Cognition and cognitive psychology Books
John Wiley & Sons Inc The Inner Life of Children with Special Needs
Book SynopsisMost children have interesting interior lives that contain dreams, fantasies, hopes, fears, beliefs and their unconscious lives. This can be inferred from their preoccupations, stories, plays, games, conversations and behaviour. Because many children with special needs are emotionally confused, anxious and angry, their inner lives often contain secrets that may be permanent and damaging. These children nevertheless put out clear signals that they want to be understood.Table of ContentsSection 1. Introduction and General Information. Section 2. The management Programme. Section 3 Information Pack for Participants.
£53.15
Watkins Media Limited Notes from the Sick Room
Book SynopsisNotes from the Sick Room takes place in an imaginary hospital that bends the rules of time and space. Within its wards and departments we meet artists, musicians and writers who have suffered from various physical illnesses - cancer, tuberculosis, HIV/AIDS and physical trauma. Their lives and works are discussed in an attempt to diagnose how their complaints influenced their work or how their creativity affected their symptoms. We meet Virginia Woolf, Kathy Acker, Frida Kahlo, Katherine Mansfield, Bob Dylan Bruce Chatwin and many others as they struggle to produce works of art, literature and music while in denial, acceptance or flight and through periods of serious illness and convalescence. As we move through the hospital, specialists keep us informed of the history of creativity and illness and the author divulges his own medical history.
£11.77
Health Professions Press,U.S. Memory and Communication Aids for People with
Book SynopsisUse the ingenious communication and memory aids featured in this practical guide to significantly improve the ability of people with dementia and related memory impairments to stay connected, engaged, and functioning at their optimal level of independence. Presenting a wide array of evidence-based examples, Memory and Communication Aids for People with Dementia contains all the information needed to develop personalised supports for any individual and every circumstance. From low-tech options such as memory wallets, memo boards, planners, and reminder cards to commercial products available through new electronic technologies, these simple but powerful tools help to provide conversation prompts, answers to common questions, and reminders for daily living. Confusion, anxiety, frustration, and challenging behaviours melt away when individuals are able to communicate their needs and preferences to caregivers remember important names, places, and appointments complete tasks unassisted engage in meaningful conversations and social interactions recall past events and achievements preserve their dignity and identity Full-colour illustrations and simple instructions for creating various memory and communication tools are included. Abundant examples of useful content and formats are supplemented by more than 30 downloadable guides and templates to use or customise. Speech-language pathologists, occupational and physical therapists, activity directors, direct care staff, and family members interacting with adults with memory impairments will welcome this practical and life-enhancing resource.
£38.21
West Virginia University Press How Humans Learn: The Science and Stories behind
Book SynopsisEven on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning.The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry—curiosity, sociality, emotion, authenticity, and failure—devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.Trade ReviewUnique and compelling. Eyler brings lyrical prose and a truly fresh perspective to problems that have stubbornly persisted."" - Michelle D. Miller, author of Minds Online: Teaching Effectively with Technology
£19.96
Rutgers University Press A World of Many: Ontology and Child Development
Book SynopsisA World of Many explores the world-making efforts of Tzotzil Maya children from two different localities within the municipality of Chenalhó, Chiapas. The research demonstrates children’s agency in creating their worlds, while also investigating the role played by the surrounding social and physical environment. Different experiences with schooling, parenting, goals and values, but also with climate change, water scarcity, as well as racism and settler colonialism form part of the reason children create their emerging worlds. These worlds are not make believe or anything less than the ontological products of their parents. Instead, Norbert Ross argues that by creating different worlds, the children ultimately fashion themselves into different human beings - quite literally being different in the world. A World of Many combines experimental research from the cognitive sciences with critical theory, exploring children’s agency in devising their own ontologies. Rather than treating children as somewhat incomplete humans, it understands children as tinkerers and thinkers, makers of their worlds amidst complex relations. It regards being as a constant ontological production, where life and living constitutes activism. Using experimental paradigms, the book shows that children locate themselves differently in these emerging worlds they create, becoming different human beings in the process.Trade Review"Norbert Ross questions the foundations of everything—the architecture of reality, knowledge, and learning—in his investigations of the Mexican community of Chenalhó. The observations and experiences of Tzotzil maya children help us understand what it is to be human, to be alive, and to have a soul and how life is activism. This methodologically innovative and theoretically intricate project invites readers to appreciate in a nuanced and profound way diversity in humanity and ways of being in the world." -- Kathryn Sampeck * co-editor of Substance and Seduction: Ingested Commodities in early Modern Mesoamerica *"I love books like this that challenge us to turn our thinking about ontology upside down. Scholars of young people often begin by examining what ontology teaches about childhood. We can forget how valuable it is to explore how notions of childhood actually reshape ontology. A World of Many is a successful experiment in inverting our assumptions about what we think we know about what we know." -- Rachael Stryker * co-editor of Up, Down, and Sideways: Anthropologists Trace the Pathways of Powe *Table of Contents 1 Introduction 2 A World Where Other Worlds Can Be at Home 3 Ontology and Resistance 4 Folk-Biological Knowledge, Education, and Framework Theories 5 Study Design and Methods 6 Complexity, Niche Theory, and Cultural Models 7 From Subsistence to Extraction: Globalization, Change, and Spatial Organization in Chenalhó 8 Knowledge Sources and Learning Biases: Experience, Values, and Ontologies 9 Growing Up in Chenalhó: Knowledge Sources and the Spatial Distribution of Change and Modernity 10 What Is It Called? Plant Knowledge in Chenalhó 11 Concepts of “Alive and “Living Kinds”: Experience, Culture, and Ontology 12 How Alive Is It? Revisiting the Concept of “Alive” 13 Being in Space 14 One of Many: The Making of a Diversity of WorldsAcknowledgments Notes References Index
£107.20
Springer Nature Switzerland AG Social Justice, Multicultural Counseling, and
Book SynopsisThis second edition book provides an update to multicultural psychology and counseling research findings, and the DSM-5 in sociopolitical and cultural contexts. It links social psychology with current cognitive science research on implicit learning, ethnocentrism (attribution error, in-group favoritism, and asymmetric perception), automatic information processing, and inappropriate generalization. Chapters discuss the interwoven characteristics of multiple identities of individuals such as race, gender, class, disability, age, religion, region, and sexual orientation. In addition, the book offers concrete strategies to facilitate inner-dialogue and discussion of self-perception and interpersonal relationships. Featured topics in this book include: Intrapersonal communication and the biases that can be involved. The impact of a provider’s personal values and beliefs on assessing and treating clients. The Social Categorization Theory of Race. The Social Categorization Theory of Gender. The Social Dominance Theory of Class. Identity Construction, Multiple Identities, and their intersectionality. Social Justice, Multicultural Counseling, and Practice, Second Edition will be of interest to researchers and professors in clinical psychology, counseling psychology, multicultural psychology, social psychology, cognitive neuroscience, social work, social justice, equity, and inclusion work as well as health care providers.Table of ContentsChapter 1. Introduction: Still Partially Visible.- Part I: A Provider's Awareness of Her Own Worldview.- Chapter 2. Intrapersonal Communication (Inner Dialogue or Inner Speech).- Chapter 3. Assessment of a Provider's Values, Beliefs, and Biases.- Part II: A Provider's Awareness of Systemic Oppression/Privilege and Internalized Oppression/Privilege.- Chapter 4. Racism.- Chapter 5. Sexism.- Chapter 6. Cissexism (Genderism or Binarism).- Chapter 7. Heterosexism.- Chapter 8. Classism.- Chapter 9. Disablism/Ableism.- Chapter 10. Other “isms” due to Age, Language, Religion, and Region.- Chapter 11. Theory to Practice: Deconstructing Inappropriate Hierarchical, Dichotomous, and Linear Thinking Styles/Patterns.- Part III: A Provider's Awareness of the Client's Worldview.- Chapter 12. Identity Construction and Multiple Identities.- Chapter 13. Culturally Appropriate Assessment.- Chapter 14. Culturally Appropriate Treatment/Healing.
£104.49
Springer Nature Switzerland AG Studien zur Struktur des Bewusstseins: Teilband I
Book SynopsisDie ersten drei Bände der vorliegenden,vier Teilbände umfassenden Edition bieten eine umfangreiche Präsentation von Husserls deskriptiver Erforschung der intentionalen Strukturen des Bewusstseins in den drei Hauptklassen von intentionalen Akten, den Verstandes-, Gemüts- und Willensakten. Der größte Teil der wiedergegebenen Manuskripte entstand in den Jahren zwischen 1908 und 1915. Im Jahr 1925 hat Husserls Assistent Ludwig Landgrebe auf der Grundlage vieler der hier edierten Texte ein umfangreiches Typoskript mit dem Titel „Studien zur Struktur des Bewusstseins“ angefertigt. Husserls fragmentarischer Entwurf einer Einleitung zu diesem Typoskript wird im ersten Band der Edition wiedergegeben.Der erste Teilband enthält Manuskripte, die der deskriptiven Analyse verschiedener Weisen der Objektivation in unterschiedlichen Aktformen und Aktvollzügen des Vorstellens und Denkens wie dem thematischen Meinen, dem Aufmerken und Zuwenden, dem Explizieren und Urteilen sowie dem Stellungnehmen gewidmet sind. Husserls besonderes Interesse gilt dabei der Beziehung zwischen Rezeptivität und Spontaneität.Dieser Band ist der erste Teilband des vier Teilbände umfassenden Sets Husserliana 43. Er enthält keinen Index (erhältlich als Teilband 4). This volume is the first part of the four-part set Husserliana 43. It does not contain the Index (available as the fourth volume of the set).Table of ContentsChapter 1. Zur Intentionalität der Objektivation im Urteilen, Meinen und Stellungnehmen.- Chapter 2. Zur Analyse der Explikativen und Prädikativen Synthesen und Ihrer Fundamente.- Chapter 3. Zur Analyse der Stellungnahmen in Ihren Modi und Fundierungen.- Chapter 4. Analysen zu den Vollzugsmodi der Aufmerksamkeit, zu Erkenntnisstreben und Erkenntniserwerb, zu Ausdruck und Verstehen und zu Vorgegebenheit und Affektion.- Chapter 5. Texte zu Landgrebes Typoskript der „Studien zur Struktur des Bewusstseins.
£139.99
Springer Nature Switzerland AG Studien zur Struktur des Bewusstseins: Teilband
Book SynopsisDie ersten drei Bände der vorliegenden, vier Teilbände umfassenden Edition bieten eine umfangreiche Präsentation von Husserls deskriptiver Erforschung der intentionalen Strukturen des Bewusstseins in den drei Hauptklassen von intentionalen Akten, den Verstandes-, Gemüts- und Willensakten. Der größte Teil der wiedergegebenen Manuskripte entstand in den Jahren zwischen 1908 und 1915. Im Jahr 1925 hat Husserls Assistent Ludwig Landgrebe auf der Grundlage vieler der hier edierten Texte ein umfangreiches Typoskript mit dem Titel „Studien zur Struktur des Bewusstseins“ angefertigt. Husserls fragmentarischer Entwurf einer Einleitung zu diesem Typoskript wird im ersten Band der Edition wiedergegeben.Der dritte Teilband dokumentiert Husserls deskriptive Forschung im Willensgebiet, seine Analysen der Willens- und Handlungsformen, eingeschlossen die Willenspassivität in Form der Neigungen, Triebe, Tendenzen und Strebungen. Das Wollen als Ingangsetzen der Handlung, das fiat, wird vom die Handlung ausführenden Wollen, dem Handlungswillen, unterschieden. Verschiedene Formen der Handlung werden analysiert. Passive und aktive Willensmodi und ihre Beziehung werden untersucht.Dieser Band ist der dritte Teilband des vier Teilbände umfassenden Sets Husserliana 43. Er enthält keine Einleitung (erhältlich als Teil des Teilbandes 1) und keinen Index (erhältlich als Teilband 4). This volume is the third part of the four-part set Husserliana 43. It does not contain the Introduction (available as part of the first volume of the set) nor Index (available as the fourth volume of the set).Table of ContentsChapter 1. Die Handlung als Willentlicher Vorgang.- Chapter 2. Das Wesen des schlichten Handelns.- Chapter 3. Unterschiede in der Willensmeinung.- Chapter 4. Willenskausation und Physische Kausation.- Chapter 5. Naturkausalität und Willenskausalität. Zur Analyse der Primären schöpferischen Handlung.- Chapter 6. Passivität und Spontaneität im Doxischen Gebiet und im Willensgebiet.- Chapter 7. Praktische Möglichkeiten und Praktischer Bereich. Die Modi willentlichen Geschehens.- Chapter 8. Das Bewusstsein des „Ich kann“ als Voraussetzung Jeder Willensthesis. Die Konstitution von Willenswegen und Tätigkeitsfeldern aus Unwillkürlichen Ichtätigkeiten.- Chapter 9. Die Entwicklung „Praktischer Apperzeptionen“ (des Willens). Doxische und Praktische Affektion.- Chapter 10. Zur Willensanalyse: Das Wirken des Ich als Inneres und äußeres Tun und Erzeugen. Die aus dem Vollzug von Stellungnahmen Erwachsenden Idealen Bestimmungen des Ich.- Chapter 11. Vorstellen, Denken und Handeln.- Chapterv 12. Das Allgemeine des Strebens und Seine Verschiedenen Richtungen.- Chapter 13. Zur Lehre von der Intentionalität im Hinblick auf die Genesis der Weltkonstitution. Der Strebenscharakter des Aktlebens.- Ergänzende Texte.
