How does our knowledge of the language on the one hand, and of the context on the other, permit us to understand what we are told, to resolve ambiguities, to grasp both explicit and implicit content, to appreciate metaphor and irony? These issues have been studied in two disciplines: linguistic pragmatics and psycholinguistics, with only limited interactions between the two. This volume lays down the foundation for a new field: "Experimental Pragmatics." Contributions review pioneering work and present novel ways of articulating theories and experimental methods in the area.

"What we wish to know, and most desire, remains unknowable and lies beyond our grasp." With these words, James Hollis leads readers to consider the nature of our human need for meaning in life and for connection to a world less limiting than our own. In The Archetypal Imagination, Hollis offers a lyrical Jungian appreciation of the archetypal imagination. He argues that without the human mind's ability to form energy-filled images that link us to worlds beyond our rational and emotional capacities, we would have neither culture nor spirituality. Drawing upon the work of poets and philosophers, Hollis shows the importance of depth experience, meaning, and connection to an "other" world. The author draws upon the work of the poet Rainer Maria Rilke, particularly his Duino Elegies, to elucidate the archetypal imagination in literary forms. To underscore the importance of incarnating depth experience, he also examines a series of paintings by Nancy Witt. With the power of the archetypal imagination available to all of us, we are invited to summon courage to take on the world anew and to risk a radical re-imagining of the larger possibilities of the world and of the self.

This book offers a comprehensive study of the views of ancient philosophers on mental disorders. Relying on the original Greek and Latin textual sources, the author describes and analyses how the ancient philosophers explained mental illness and its symptoms, including hallucinations, delusions, strange fears and inappropriate moods and how they accounted for the respective roles of body and mind in such disorders. Also considered are ethical questions relating to mental illness, approaches to treatment and the position of mentally ill people in societies of the times.

The volume opens with a historical overview that examines ancient medical accounts of mental illness, from Hippocrates' famous Sacred Disease to late antiquity medical authors. Separate chapters interpret in detail the writings of Plato, Aristotle, Galen and the Stoics and a final chapter summarises the views of various strains of Scepticism, the Epicurean school and the Middle and Neo-Platonists.

Offering an important and useful contribution to the study of ancient philosophy, psychology and medicine. This volume sheds new light on the history of mental illness and presents a new angle on ancient philosophical psychology.

This book analyses and challenges the metatheoretical framework which supports information-processing models of human speech perception. The first part consists of a review of speech perception research in the information-processing paradigm; an overview of the cognitivist philosophy from which this approach takes its justification; and an introduction to some relevant themes of phenomenological philosophy. The second half uses the phenomenological insights discussed to demonstrate some inadequacies of cognitivism; to show how these inadequacies underlie problems with the information-processing theory; and suggests an alternative framework with significant change of focus.

This study is an examination of Baudelaire's art criticism and its relationship with his creative writing. It is the first book in English to treat in one volume the diverse aspects of the subject: the principal aesthetic ideas, the importance of Delacroix, Boudin, Meryon, Guys, and Manet, the essays on laughter and caricature, and the language and rhetoric of the Salons and other critical writings. The title reflects Baudelaire's conviction, which emphasizes in relation to Delacroix, Daumier, Guys, and Wagner, that all art, whether it is painting, poetry or music, springs from the memory of the artist and speaks to the memory of the consumer of that art. This idea, exemplified in his own creative writing, extends to criticism itself, which is seen primarily as a phenomenon of recognition, and it is that sense of recognition that the author has sought to emphasize throughout.

The advances in neuroimaging technologies have led to substantial progress in understanding the neural mechanisms of cognitive functions. Thinking and reasoning have only recently been addressed by using neuroimaging techniques. The present book comprehensively explores current approaches and contributions to understanding the neural mechanisms of thinking in a concise and readable manner. It provides an insight into the state of the art and the potentials, but also the limitations of current neuroimaging methods for studying cognitive functions. The book will be a valuable companion for everyone interested in one of the most fascinating topics of cognitive neuroscience.

