored, and the author offers practical management strategies for helping children to cope with the condition and to navigate the many different social situations they will encounter at home, at school, and in the community. This book offers specific, practical information for parents, teachers, child psychologists, and anyone else who wishes to support the learning and development of a child with a facial recognition disorder.Trade ReviewEducator Nancy L. Mindick, who also suffers from prosopagnosia, attempts to fill an information hole with her important book, Understanding Facial Recognition Difficulties in Children... As one who suffers from the disorder she's writing about, Mindick has obvious insight into the emotions that go along with the condition and is brave enough to use her own history as a guide in her writing... It's also evident that Mindick has spent countless hours studying her condition. She offers lucid explanations of the science behind face blindness and explores the differences between developmental prosopagnosia, which starts in childhood, and situational, which occurs as a result of brain injury or illness. Perhaps most importantly, she encourages celebrating the individual talents and personal successes of any person learning to live with prosopagnosia. People suffering from its effects will welcome this accessible, concise, practical book. -- ForeWord Digital ReviewTable of ContentsAcknowledgements. Foreword by Glenn Alperin. Introduction. 1. The World of Prosopagnosia 2. Seeing Faces. 3. Benefits to Children of Face Recognition. 4. Faces, Math, and Motion: The Clustering of Talent and Impairment Areas. 5. Recognizing Non-recognition. 6. How Prosopagnosics Recognize. 7. Supporting the Child in Elementary School. 8. The Older Child and Teen in School. 9. Working with Parents and Teachers. 10. Helping the Child to Thrive Socially. 11. Disclosure of Prosopagnosia. 12. Facial Expressions and Prosopagnosia. 13. Diagnosis of Prosopagnosia. 14. Looking Toward the Future. Afterword. Appendix. Glossary. Bibliography. Index.

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Book SynopsisThe book emphasises the collaborative relationship with the patient, explaining the nature of the problem and working out a treatment plan. At the end of each chapter there are useful lists of references and recommended further reading, including leaflets and other useful information for patients. There also many helpful appendices on subjects such as self-help for anxiety, coping with panic attacks, deep muscle relaxation, and Masters and Johnson therapy. Not only does this book describe a form of therapy, but it also enters the debate on the reorganisation of mental health services, advocating A model where a clinical psychologist practitioner is part of the primary health care team.'- International Journal Of Psychiatry In Clinical Practice'This is a good resource book, giving information about materials ranging from a CD-ROM on enuresis to contracts for British Airways fear-of-flying courses. On balance, I would say buy it for all your primary carers.'- Clinical Psychology Forum'This is a very readable and useful text... a wonderful introductory text for those new to the technique, and offers a basic framework for practice and source of reference for those specialising in other techniques. There are many gems within the book, which is written by a GP and a clinical psychologist... well structured, makes good use of cross-referencing, and contains additional material in the appendices. The book also includes a useful list of contact addresses, suggested further reading and a comprehensive index.'- Mental Health Care'A well organised and coherent presentation of Cognitive Behavioural Therapy applied in primary care...the authors have managed to include anxiety, depression, habit and appetite, as well as sexual and relationship problems. Each problem is extensively explored with provision of examples of contracts and clear stages of progression through treatment. A chapter also covers problems of childhood and adolescence, which sensitively and clearly explains approaches to bed-wetting, nightmares and sleepwalking as well as tantrums and feeding difficulties. Cognitive Behavioural Therapy is shown to provide clear and positive guidelines for both parents and health workers. This is a valuable book providing both extensive and consistent guidelines for the primary care worker and other professional groups.'- Psychotherapy and CounsellingDespite increased recognition of the importance of psychological factors in the treatment of physical illness there have been surprisingly few practical guides published on the subject of behavioural therapy in primary care. In 1986, in response to this need, Richard France and Meredith Robson created a practical manual for those with limited time at their disposal, who still wish to use behavioural methods with their patients or clients. Ten years on, 'Behaviour Therapy in Primary Care'(originally published by Chapman and Hall) has become a well established and highly thought of work within this field. In this new and updated guide the authors have incorporated recent research in the area of cognitive behaviour therapy, including:* advances in the general field of cognitive behaviour therapy* fundamental changes in certain established problem areas, such as sexual and marital therapy* additional work in 'core' areas, such as anxiety and depression* work in problem areas that have recently come to the fore, such as post traumatic stress disorder, HIV and stillbirth/abortion trauma.France and Robson explore a great diversity of issues within this practical guide, creating a reference work that will be indispensable to those needing a comprehensive introduction to this developing field.Table of ContentsPART 1 METHODS. Introduction 2. Services and Organisation 3. Assessment 4. Data Collection and Monitoring 5. The Basic Concepts of Intervention PART 2 PROBLEMS 6. Anxiety and Related Disorders 7. Relationship and Sexual Problems 8. Disorders of Habit and Appetite 9. The Management of Depression 10. Cognitions and Behaviour in Health Care 11. The Management of Specific Medical Problems 12. Problems of Childhood and Adolescence 13. Study and Employment 14. Problems of Later Life.