£139.99
Springer Nature Switzerland AG Studien zur Struktur des Bewusstseins: Teilband
Book SynopsisDie ersten drei Bände der vorliegenden,vier Teilbände umfassenden Edition bieten eine umfangreiche Präsentation von Husserls deskriptiver Erforschung der intentionalen Strukturen des Bewusstseins in den drei Hauptklassen von intentionalen Akten, den Verstandes-, Gemüts- und Willensakten. Der größte Teil der wiedergegebenen Manuskripte entstand in den Jahren zwischen 1908 und 1915. Im Jahr 1925 hat Husserls Assistent Ludwig Landgrebe auf der Grundlage vieler der hier edierten Texte ein umfangreiches Typoskript mit dem Titel „Studien zur Struktur des Bewusstseins“ angefertigt. Husserls fragmentarischer Entwurf einer Einleitung zu diesem Typoskript wird im ersten Band der Edition wiedergegeben.Der vierte Teilband enthält den textkritischen Apparat.Dieser Band ist der vierte Teilband des vier Teilbände umfassenden Sets Husserliana 43. Er enthält den kritischen Apparat und Index zu den Texten in den ersten drei Teilbänden dieses Sets. This volume is the fourth part of the four-part set Husserliana 43. It is the Critical Apparatus and the Index for the edited texts available in the first three volumes of the set.Table of ContentsChapter 1. Gesamtinhaltsverzeichnis (zu Husserliana XLIIII, 1-4).- Chapter 2. Einleitung der Hrsg.- Chapter 3. Textkritischer Anhang (zu Husserliana XLIII, 1-3).- Chapter 4. Zur Textgestaltung.- Chapter 5. Textkritische Anmerkungen.- Chapter 6. Nachweis der Originalseiten.- Chapter 7. Namenregister.
£139.99
Springer Nature Switzerland AG Illusions of Seeing: Exploring the World of
Book SynopsisWhy do we need two eyes? Why are all cats grey at night and appear to move faster the day? Why is the sky blue and the setting sun red? This book explains the multifaceted nature of perception, and discusses the mysteries of vision. It provides readers with experiments to help them discover optical illusions and the features of their own perception. Illusions of Seeing begins with a discussion on the essence of light and its perception to the human eye. It presents a comprehensive overview of the basic laws of human perception as well as the fundamentals of good gestalt. Subsequent chapters discuss geometric-optical illusions; the perception of form, brightness, and translucency and their interaction with each other; ambiguous perception, color vision, spatial vision. The book ends with a discussion of the perception of motion and its interaction with color, form, and spatial depth with a full chapter devoted to illusions in our everyday life. Consider this your travel guide in the marvelous world of sight, to experience a completely individual way to understand and improve your own perception.Illusions of Seeing will be of interest to psychologists, physicists, biologists, and undergraduate and graduate students within the field of cognitive psychology.Table of ContentsChapter 1. First Journey: Light, Perception and the Laws of Seeing.- Chapter 2. Second Journey: The Geometrical-Optical Illusions.- Chapter 3. the Third Journey: Perception of Forms and Brightness.- Chapter 4. Fourth Journey: Ambiguous Perceptions.- Chapter 5. Fifth Journey: The Colors and the Grey Everyday Life.- Chapter 6. Sixth Journey: Spatial Vision.- Chapter 7. Seventh Journey: Movements Are Life.- Chapter 8. Eighth Journey: Everyday Life Isn't Grey at All - Illusions in Our Daily Lives.- Chapter 9. Conclusion.
£94.99
Springer Nature Switzerland AG Proceedings of the 8th International Ergonomics
Book SynopsisThis book presents the proceedings of the 8th International Ergonomics Conference (ERGONOMICS), held in Zagreb, Croatia on December 2-5, 2020. By highlighting the latest theories and models, as well as cutting-edge technologies and applications, and by combining findings from a range of disciplines including engineering, design, robotics, healthcare, management, computer science, human biology and behavioral science, it provides researchers and practitioners alike with a comprehensive, timely guide on human factors and ergonomics. It also offers an excellent source of innovative ideas to stimulate future discussions and developments aimed at applying knowledge and techniques to optimize system performance, while at the same time promoting the health, safety and wellbeing of individuals. The proceedings include papers from researchers and practitioners, scientists and physicians, institutional leaders, managers and policy makers that contribute to constructing the Human Factors and Ergonomics approach across a variety of methodologies, domains and productive sectors.Table of Contents
£80.99
Springer Nature Switzerland AG Nature and Psychology: Biological, Cognitive,
Book SynopsisThis volume is comprised of contributions to the 67th Nebraska Symposium on Motivation, which brought together various research disciplines such as psychology, education, health sciences, natural resources, environmental studies to investigate the ways in which nature influences cognition, health, human behavior, and well-being. The symposium is positioned to explore two proposed mechanisms in the most depth: 1) the psycho-evolutionary theory of stress recovery and 2) Attention Restoration Theory. The contributions in the volume represent research guided by both of these posited mechanisms, rigorously examine these theories and processes, and share methodological innovations that can be utilized across programs of research. This volume will be of great interest to researchers on natural environments, practitioners and clinicians working with an environmental lens at the intersection of psychology, social work, education and the health sciences, as well as researchers and students in environmental and conservation psychology. Chapter 5 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.Table of ContentsChapter 1. Introduction.- Chapter 2. Nature and Attention.- Chapter 3. The Natural-Built Distinction in Environmental Preference and Restoration: Bottom-Up and Top-Down Explanations.- Chapter 4. An Environmental Neuroscience Perspective on the Benefits of Nature.- Chapter 5. Nature and Restoration: Beyond the Conventional Narrative.- Chapter 6. Knowing Nature in Childhood: Learning and Wellbeing through Engagement with the Natural World.- Chapter 7. The natural environment as a resilience factor: Nature’s role as a buffer of the effects of risk and adversity.- Chapter 8. Perceiving ‘Natural’ Environments: An Ecological Perspective with Reflections on the Chapters.
£98.99
Springer Nature Switzerland AG Neuro-Systemic Applications in Learning
Book SynopsisNeuroscience research deals with the physiology, biochemistry, anatomy and molecular biology of neurons and neural circuits and especially their association with behavior and learning. Of late, neuroscience research is playing a pivotal role in industry, science writing, government program management, science advocacy, and education. In the process of learning as experiencing knowledge, the human brain plays a vital role as the central governing system to map the images of learning in the human brain which may be called educational neuroscience. It provides means to develop a common language and bridge the gulf between educators, psychologists and neuroscientists. The emerging field of educational neuroscience presents opportunities as well as challenges for education, especially when it comes to assess the learning disorders and learning intentions of the students. The most effective learning involves recruiting multiple regions of the brain for the learning task. These regions are associated with such functions as memory, the various senses, volitional control, and higher levels of cognitive functioning. By considering biological factors, research has advanced the understanding of specific learning difficulties, such as dyslexia and dyscalculia. Likewise, neuroscience is uncovering why certain types of learning are more rewarding than others. Of late, a lot of research has gone in the field of neural networks and deep learning. It is worthwhile to consider these research areas in investigating the interplay between the human brain and human formal/natural learning. This book is intended to bring together the recent advances in neuroscience research and their influence on the evolving learning systems with special emphasis on the evolution of a learner-centric framework in outcome based education by taking into cognizance the learning abilities and intentions of the learners.Table of ContentsChapter 1Introduction K. A. Thomas, J. V. Kureethara and S. Bhattacharyya, Christ University, Bangalore, India Chapter 2 Merging Education Systems with Humanware M. L. Mathews, Oral Roberts University, USA Chapter 3 Implications of Circadian Rhythms on Neuroscience of Learning M. Satralkar, GCF, Bangalore, India Chapter 4 Chronotype as a Predictor of Academic Success of University Freshmen C. E. Ferguson, L. A. Kaneta, A. Li, A. S. Lang, P. P. Nelson, Oral Roberts University, USA M. Satralkar, GCF, Bangalore, India Chapter 5 Inclusiveness in Teaching and Neuro-Systemic Influence on the Learner B. K. Shetty, Sri Siddhartha University, Karnataka Chapter 6 How Stress Mess Impacts Learning M. Kaufeldt, Begin with the Brain, California, USA Chapter 7 Emerging Technologies for Language Enhancement in Education S. Rajan, Global Vess, Bangalore, India Chapter 8 Neurosciences of Learning on Memory and its Disorders R. Sitaram, Pontificia Universidad Catoloca (PUC) de, Chile Chapter 9 An intelligent evaluation methodology for assessment rubrics S. Bhattacharyya, Christ University, Bangalore, India L. Mrsic, Algebra University College, Croatia Chapter 10 An optimized outcome based parameterized education system S. De, Cooch Behar Govt. Engg. College, India J. Platos, VSB Technical University of Ostrava, Czech Republic
£143.99
Springer Nature Switzerland AG Proceedings of the 21st Congress of the
Book SynopsisThis book presents the proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021), held online on June 13-18, 2021. By highlighting the latest theories and models, as well as cutting-edge technologies and applications, and by combining findings from a range of disciplines including engineering, design, robotics, healthcare, management, computer science, human biology and behavioral science, it provides researchers and practitioners alike with a comprehensive, timely guide on human factors and ergonomics. It also offers an excellent source of innovative ideas to stimulate future discussions and developments aimed at applying knowledge and techniques to optimize system performance, while at the same time promoting the health, safety and wellbeing of individuals. The proceedings include papers from researchers and practitioners, scientists and physicians, institutional leaders, managers and policy makers that contribute to constructing the Human Factors and Ergonomics approach across a variety of methodologies, domains and productive sectors. This volume includes papers addressing the following topics: Working with Computer Systems, Human Modelling and Simulation, Neuroergonomics, Biomechanics, Affective Design, Anthropometry, Advanced Imaging.