Some psychological phenomena can be explained by identifying and describing the processes that constitute them. Others cannot be explained in that way. In Attention is Cognitive Unison Christopher Mole gives a precise account of the metaphysical difference that divides these two categories and shows that, when current psychologists attempt to explain attention, they assign it to the wrong one.
Having rejected the metaphysical approach taken by our existing theories of attention Mole then develops a new theory. According to this theory the question of whether someone is paying attention is not settled by the facts about whichprocesses are taking place. It is settled by the facts about whether the processes that serve that person's task-- whichever processes those happen to be--are processes that operate in unison. This theory gives us a new account of the problems that have dogged debates about the psychology of attention since the middle of the twentieth century. It also gives us a new way to understand the explanatory importance of cognitive psychology's empirical findings. The book as whole shows that metaphysical questions have a foundational role to play in the explanatory project of cognitive psychology.
This volume is of interest to anyone engaged in current debates in the philosophy of mind and perception, and in cognitive science generally.

Fostering knowledgeable, responsible, and caring students is one of the most urgent challenges facing schools, families, and communities. Promoting Social and Emotional Learning provides sound principles for meeting this challenge. Students today face unparalleled demands. In addition to achieving academically, they must learn to work cooperatively, make responsible decisions about social and health practices, resist negative peer and media influences, contribute constructively to their family and community, function in an increasingly diverse society, and acquire the skills, attitudes, and values necessary to become productive workers and citizens. A comprehensive, integrated program of social and emotional education can help students meet these many demands. The authors draw upon scientific studies, theories, site visits, and their own extensive experiences to describe approaches to social and emotional learning at all levels. Framing the discussion are 39 concise guidelines, as well as many field-inspired examples for classrooms, schools, and districts. Chapters address how to develop, implement, and evaluate effective strategies. Educators who have programs in place will find ways to strengthen them. Those seeking further direction will find an abundance of approaches and ideas. Appendixes include a curriculum scope for preschool through grade 12 and an extensive list of contacts that readers may follow up on for firsthand knowledge about effective social and emotional programs. The authors of Promoting Social and Emotional Learning are members of the Research and Guidelines Work Group of the Collaborative for the Advancement of Social and Emotional Learning (CASEL).

This volume pulls together and republishes, with some editing, updating, and additions, articles written during 1978-86 for internal use within the CIA Directorate of Intelligence. The information is relatively timeless and still relevant to the never-ending quest for better analysis. The articles are based on reviewing cognitive psychology literature concerning how people process information to make judgments on incomplete and ambiguous information. Richard Heur has selected the experiments and findings that seem most relevant to intelligence analysis and most in need of communication to intelligence analysts. He then translates the technical reports into language that intelligence analysts can understand and interpreted the relevance of these findings to the problems intelligence analysts face.

Originally published in 1981, this third volume deals with the empirical data base and the theories concerning visual perception - the set of mental responses to photic stimulation of the eyes. As the book develops, the plan was to present a general taxonomy of visual processes and phenomena. It was hoped that such a general perspective would help to bring some order to the extensive, but largely unorganized, research literature dealing with our immediate perceptual responses to visual stimuli at the time. The specific goal of this work was to provide a classification system that integrates and systematizes the data base of perceptual psychology into a comprehensive intellectual scheme by means of an eclectic, multi-level metatheory invoking several different kinds of explanation.

The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it is actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many?), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. Incorporating the latest from the recent surge in research into working memory capacity limits and the remarkable new insights provided by neuroimaging techniques, this book serves as an invaluable resource for all memory researchers and is accessible to a wide range of readers.

Ormrod's engaging, conversational writing style introduces readers to all of the essential learning theories and their real-world classroom implications The market-leading education textbook on learning theories, Human Learning , looks at a broad range of theoretical perspectives, including behaviorist, social cognitive, cognitive, constructivist, cognitive-developmental, sociocultural, and contextual. Each chapter is filled with concrete examples of how these theories apply to learning, instruction, and assessment as well as specific ways readers can apply the theories in their own classrooms. The straightforward, conversational writing style readily engages readers and helps them truly understand the concepts, principles, and theories related to human learning and cognition. The new 8th Edition includes expanded discussions of several contemporary perspectives and a variety of new topics that have emerged in recent research (e.g., motivated reasoning, desirable difficulties). Some discussions of psychological perspectives on learning that have primarily historical value have been either condensed or altogether removed to make room for recent advances in theory and research.