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Book SynopsisExamining the potential of creative writing as a therapeutic tool, particularly in terms of its influence on the self and personal development, The Self on the Page is divided into two parts. In Part One representative practitioners provide an overview of current work in the field, based on their experience of conducting courses, workshops and research projects with creative writing students, and clients as diverse as people with learning disabilities or dementia and people in hospices, using various genres of creative writing from poetry to autobiography and literary fiction. This section also contains many practical suggestions for writing techniques that can be used for personal development, whether working with writers' groups or with client groups in health care and the social services.Part Two explores the theoretical background to the therapeutic uses of creative writing, with particular reference to psychoanalysis, philosophy of language, and literary and social theory. Illustrating a wide range of different approaches, the contributors provide an introduction to thinking about creative writing in a personal development context with suggestions for further reading, and look at the potential evolution of therapeutic creative writing in the future.Academics with an interest in textual practice, language and cultural theory; practitioners and theorists of psychotherapy and psychoanalysis; arts therapists and their educators; arts providers.Trade ReviewAn absolute pleasure to read. I now have a broader understanding of the issues involved in creative writing, and look forward to the development of this exciting area both in research, and my own practice. -- The Journal of Critical Psychology, Counselling & Pschotherapy.The Self on the Page embraces a highly complex issue and is important and exemplary in many ways: it is compellingly written, useful, lucid and inspiring. Unequivocally, it provides an engaging entry into the topic of creative writing and personal development. This is a book for immediate reading and constant reference. -- Auto/Biography University of Sussex publicationThe seven projects the editors have chosen to present are deeply engaging, intriguing, thought provoking. -- Therapeutic Communities.This book is divided into two sections: in part one practitioners from a variety of settings say how they use writing to help personal development, and part two puts forward theories linked to using autobiography as a form of psychoanalysis. Targeted at anyone working with people, whether as a group or individual, in any setting, this interesting and unusual book benefits from a wide range of viewpoints. -- Therapy WeeklyI would certainly urge drama-therapists to read this. I found it stimulating and often moving. Once or twice I discovered things in it which led me to revise assumptions I habitually make about the importance of the written word, and the sources and nature of its power to heal. Much of the text is informative and helpful, particularly the final chapter, in which the two editors draw conclusions about the potential for future development of writing as a psychotherapeutic resource. -- DramatherapyThis collection of essays will surely be welcome in all kinds of contexts. The editors have collected a fascinating range of material, all complementing each other, and providing an overview of the current thinking about how creative writing is a form of therapy or at least, a tool for self-knowledge. The essays cover general formal concepts such as the wonderful Peter Abbs on autobiography to the applications of writing in workshop and therapeutic sessions. The book introduces a subject that ought to take centre stage in writing courses: creativity as a satisfying end in itself, rather than something that leads to huge advances and reading tours. In other words, the writers here are aware that we live in a society in which emotional and spiritual communication are being increasingly marginalised rather than being a focal part of our ways of living together. Gillie Bolton's work with GPs, for instance, is partly about the nature of doctors as family members, listeners and friends ... I can't recall the last time I read such a positive, life-affirming book on what is often called "arts in society" as if it were a concept grafted onto "reality" in some way. Some of the work here uses literary theory and some keeps the focus firmly on the practical and immediate; but what all the essays offer is a selection of fresh approaches to areas we all seem to be aware of in conversation, but rarely have the chance to develop or satisfy our curiosity. The lines of thought here are so thought-provoking that some of the investigations and enquiries should lead to more substantial work in the future. This is a timely statement of intent from all of us involved in proving that writing is not simply a kitchen table hobby for would-be novelists, but something deep and integral to the personality. It is a need and professionals in classrooms and in clinics are recognising this. I know that I shall be using some of the ideas here to add to my resources for teaching, particularly in courses on writing for community and writing autobiography, largely because the spirit of the book is about transformations. -- Writing in EducationTable of ContentsIntroduction, Celia Hunt and Fiona Sampson. Part 1 Current Practice of Creative Writing in Personal Development. 1.Writing and the Voice of the Child: Fictional Autobiography and Personal Development, Celia Hunt 2.The Self as Source: Creative Writing Generated from Personal Reflection, Cheryl Moskowitz, creative writer 3. The Web of Words: Collaborative Writing and Mental Health, Graham Hartill, Newport and Abergavenny MIND 4.`Men Wearing Pyjamas': Using Creative Writing with People with Learning Disabilities. Fiona Sampson. 5.Writing or Pills? Therapeutic Writing in Primary Health Care. Gillie Bolton, Sheffield University. 6. Final Fictions? Creative Writing and Terminally Ill People. Colin Archer, freelance writer. 7. A Matter of Life and Death of the Mind: Creative Writing and Dementia Sufferers, John Killick, Dementia Services Development Centre, University of Stirling Part 2: Theoretical Contexts for Creative Writing in Personal Development. 8.The Creative Word and the Created Life: The Cultural Context for Deep Autobiography, Peter Abbs, University of Sussex. 9. Thinking about Language as Our Way through the World: Some Sources for a Model, Fiona Sampson. 10. Writing, the Self and the Social Process. Mary Stuart, University of Sussex. 11. The Empty Word and the Full Word: The Emergence of Truth in Writing, Trevor Pateman, University of Sussex. 12.The Transformative Effect of Reading, Janet Campbell, University of Sussex. 13. Autobiography and the Psychotherapeutic Process, Celia Hunt. 14.Towards a Writing Therapy? The Implications of Existing Practice and Theory, Fiona Sampson and Celia Hunt.

