International Review of Research in Mental Retardation is an ongoing scholarly look at research into the causes, effects, classification systems, syndromes, etc. of mental retardation. Contributors come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences.

This book explores the work of Cervantes in relation to the ideas about the mind that circulated in early modern Europe and were propelled by thinkers such as Juan Luis Vives, Juan Huarte de San Juan, Oliva Sabuco, Andres Laguna, Andres Velasquez, Marsilio Ficino, and Gomez Pereira. The editors bring together humanists and scientists: literary scholars and doctors whose interdisciplinary research integrates diverse types of sources (philosophical and medical treatises, natural histories, rhetoric manuals, pharmacopoeias, etc.) alongside Cervantes's works to examine themes and areas including emotion, human development, animal vs. human consciousness, pathologies of the mind, and mind-altering substances. Their chapters trace the cognitive themes and points of inquiry that Cervantes shares with other early modern thinkers, showing how he both echoes and contributes to early modern views of the mind.

This unique book explores how the conceptual framework of science and technology studies can be applied to creativity and problem-solving research, drawing from and building on the work of Bruno Latour. Using an interdisciplinary approach, the book outlines new research practices to capture the origin of ideas through the work of Bruno Latour. Latour enjoins researchers to adopt a resolutely ethnographic methodology to trace the process by which a creative product, be it a technological innovation or a work of art, is constructed, or instaured. Creativity is explained in terms of the micro-processes that guide and constrain the development of a new idea. These micro-processes operate on and are triggered by material objects, be they maquettes, models, drafts or data representations. The resulting perspective is systemic, casting creativity as emerging from the interaction among heterogenous elements and actants. The book provides critical reflections on problem solving research and stresses the importance of William James's radical empiricism and the primary role of experience. The book redefines the concept of insight as an outcome rather than the cause of a new idea. The book uses the work of Latour to cast a new light on the field of creative cognition and will be an essential read for researchers and students of creativity and cognition. It will also be relevant for anyone interested in understanding origin of creativity, ideas and thoughts.

The articles collected here are foundational contributions to integrating behavioural research and risk analysis. They include seminal articles on three essential challenges. One is ensuring effective two-way communication between technical experts and the lay public, so that risk analyses address lay concerns and provide useful information to people who need it. The second is ensuring that analyses make realistic assumptions about human behaviours that affect risk levels (e.g., how people use pharmaceuticals, operate equipment, or respond to evacuation orders). The third is ensuring that analyses recognize the strengths and weaknesses of experts' understanding, using experts' knowledge, while understanding its limits. The articles include overviews of the science, essays on the role of risk in society, and applications to domains as diverse as environment, medicine, terrorism, human rights, chemicals, pandemics, vaccination, HIV/AIDS, xenotransplantation, sexual assault, energy, and climate change. The work involves collaborations among scientists from many disciplines, working with practitioners to produce and convey the knowledge needed help people make better risk decisions.

This work gives a thorough revision of history through a psychological approach to verbal interaction between listeners and speakers. This book offers a large amount of information on the psychology of language and on psycholinguistics, and focuses on a new direction for a psychology of verbal communication. Empirical research includes media interviews, public speeches, and dramatic performances.

The Ethics of Artificial Intelligence in Education identifies and confronts key ethical issues generated over years of AI research, development, and deployment in learning contexts. Adaptive, automated, and data-driven education systems are increasingly being implemented in universities, schools, and corporate training worldwide, but the ethical consequences of engaging with these technologies remain unexplored. Featuring expert perspectives from inside and outside the AIED scholarly community, this book provides AI researchers, learning scientists, educational technologists, and others with questions, frameworks, guidelines, policies, and regulations to ensure the positive impact of artificial intelligence in learning.

This open access book offers an original interdisciplinary overview of the role of haptic feedback in musical interaction. Divided into two parts, part I examines the tactile aspects of music performance and perception, discussing how they affect user experience and performance in terms of usability, functionality and perceived quality of musical instruments. Part II presents engineering, computational, and design approaches and guidelines that have been applied to render and exploit haptic feedback in digital musical interfaces. Musical Haptics introduces an emerging field that brings together engineering, human-computer interaction, applied psychology, musical aesthetics, and music performance. The latter, defined as the complex system of sensory-motor interactions between musicians and their instruments, presents a well-defined framework in which to study basic psychophysical, perceptual, and biomechanical aspects of touch, all of which will inform the design of haptic musical interfaces. Tactile and proprioceptive cues enable embodied interaction and inform sophisticated control strategies that allow skilled musicians to achieve high performance and expressivity. The use of haptic feedback in digital musical interfaces is expected to enhance user experience and performance, improve accessibility for disabled persons, and provide an effective means for musical tuition and guidance.