This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners. By highlighting this relatively young field of research at an international level, the book advances the research-based knowledge of the field and promotes international research relationships and partnerships to better support the education of multilingual learners and their teachers. The chapters represent high-quality empirical qualitative, quantitative, and mixed methods studies about pre-service and in-service teachers. Comprising four sections, each represents a critical aspect of the equitable teaching of multilingual learners. All the research was conducted in countries that belong to OECD (Organisation for Economic Co-operation and Development) and the PISA (Programme for International Student Assessment) enabling the reader to compare contexts and outcomes. This book will be of particular interest to academics, researchers, and post-graduate students in the fields of language education, teacher education, and education for multilingual learners. It will be of great value to anyone concerned with equity and social justice for multilingual learners whose languages, cultural practices, and resources are often overlooked and/or marginalized in the schools they attend.

A comprehensive look at the key theoretical principles, concepts, and research findings about learning, with special attention paid to how these concepts and principles can be applied in today's classrooms. This widely used and respected resource introduces readers to the key theoretical principles, concepts, and research findings about learning and helps them see how to apply that theory and research as educators. Learning Theories begins with a discussion of the relationship between learning theory and instruction. It then looks at the neuroscience of learning. Six chapters cover the major theories of learning - behaviorism, social cognitive theory, information processing theory, cognitive learning processes, and constructivism. The following three chapters cover key topics related to learning - motivation, self-regulated learning, and contextual influences. And the final chapter, Next Steps, helps students consolidate their views about learning. The 8th Edition has been significantly updated with a number of new features and the most current thinking and research.

This cognitive ethnography examines how scientists create meaning about biological phenomena through experimental practices in the laboratory, offering a frontline perspective on how new insights come to life. An exercise in the anthropology of knowledge, this story follows a community of biologists in Western Norway in their quest to build a novel experimental system for research on Lepeoptheirus salmonis, a parasite that has become a major pest in salmon aquaculture. The book offers a window on the making of this material culture of science, and how biological phenomena and their representations are skillfully transformed and made meaningful within a rich cognitive ecology. Conventional accounts of experiments see their purpose as mainly auxiliary, as handmaidens to theory. By looking closely at experimental activities and their materiality, this book shows how experimentation contributes to knowledge production through a broader set of epistemic actions.In drawing on a combination of approaches from anthropology and cognitive science, it offers a unique contribution to the fields of cultural psychology, psychological anthropology, science and technology studies and the philosophy of science.

This book seeks to build bridges between neuroscience and social science empirical researchers and theorists working around the world, integrating perspectives from both fields, separating real from spurious divides between them and delineating new challenges for future investigation. Since its inception in the early 2000s, multilevel social neuroscience has dramatically reshaped our understanding of the affective and cultural dimensions of neurocognition. Thanks to its explanatory pluralism, this field has moved beyond long standing dichotomies and reductionisms, offering a neurobiological perspective on topics classically monopolized by non-scientific traditions, such as consciousness, subjectivity, and intersubjectivity. Moreover, it has forged new paths for dialogue with disciplines which directly address societal dynamics, such as economics, law, education, public policy making and sociology. At the same time, beyond internal changes in the field of neuroscience, new problems emerge in the dialogue with other disciplines. Neuroscience and Social Science - The Missing Link puts together contributions by experts interested in the convergences, divergences, and controversies across these fields. The volume presents empirical studies on the interplay between relevant levels of inquiry (neural, psychological, social), chapters rooted in specific scholarly traditions (neuroscience, sociology, philosophy of science, public policy making), as well as proposals of new theoretical foundations to enhance the rapprochement in question. By putting neuroscientists and social scientists face to face, the book promotes new reflections on this much needed marriage while opening opportunities for social neuroscience to plunge from the laboratory into the core of social life. This transdisciplinary approach makes Neuroscience and Social Science - The Missing Link an important resource for students, teachers, and researchers interested in the social dimension of human mind working in different fields, such as social neuroscience, social sciences, cognitive science, psychology, behavioral science, linguistics, and philosophy.