£116.99
Springer Nature Switzerland AG Handbook of Embodied Psychology: Thinking,
Book SynopsisThis edited volume seeks to integrate research and scholarship on the topic of embodiment, with the idea being that thinking and feeling are often grounded in more concrete representations related to perception and action. The book centers on psychological approaches to embodiment and includes chapters speaking to development as well as clinical issues, though a larger number focus on topics related to cognition and neuroscience as well as social and personality psychology. These topical chapters are linked to theory-based chapters centered on interoception, grounded cognition, conceptual metaphor, and the extended mind thesis. Further, a concluding section speaks to critical issues such as replication concerns, alternative interpretations, and future directions. The final result is a carefully conceived product that is a comprehensive and well-integrated volume on the psychology of embodiment. The primary audience for this book is academic psychologists from many different areas of psychology (e.g., social, developmental, cognitive, clinical). The secondary audience consists of disciplines in which ideas related to embodied cognition figure prominently, such as counseling, education, biology, and philosophy.Table of ContentsChapter 1: An Introduction to the Psychology of Embodiment Authors: Michael D. Robinson (michael.d.robinson@ndsu.edu), North Dakota State University, USA, & Laura E. Thomas (laura.e.thomas@ndsu.edu), North Dakota State University, USA The editors will define the construct of embodiment and trace its development in Western thought as well as within psychology. They will also explain the organization of the book and provide a brief (1 paragraph) introduction to each chapter. This material will be written after the bulk of the chapters have been accepted, thus best matching the form of the published volume. Section 1: Theoretical Foundations Although all definitions of embodiment emphasize the relevance of body-based (e.g., sensory or motoric) processes to some extent, there is actually a diversity of relevant theoretical perspectives (Schwarz & Lee, in press). In the first section of the volume, we sought to gather some of these perspectives into a single place, so that the reader can use the relevant material as a basis for understanding some of the more empirical chapters that follow. The relevant chapters cover several major theoretical perspectives, which include grounded cognition (Barsalou, 2008), interoception (Craig, 2003), and conceptual metaphor (Lakoff & Johnson, 1999). Chapter 2: Dynamic Grounding of Concepts: Implications for Emotion and Social Cognition Contact Author: Piotr Winkielman (pwinkielman@ucsd.edu), University of California, San Diego, USA Other Authors (If Known): Seana Coulson, Josh Davis, and Andy Arnold According to embodied cognition theories, concepts are grounded in neural systems that produce experiential and motor states. Concepts are also contextually situated and thus engage sensorimotor resources in a dynamic, flexible way. Finally, conceptual understanding unfolds in time, reflecting embodied as well as linguistic and social influences. In this chapter, we focus on concepts from the domain of social cognition and emotion while detailing ways in which (and circumstances under which) they link to sensorimotor and interoceptive systems. Chapter 3: The Feelings-as-Information Perspective on Embodiment Contact Author: Gerald L. Clore (gc4q@virginia.edu), University of Virginia, USA We focus on emotions and feeling, the embodied nature of which reflects more than their bodily concomitants. We explore several themes including that: (1) Feelings are difficult to describe in words. But feelings can be characterized (and partially elicited) by choosing words with the right connotations. As seen in literature, song, poetry, and drama, the connotative meanings of words allow hearers and readers to feel as well as to understand. (2) The feelings-as-information approach (Clore, Schiller, & Shaked, 2018), augmented with cognitive priming processes, illuminate the confusing and sometimes controversial findings concerning embodied metaphors. We examine evidence concerning whether such phenomena involve metaphor or merely associative relationships. We also address questions about the conditions under which the effects are reversible. (3) Finally, we step back and view embodied psychology from a resource perspective. We draw on behavioral ecology and the embodied perception work of Proffitt (2006) to ask how the needs for social and physical resources guide human behavior. Chapter 4: Interoceptive Approaches to Embodiment Contact Author: André Schulz (andre.schulz@uni.lu), University of Luxembourg, Luxembourg Other Authors (If Known): Claus Vögele Interoception is defined as a mechanism to process and perceive internal bodily signals. Influential theories concerning such processes, such as the multi-faceted model by Garfinkel et al., the process model by Vaitl and the predictive coding model, are addressed. This includes a definition of the most common interoceptive terms – i.e., interoceptive accuracy, sensibility, sensitivity, awareness, and prediction error. We then present examples for interoceptive tasks and paradigms to assess different elements of interoceptive theories. Typical interoceptive indicators include self-reports, behavioral measures, and neurophysiological indices. Finally, we discuss existing evidence that these interoceptive indicators are related to emotional experience and emotion regulation, consciousness, and decision-making. These findings illustrate the relevance of interoceptive indicators for embodiment. Chapter 5: The Metaphorical Body Contact Author: Raymond W. Gibbs Jr. (raymondgibbs@gmail.com), Cognitive Scientist and Former Distinguished Professor, University of California, Santa Cruz, USA Bodily experience serves as a source domain to better understand less structured, and typically more abstract, target domains (e.g., LIFE IS A JOURNEY, in which bodily experiences associated with journeys are mapped to better structure our understanding of life). This work on “embodied conceptual metaphor” is a key part of the embodied revolution in the cognitive sciences. The present chapter, however, explores the possibility that many source domains arising from bodily experience may themselves be inherently metaphorical. I will present a variety of examples from cognitive linguistics, psychology, and medical anthropology to show how varied bodily experiences are likely understood in symbolic and metaphorical terms. Following this, I discuss some of the methodological challenges associated with further empirical study of the “metaphorical body” and evaluate several possible skeptical responses to the claim that bodily experience is inherently metaphorical. Finally, I outline several theoretical implications of this metaphorical body hypothesis for our understanding of embodiment, cognition, and metaphorical experience in several real-world contexts. Chapter 6: The Extended Mind Thesis and Its Applications Contact Author: Mirko Farino (farinamirko@gmail.com), King’s College, London, United Kingdom Other Authors (If Known): Sergei Levin Proponents of the extended mind story hold that even quite familiar human mental states (such as states of believing) can be realized, in part, by structures and processes located outside the human head. Such claims paint the mind (or better, the physical machinery that realizes some of our cognitive processes and mental states) as, under humanly attainable conditions, extending beyond the bounds of skin and skull. In recent years, a fruitful debate about the validity and scope of the Extended Mind Thesis (EMT) has emerged both within the empirical sciences (e.g., psychology and neuroscience) and in the philosophy of mind. The goal of this chapter is to investigate the prospects of empirical support for EMT by clarifying to which extent researchers in psychology and neuroscience already implicitly assume extended cognition ideas or even actively operate with them. In this chapter, I thus review work in ‘traditional fields’ (such as memory, perception and action, language and thought, consciousness and agency) that attests to the power of research on extended cognition but also investigate three major recent developments (internet, social cognition, and music) that promise to highlight points of progress that are not easily revealed by the kind of cases that animate the majority of philosophical discussions in this area. I suggest that these latter developments can help move the field forward in important and unexpected ways and conclude by arguing that it is a mere prejudice to suppose that all cognition must take place within the confines of the organism’s skin and skull. Section 2: Cognitive and Neuroscience Perspectives Many of the key developments in embodiment have occurred within cognitive psychology and within the allied area of cognitive neuroscience (Barsalou, 2008; Glenberg, Witt, & Metcalfe, 2013). Accordingly, cognitive and neuroscience perspectives will figure prominently in the second section of the present volume. In addition, the section tackles key questions concerning how it is that human beings can use their bodily experiences to ground abstract concepts, the role of bodily experiences in evaluations of the environment, and the manner in which intentions, goals, and tasks become coordinated with what we see and do as bodily beings. Chapter 7: Measuring the Mathematical Mind: Embodied Evidence from Negative Numbers, Calculation Biases, Motor Resonance, and Emotional Priming Contact Author: Martin A. Fischer (martinf@uni-potsdam.de), University of Potsdam, Germany Other Authors (If Known): A. Felisatti, E. Kulkova, M. Mende, and A. Miklashevsky The embodied perspective on human cognition opposes the view of the human mind as a computer. It is thus particularly diagnostic to assess how the body contributes to numerical cognition. We review how associations between numbers and space influence many tasks and even negative number comprehension. Grounded, embodied and situated learning experiences impose systematic heuristics and biases on mental arithmetic and engage our motor system during number processing. Finally, we document how emotional processing interacts with simple calculations, thus supporting an embodied understanding of the mathematical mind. Chapter 8: The Challenge of Abstract Concepts Contact Author: Guy Dove (guy.dove@louisville.edu), University of Louisville, USA In this chapter, I will argue that abstract concepts are heterogeneous and pose several distinct challenges for embodied cognition. I will survey evidence supporting this heterogeneity and critically review possible theoretical means of addressing these challenges. Chapter 9: Abstract Concepts and Social Metacognition: Sociality from the Inside? Contact Author: Anna M. Borghi (anna.borghi@gmail.com), Sapienza University of Rome, Italy Other Authors (If Known): Chiara Fini and Luca Tummolini We have recently proposed that metacognition – the set of capacities through which an operating subsystem is evaluated and represented by another subsystem – is an important process that can ground the meaning of concepts, and that this is particularly important for abstract concepts (see, for instance, mental state concepts). In addition, metacognition can be applied to concept use itself. In this connection, metacognition can provide awareness of the inadequacies of our knowledge of abstract concepts, and motivate the need to rely on others to ask information and complement our knowledge. In this chapter, we intend to better detail why abstract concepts elicit metacognition in general and social metacognition in specific. Chapter 10: Auditory Embodied Cognition of Emotion Contact Author: Michael McBeath (Michael.McBeath@asu.edu), Arizona State University, USA Other Authors (If Known): Christine Yu and Arthur Glenberg Research findings have established a relationship between emotions and the musculature that controls facial expressions, confirming that this relationship appears to be relatively universal in humans. An extensive literature confirms cross-cultural visual recognition of specific emotions from prototypical facial expressions. The current chapter describes parallel findings in the domain of audition, specifically the generic perception of emotion associated with specific acoustic characteristics such as consonance-dissonance and phonemic timbre qualities. The pattern of findings indicates that musculature constraints, like the ones that produce recognizable visible facial expressions during specific emotions, likely also favor production of recognizable auditory vocalization patterns during emotions. The general results are consistent with the idea of the multisensory embodied cognition of emotion. Chapter 11: Location, Timing, and Magnitude of Embodied Language Processing Contact Author: Claudia Gianelli (isotopia@gmail.com), Scuola Universitaria Superiore IUSS, Italy Other Authors (If Known): Katharina Kühne This chapter will examine language processing from an embodied perspective. We will compare evidence from M/EEG, fMRI, and stimulation studies, with a particular focus on the advantages and disadvantages of each method. We will also emphasize the point that cumulative progress will depend on the integration of findings across the different methodologies. Chapter 12: Differential Influences of Multisensory Integration and Attention in Embodied Perception Contact Author: Catherine L. Reed (Cathy.Reed@ClaremontMcKenna.edu), Claremont McKenna College, USA Other Authors (If Known): Alan A. Hartley The body plays a role in directing our perceptual, attentional, and cognitive systems. Our neural systems are designed to coordinate our bodies with inputs from the outside world to facilitate our actions. However, successful interactions with the world require not only that our perceptual systems be predisposed to respond to likely events (e.g., grasping a cup near our hand) but also that actions are mediated by our current goals (e.g., to satisfy thirst) to efficiently select and execute the most appropriate response. In this chapter, we review behavioral and neurophysiological data on the hand proximity effect (i.e., objects near the hand alter perceptual processing) and discuss how integration of information from multiple senses together with task-related attention can influence upcoming actions. Chapter 13: Bodily Relativity: How our Bodies Shape our Brains and Minds Contact Author: Daniel Casasanto (casasanto@cornell.com), Cornell University, USA Do people with different kinds of bodies think differently? According to the body-specificity hypothesis, they should. In this chapter, I review evidence that right- and left-handers, who perform actions in systematically different ways, use correspondingly different areas of the brain for imagining actions and representing the meanings of action verbs. Beyond concrete actions, the way people use their hands also influences the way they represent abstract ideas with positive and negative emotional valence like “goodness,” “honesty,” and “intelligence,” and how they communicate about them in spontaneous speech and gesture. Changing how people use their right and left hands can cause them to think differently, suggesting that motoric differences between right- and left-handers are not merely correlated with cognitive differences. Body-specific patterns of motor experience shape the way we think, feel, communicate, and make decisions, and also determine how thoughts and feelings are organized in our brains. Together, these findings support the emerging theory of bodily relativity. Chapter 14: Embodied Perception and Action in Real and Virtual Environments Contact Author: Jeanine K. Stefanucci (Jeanine.stefanucci@psych.utah.edu), University of Utah, USA Other Authors (If Known): Morgan Saxon and Mirinda Whitaker In this chapter, we argue that the body is an essential factor in how people scale their perceptions of and actions in both real and virtual environments. We will first review work showing that the size and posture of the body can influence perception and decisions about action in the real world. For example, the perception of whether apertures can be walked through scales to the current position of the body. We will then show that conveying a different visual body size to observers using virtual reality can lead to changes in the perception of scale in virtual environments. For example, observers may rescale their perceptions of what they believe they can step over when embodying a different sized foot in virtual reality. Finally, states of the body such as emotions may also play a role in perceptions of certain aspects of the scale of real and virtual environments. Overall, we argue that embodiment contributes to