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Book SynopsisThis is the eighteenth volume of the ongoing series of papers and submissions to the Oxford Symposium on Food & Cookery, the longest running food history conference in the world. The subject this year is more peculative than is often the case and contributors have ranged widely over a topic which allows them to explore the sychological bases of food consumption and the development of cookery, as well as more obvious excursions down memory lane in pursuit of food and drink. There are upwards of 30 papers from food historians based in Britain, United States, Japan and the Far East, Australia, and Northern Europe.

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Book SynopsisDefinition of "genius": someone who has exceptionally intellectual or creative power or other natural ability. Doing or creating something truly creative will be the defining feature of success in the 21st century. This requires us to seek out our abilities and the innate resources born to us, raise our performance and fulfil our potential - in other words, to enable our genius. This fascinating book examines the nature of genius in human beings and what it takes to go beyond mediocrity and ordinariness. Written by a leading thinker and consultant in human performance, together with contributions from other experts in the field, the book identifies three specific kinds of genius that are within everyone's reach: unique individual genius (in a specific discipline, craft or skill set); genius in any discipline, craft or skill set; moments of genius (that occur as spontaneous, unplanned events); and collective genius (the coming together of individuals to deliver something extraordinary).

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Book SynopsisThere is a huge appetite among the thinking professionals for ways to extend their quality and quantity of life through work. We are living longer and want to ensure we build our cognitive fitness through our lives, to give the best we can at work and get the most out of the experience in return. Technology has improved to allow a greater understanding of the functioning of brain, in sickness and in health. We've learnt so much that we can pass on to ensure as many as possible can benefit from an understanding of their cognitive health. In this book you have access to a comprehensive overview of the key cognitive health domains and how they impact your ability to operate at your best. You will understand the importance of each domain in order for you to maximize your cognitive health and be your best.

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Book SynopsisIn today's digital age, where we are bombarded with more information than ever before, the power to influence has never been more important. whatever walk of life, you will need to draw on your influencing skills to get people to agree with your point of view. The Influence Book is an inspiring and engaging handbook packed with expert advice, practical tools, and exercises to help you become a master of influence. This book will help you develop your emotional intelligence so you can become a highly skilled influencer in all areas of your life - whether you're influencing customers, colleagues, family, or friends.Trade Review"Whether you're influencing at work or informally, The Influence Book is a practical and engaging guide with an easy-to-apply framework to help you put influencing theory to practice on a daily basis. We all need to influence others and this is the very best handbook on how to excel at it!" Dr. Duncan Garrood, CEO Bills Restaurants, formerly CEO of Punch Taverns "Nicole Soames is proving to be as dynamic in print as she is in the classroom. If you're looking to find that extra yard in life, The Influence Book is time extremely well-invested." Olly Dale, Commerical Director, Liverpool Football "A great read and a ton of practical takeaways. This book shows the real power of harnessing your EQ to listen with empathy, put yourself in the other person's shoes, and build effective rapport. Soames shows convincingly how you can motivate people to establish a shared point of view and achieve so much more." Dr. Martyn Newman, Clinical Psychologist specializing in emotional intelligence and mindfulness, and author of The Mindfulness Book

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Book SynopsisPhilip Goundry is 93, living out his days quietly when a young researcher arrives, wanting to learn more about his former life in Malaya. His memory growing fitful, Philip is torn between wanting to unburden himself and staying silent about the sinister events of his childhood on a Malayan rubber plantation.

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Book SynopsisIncluding poems from five collections, this bilingual collection highlights the complexity and beauty of Brandt's 'thought-experiment' poems.

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Book SynopsisThis enlightening examination of creativity looks “at art and science together to examine how innovations . . . build on what already exists and rely on three brain operations: bending, breaking and blending” (The Wall Street Journal)The Runaway Species is a deep dive into the creative mind, a celebration of the human spirit, and a vision of how we can improve our future by understanding and embracing our ability to innovate. David Eagleman and Anthony Brandt seek to answer the question: what lies at the heart of humanity’s ability—and drive—to create?Our ability to remake our world is unique among all living things. But where does our creativity come from, how does it work, and how can we harness it to improve our lives, schools, businesses, and institutions?Eagleman and Brandt examine hundreds of examples of human creativity through dramatic storytelling and stunning images in this beautiful, full–color volume. By drawing out what creative acts have in common and viewing them through the lens of cutting–edge neuroscience, they uncover the essential elements of this critical human ability, and encourage a more creative future for all of us.“The Runaway Species approach[es] creativity scientifically but sensitively, feeling its roots without pulling them out.” —The Economist