This book is an introduction to Patanjali's Yoga as a system of theory and practice of psychology. It explains and interprets the concepts and procedures in the language and idiom of the currently prevailing Euro-American approaches to psychology. The book describes the context of inquiry focusing on the currently popular image of Yoga as a form of calisthenics and a system of concepts and practices of psychology. It provides a worldview of Yoga originated in ancient Vedas and Upanishads and explains the Vedic 'myth' of the genesis of the world showing how it differs from the Christian and Dravidian views. The book explains the concepts of the Samkhya system used by Patanjali as their basic framework. Interpreted in the light of modern psychology, it highlights the significance of the Yogic thesis about excess of suffering over happiness in life. The book also explains two important aspects of Yoga i.e., afflictions (klesas) and Kriya Yoga and provides a detailed account of the transformation of consciousness. This book will be of interest to students, teachers, researchers and practitioners of psychology, psychiatry, and Yoga Psychology. It will also be of great interest to psychologists, psychiatrists, counselors, mental health professionals, clinical psychologists, and yoga enthusiasts.

How do our human senses work and help us interact with our surroundings, and what happens when these senses malfunction or are impaired? This book provides in-depth information that answers these questions and more. The Five Senses and Beyond: The Encyclopedia of Perception supplies students and general readers with accurate, up-to-date information about the human senses. It explains the "big five" senses in detail as well as lesser-known but important senses-perceptions such as balance, kinesthesia, temperature, and pain. After a helpful introduction, this reference work provides A-to-Z, cross-referenced entries on hundreds of topics in the realm of human perception that allow students to find and digest information quickly and draw connections between related topics. Through the use of activity sidebars, readers will also be able to explore the workings of the senses firsthand, lending an element of interactivity to this accessible encyclopedia. A convenient end-of-volume glossary provides definitions of unfamiliar terms. Provides an introductory essay that gives readers a firm conceptual framework on the subject of human senses before delving into greater detail Includes further readings sections and a comprehensive bibliography that serve readers looking to research the topic more in depth Supports study of the anatomy of sense organs, particularly the eye and ear, that are frequently studied in courses in biology; of perception (and its shortcomings) as addressed as part of psychology classes; and of sensory impairments, such as blindness and deafness, which are topics commonly discussed in health classes

Hardbound. With the increased dissemination of information technologies in education, the issue of how learners deal with multimedia information systems has become critical. New research questions have emerged such as: How well do people learn from multimedia documents? How do they achieve integration between text and any other media? How can you make computerised information systems fit user information processing strategies and styles? And what is the potential of hypermedia applications for education, training and work?This volume is based on a selection of papers presented at the first International Seminar on Using Complex Information Systems held in Poitiers, France. The volume presents a comprehensive overview of research issues related to multimedia usage considered from cognitive and instructive perspectives. It relates theories of mental representations, information processing and learning to issues of design and use of multimedia technolog

As a group, normal middle-aged men tend to fly well below the radar screen of public scrutiny. They are neither deviants nor superheroes. Rarely the subject of movies or newspaper headlines, regular guys arena (TM)t fabulously wealthy, nor are their ambitions circumscribed. They contribute to society, raise their children, and respect other people. Nevertheless, these regular guys have experienced their share of adversity and emotional challengesa "such a divorce, death, illness, and loss of jobsa "but reflect a continuing core of emotional stability.

Regular Guys follows 67 well-adjusted mostly white males, who were initially chosen during the 1960s, to test theories of normal adolescent functioning. They were reinterviewed at age 48 to examine male functioning at middle age. This unique, 34-year study contrasts the critical period of adolescent development, which has been culturally characterized by stress and turmoil, with the relative stability of middle age. It addresses such issues as:

- Attitudes and behaviors concerning work, sex, religion, and self.

- Relationships with parents, siblings, spouses, and children.

- Coping and resilience in response to trauma.

- Negative health behaviors (particularly overeating and problem drinking as adults).

- Memories of their teenage years.

The authorsa (TM) findings are likely to be of considerable interest and use to clinicians and academics alike. In addition, the results provide a baseline as to what, by contrast, reflects psychopathology. Regular Guys provides a much-needed portrait of individuals rarely studied across several decades of time.

This edited volume explores 21st century stories of hunting, foraging, and fishing for food as unique forms of place-based learning. Through the authors' narratives, it reveals complex social and ecological relationships while readers sample the flavors of foraging in Portland, Oregon; feel some of what it's like to grow up hunting and gathering as a person of Oglala Lakota and Shoshone-Bannock descent; track the immersive process of learning to communicate with rocky mountain elk; encounter a road-killed deer as a spontaneous source of local meat, and more. Other topics in the collection connect place, food, and learning to issues of identity, activism, spirituality, food movements, conservation, traditional and elder knowledge, and the ethics related to eating the more-than-human world. This volume will bring lively discussion to courses on place-based learning, food studies, environmental education, outdoor recreation, experiential education, holistic learning, human dimensions of natural resource management, sustainability, food systems, environmental ethics, and others.