perceptual and action processes to allow us to scale the world according to our body’s current action capabilities. Section 3: Social and Personality Perspectives Like cognitive psychology, social psychology has been responsible for some of the key evidence supporting bodily perspectives on thinking, feeling, and acting (Glenberg, 2010; Niedenthal et al., 2005). Because this is true, we recruited embodiment experts within social-personality psychology for the third major section of the book. Authors will detail the ways in which embodied influences seem to affect social cognition, relationship dynamics, personality traits, and clinical symptoms. Additionally, chapters will call for new ways of thinking about such dynamics, both within and across cultures. Chapter 15: Embodiment of Social Relations in Thinking and Communicating is Determined by Conformation Systems Contact Author: Thomas W. Schubert (thomas.wolfgang.schubert@gmail.com), University of Oslo, Norway Other Authors (If Known): Alan P. Fiske Work on the embodiment of social relations has amassed a large body of empirical evidence over the past twenty years. However, we argue that it has suffered from interrelated shortcomings: Its theoretical foundations are largely eclectic; its conceptualization of social relations has been underdeveloped; and recent replication failures have raised questions and concerns. For a grounding of the literature, we review and update Conformation Theory (Fiske, 2004) and show how it permits integrated theorizing on evolutionary, cultural, social, and cognitive processes. We illustrate how the embodiment of authority and communal relations can be described using this approach, using evidence ranging from nonverbal behavior to schematized cues. We also discuss how work on another form of social relations – equality matching – could follow the same blueprint in the future. Chapter 16: Social Relational Embodiment in Times of the Replication Crisis Contact Author: Hans IJzerman (h.ijzerman@gmail.com), Universite Grenoble Alpes, France Theories of embodied influence within social relationships often emphasize feedback-related or metaphorical influences. In addition to such cognitive factors, social relationships may also be embodied in a different way – we gravitate toward others in part because others can provide sources of bodily heat that are useful in maintaining core body temperature. The present chapter describes social thermoregulation theory, considers social relational embodiment in broader terms, and makes the case for methodological rigor in this area of enquiry. Chapter 17: Social Cognition, the 4Es, and the 4As (Affect, Affordance, Agency, and Autonomy) Contact Author: Shaun Gallagher (s.gallagher@memphis.edu), University of Memphis, USA Embodied cognition – sometimes referred to in terms of the 4Es (embodied, embedded, extended, enactive) – has had an important influence on our understanding of social cognition and interaction. After briefly reviewing such influences, I shift to a consideration of what I term the 4As (affect, affordance, agency, and autonomy) to show how these closely related concepts offer a further set of nuanced insights about the roles of social interactions and institutions in embodied emotion regulation. Further, such influences modulate the affordance field (sometimes in a positive direction and sometimes in a negative direction), thus affecting individual as well as collective forms of agency and autonomy. Chapter 18: Forms and Functions of Affective Synchrony Contact Author: Paula Niedenthal (niedenthal@wisc.edu), University of Wisconsin, USA Author Authors (If Known): Fangyun Zhao The tendency to synchronize expressions, vocalizations, and peripheral and central physiology with those of another person or people is caused by motivational, instrumental, and environmental factors. People synchronize their emotional expressions and states when they feel similar to another person, when they need to increase or compensate for other types of communication, and when they are engaged in joint action. In many cases, affective synchrony has benefits for social interaction. Indeed, there is evidence suggesting that synchrony promotes perspective taking, group affiliation, trust, and rapport. This chapter will review existing research on affective synchrony, summarize the social functions of synchrony, and discuss how affective synchrony has signaling functions that foster social understanding. Chapter 19: From Culture to Body and Back: A Journey into Embodied Social Cognition Contact Author: Anne Maass (anne.maass@unipd.it), University of Padova, Italy Other Authors (If Known): Maria Laura Bettinsoli and Caterina Suitner Over the past few decades, social psychologists have shown that what and how we know, perceive, think, and reason strongly depends on both shared cultural codes and values (e.g., hugging when meeting a friend in some Western countries) and universal bodily movements (e.g., smiling when one feels happy). Since human cognition is seen as emerging from the interaction between physical and socio-cultural systems, these two facets are treated, most of the time, as non-independent, and it is not always clear when and whether human cognition is operating through a cultural system that encourages certain body movements or the other way around. In the present chapter, we suggest that it is time to disentangle these different directions of influence (e.g., from culture to body versus from body to culture). We will review previous areas of research, identify open problems, and outline possible future developments. Chapter 20: Comparing Metaphor Theory and Embodiment in Research on Social Cognition and Behavior Contact Author: Mark J. Landau (mjlandau@ku.edu), University of Kansas, USA Psychologists and philosophers have opened up the study of mind to recognize various ways in which bodily states and experiences shape social-cognitive outcomes. This development has invigorated interest in conceptual metaphor—a mental mapping that can transfer a bodily concept to structure a superficially unrelated abstraction (e.g., conceptualizing time in terms of movement). Still, Conceptual Metaphor Theory takes a different approach to the body than do classic embodiment theories, and there are double dissociations involved: Not all metaphors leverage bodily concepts, and not all embodied influences involve metaphor. This chapter explains why this distinction matters for eventually creating a generative taxonomy of embodied effects. It goes further to acknowledge that the distinction is not always so tidy. Fortunately, probing the grey areas provides a context for tackling deep issues (e.g., similarity) that must be addressed by a mature scientific understanding of the mind-body connection. Chapter 21: Embodied Perspectives on Personality Contact Author: Michael D. Robinson (Michael.D.Robinson@ndsu.edu), North Dakota State University, USA Other Authors (If Known): Adam K. Fetterman, Brian P. Meier, and Michelle R. Persich Research on embodiment has primarily adopted an experimental approach. That is, the emphasis has been on temporary factors and how they affect temporary outcomes. Much less is known about the manner in which embodied cognitions and physical experiences may shape the sorts of personality traits that we have. Starting with Conceptual Metaphor Theory, the chapter will suggest that forces related to mental consistency should tend to pressure individuals to like perceptual experiences (e.g., sweet foods, dark colors) that are consistent with their personality traits (e.g., agreeableness, depressive tendencies). The chapter will also broaden out by considering whether having certain types of bodies (e.g., strong ones, left-handed ones) may predispose us to have certain types of personality traits. Chapter 22: Embodiment in Clinical Disorders and Treatment Contact Author: John H. Riskind (jriskind@gmu.edu), George Mason University, USA Other Authors (If Known): Jenn Loya and Shannon Schrader Social-cognitive and clinical-cognitive perspectives to emotions, psychopathology, and treatment originally viewed cognition as an encapsulated set of processes and viewed emotional states and pathology as their outcomes or output. As embodiment perspectives have taken hold in the broader literature, there is greater interest in conceptualizing maladaptive emotions and other clinical disorders from an embodiment perspective as well. From this perspective, bodily states, facial expressions, postures, and gestures may not just be the manifestations of maladaptive psychological and cognitive processes, but may actively contribute to them. Work on the role of embodiment in clinical disorders is still at its early stages, but affords the possibility of new insights for understanding and intervening in the case of psychological symptoms. Section 4: Current Issues and Future Directions The field of embodiment is one in which we seek to know which effects are reliable and which are not (Meier, Fetterman, & Robinson, 2015). In addition, we should work toward integrating the different theories of embodiment that exist (Glenberg et al., 2013), but in the context of recognizing distinctions that should be made (Landau, Meier, & Keefer, 2010). Insights would also occur to the extent that we attend to developmental processes and evolutionary considerations while promoting interdisciplinary work. The final chapters of the book tackle some of these issues and questions, thereby providing a broader context for the earlier material. Chapter 23: An Evolutionary Perspective on Embodiment Contact Author: Paul Cisek (paul.cisek@gmail.com), University of Montreal, Canada From an evolutionary perspective, embodiment is fundamental. All aspects of brain function, including thoughts and feelings, must ultimately serve overt action or they would not have been supported by natural selection. The question then is how anything that is not embodied could have evolved. In this chapter, I will briefly review the phylogenetic history of the lineage that leads toward humans, emphasizing the continuous elaboration of sensorimotor control mechanisms. These are fully embodied in the sense that none of their elements have any meaning outside of the context of the full control loop that includes the brain, the body, and the environment. However, in a few particular cases, specializations occurred that resulted in internal variables that became partially divorced from that sensorimotor context. Examples include the navigational map of the hippocampus, the categorization processes of the temporal cortex, and the symbolic gestures that control social interaction. Chapter 24: Mechanisms of Embodied Learning through Actions and Gestures: Lessons from Development Contact Author: Susan Goldin-Meadow (sgsg@uchicago.edu), University of Chicago, USA Other Authors (If Known): Eliza Congdon The first section of this chapter explores action’s role in learning during childhood––for example, how young children’s motor actions precede and predict their understanding of other people’s actions, intentions, and goals; and how older children’s actions with representational objects (e.g., manipulatives in a math lesson) lead to problem-solving insight and conceptual change. In the second section of the chapter, we take a close look at a special type of action: hand gestures. We document the ways in which gesture can lead to learning and cognitive change. We then assess the ways in which mechanisms that underlie gesture’s impact on learning are similar to––and different from––mechanisms that underlie learning from actions. We argue that gesture may serve a unique role in embodiment theories because it bridges the gap between body and mind––it is produced directly by the body but, unlike action on objects, gesture is seamlessly integrated with spoken language and has its effect on the world by representing information rather than changing the state of objects. Chapter 25: Embodiment in the Lab: Measurement, Theory Testing, and Reproducibility Contact Author: Michael Kaschak (kaschak@psy.fsu.edu), Florida State University, USA Other Authors (If Known): Julie Carranza Embodied approaches to cognition claim that cognitive processes are grounded in systems of perception and action planning. A series of straightforward predictions would appear to emerge from this claim. For example, the understanding of language is posited to rely on internal motoric simulations of actions that have been described, and so the processing of action language should elicit activity in the motor system that can be detected through both behavioral and brain measures. Despite the seemingly straightforward predictions of embodiment, the main claims of embodiment have turned out to be difficult to test in an incisive manner, and the findings generated from these tests have turned out to be fickle in many cases. We discuss the theoretical and methodological issues surrounding embodied cognition, and in doing so grapple with issues about theory testing and the reproducibility of research findings. Chapter 26: Alternative Interpretations of Embodiment in Psychology Contact Author: Robert W. Proctor (rproctor@purdue.edu), Purdue University, USA Other Authors (If Known): Isis Chong Has embodiment really been neglected in the history of cognitive psychology? To answer this question, it might be useful to distinguish radical views on embodiment, which may not be tenable, with more moderate views. When considering more moderate formulations, it appears that similar ideas have been around for a long time – e.g., in the form of response selection processes, stimulus-response compatibility effects, and the like. The present chapter will review this history as a way of understanding which ideas about embodiment are new and which are not. Chapter 27: The Future of Embodiment Research: Theoretical, Conceptual, and Empirical Challenges Ahead Contact Author: Bernhard Hommel (bh@bhommel.onmicrosoft.com), Leiden University for Psychological Research, Netherlands Research on embodiment suffers from the lack of a shared theoretical and conceptual basis, so that it seems unlikely that all research sailing under the embodiment flag is actually targeting comparable questions and phenomena. A better organization of the field is therefore necessary to make progress. This will require trading the often metaphorical interpretations of available findings for systematic predictions derived from a to-be-developed theoretical framework. I argue that ideomotor theory provides solid ground for developing such a framework. It would also be necessary to tackle a number of conceptual challenges, such as the question of how exactly one's own motor activity can increase the understanding of perceived action. Finally, it will be important to demonstrate the causality, instead of mere correlation, of the relationship between bodily and motor activity on the one hand and perception and cognition on the other.
£237.49
Springer Nature Switzerland AG How Change and Identity Coexist in Personal
Book SynopsisThis book purports to devise a pattern of the self that accounts for the role that change and identity play in self-shaping. It focuses on the process through which we discover, know and shape ourselves and wonder whether there is a core of our individuality and how we should account for it. The core is described along with its range of possible variations and its constraints. This volume provides arguments on how individual essence – far from being something monolithic – is inherently dynamic.The text delves into the link between change and identity in self-shaping, arguably the fundamental issue of personal individuality. Different theories and standpoints are addressed and scrutinized. Descriptive phenomenology will enter along with Max Scheler’s stance on axiology, as well as the keystones that account for self-shaping. This book appeals to students and researchers working on the implications of phenomenology for self identification and personal individuality.Table of ContentsIntroduction.- Chapter 1. The Fundamental Issue of Personal Individuality and its Significance.- Chapter 2. Theories on Personal Identity do not Solve the Fundamental Issue.- Chapter 3. Theories on Self-Imagination do not Solve the Fundamental Issue.- Chapter 4. What does my Self Consist in? A Multilayer Pattern of Personal Individuality.- Chapter 5. How the Multilayer Pattern Solves the Fundamental Issue. Self¬-Discovery and Readiness for Self-Reorchestration as Overriding Keys to Self-Shaping.- Chapter 6. Exemplariness as the Key to my Self-Possibilities.- Chapter 7. Exemplariness in Comparison with Other Modes of Influence.- Chapter 8. Availability to Self-Reorchestration: A Panoramic View on Life and the Role of the Imaginary in Self-Shaping.- Chapter 9. When Availability to Self-Reorchestration is not Enough.- Concluding Remarks. The Transcendence of Personal Individuality.- Bibliography.