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Book SynopsisFirst published in 1989. Routledge is an imprint of Taylor & Francis, an informa company.Table of ContentsEvolution and systems theory; the nature of genetic systems; processes of change in genetic systems; genetic evolutionary theories and the use of appropriate models; the evolution of physiological systems; on theories of organic evolution and their relevance to modern genetic-systems theory; on the evolution of behaviour; on current theories of the evolution of social behaviour and social systems; evolution in terms of genetic-systems theory; the evolution of cooperation and competition; on the evolution of social organization; on cultural evolution; on eco-evolution - change in ecosystems; on the future of evolutionary theories - the evolution of evolution.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Table of Contents1 Paradigmen des verbalen Lernens.- 1.1 Paarassoziationslernen.- 1.2 Serielles Lernen.- 1.3 Freies Reproduzieren.- 1.4 Wiedererkennen.- 1.5 Verbales Diskriminationslernen.- 1.6 Transfer.- 1.7 Vergessen.- 2 Lerntheorien.- 2.1 Konditionierung und Verstärkung beim menschlichen Lernen.- 2.2 Reizstichprobentheorie.- 2.3 Interferenztheorie.- 3 Kodierungsprozesse.- 3.1 Sensorisches Gedächtnis.- 3.2 Selektive Aufmerksamkeit.- 3.3 Reizkodierungsprozesse beim verbalen Lernen.- 3.4 Diskriminationslernen.- 4 Kurzzeitgedächtnis.- 4.1 Vergessen im Kurzzeitgedächtnis.- 4.2 Kodierungsprozesse im Kurzzeitgedächtnis.- 4.3 Abruf aus dem Kurzzeitgedächtnis.- 4.4 Primäres und sekundäres Gedächtnis.- 5 Langzeitgedächtnis.- 5.1 Kodierung.- 5.2 Organisation des Gedächtnisses.- 5.3 Abruf.- 5.4 Mnemotechniken.- 5.5 Semantisches Gedächtnis.- 5.6 Theoretische Erwägungen.- 6 Sprachverständnis und Gedächtnis.- 6.1 Die Rolle der syntaktischen und der semantischen Struktur.- 6.2 Satzverarbeitung.- 6.3 Textverarbeitung.- 7 Konzeptbildung und Problemlösen.- 7.1 Konzeptidentifikation.- 7.2 Regellernen.- 7.3 Problemlösen.- 8 Literatur.- 9 Namenverzeichnis.- 10 Sachverzeichnis.

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Book SynopsisIt is well-known that cognitive variables influence eye movements during reading. To what extent do cultural differences influence eye movements? This volume contains chapters that examine these two issues. The first half of the volume documents recent research findings with respect to models of eye movement control in reading, eye movements and visual processing, and eye movements during scene perception, search, and mental rotation. The second half of the volume deals with two