Harmony, the bringing together of dissimilar elements in a manner that coordinates these as parts of an organic whole, is central to different aspects of human existence. In many cultures, harmony is considered an important virtue. As a personal, social, or environmental accomplishment, harmony has a place in everyday conversation, political discourse, as well as academic scholarship. In most Western societies, however, it has no such presence. This volume introduces the virtue of harmony as a central aspect of the good life into global ethics discourse, and shapes the trajectory of ethics research in a manner that draws upon the resources of a broad variety of cultural traditions. The volume comprises thirteen essays that examine harmony against different cultural and disciplinary backgrounds. A broad variety of cultural traditions are represented, including the Confucian, Daoist, Buddhist, Judaist, Greek, Christian, Islamic, African, and Native American traditions. The volume's essays also represent different disciplinary approaches, such as philosophy, religious studies, linguistics, psychology, and political theory. Each contribution focuses on some aspect of what harmony as a personal trait, social disposition, or environmental outlook entails and describes how the virtue may be cultivated-either by examining the way in which it has been discussed in specific traditions of ethical, religious, or political thought, or by developing a cross-cultural analysis of the theory and practice of the virtue of harmony.

With the rapidly growing demand for mental health care there is a need for efficient and effective psychological treatment options. Low Intensity Psychological Therapy has become well established in the England Improving Access to Psychological Therapies (IAPT) programme as a beneficial and versatile treatment option for mild-moderate symptoms of depression and anxiety. A Pragmatic Guide to Low Intensity Psychological Therapy: Care in High Volume, provides a guide to Low Intensity Psychological Therapy from the perspective of the Low Intensity Practitioner. This book describes the Low Intensity role as part of a multi-disciplinary approach to psychological care. The authors use a series of case vignettes, personal experience and current literature to help navigate the context of the role and its potential for ethical and safe expansion.

Throughout history attempts have been made to explain who we are and how we came to be conscious beings. Until the emergence of evolutionary theory, most explanations were theological in nature. During the last hundred years, theorists have proposed a variety of explanations, including biological, sociocultural, psychological, and transpersonal. Unfortunately, these explanations have been oriented toward just one of these particular aspects of consciousness, and have generally excluded the others. When attempts have been made to incorporate all of these aspects, Arden asserts that the results have been flawed by a dualistic approach. Arden provides a non-dualistic and multidisciplinary explanation of what it means to be a conscious human being. While full attention is given to evolutionary theory, physics, philosophy/history, and theology, Arden provides a coherent synthesis of all the factors affecting consciousness. The issues raised by the sciences of complexity, chaos theory, nonlocality, as well as new developments in neurophysiology are incorporated in a broad-based theory of consciousness. Consciousness, Arden asserts, is a fluid and non-dualistic process where function and structure co-evolve. Consciousness is the result of the same evolutionary process that affects all living phenomena. As such, it is both a part of and an active participant in the biosphere we inhabit. This is an intriguing volume for anyone interested in the underpinnings of consciousness, from psychologists and philosophers to laypeople interested in transpersonal ideas.

Examining the Psychological Foundations of Science and Morality is a progressive text that explores the relationship between psychology, science and morality, to address fundamental questions about the foundations of psychological research and its relevance for the development of these disciplines. Supported by original empirical evidence, the book analyses the relationship of folk psychology to rational knowledge, outlining an original theory that connects psychology and natural sciences through the mind which creates a psychological foundation for scientific knowledge and morality. It argues that science and religion have a common psychological core of subjective experience, which diversifies into knowledge, beliefs and morality. The book considers how subjective space and time are converted into physical space and time, and how subjective 'sense of causation' is shaped into physical causality and human communication. Further, it explores the mind as a complex system of contrasting realities, with the main function being existence attribution (EXON). The chapters delve into a range of topics including theoretical analysis of consciousness, the internal self, unexplainable phenomena, analysis of empirical research into causality, morality and the mind. The book will be of great interest to postgraduate and upper-level undergraduate students studying foundations of psychology, consciousness, philosophy of science, morality, as well as professionals who deal with influence on mass consciousness or are interested in the link between human psychology, scientific knowledge and morality.