DISCOURSE, INTERACTION, AND COMMUNICATION Co-organized by the Department of Logic and Philosophy of Science and the Institute for Logic, Cognition, Language, and Infonnation (ILCLI) both from the University of the Basque Country, tlle Fourth International Colloquium on Cognitive Science (ICCS-95) gathered at Donostia - San Sebastian ti'om May 3 to 6, 1995, with the following as its main topics: 1. Social Action and Cooperation. 2. Cognitive Approaches in Discourse Processing: Grammatical and Semantical Aspects. 3. Models of Infonnation in Communication Systems. 4. Cognitive Simulation: Scope and Limits. More tllan one hundred researchers from all over the world exchanged their most recent contributions to Cognitive Science in an exceptionally fruitful annosphere. In this volume we include a small though representative sample of tlle main papers. They all were invited papers except the one by Peter Juel Henrichsen, a contributed paper tllat merited tlle IBERDROLA - Gipuzkoako Foru Aldundia: Best Paper Award, set up in ICCS-95 for the first time.

* Compares traditional and new approaches to emotions. * Focuses on emotion analysis in digital environments. * Interdisciplinary critical approaches from social psychology, sociolinguistics, sociology, anthropology and philosophy.

This volume presents a variety of studies relating to the reach to grasp movement and provides a necessary and valuable contribution to the field of motor control. The professions covered in this book range from those interested in the basic sciences to those more interested in practical application. Neurophysiologists and biomechanists join with therapists and neural modelers to present an extensive overview of current developments. Evolutionary and developmental aspects are included together with descriptions of how this movement is affected by central nervous system damage. Purely theoretical aspects of the motor control of this movement are interspersed with treatment applications and robotics.

The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter provides a thoughtful integration of a body of work. Volume 31 covers children's representations of groups, diagnostic reasoning in medical expertise, and object representation.

The aim of this book is to bring together social scientists, cognitive scientists, psychologists, neuroscientists, neuropsychologists and others to promote a dialogue about the variety of processes involved in social cognition, as well as the relevance of mirroring neural systems to those processes. Social cognition is a broad discipline that encompasses many issues not yet adequately addressed by neurobiologists. Yet, it is a strong belief that framing these issues in terms of the neural basis of social cognition, especially within an evolutionary perspective, can be a very fruitful strategy. This book includes some of the leading thinkers in the nascent field of mirroring processes and reflects the authors' attempts to till common ground from a variety of perspectives. The book raises contrary views and addresses some of the most vexing yet core questions in the field - providing the basis for extended discussion among interested readers and laying down guidelines for future research. It has been argued that interaction with members of one's own social group enhances cognitive development in primates and especially humans (Barrett & Henzi, 2005). Byrne and Whiten (1988), Donald (1991), and others have speculated that abilities such as cooperation, deception, and imitation led to increasingly complex social interactions among primates resulting in a tremendous expansion of the cerebral cortex. The evolutionary significance of an imitation capability in primates is matched by its ontological consequences.

Introducing the first macro-sociological perspective on the concept of creativity this book includes a review of ten domains which have studied creativity. It also explores the results of a six-year on-going research project comparing students' ideas on creativity with employers' and industry professionals' views.

This revised edition updates and extends theory and research on nonuniversal developmental domains and related topics. New chapters include a summary of ten years of additional research on the transitions model, as well as introductions to new work on the development of expertise, creativity, and cultural organisms. In this second edition, the author argues that developmental science has transformed since the first edition, consistent with the proposed changes for the field introduced in the first volume. Efforts are also made in this edition to bring the work into closer contact with cognitive science, educational research, contextual frameworks, and applied fields.

In recent years, Peter N. Stearns has established himself as the foremost historian of American emotional life. In books on anger, jealousy, "coolness," and body image, he has mapped out the basic terrain of the American psyche.

Now Stearns crowns his work of the past decade with this powerful volume, in which he reveals the fundamental dichotomy at the heart of the national character: a self-indulgent hedonism and the famed American informality on the one hand, and a deeply imbedded repressiveness on the other.

Whether hunting and gathering tribe or complex industrial civilization, every social group is governed by explicit and implicit guidelines on how to behave. But these definitions vary widely. The Japanese worry less about public drunkenness than Americans. Northern Europeans adhere to stricter standards than Americans when it comes to littering. Today, we swear more now and spit less, discuss sex more and death less.