main cultural issues: eye movements in reading Chinese and cultural influences on eye movements. A number of experts provide overviews of their research findings concerning the topics in the five sections of the volume. Readers interested in eye movements in reading, cognitive influences on eye movements, and cultural influences on eye movements will find the chapters valuable reading.ISBN 978-7-201-06107-8Table of ContentsSection 1. Introduction. M. Castelhano, K. Rayner, Eye Movements during Reading, Visual Search, and Scene Perception: An Overview. Section 2. Models of Eye Movements in Reading. A.Pollatsek, K. Rayner, E.D. Reichle, The E-Z Reader Model of Eye Movement Control in Reading. S. Risse, R. Engbert, R. Kliegl, Eye-movement Control in Reading: Experimental and Corpus-analysis Challenges for a Computational Model. K. Rayner, X. Li, A. Pollatsek, Modeling the Eye Movements of Chinese Readers via E-Z Reader. Section 3. Eye Movements and Visual processing. S.P.Liveredge, Binocular Eye Movements during Reading. V. Benson, Saccadic Orienting in Special Populations. K.R. Cave, A.L.Cohen, C.M.Rotello, A.McCaffrey, M.G.Ross, M. Zeng, M. Zivot, X. Li, K. Evans, Using Eye Movements to Understand Complex Visual Comparisons. A.Pollatsek, D.L.Fisher, A.Pradhan, Using Eye Movements to Study and Improve Driving Safety. Section 4. Eye Movements during Scene Perception, Search, and Mental Rotation. L. Nummenmaa, J.Hyönä, M.G. Calvo, Do Emotional Scenes Catch the Eye? T. Menneer, M.J.Stroud, K.R.Cave, N. Donnelly, K. Rayner, Eye Movements in Search for Multiple Targets. I.Dahlstrom-Hakki, A. Pollatsek, D.L. Fisher, K. Rayner, Eye Movements and Individual Differences in Mental Rotation. Section 5. Eye Movements in Reading Chinese. Y.Tsang, H.Chen, Eye Movements in Reading Chinese, D. Shen, X. Bai, G. Yan, S. Liversedge, The Perceptual Span in Reading Chinese. D. Gao. R. Zhang, J. Chen, Lexical Processing and Eye Movements in Chinese Readers. J. Wu, T.J. Slattery, A. Pollatsek, K. Rainer, Word Segmentation in Chinese Reading. S. Wang, J. Yang, H. Chen, Immediate Processing of Intra-sentential and Inter-sentential Information in Reading Chinese. M. Yan, K.F. Miller, H. Shu, What is the Place for Pinyin in Beginning Chinese Reading? Section 6. Cultural Influences on Eye Movement. J.E. Boland, H.F. Chua, R.E. Nisbett, How We See It: Culturally Different Eye Movement Patterns Over Visual Scenes X. Li, C.C. Williams, K.R. Cave, A.D. Well, K. Rayner, Eye Movements, Individual Differences, and Cultural Effects. G. Feng, Orthography and Eye Movements: The Paraorthographic Linkage Hypothesis.