£85.49
Springer Nature Switzerland AG Intergenerational Bonds: The Contributions of
Book SynopsisThis book studies the many different ways in which the lives of the first, third, and fourth generations intersect and the reciprocal benefits that can accrue from establishing positive intergenerational bonds. The unifying feature across the chapters is that the authors view these relationships as a powerful influence on Quality of Life (QoL). The book takes the stance that older adults figure prominently in the QoL of young children, with the latter group defined here as ranging in age from infancy up to and including eight years of age. It examines how bonds with older adults can affect young children’s functioning across developmental domains—physical, emotional, social, and cognitive. It addresses questions of importance to those who have a commitment to the very young such as: “What benefits can young children derive from positive bonds with older adults?”, “How do young children understand the aging process and develop respect for the elderly?”, “How can published research be used to guide both informal and formal interactions between the older generation and the newest one?” and, finally, “How can various stakeholders such as professionals, families, organizations, and communities collaborate to enrich and enlarge the kind and amount of support that older adults provide to the very young child?”Table of ContentsForewordMargaret Kernan, International Child Development Initiatives, Leiden, NETHERLANDSGiulia Cortellesi, International Child Development Initiatives, Leiden, NETHERLANDSPrefaceMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPART ONE: YOUNG CHILDREN’S CONCEPTS OF AGINGChapter 1: Counteracting Ageism: Promoting Accurate Concepts About Aging in Young ChildrenSandra L. McGuire, Emerita, College of Nursing, University of Tennessee, Knoxville, TN, USAChapter 2: Capturing Children’s Perspectives: Older Adults in Images and WordsKeith A. Anderson, Ph.D. Program Director, School of Social Work, University of Texas at Arlington, Arlington, TX, USAChapter 3: Forging Intergenerational Understanding through Children’s LiteraturePatricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USAChapter 4: Explaining Dementia and Memory Loss to Young Children in Developmentally Appropriate WaysAmanda Gernant, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USALaura A. Knight, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USAIngrid J. Krecko, Clinical Psychology, Indiana University of Pennsylvania, Indiana, PA, USAChapter 5: Helping Young Children to Cope with the Loss of an Older Adult:Developmental Perspectives and Picturebooks as a ResourceNatalie Conrad Barnyak, Early Childhood, University of Pittsburgh at Johnstown, Johnstown, PA, USAMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPatricia A. Crawford, University of Pittsburgh, Pittsburgh, PA, USAPART TWO: YOUNG CHILDREN AND OLDER EXTENDED FAMILY MEMBERSChapter 6: Parenting Intergenerationally: Seniors Raising Young ChildrenLaurie Nicholson, Emerita, Indiana University of Pennsylvania, Indiana, PA, USAChapter 7: Supporting Young Children with Disabilities: The Role of GrandparentsLouise Kaczmarek, Emeritus Faculty, Special Education, School of Education, University of Pittsburgh, Pittsburgh, PAChapter 8: Intergenerational Relationships: Stories from Selected Countries in the Pan Pacific RegionMarjory Ebbeck, Professor Emeritus, University of South Australia, Magill, AUSTRALIAHoi Yin Bonnie Yim, Associate Professor, Deakin University, Geelong, AUSTRALIALai Wan Maria Lee, President, Pacific Early Childhood Education Research Association, HONG KONGChapter 9: Promoting Prosocial Behavior in Young Children: Older Adults as Role ModelsMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAWanda Boyer, Faculty of Education, University of Victoria, Victoria, BC, CANADAAlbert F. Hodapp, School Psychologist (Retired), Clear Lake, IA, USAPART THREE: PROMOTING POSITIVE INTERGENERATIONAL RELATIONSHIPS IN COMMUNITIESChapter 10: Facilitating Intergenerational Experiences in Community Settings for Young Children and Older AdultsSimone DeVore, Professor Emeritus, Early Childhood / Special Education, Universityof Wisconsin-Whitewater, Whitewater, WI, USAChapter 11: Building Community: Intergenerational Projects with Young ChildrenMatthew Kaplan, Department of Agricultural Economics, Sociology, and EducationThe Pennsylvania State University, University Park, PA, USAElizabeth Larkin, Professor Emeritus, University of South Florida, Tampa, FL, USAChapter 12: Volunteering: Reciprocal Benefits for Older Adults and Young ChildrenMary Renck Jalongo, Series Editor, Educating the Young Child, Indiana, PA, USAPART FOUR: LITERACY AND LEARNINGChapter 13: Children, Elders, and Materials Composing Together: A Qualitative Study of Two Intergenerational Art ProgramsRachel M. Heydon, Faculty of Education, Western University, Ontario, CANADARosamund Stook, Faculty of Education, Western University, Ontario, CANADALori L. McKee, Faculty of Education, St. Francis Xavier University, Ontario,CANADAChapter 14: Building Young Children's Foundational Skills in Mathematics:The Contributions That Older Adults Can MakeJonathan Brendefur, President, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USASam Strother, Director of Professional Development, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USAJana Estes, Mathematics Instruction Specialist, Developing Mathematical Thinking Institute (DMTI), Boise, Idaho, USAChapter 15: Digital Game Apps and Electronic Books: Fostering Relationships between Young Children and Older AdultsTracy A. McNelly, Education Department, Saint Vincent College, Latrobe PA, USAJessica Harvey, Communication Department, Saint Vincent College, Latrobe PA, USA
£113.99
Springer Nature Switzerland AG The Rosetta Stone of the Human Mind: Three
Book SynopsisThe study of the brain-mind complex has been hampered by the dichotomy between objective biological neuroscience and subjective psychological science. This book presents a new theoretical model for how to "translate" between the two, using a third language: nonlinear physics and mathematics. It illustrates how the simultaneous use of these two approaches enriches the understanding of the neural and mental realms.Table of ContentsContents Forewords: Danatella Marazziti................................................................................................ ix Alwyn Scott........................................................................................................... xi Nick Mansfield..................................................................................................... xiii David R. Hawkins............................................................................................... xvii Introduction............................................................................................................. xxi The Puzzle............................................................................................................... xxv Part I: Learning the Languages.................................................................................... 1 1. Humanity’s Search for Mind and the Subject: A Brief Review of the Evolution of Neuropsychobiology.................................................................. 3 2. An “Ideographic,” Suprapersonal Language of Rules and Universal Symbols: Alwyn Scott and Nonlinear Dynamics................................................... 15 3. A “Demotic,” First-Person Language of the Individual and the Social System: Apuleius and the Myth of Psyche................................................... 27 4. The Language of the Objective Observer: Gerald Edelman and Neurodarwinism: Antonio Damasio and the Feeling of Knowing................................................................... 33 Gerald Edelman and Neurodarwinism................................................................................................ 35 Antonio Damasio and the Feeling of Knowing................................................................................. 39 Part II: Seeking the Understanding............................................................................ 45 5. Consciousness......................................................................................................... 47 6. The Unconscious..................................................................................................... 59 7. The Database........................................................................................................... 71 8. Affectivity............................................................................................................... 79 9. The Neural/Mental Gap: Intuition, Self and Ego, a Trilingual Map........................ 91 Part III: Applying the Knowledge............................................................................. 101 10. The Three Languages and Science: A New Scientific Paradigm?........................ 103 11. The Three Languages and Treatment.................................................................... 115 12. The Psychotherapeutic Dialogue: Intersubjectivity............................................... 127 13. The Role of a New Science for Psyche Upon Society and Culture...................... 135 References........................................................................................................... 147 Name Index......................................................................................................... 151 Subject Index 153
£28.49
Springer International Publishing AG Narrative as Dialectic Abduction
Book SynopsisThis book presents a fresh approach to the communicability of narratives, revealing the cognitive underpinnings of Charles Sanders Peirce’s pragmatistic model. It demonstrates how abductive processes modify habits of belief and action in what Peirce refers to as double consciousness. Abductions generated during double consciousness paradigms have increased efficacy compared to instinctual abductions. Novel inferences from working memory become consciously integrated with existing long-term memory units which permits fuller consideration of the plausibility of propositions. Special attention is given to children’s prelinguistic means to represent propositional or assertory conflicts, and to resolve these conflicts via listening and re-telling narrators’ accounts. Overall, this book serves both a theoretical and applied purpose. It is intended to support innovative therapeutic interventions to facilitate the (re)construction of narratives by adults and children. Its practical applications and theoretical grounding will appeal to graduate students and scholars alike, who wish to examine narrative as an interdisciplinary enterprise—an ontological and cultural phenomenon (narration by way of action/image sequences), not just a literary/linguistic paradigm. Ultimately, this account presents narrative as a modal forum to resolve logical and practical conflicts, compelling the interpreter to become an involved partner in the narrated event itself. Table of ContentsChapter 1: Introduction: Promoting Dialectic Processes Through Dialogic Inquiry.- Chapter 2: Semiotic Foundations of Narrative.- Chapter 3: Prelinguistic Considerations.- Chapter 4: Processing Precursors in Narrative Genres: The Case of Abductive Instinct.
£80.99
Springer International Publishing AG Relational Frame Theory: Made Simple
Book SynopsisRelational Frame Theory: What is it? Why is it important? How can I use it? This book dispels the confusion surrounding Relational Frame Theory and provides an easy-to-understand briefing of Relational Frame Theory and its’ components, with examples to enhance and ease understanding. Recent research has indicated that Relational Frame Theory may form the cornerstone of language and intelligence and this textbook integrates this information into an easily digestible format, considering the importance of each relational frame from coordination to analogy. Relational Frame Theory provides a potentially useful framework for teaching language and academic skills and the current textbook provides some examples of how to do this and offers some considerations for future research in this area. This book makes Relational Frame Theory easy to understand and, unlike previous books, assumes no prior knowledge of the theory amongst readers and clarifies some of the jargon used within this body of work. This book provides the most up-to-date outline of previous work within Relational Frame Theory and gives an overview of how this theory could be applied within psychology. To date, no previous book has attempted to integrate research, application and an easy-to-understand overview of the theory together – this book aims to integrate all of these aspects into one easily comprehensible guide. The current textbook is aimed towards graduate students and practitioners of applied behavior analysis. Given the proposed changes to the Behavior Analysis Certification Board which will focus more on Relational Frame Theory than in the past, a book of this nature will be helpful for those pursuing certification and may also be helpful for use within the applied field. Table of ContentsForeword Preface – An overview of how this book has come to fruition and the people that helped to realise it. Chapter 1: The World of Psychology Before Relational Frame Theory Author: Teresa Mulhern This chapter provides an overview of how behavioural psychology attempted (and failed) to provide an account of language and cognition and gives an account of the conflict between psychologists Noam Chomsky and Burrhuus F. Skinner on this topic. It provides a context for why Relational Frame Theory was needed and exactly what came before it. Chapter 2: What is Relational Frame Theory? Author: Teresa Mulhern This chapter outlines the components of relational frame theory and clarifies a number of terms, including mutual entailment, combinatorial entailment etc. with the use of examples. This chapter also outlines how relational frame theory addresses the issues outlined by Chomsky and Skinner. Ends with a brief outline of the various relational frames that exist. Chapter 3: Relational Frames of Coordination and Sameness Author: Teresa Mulhern This chapter provides an outline of what the relational frame of coordination (or sameness) looks like and provides information regarding the contextual cues for this frame. The chapter provides an overview of work in this area and gives a basic account of how you would apply this as a practitioner with illustrations to clarify points. Chapter 4: Relational Frames of Opposition and Distinction Author: Teresa Mulhern This chapter clarifies what is meant by relational frames of opposition and distinction using examples from real life (e.g., Sesame Street’s “One of these things is not like the other”). Work in the field of Relational Frame Theory is outlined in addition to examples of how to facilitate this behavioural repertoire. Chapter 5: The Relational Frame of Comparison Author: Teresa Mulhern This chapter outlines what may be the most extensive relational frame – comparison which includes understandings of “more than”, “less than”, “bigger than”, “smaller than”. This frame may form the basis of a number of important academic skills. Previous work in this area is simplified and examples are provided in order to give a context as to how to employ this in both applied work and research. Chapter 6: The Relational Frame of Temporality Author: Teresa Mulhern This chapter outlines the importance of the relational frame of temporality (i.e., before and after) and provides an overview of some of the work in this area. The chapter also outlines some suggestions for future work in this area and provides some suggestions for applications of this relational frame within applied settings. Chapter 7: The Relational Frames of Containment and Hierarchy Author: Teresa Mulhern This chapter provides a summary of the importance of the relational frames of containment and hierarchy and outlines research within the area. Suggestions for future research and applications of this work are also outlined. This is a burgeoning area of research within the applied field and details of the impact of teaching in the area of developmental disabilities are also provided. Chapter 8: Analogy: Relating Relations Author: Elle B. Kirsten Analogy is a complex skill and is often used within assessment tools to determine intelligence. Relational Frame Theorists posit that the ability to engage in analogical reasoning involves a complex combination of relational framing abilities – namely, the ability to relate relations. This chapter provides an overview of analogy, with examples to clarify this concept. The importance of this skill to both research and applied work is also outlined with some examples for work. Chapter 9: Relational Frame Theory and Language Author: Teresa Mulhern Relational Frame Theorists have long contended that a relational framing repertoire is paramount to language ability. This chapter provides an overview of work in this area that supports this view and offers some suggestions for both applied work and research. Chapter 10: Relational Frame Theory and Intelligence Author: Shane McLoughlin What is intelligence and how does it relate to Relational Frame Theory? The current chapter explores this idea and further posits the question – can we increase IQ? Research in this area is compiled and discussed while suggestions for how practitioners may utilise knowledge in this area are presented. Future directions for research are also outlined.