With an emphasis on sex, culture, and discipline of the body, Stearns traces how particular anxieties take root, and how they express inherent tension in contemporary standards and a stubborn nostalgia for the previous nineteenth century regime.

Battleground of Desire explodes common wisdom about Americans in the twentieth century as normless and tolerant, emphasizing that most of us follow a litany of rules, governing everything from adultery to bad breath.

1. Provides a comprehensive introduction to the interdisciplinary field of Cognitive Science. 2. Features extended case studies throughout to illustrate key concepts from across different fields. 3. Uniquely adopts a cognitive psychology structure throughout, addressing key issues for each, unlike rival texts which are more thematically based.

Cognitive Psychology takes students to the forefront of the field and introduces them to key discoveries of cognitive psychology. With accessible and clear explanations, Anderson shows students how mental processes are investigated and how we know what we know about the mind. This book introduces students to both the cutting edge findings of cognitive neuroscience and classic behavioural studies. Experimental data, sample stimuli, brain images, and research tasks woven throughout the text give students a real understanding of how research is conducted and the excitement of discovery. Fascinating examples and applications of cognitive theory keep students engaged.

This book explores how photography and recorded music act as vehicles or catalysts in processes of remembering, and how they are regarded, treated, valued and drawn upon as resources connecting past and present in everyday life. It does so via two key concepts: vernacular memory and the mnemonic imagination.

This fully updated, comprehensive text examines the assessment of intellectual abilities in children and adults. Chapters emphasize the rationale and techniques for measuring intellectual function in educational, clinical, and other organizational settings. The author includes detailed descriptions of the most widely used procedures for administering, scoring, and interpreting individual and group intelligence tests. This second edition features additional material on testing the handicapped, individual and group differences in mental abilities, theories and issues in the assessment of mental abilities, and new tests for measuring intelligence and related abilities.

Essays in Memory of Jan-Georg Deutsch The volume observes some of the principles that drove Prof. Jan-Georg Deutsch's research: highlighting present-day politics for the way they shape historical remembrance, learning from people on the ground through fieldwork and oral history, and bringing various parts of the African continent into discussion with one another. From Cape Town to Charlottesville, many societies are grappling with historical consciousness and the production of public memory. In particular, how and why societies remember and forget, what should serve as symbols of collective memory, and whether there exists space for multiple memory cultures are questions being vigorously debated once again. These discussions present particular challenges not only to official memory bound to ideological constructions of nationhood but also to the teaching of history and its links to social justice movements. The volume re-centres Africa and African history in memory studies, with each chapter drawing parallels to comparable cases in Africa and the world. An underlying assumption is that what can be learned from the politics of historical memory in Africa will have relevance for contemporary politics globally and for understanding how memories can be mobilised for political ends.

This book synthesizes the literature on emotional development and cognition across the lifespan. The book proposes a core language by which to describe positive and problematic developmental changes by recourse to a parsimonious set of core principles, such as elevations or declines in tension thresholds and their relation to the waxing and waning of the cognitive system over the life course. It integrates, similarly, the lifelong consequences of the positive or damaging aspects of the social milieu in fostering increases in tension thresholds with their advanced capacity for maintaining equilibrium and warding off stress versus a lowering of tension thresholds with disturbances of equilibrium maintenance and heightened susceptibility to stress and deregulation.

This 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.

This volume of papers grew outof a research project on "Cross-Linguistic Quantification" originated by Emmon Bach, Angelika Kratzer and Barbara Partee in 1987 at the University of Massachusetts at Amherst, and supported by National Science Foundation Grant BNS 871999. The publication also reflects directly or indirectly several other related activ ities. Bach, Kratzer, and Partee organized a two-evening symposium on cross-linguistic quantification at the 1988 Annual Meeting of the Linguistic Society of America in New Orleans (held without financial support) in order to bring the project to the attention of the linguistic community and solicit ideas and feedback from colleagues who might share our concern for developing a broader typological basis for research in semantics and a better integration of descriptive and theoretical work in the area of quantification in particular. The same trio organized a six-week workshop and open lecture series and related one-day confer ence on the same topic at the 1989 LSA Linguistic Institute at the University of Arizona in Tucson, supported by a supplementary grant, NSF grant BNS-8811250, and Partee offered a seminar on the same topic as part of the Institute course offerings. Eloise Jelinek, who served as a consultant on the principal grant and was a participant in the LSA symposium and the Arizona workshops, joined the group of editors for this volume in 1989."