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Book SynopsisThis is a creative workbook full of fun exercises, challenges and exciting activities designed to strengthen children’s ability to think creatively. In this book children are challenged to think of many different answers, have lots of ideas, think out of the box, use their wonderful imagination and have fun. After the training children will find it easier to come up with fresh ideas, novel concepts, breakthrough thinking, and innovative solutions – skills they can draw upon, when faced with challenges that call for new thinking. This book gives you: • 40 exercises to enhance your child’s creativity • Training in connection making • Creative cross training to boost the brain • Hours of fun

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Book SynopsisConnecting is an homage to our creative forces. Each page is an illustrative example designed to enlighten, illuminate, challenge and provoke. You can start anywhere, dip in and out or read it end to end. We are happier when we are more creative but are we more creative when we are happy? The longstanding view in psychology is that positive emotions are conducive to creativity. When we are feeling up, we feel we are more resourceful, but what if we are measuring the wrong thing? New studies have shown it is not the type of emotions, but the intensity with which we experience them that is the real driver of our creativity. Nor is our emotional palette limited to "good" feelings. All of our emotions offer creative gifts provided we experience them with depth and understanding. How to cultivate your creativity to live a more emotionally rewarding life. Drawing on insights from neuroscience and psychology, Connecting will explore the paradoxical aspects of our emotional experiences that fuel our creativity. These ideas will come to life through a visually immersive experience that will connect you to your creativity and help you live a deeper, more meaningful life.

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Book SynopsisBrings together the research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education. This book addresses four main themes that include traditional cognitive views on knowledge acquisition and socioconstructionist perspectives.Table of ContentsPreface. Cognitive, Developmental and Motivational Aspects. Conceptual change research: state-of-the-art and future directions (S. Vosniadou). The development of ontological categories: stable dimensions and changing concepts (S. Pauen). Motivational beliefs as resources for and constraints on conceptual change (P.R. Pintrich). Situational Aspects. Conceptual change and contextualization (O. Hallden). Systems of signs and conceptual change (T. Nunes). Concepts, cognition and discourse. From mental structures to discursive tools (R. Saljo). Knowledge, belief, and opinion: a sociologist's view of conceptual change (D. Kalekin-Fishman). Domain-Specific Aspects. Knowledge restructuring in an economic subdomain: banking (A.E. Berti). Conflicting data and conceptual change in history experts (M. Limon, M. Carretero). When change does not mean replacement: different representations for different contexts (J.I. Pozo et al.). Children's conceptions about the role of realworld knowledge in mathematical modelling: analysis and improvement (L. Verschaffel et al.). Instructional Aspects. Task-dependent construction of mental models as a basis for conceptual change (W. Schnotz, A. Preus). Constraints on the effectiveness of diagrams as resources for conceptual change (R. Lowe). Computer-assisted instructional strategies for promoting conceptual change (J.A. Biemans). Conceptual change approaches in science education (R. Duit).