£999.99
Springer International Publishing AG A Theory of Tutelary Relationships
Book SynopsisThe purpose of the book is to propose and exploit an analytical, critical, well defined theory of a very crucial human social relation that I call “Tutelarity/ Tutelage”. This will thus explain how/why such relation is so relevant at any layer of sociality: from affective relationships, to social cooperation and interactions, to politics and democracy. The approach is theoretical and strongly grounded on cognitive science and the models of human mind: beliefs, desires, expectations, emotions, etc. Written in an accessible way, it will be of interest for a large audience, specifically to researchers and scientists interested in cognitive science and the dynamics of social relationships alike. Table of ContentsSECTION 1 125 pages In the first part of the book (Section 1) we will make clear the notion of “tutelarity” and some of its challenges. For that goal we have to systematically analyze the foundational cognitive and social notions necessary for a well grounded definition and theory of “tutelarity”: Goals, Powers, Dependence, Interests, Goal-Adoption, Trust. Tutelary Relations: definition, grounding and misunderstandings 0. Premise and Introduction 0.1 Premise 0.2 Organization 0.3 Subject 0.4 “Paternalism”? Ch. 1. Tutelary Relations: definition and grounding 1.1 The “gnoseological deficit” 1.2 Goal-Theory and the notion of 'Interests' 1.3 Rationality of Actions contrary to our Interests 1.4 Defining ‘tutelary’ 1.5 Tutelary Faces 1.6 Paradoxical and Insincere/Unintended Tutelage 1.7 Attitude vs. Role and Action 1.8 Paternalism? 1.8.1 A fundamental, beautiful, unavoidable relation Ch. 2 Tutelarity as a Forms of Help Based on Dependency 2.1 ‘Goal- Adoption’: the general theory of doing something for the others 2.1.1 Reasons for Goal-Adoption 2.1.2 Goal-Adhesion 2.1.3 Level of Goal-Adoption beyond Delegation 2.1.4 Tutelary Risks already in Goal-Adoption 2.1.5 Interests Adoption 2.1.6 ‘Over’ and ‘Critical’ Help as Tutelary 2.1.7 Y's side in Tutelary influence 2.2 The Other Side of Goal-Adoption: Y’s Dependence 2.2.1 What is ‘Dependence’ and its relation with tutelarity - From Dependence to Social Power over the other - Subjective dependence 2.2.2 Autonomy: kinds and degrees 2.2.3 Autonomy and Freedom not “from” but “due to” - ‘Power’ and ‘freedom’ 2.2.4 Dialectic view of Dependence 2.2.5 “Rights” as tutelary protection of ‘interests’ 2.3 Goal-Adoption as X’s “Influencing Power” 2.3.1 Functions of “mind-reading” 2.3.2 An Open Issue on Y’s side: Forms of influence and “Free Decision” - Do I Really Have “choice”? - Manipulation Ch. 3 Faces and Minds of Tutelage Relation 3.1 X’s Side and Mind 3.1.1 Tutelarity is not Empathy 3.1.2 X’s reasons for a Tutelary role 3.1.3 Value Foundation of Tutelary relations 3.1.4 Tutor’s motives 3.1.5 Not just motives but functions 3.2 Forms of “Taking care of” A) Protection from yourself B) Protection from the others 3.3. A crucial distinction in Tutelary Role 3.4 Y’s Side and Mind 3.4.1 Non fully understood tutelary influence 3.4.2 From ‘external’ to ‘internal’ goals 3.4.3 “The servant knoweth not what his lord doeth” 3.4.4 Our Goals vs. our Functions: which have priority? - Why are we workers and consumers 3.5 Y’s reasons for subjection and acceptance 3.5.1 Imposed or Spontaneous or Voluntary subjection and compliance 3.5.2 Our need for dependence 3.5.3 Emergent ‘order’ 3.6 The needed and specific trust by Y 3.6.1 Advices 3.6.2 Presupposed Y’s Trust even in/for Tutelary Domination 3.6.3 Y’s Trust and Conflict 3.7 Tutelary Conflicts 3.7.1 Intra-Conflict. Multifaceted Interests of Y 3.7.2 Inter-Conflict 3.8 A hierarchical social relation? 3.8.1 Reverse and Reciprocal tutelarity Ch. 4 The Nature of Power and its Complex Dynamics 4.1. Premise 4.1.1 A Distorted Perception of Power: Power as Domination. 4.1.2 Main issues 4.2 Cognitive and Pragmatic Foundation of Power Construct 4.2.1 A Misliding start point/perspective 4.2.2 A Basic Ontology of Individual Powers 4.2.3 Beyond “Basic” Powers: the Intention and Deliberation Components 4.2.4. From Personal Powers to Social Dependence 4.2.5 Towards Sociality: From Personal Powers to Social Powers 4.2.6 More complex relations Command Power Information Power How Communication is/gives Power 4.3. Power Transfer, Appropriation, Circulation, and Multiplication 4.3.1 Propagation & Accumulation 4.3.2 Co-powers and the multiplication of powers 4.4. The Vicious Circles of Power 4.4.1 Poor people is sick, ignorant, inferior, .... 4.4.2 Basic “mechanisms” 4.4.3 The nice dynamics: “empowering” as an open process 4.5. Different faces of social power 4.5.1 Not aggression only 4.5.2 “La servitude volontaire” 4.5.3 “Spontaneous”? 4.5.4 A more dialectic view 4.6 Power “over” us but not necessarily “against” us 4.6.1 Soft Power 4.6.2 ‘Power over’ us is not necessarily against us. 4.6.3 We “should” rebel 4.6.4 Isn't the communication of power dialogic? 4.6.5 Depowering and Empowering 4.7 Empowerment 4.7.1 Powers that in principle cannot be ‘given’ 4.7.2 Powers that must be ‘given’ Permission & “Rights”: the power of the weak Powers that are mutually ‘given’ 4.8 Powers that make us lose power. Paradoxical and problematic power dynamics 4.9 Leadership 4.9.1 The peculiar impact of Leadership 4.9.2. Advantages of a Leadership relation 4.9.3 Real Leadership and Hegemony 4.10 "Knowledge" as Power and Institution 4.10.1 Barriers in believing 4.10.2 The Power of Deception (Lie), and the Deceptive Nature of Power 4.11 The Greed for Power 4.11.1 Power can be accumulated and stored 4.11.2 Inequality 4.11.3 People empowering the institution (the Leviathan) 4.12 Emergence & Cognition 4.12.1 Power delegation and building as an unaware "function" 4.12.2 "Subjection" & "Alienation" 4.13 Concluding remarks 4.13.1 The “tutelary” power Ch. 5 Misleading or Ideological Perspectives 5.1. A misleading tradition: “Tutelary” = “Paternalistic” 5.1.1 True “Paternalism” as a manipolatory and selfish pseudo-tutorial attitude “Manipulation” Intrinsic Hypocrisy and Deception 5.1.2 Ideological background of using “Paternalism” Individualistc and liberistic ideology A remark of Alexis Tocqueville 5.1.3 “Against his will” “Without the consent of Y” 5.1.4 Y’s “A posteriori” Consent? 5.1.5 “Authority” as Paternalism: Ullmann-Margalit 5.1.6 How All State’s Tutelarity Becomes Immoral “Paternalism” 5.1.7 In sum 5.2 Sen’s “Capabilities” theory as intrinsically ‘tutelary’, and its limits 5.2.1 Some limits: Powers and Resources Circularity 5.2.2 Liberistic limits to tutelary intervention Giving “Freedom” is Changing Mind 5.3 “Nudges”: Manipulation and Marketing as Freedom 5.3.1 What are “nudges” and “libertarian paternalism” 5.3.2 “Future” or “ideal” preference of the subject Nudging and our Cognitive Biases 5.3.3 “Means” vs. “Ends” 5.3.4 The best way for predicting the future is to build it 5.3.5 Criticisms within Behavioral Economics 5.3.6 Against the “libertarian” (liberal) ideology of Nudges 5.3.7 Better explicit recommendations or argumentation and even obligations 5.3.8 Back to the origin: Tutelary “Invisible HandS” 5.3.9 Useful Nudges 5.4 In sum: “Paternalism” is SECTION 2: Tutelarity Issues in social domains and disciplines - 100 pages In the second part of the book, we will discuss some of the crucial distinctions (for example with “Paternalism”) and problems of tutelarity; its beauty but also its contradictions and tragedies. We will see the centrality, relevance, and possible dangers of “tutelarity” in specific crucial domains of social life and behavioral sciences: education (pedagogy), psychotherapy and psychiatry, economics, norms, political power and democracy; .... Ch. 6 Tutelary Nature of Norms and Normative Education 6.1 Tutelary Nature of Prescriptions and Rights 6.2 Deontic Cognition: Norms as Mind Shapers 6.2.1 Architecture of a Norm-sensitive Agent 6.2.2 Norm-acceptance 6.2.3 ‘Normative’ Adoption/Adhesion 6.3. Towards a ‘Normed’ Mind 6.3.1 From ‘ascribed’ to ‘prescribed’ minds 6.3.2 Meta-Ns about Reasons for the Adoption of N Goal 6.3.3 A Paradoxical Function of Norms: Disobedience 6.3.4 Obligation vs. Duty 6.3.5 From Instrumental Goals to Final Goals: from Threats to ‘Values’ - Two different normative minds 6.3.6 The “alienated” nature of norm adoption 6.3.7 In sum 6.3.8 The affective grounding of Norm and deontic conform behaviors 6.4 “Right” as a Tutelary relation (and as “capability”) 6.4.1 The psychology of “rights” 6.5 Homage to Simon Weil: The intrinsic tutelary nature of “duties” 6.6 Norms imposing to you (to care of) your own good 6.7 Education as internalized discipline 6.8 Tutors of ourselves 6.8.1 Self- tutelary attitude: “Me”, the puppet of myself 6.8.2 The Tutelary and Paternalistic nature of SuperEgo 6.8.3 Self-tutelarity Function or Intention? 6.9. The Emancipation and Autonomization Process 6.9.1. The normative autonomization process - Deontic Internalization - Learning as autonomization 6.9.2. Re-habilitation (recovery) as autonomization 6.9.3. A complex dialectics 6.9.4. A more extreme and radical “Autonomization”: Rebellion - Empowerment is not just “giving powers” 6.9.5 Not conclusive considerations Ch. 7 Possible Dangers and Ambivalence of Tutelarity and Assistance 7.1 A very problematic (non-renounceable) relation 7.1.1 Problems - X’s Bona fide - Y’s Mala fide 7.1.2 Manipulation 7.1.3 Tutelary Conflicts - Tutelary need for conflicts 7.1.4 Additional dangers - Prescribed Future Goals - Not real “Listening” to Y 7.1.5 Risks due to Power dynamics - Tutelary Acts as Power Demonstration 7.1.6 Tutelarity preserving and betraying itself 7.2. Ambivalence in Assistance: Welfarism, Rehabilitation, Psychotherapy and Emancipation process 7.2.1. A Contradiction to be managed, not to be denied 7.2.2. Emancipatory tutelage vs. Chronic/Stabilizing/Assistive Tutelage 7.2.3 Emancipatory and empowering Tutelage 7.2.4. Welfarism - Economic False Tutelarity 7.2.5 Psychiatric and Rehabilitation Relationships and Tutelarity - Mental Health Care - The need for “masochism” of psychiatric institutions - De-institutionalization - Potential "psycho-therapeutic" character of “assistance” interventions 7.2.6 The fear of tutelarity responsibility - Just “maieutic” - Psychotherapy and its Therapeutic “alliance” 7.3 Tutelary Tragedies 7.3.1 A noxious love: Vincent van Gogh suicide 7.3.2 “Trust us: it is for the good of indigenous childrens 7.4 But not in politics Ch. 8 Tutelarity and Trust Problems in Democracy 8. 0. A unpleasant premise: No shared understanding and mind 8.1 Power Delegation and the Intrinsic Limits of Democracy 8.1.1 Possible power ‘alienation’ in delegation 8.2 Constitutive Tutelarity and its Nature 8.2.1 Tutelage is an ‘attitude’ not a person 8.2.2 Multi-tutelarity and meta-tutelarity of politics 8.2.3 Citizens as tutors of the “city” 8.2.4 Guardian of “Common Good”? 8. 3 No conflicts no democracy 8.4. Citizen’s ‘ignorance’ 8.4.1 Delegation for and Cognitive Transition to “Deliberation” 8.4.2 Overcoming People’s Ignorance 8.4.3 The social production of ignorance and the crisis of democracy 8.4.4 The tutelary relationship in politics is not towards the "vulgars" 8.5 Representation as “advocacy” 8.5.1 Our emphases 8.6 Does tutelarity mean elites and aristocracies? 8.6.1 Who Knows What 8.6.2 In defense (and offence) of aristocracies 8.6.3. Self-deprecating or Suicidal Aristocracies 8.7 “Representation” as construction of a social subject and reduction of delegation 8.7.1 The tutelary relation with the proletariat 8.8. Trust for Democracy 8.8.1 ‘Ignorant trust’ - Secrets for Democracy - Trust or Faith? - Ignorant Trust for Open Delegation 8.8.2 Trust Crisis in Democracy: Additional bases of mistrust 8.8.3 Democracy under surveillance? 8.9. The theater of Democracy: its double staging 8.9.1 Democracy letdown. Not just a matter of value relativism and false representativity 8.9.2 “Representation” is a “crass pretense” 8.9.3 Second “crass pretense”: Hidden powers 8.9.4 Hidden Powers and Functions: Hayekian fallacies 8.9.5 “Dominant powers” 8.9.6 The Hidden Goals of the “Invisible” Hand 8.9.7 To be or to feel free? 8.10. Vox Populi: "People is always right" and the dictatorship of the majority 8.10.1 Creating Vox populi 8.10.2. Self-monitoring of Political Power Against Paternalism and Self-referentiality 8.11. Making Democracy True 8.11.1 The not formal emancipation and real empowering of “people” 8.12 Is the State intervention intrinsically “paternalistic”? 8.13 The ICT and On-Line Future of Democracy: Dangerous Ideologies and Good Potentialities 8.13.1 Demystifying the Ideology of the NET: “We” against “them” 8.13.2 Building a “critical thinking” - WEB as the Truth 8.13.3 Demystifying the Ideology of the NET: No more delegation 8.13.4 No Delegation or Unaware Delegation? 8.13.5 Demystifying the Ideology of the NET: no mediation, no hierarchy 8.13.6 “Direct” vs “Participatory” Democracy 8.13.7 ICT potentialities: Anti-manipulation Technologies 8.13.8 ICT potentialities: A Glass of the Invisible - Presences - Make Visible the “invisible hand” 8.13.9 Back to tutelary 8.13.10 Another tutelary hazard: The algorithmic deresponsabilization 8.14 From surveillance capitalism to surveillance eGovernment 8.15 Short concluding remarks
£98.99
Springer International Publishing AG Engaging with Emotion