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Book SynopsisVan Alphen analyzes how art visually thinks about these difficult cultural issues, tapping into an understudied interpretation of art as the realm where ideas and values are actively created, given form, and mobilized.Trade Review"This book advances a strong and original claim: that art, in this case contemporary art, thinks. And in this study, thought is always visual. The style is clear, animated, and free of jargon. Anyone interested in contemporary art or philosophy will find this book informative, thought-provoking, and rewarding." - Norman Bryson, author of Looking at the Overlooked"

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Book SynopsisWhat is the relationship between intelligence and sex? In this title, the author enters this historical debate by recalling the debate between Lewis Terman - the intellect who championed the testing of intelligence - and pioneering sex researcher Alfred Kinsey, and shows how intelligence and sexuality have interacted in American psychology.Trade Review"Peter Hegarty is the first scholar to examine seriously and systematically the connections between the discourses of intelligence and sexuality, both of which were being refashioned in important ways in the United States. Hegarty's use of Lewis Terman and Alfred Kinsey to build his analysis is original and compelling." (John Carson, author of The Measure of Merit: Talents, Intelligence, and Inequality in the French and American Republics)"

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Book SynopsisThis study of group travel examines the social, cognitive and ecological processes that underlie patterns and strategies of group travel. It uses field studies of a wide range of human and non-human primate groups as well as hyenas, birds, dolphins and bees.

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Book SynopsisThis text analyzes the debate between John Dewey and Bertrand Russell that followed the 1938 publication of Dewey's "Logic: The Theory in Inquiry". It argues that Russell failed to understand Dewey's logic as Dewey intended and that this logic is relevant to recent developments in philosophy.

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Book SynopsisTracing the cultural and scientific history of such drastically opposed convictions, this title introduces us to the scientists, venturesome medical practitioners, determined police interrogators, and, in some cases, incorrigible sensation seekers who sought to master this mysterious power.Trade Review"A deft study of twentieth-century memory controversies." (Jenny Diski, London Review of Books) "A splendid book. One might even say a memorable book." (Toronto Globe and Mail) "A riveting account of the past century of work on the science of memory.... Masterful." (Science) "Impressive.... Alison Winter has done an admirable job synthesizing many diverse sources into a tidy cultural history.... A compelling demonstration that the science of memory-like all science-is both a product of and an influence on the culture from which it springs." (Bookforum)"

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Book SynopsisThis text demonstrates how the study of language and consciousness together can provide an understanding of the way the mind works. Chafe shows that comprehending the nature of consciousness is essential to understanding many linguistic phenomena, such as pronouns and clause structure.

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Book SynopsisA collection of twelve essays that discuss the collective nature of language--the ways in which people coordinate with each other to determine the meaning of what they say.

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Book SynopsisExamines how the environment shapes the way an animal processes information and makes decisions, and how constraints imposed on nervous systems affect an animal's activities. To help answer these questions, this text integrates evolutionary ecology and cognitive science.

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Book SynopsisIntegrating literature from all areas of psychology, this book includes historical accounts, analysis of experiments and treatment topics, providing a comprehensive scientific account of memory and how it can increase over time.

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Book SynopsisExplores the role of evolution in human responses to the environment, beginning with why we have emotions and ending with evolutionary approaches to aesthetics. The author reveals how our emotional lives today are shaped by decisions our ancestors made centuries ago on African savannas as they selected places to live.Trade Review"No scholar better understands the intimate linkage between evolutionary biology and the human condition, and none has expressed it in a more interesting and well-illustrated manner than Orians." (E. O. Wilson, Harvard University) "A neat, thought-provoking volume." (New Scientist) "Orians argues that our emotional responses to aesthetics in nature are hardwired and an evolutionary legacy of our animal origins. Here, he explores the relationship between our 'ghosts of environments past' and our view of the world." (Times Higher Education)

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