Book SynopsisThis work informs by encouraging the reader to interact with the text itself and with the literature in the area. It is a learning tool rather than an encyclopaedic presentation of its topic. The writing style is personal, direct and accessible. Citations are employed, but always for specific purposes. Cited materials are made accessible whenever possible by the provision of URLs. Readers learn about emotion and its relationship to brain, body, cognition, memory, and appraisal. They are also introduced to the role of emotion in language and in the fine arts. Readers of Engaging with Emotion will likely be students within the first two years of university or college taking a related course, or those who are interested in learning more about emotion. This book is ideal for adaptation to an online course format as it includes exercises and learning guides. The book uses straightforward and helpful language and examples to avoid frustrating or confusing students, but instead to keep them actively involved with the material in the book, and to help motivated learners learn.Table of ContentsBook on Emotion-Working Outline (C. Whissell) ReadMe (Introduction) 1. Defining Emotion a. Dictionary definitions b. Use of emotion in early psychology theories c. Distinguishing emotion from mood d. Distinguishing emotion from personality e. A working definition for psychologists 2. Evolution of Emotion a. Darwin’s theory of evolution b. Darwin’s theory of emotion c. Is there a continuity of emotion between people and animals? d. A psycho-evolutionary theory combining Freud’s with Darwin’s theories e. Separating emotion from cognition 3. Development of Emotion a. Emotion in the first 6 months b. Emotion at age 2 c. Emotion at age 5 d. Emotion at age 12 e. Emotion in developmental theories 4. Emotion in the Face a. Experience versus expression of emotion b. Do we “read” our own faces? [facial feedback theory] c. Do we “read” the faces of others? [lie to me] d. Ekman’s evolutionary theory and FACS e. Blended expressions 5. Emotion in the Body a. The nervous system b. The autonomic nervous system c. The sympathetic nervous system d. The parasympathetic nervous system e. “Lie” detection and the autonomic nervous system 6. Emotion in the Brain a. A three-level model b. The brain stem c. The brain core d. The grey matter e. Examples: addiction and reward systems 7. Emotion and Memory a. The hippocampus b. Emotion tagging of memories c. Emotion, memory, and aging d. Remembering Mr. Smith e. Emotion and brain deterioration 8. Appraisal in Emotion a. “Automatized” emotion b. “Thought out” emotion c. Lazarus theory of appraisal d. When does appraisal enter the emotion process? e. Emotion is a continuous process 9. Emotion and Culture a. Innate and pancultural aspects b. Learned aspects c. Display rules d. Differences across historical time (diachronous) e. Differences among cultures (synchronous) 10. Emotion and Psychopathology a. Role of emotion in DSM 5 diagnoses b. Emotion and Anxiety c. Emotion and Depression d. Role of Emotion in psychotherapy e. Emotion in Positive Psychology 11. Measuring Emotion a. Scales the measure Depression b. Scales that measure Anxiety c. Scales that measure Aggression d. Scales that measure Happiness e. Scales that measure Optimism/Pessimism 12. Emotion in Language a. Words that describe specific emotions b. Words that have emotional connotations c. Sentiment analysis systems of different kinds d. The Dictionary of Affect in Language e. Examples of what the emotional tone of language reveals 13. Emotion in Art a. Emotion in music b. Emotion in dance c. Emotion in poetry d. Emotion in writing e. Emotion in visual arts 14. Theories of Emotion a. Revisiting evolutionary theory (Darwin, Plutchik, Ekman) b. Revisiting semantic lexical theory (Osgood, Russell, Whissell) c. Categorical approaches to emotion d. Dimensional approaches to emotion e. Conclusions about emotion Four learning exercises accompany every chapter 1. Learning objectives 2. Terminology 3. Why this citation? 4. Experiential Learning Elements
£113.99
Springer International Publishing AG The Creative Transformation of Despair, Hate, and
Book SynopsisA creative lifestyle is not a luxury, but a necessary elixir of life. Only with creativity can we overcome despair, hatred and violence, in the world and in ourselves. Using selected examples of exceptionally creative people, Rainer M. Holm-Hadulla encourages us to unleash our own creative and social potential.Readers become acquainted with Madonna and Amy Winehouse, John Lennon, Jim Morrison, and Mick Jagger. Before wandering through their lives and work in the interplay of constructive and destructive forces, they encounter the "Big Five of Creativity": talent, ability, motivation, resilience, favorable environments. The author has theoretically researched their interaction over decades, tested them in practice and drawn the conclusion: The creative transformation of human destructiveness is our chance to lead a fulfilled life in social responsibility.Table of ContentsContents 1. Part: Creativity – Essence of LifeEveryday and Extraordinary CreativityHealth and EnjoymentFive Basic Principles of Creativity on the Example ofW. A. Mozart, J. W. v. Goethe, Clara Schumann, Pablo Picasso and Marie CurieThe Creative Process Creative Coping of Depression and Aggression 2. Part: TheCreative Transformation of Despair, Hate and Violence byOutstandingPop-Stars MadonnaCiccone: Dancing for LifeJohn Lennon: The Dreamer Amy Winehouse: The Fallen AngelJim Morrison: The Shaman Mick Jagger: Sympathy for the Devil 3. Part: Consequences for a Creative Life-Style
£33.24
Springer International Publishing AG Misunderstandings About Non-Verbal Communication:
Book SynopsisIn our daily lives, communication is prevalent. We don't just communicate because we want to; we need to. Often, we use words to understand each other. However, there are times when we observe people and try to comprehend their intentions. We rely on "body language". This reliance propagates the misleading idea that people communicate with their bodies just as they do with words. This is where misunderstandings frequently occur, sometimes even due to incorrect concepts propagated by so-called experts. The result is a loss of trust among readers or, worse, the disruption of interactions and relationships. Through a science-based approach, this work is primarily dedicated to all readers aged 18 and above who are passionate about communication and keen to understand others. Additionally, professionals from various sectors will find practical concepts and references for research, study, and daily work.Table of ContentsINTRODUCTIONChapter 1: Faulty Principles of Non-Verbal CommunicationChapter 2: Ocular BehaviorChapter 3: Facial DisplaysChapter 4: Other Body Movements: Gait, Gestures, PostureChapter 5: Space ManagementChapter 6: VoiceChapter 7: OlfacticsChapter 8: Neurovegetative SignalsChapter 9: AppearanceChapter 10: Physical Spaces and ArtifactsChapter 11: Lie DetectionConclusion
£98.99
Springer Social Justice Multicultural Counseling and Practice
Book SynopsisChapter 1. Introduction: Finally Visible as a Whole Person through Intersectionality.- Part IA. Provider's Awareness of Her Own Worldview.- Chapter 2. Intrapersonal Communication and Interpersonal Communication.- Chapter 3. Assessment of a Provider's Values, Beliefs, and Biases.- Part IIA. Provider's Awareness of Systemic and Internalized Oppression/Privilege.- Chapter 4. Racism.- Chapter 5. Sexism.- Chapter 6. Cissexism (Genderism or Binarism).- Chapter 7. Heterosexism.- Chapter 8. Classism.- Chapter 9. Disablism/Ableism.- Chapter 10. Other Isms Due to Age, Language, Religious Affiliation, and Region.- Chapter 11. Theory to Practice: Deconstructing Inappropriate Hierarchical, Dichotomous, and Linear Thinking Styles/Patterns.- Part IIIA. Provider's Awareness of the Client's Worldview.- Chapter 12. Identity Construction and Multiple Identities.- Chapter 13. Culturally Appropriate Assessment.- Chapter 14. Culturally Appropriate Treatment/Healing.
£116.99
De Gruyter Asian American Film Festivals: Frames, Locations, and Performances of Memory
Responding to a lack of studies on the film festival’s role in the production of cultural memory, this book explores different parameters through which film festivals shape our reception and memories of films. By focusing on two Asian American film festivals, this book analyzes the frames of memory that festivals create for their films, constructed through and circulated by the various festival media. It further establishes that festival locations—both cities and screening venues—play a significant role in shaping our experience of films. Finally, it shows that festivals produce performances which help guide audiences towards certain readings and direct the film’s role as a memory object. Bringing together film festival studies and memory studies, 'Asian American Film Festivals' offers a mixed-methods approach with which to explore the film festival phenomenon, thus shedding light on the complex dynamics of frames, locations, and performances shaping the festival’s memory practices. It also draws attention to the understudied genre of Asian American film festivals, showing how these festivals actively engage in constructing and performing a minority group’s collective identity and memory.
£95.95
De Gruyter The Legendary Saga as a Medium of Cultural Memory
Book Synopsis
£92.62
De Gruyter Literature and Mnemonic Migration
Book Synopsis
£77.90
de Gruyter Memorialising the Holocaust in Human Rights
Book Synopsis
£18.50
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Theorien in der Entwicklungspsychologie
Book SynopsisDieses einzigartige Lehrbuch stellt die Grundtheorien der Entwicklungspsychologie dar. Alle Kapitel wurden von führenden Experten verfasst. So ist es ideal für Studierende im Bachelor-Studiengang Psychologie, wie auch für alle Studiengänge mit entwicklungspsychologischen Inhalten. Auch für Quereinsteiger auf Masterlevel, sowie Berufseinsteiger und Weiterbildungsteilnehmer im pädagogischen Bereich bietet es einen idealen und fundierten Überblick über die fundamentalen Theorien. Trade ReviewAus den Rezensionen: “… Das Lehrbuch informiert umfassend nicht nur über den aktuellen Wissensstand, die modernen Trends zeigen auch Pfade der zukünftigen Themenschwerpunkte. Das Buch würde auch dann sehr empfehlungswert bleiben, wenn das Arbeiten damit ... Es könnte ein Klassiker werden.“ (Lothar Unzner, in: Praxis der Kinderpsychologie und Kinderpsychiatrie, Jg. 64, Heft 2, 2015)Table of ContentsVorwort.-I. Erklärung von Entwicklung.-Der Entwicklungsbegriff in der Psychologie.-Entwicklung und Kultur.-Entwicklung und Evolution.-II. Wahrnehmung und Wissenserwerb.-Theorien der Wahrnehmungsentwicklung.-Kernwissenstheorien.-Theorien zu Handlungsverständnis und Imitation; Kognitive Entwicklung aus dem Blickwinkel des strukturgenetischen Konstruktivismus.-III. Intelligenz, Gedächtnis und Lernen.-Die Erforschung menschlicher Intelligenz.-Gedächtnisentwicklung im Kindes- und Jugendalter.-Soziales Lernen.-IV. Motivation; Die Erforschung menschlicher Motivation: Allgemeine Perspektiven.-Theorien der Lern- und Leistungsmotivation.-Modelle der Handlungsmotivation zur erfolgreichen Entwicklung.-V. Emotionen und Beziehungen.-Die Erforschung menschlicher Emotionen.-Psychoanalytische Entwicklungsbetrachtungen in der frühen Kindheit.-Psychoanalytische Entwicklungsbetrachtungen der Jugend.-Die Bindungstheorie.-VI. Sprache.- Theorien zum Spracherwerb: Ein Überblick.-Skinner und Chomsky – Zwei Protagonisten der Spracherwerbsforschung.-Exkurs: Erklärungsansätze für Entwicklung: Hinterfragen – Überarbeiten – Erweitern, Die untrennbare Allianz von Entwicklung und Kultur.
£42.74
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Komplizierte Trauer: Grundlagen, Diagnostik und
Book SynopsisKomplizierte Trauer: die wesentlichen Punkte für die Praxis Der Verlust einer nahestehenden Person hat in der Regel einen normalen und nichtpathologischen Trauerprozess zur Folge. Dennoch zeigt ein Teil der Trauernden Symptome einer komplizierte Trauer, welche zu einer starken Beeinträchtigung der sozialen und psychischen Lebensbereiche führen kann. Insbesondere spezifische Trauernde, wie beispielsweise Eltern nach dem Verlust eines Kindes oder der Verlust eines Angehörigen durch Suizid oder gewaltsame Todesumstände, haben ein erhöhtes Risiko, dass die Trauer einen pathologischen Verlauf nimmt. Das Buch beschreibt Trauerverläufe, Diagnostik, Risikogruppen und psychotherapeutische Angebote für Trauernde. Insbesondere werden die Besonderheiten und therapeutische Implikationen von spezifischen Trauergruppen dargestellt.Materialien im Buch und zum kostenlosen Download im WebDas Buch bietet eine differenzierte Darstellung von Therapieangeboten und gibt einen Überblick, für welche Betroffenen eine Trauertherapie indiziert sein kann. Materialien für die therapeutische Praxis werden beschrieben und bereitgestellt (im Buch und zum kostenlosen Download im Web).Geschrieben für Psychologische Psychotherapeuten und Ärzte in Wissenschaft und Praxis sowie Trauerberater.Trade ReviewAus den Rezensionen: “... Umfassend, überschaubar und auf den Punkt werden die Trauerreaktionen erläutert und dargestellt. Mit Therapiemodulen werden die wichtigen Bestandteile des weiteren Trauerweges für die Betroffenengruppen aufgezeigt. ... Gepaart mit diagnostischer und therapeutischer Fachkompetenz, es ist gut lesbar und sollte bei jedem psychologischen Psychotherapeuten, Arzt und Trauerberater als Nachschlagewerk im Regal stehen.“ (Petra Hohn, in: Bundesverband Verwaiste Eltern und trauernde Geschwister in Deutschland e.V. Veid.de, August 2014)Table of ContentsNormale Trauer und Trauertheorien.- Diagnose der komplizierten Trauer.- Spezifische Todesumstände und Trauergruppen.- Wirksamkeit von Trauerinterventionen.- Therapiemodule.- Arbeitsblätter.
£44.99
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Allgemeine Psychologie
Book SynopsisDas Lehrbuch bietet einen umfassenden Einblick in zentrale Aspekte menschlichen Erlebens und Verhaltens. Hierbei stehen Prozesse und Mechanismen der psychischen Vorgänge im Vordergrund, welche aus kognitions- und neurowissenschaftlicher Perspektive betrachtet werden. Inhaltlich werden in diesem Standardwerk folgende wesentliche Themenbereiche dargestellt: Wahrnehmung und Aufmerksamkeit Emotion und Motivation Lernen und Gedächtnis Sprachproduktion und –verstehen Denken und Problemlösen Handlungsplanung und –ausführung Die Kapitel sind von Spezialisten des jeweiligen Gebietes geschrieben. Diese dritte Auflage wurde grundlegend aktualisiert und durch zusätzliche Kapitel zur multisensorischen Verarbeitung, zum logischen Denken, zu Urteilen und Entscheiden, zum motorischen Lernen und zu Embodied Cognition und Agency ergänzt. Die Inhalte werden nun durch konkrete Anwendungsbeispiele – aus der Forschung für die Praxis - und informative, farbige Illustrationen und ein didaktisch ausgereiftes Layout noch stärker veranschaulicht.Wie auch die ersten beiden Auflagen bietet diese Auflage eine kompetente Einführung für Studierende, die ideal ist zur Prüfungsvorbereitung im Bachelor- und Masterstudium. Gleichzeitig ist dieses Werk ein optimales Nachschlagewerk für wissenschaftlich und praktisch arbeitende Psychologen und Personen benachbarter Disziplinen. Über www.lehrbuch-psychologie.de werden für Studierende und Dozenten hilfreiche Online-Zusatzmaterialien zur Verfügung gestellt. Trade Review“... klar, gut strukturiert in verständlicher Sprache. Grau unterlegte Boxen vertiefen den Haupttext, indem sie näher auf Paradigmen, Kontroversen u. a. m. eingehen, Anwendungsbeispiele verdeutlichen Theoretisches, Kernsätze geben abschließend einen Überblick über den Inhalt, Schlüsselbegriffe werden geklärt und weiterführende Literatur regt zur Vertiefung an. Das auf neuen Stand gebrachte Buch wendet sich an psychologisch vorgebildete Leserinnen und Leser, die es als Nachschlagewerk wie auch zur Weiterbildung einsetzen können.” (Alexander Loretto, in: Schule, Heft 294, Juni-Juli, 2017)“... Der Band kann nicht nur Studierenden der Psychologie als Grundlagenband für das Bachelor- und Masterstudium empfohlen werden, sondern auch allen, die ein Nachschlagewerk zur Allgemeinen Psychologie suchen oder sich auf den aktuellen Stand bringen möchten.” (Karl S., in: Weltbild.de, 14. November 2016)Table of ContentsI Wahrnehmung und Aufmerksamkeit. Visuelle Informationsverarbeitung.- Auditive Informationsverarbeitung.- Multisensorische Informationsverarbeitung.- Aufmerksamkeit.- Bewusstsein.- II Emotion und Motivation. Emotion.- Motivation.- Volition und kognitive Kontrolle.- III Lernen und Gedächtnis.- Lernen – Assoziationsbildung, Konditionierung und implizites Lernen.- Kategorisierung und Wissenserwerb.- Gedächtniskonzeptionen und Wissensrepräsentationen.- IV Sprachproduktion und Sprachverstehen.- Worterkennung und –produktion.- Sätze und Texte verstehen und produzieren.- V Denken und Problemlösen.- Logisches Denken.- Problemlösen.- Urteilen und Entscheiden.- VI Handlungsplanung und -ausführung.- Planung und exekutive Kontrolle von Handlungen.- Motorisches Lernen.- Motorische Kontrolle.- Embodiment und Agency.- Handlung und Wahrnehmung.
£52.24
Springer Belastungen und Ressourcen im
Book SynopsisWie gelingt es Kindern und Jugendlichen im Nachwuchsleistungssport, den vielfältigen Belastungen standzuhalten und dabei sogar noch Spitzenleistungen abzurufen? Weder die Schulkarriere, daily hassles, familiäre Probleme, parallel ablaufende Entwicklungsaufgaben noch sportliche Rückschläge wie Niederlagen oder Verletzungen halten die meisten Nachwuchsathlet*innen langfristig vom Fortführen ihrer leistungssportlichen Bestrebungen ab. Wie also gelingt es Ihnen, diese Gegebenheiten scheinbar mühelos zu meistern? Sie verfügen offenbar über wichtige, dem Themenfeld der Resilienz zuordenbare personale und soziale Ressourcen sowie Strategien, um die hohen Anforderungen zu bewältigen und die Motivation trotz des physisch und mental anstrengenden Trainings sowie herausfordernder Wettkämpfe über einen langen Zeitraum aufrechtzuerhalten. Mittels einer sowohl quantitativen als auch qualitativen Studie liefert Timo Habedank eine präzise Darstellung des psychischen Anforderungsprofils junger Nachwuchsleistungssportler*innen im Bereich der Resilienz. Davon ausgehend werden Konsequenzen und Lehren für die praktische Arbeit abgeleitet.Table of Contents1 Einleitung.- 2 Nachwuchsleistungssport reloaded.- 3 Stress und Stressbewältigung.- 4 Resilienz.- 5 Konsequenzen für das weitere Vorgehen.- 6 Vorgehen, Stichprobe und Instrumente.- 7 Ergebnisdarstellung.- 8 Zusammenfassung und Ausblick.
£56.99
Springer Stressbewältigung im Studium
Book SynopsisEinleitung.- Theoretischer Hintergrund und gegenwärtiger Kenntnisstand.- Methodisches Vorgehen.- Bewertungskriterien.- Ergebnisse der Literaturrecherche.- Ergebnisse der Studien.- Zusammenfassung der Ergebnisse.- Analyse potenzieller Moderator-Variablen.- Bewertung des Bias-Risikos.- Diskussion.- Fazit und Schlussbetrachtung.
£52.24
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Allgemeine Psychologie: Eine Einführung
Book SynopsisDieses klassische Lehrbuch zur Einführung in die grundlegenden Themen der Allgemeinen Psychologie (I und II) ist zugleich ein vorzügliches Werk zum Nachschlagen und zur Wissensvertiefung. Es richtet sich vornehmlich an Studierende und ist bestens geeignet zur Prüfungsvorbereitung im Bachelor- und Masterstudiengang. Darüber hinaus fasziniert das Buch mit seiner klaren Strukturierung, Bebilderung und leichten Lesbarkeit auch Studierende der Nachbardisziplinen sowie alle an dieser Thematik Interessierte. Sie erfahren grundlegende Zusammenhänge und psychologisch biologische Hintergründe, die Ihnen im Beruf und bei diversen Herausforderungen im Alltag hilfreich sein können. Sie lernen die gängigen Theorien und Befunde des gesamten Spektrums menschlicher Informationsverarbeitung und -Interaktion kennen, von der Aufnahme von Reizinformationen in den Sinnesorganen über Lern-, Gedächtnis- und Denkprozesse bis hin zum emotionalen Empfinden und der Steuerung von Handlungen, aber auch die Bedeutung und Funktion von Bewusstseins- und Schlafprozessen sowie die genetischer Festlegungen. Zusätzlich wird in einem besonderen Abschnitt ein kurzer Einstieg in die generellen statistischen Datenerhebungs- und Auswertungsverfahren geboten. Die anschauliche Darstellung der einzelnen Inhalte wird weiterhin gewährleistet durch:· Anknüpfungen an alltagspraktische Beispiele· Kritischen ReflexionenDiverse didaktische Elemente machen dieses Buch zur gewinnbringenden Lektüre und zur erfolgversprechenden Prüfungsvorbereitung mit: · Auflockerungen durch originelle Untersuchungen· Anleitungen zu kleinen Demonstrationsversuchen· Verständnisfragen und Zusatzmaterialien über www.lehrbuch-psychologie.deDadurch regt das Werk auch zum Mit- und Weiterdenken an, in dem auch Lehrende wertvolle Impulse und Materialien finden können. Trade Review“... Das Buch ist ein Informations- und Lernangebot mit hohem wissenschaftlichen Anspruch. Es eignet sich als Studienhilfe und zum gezielten Nachschlagen. Die vorzügliche didaktische Ausstattung sichert einen hohen Gebrauchswert. ... Insgesamt ein ausgesprochen benutzerfreundliches und substanzhaltiges Buch, das jedoch an den fachfremden Leser Ansprüche stellt.” (Controller Magazin, Jg. 43, Heft 1, Januar-Februar 2018)“TopLehrbuch für Studierende: verständlich, umfassend und mit Online-Zusatzmaterialien ... hilfreiche, ergänzende, vertiefende und verknüpfende Lektüre sowohl für die Module der Allgemeinen als auch der Biologischen Psychologie ...” (Sandra Fuchs, in: Psychologie FoxBlog, sanfuchs1979.wordpress.com, 9. Februar 2017)Table of ContentsEinleitung.- Psychologie als Wissenschaft.- Neurowissenschaft und Verhalten – biologisch-physiologische Grundlagen.- Wahrnehmung.- Auditorisches System und weitere Wahrnehmungssysteme.- Aufmerksamkeit und Bewusstsein.- Handlungssteuerung.- Lernen.- Gedächtnis.- Sprache.- Denken, Problemlösen, Entscheiden.- Motivation.- Emotion. Glossar. Index.
£999.99
Springer-Verlag Berlin and Heidelberg GmbH & Co. KG Verhaltenstherapiemanual – Erwachsene
Book SynopsisIn diesem Psychotherapiemanual finden Psychotherapeuten (1) allgemeine Grundlagen verhaltenstherapeutischen Arbeitens, (2) Einzelverfahren, Methoden und Behandlungspläne – detailliert und anwendungsbezogen, (3) Hilfen, um zu lernen, wie man Verhaltenstherapie konkret umsetzt, (4) Grundlagen für Supervision und Qualitätssicherung in der Verhaltenstherapie. Bewährt für den Einstieg und als Nachschlagewerk – praxisnäher geht es nicht! Geschrieben für Psychologische Psychotherapeuten, Ärztliche Psychotherapeuten, Psychiater, Psychosomatische Mediziner, Aus- und Weiterbildungskandidaten, Studierende, allgemein Interessierte. Aus dem Inhalt: 68 psycho- und verhaltenstherapeutische Methoden. 21 Einzel- und Gruppentherapieprogramme. 25 Behandlungsanleitungen für psychische und psychosomatische Störungen. Mit einheitlichem Kapitelaufbau. Indikationsstellung, technisches Vorgehen, Nebenwirkungen und Kontraindikationen, weiterführende Literatur. Die Herausgeber: Prof. Michael Linden, Charité Universitätsmedizin Berlin. Prof. Martin Hautzinger, Eberhard Karls Universität Tübingen.Table of Contents
£39.99
Springer Wahrnehmungspsychologie
Book SynopsisEinführung in die Wahrnehmung.- Grundlagen der Sinnesphysiologie.- Das Auge und die Retina.- Der visuelle Kortex und darüber hinaus.- Die Wahrnehmung von Objekten und Szenen.- Visuelle Aufmerksamkeit.- Handeln.- Bewegungswahrnehmung.- Farbwahrnehmung.- Tiefen- und Größenwahrnehmung.- Hören.- Hören in einer Umgebung.- Musikwahrnehmung.- Sprachwahrnehmung.- Die Hautsinne.- Die chemischen Sinne.
£45.89
Springer Nature Singapore Child Sexual Abuse
Book Synopsis1. History, Statistics and Prevalence.- 2. Types and Signs of Sexual Abuse.- 3. Recognizing and Reporting Child Abuse.- 4. Traumatic Stress and Psychological Changes in Sexually Abused Child.- 5. Guidelines in Counseling An Abused Child.
£107.99
Information Age Publishing Digital Developments
Book Synopsis
£42.38
Penguin Putnam Inc How Minds Change
Book SynopsisThe 2022 Porchlight Marketing and Sales Book of the YearA brain-bending investigation of why some people never change their minds—and others do in an instant—by the bestselling author of You Are Not So SmartWhat made a prominent conspiracy-theorist YouTuber finally see that 9/11 was not a hoax? How do voter opinions shift from neutral to resolute? Can widespread social change only take place when a generation dies out? From one of our greatest thinkers on reasoning, HOW MINDS CHANGE is a book about the science, and the experience, of transformation.When self-delusion expert and psychology nerd David McRaney began a book about how to change someone’s mind in one conversation, he never expected to change his own. But then a diehard 9/11 Truther’s conversion blew up his theories—inspiring him to ask not just how to persuade, but why we believe, from the eye of the beholder. Delving into the latest research o
£28.50
Acheron Press Hypersanity: Thinking Beyond Thinking
£17.63
Antoni Bosch Editor, S.A. Inteligencia
Book SynopsisLa gente valora su capacidad de pensar y la mayorÍa de nosotros estamos interesados ??en saber por quÉ algunas personas parecen conducir un cerebro Rolls Royce altamente afinado, mientras que otras trabajan con un Ford Fiesta simplemente Útil. Esta muy breve introducciÓn describe lo que los psicÓlogos han descubierto sobre cÓmo y por quÉ las personas difieren en sus poderes de pensamiento. El libro lleva a los lectores de ningÚn conocimiento sobre la ciencia de la inteligencia humana a una etapa en la que pueden emitir juicios por sÍ mismos sobre algunas de las preguntas clave sobre las diferencias en la capacidad mental humana. Cada capÍtulo trata un tema central, cientÍficamente vivo y de considerable interÉs general, y se estructura en torno a un diagrama que se explica a lo largo del capÍtulo. Los temas discutidos incluyen si existen varios tipos diferentes de inteligencia, si las diferencias de inteligencia son causadas por genes o el entorno, la base biolÓgica de las diferencias de inteligencia y si la inteligencia disminuye o aumenta a medida que envejecemos. People value their ability to think. Most of us would like to know why some people operate their brains like a Rolls Royce, while others are driving a very simple, yet useful, Ford Fiesta. This text discusses what psychologists have discovered about how and why people use their abilities to think in different ways. It shows readers new findings in the field of human intelligence. It is a guide toward emitting better judgement, as it differentiates between various mental capacities. Each chapter takes on a main subject in a scientific light, with helpful diagrams to illustrate key concepts. You’ll learn about the various types of intelligence, and if these differences are caused by genes or the environment. Plus, you’ll explore the biology that leads to varying types of intelligence, and whether these decreases or increases as we age.
£999.99
Reverte Management (Rem) Focus (Focus Spanish Edition)
Book Synopsis
£12.05
Penguin Random House Grupo Editorial Aprendiendo a aprender / Learning to Learn
Book Synopsis
£20.00
Editorial Sirio Robar El Fuego
Book Synopsis
£16.65
£16.15
Ediciones Paids Ibrica, S.A. Estilos de pensamiento
Book Synopsis
£999.99
Penguin Random House Grupo Editorial Superficiales: Qué está haciendo internet con
Book Synopsis
£14.50
