It has been said more than once in psychology that one person's effect is another person's error term. By minimising and occasionally ignoring individual and group variability cognitive psychology has yieled many fine achievements. However, when investigators are working with special populations, the subjects, and the unique nature of the sample, come into focus and become the goal in itself. For developmental psychologists, gerontologists and psychopathologists, research progresses with an eye on their target populations of study. Yet every good study in any of these domains inevitably has another dimension. Whenever a study is designed to turn a spotlight on a special population, the light is also shed on the mainstream from which the target deviates.

This book examines what we can learn about general and universal phenomena in cognition and its brain substrates from examining the odd, the rare, the transient, the exceptional and the abnormal.

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.

Discover new, practical methods for teaching literacy skills in your early childhood classroom. Has teaching early literacy skills become a stumbling block to getting your preschool students kindergarten ready? Break out of the tired "letter of the week" routine and learn how to transform your lessons with fun and effective techniques. Teach Smarter: Literacy Strategies for Early Childhood Teachers will equip teachers to infuse every aspect of their teaching with exciting hands-on literacy teaching methods that engage students and help them build authentic connections with books, so that 100% of their students will have a strong literacy foundation and will be fully prepared for success in kindergarten and beyond. Respected author Vanessa Levin, veteran early childhood educator and author of the "Pre-K Pages" blog, breaks down the research and translates it into realistic, actionable steps you can take to improve your teaching. Features specific examples of teaching techniques and activities that engage students in hands-on, experiential learning during circle time, centers, and small groups. Offers a simple, four-step system for teaching literacy skills, based on the foundational principles of early literacy teaching Demonstrates how to build your confidence in your ability to get 100% of your students ready for kindergarten, long before the end of the school year Understand the problems with traditional literacy teaching and identify gaps in your current teaching practice with this valuable resource.

Recent advances in techniques available to memory researchers have led to a rapid expansion in the field of cognitive neuroscience of memory. This book provides accessible coverage of four key areas of recent advance, including research on functional imaging, electrophysiological and lesion studies, and developments from the computational modelling approach.
The first section reviews functional imaging studies in humans, with particular emphasis on how imaging methods have clarified the cortical areas involved in memory formation and retrieval. The second section describes electrophysiological and lesion research in monkeys, where lesion and disconnection studies are rapidly adding to our knowledge of both information processing and modulatory aspects of memory formation. In the third section, electrophysiological and lesion studies in rats are reviewed allowing for a detailed study of the role of novelty and exploration in memory formation. The final section reviews current research in computational modelling which has allowed the development of new theoretical and experimental approaches to the study of memory encoding and retrieval.
This volume draws together the current developments in each field, allowing the synthesis of ideas and providing converging evidence from a range of sources. It will be a useful resource for both advanced undergraduate and postgraduate students of psychology, as well as researchers in the field and anyone with an interest in cognitive neuroscience.

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Cognitive Illusions explores a wide range of fascinating psychological effects in the way we think, judge and remember in our everyday lives. In this volume, Rudiger F. Pohl brings together leading international researchers to define what cognitive illusions are and discuss their theoretical status: are such illusions proof of a faulty human information-processing system, or do they only represent by-products of otherwise adaptive cognitive mechanisms? The book describes and discusses 26 different cognitive illusions, with each chapter giving a profound overview of the respective empirical research including potential explanations, individual differences, and relevant applied perspectives. This edition has been thoroughly updated throughout, featuring new chapters on negativity bias, metacognition, and how we respond to fake news, along with detailed descriptions of experiments that can be used as classroom demonstration in every chapter. Demonstrating just how diverse cognitive illusions can be, it is a must read for all students and researchers of cognitive illusions, specifically, those focusing on thinking, reasoning, decision-making, and memory.

The Second Edition of The Grammar of Discourse critically evaluates and updates Robert E. Longacre's ambitious work dedicated to the thesis that language is language only in context, and that context's natural role in the resolution of sentence ambiguities has been overlooked for too long by linguists. This new edition advances even further the discourse revolution' which Longacre predicted in the First Edition would come in response to the demand for greater explanatory power through context. The most cogent application of this, one which makes the book unique among linguistics texts, is the author's exhaustive investigation into the interface of the morphosyntax of a language with its textual structures. This expanded volume builds upon its predecessor's major points, with new chapters increasing the coverage of paragraph and clause structure-the latter being handled in a new chapter which solves a problem posed in the original edition: how holistic concerns of structure, especially the recognition of different strands of information, relate to the constituent structure of discourse. The insights contained in this chapter create an opportunity to tie in current discussions of transitivity, ergativity, the antipassive, agency hierarchy, order-preserving transformations, and word-order concerns into the structure of discourse.Other noteworthy features of the Second Edition include: The integration of information salience, local dominance, and paragraph type to answer the question What makes a discourse followable ?' -A study of dialogue relations-The formalization of the interrelations of tagmeme and syntagmeme, and of the varieties of exponence on the various levels of hierarchy-Theuse of an expanded and enriched statement calculus to better pinpoint logical relations between predications-The use of a similarly enriched predicate calculus to present case frames-A stepped diagram presentation of paragraph level analyses. With material tested in classes at the University of Texas, Arlington, this influential work merits serious consideration as a text for first-year graduate courses in linguistics.

Focusing primarily on reading and writing, this book presents summaries of state-of-the-art theory and research dealing with academic competence in school. The editors thoroughly utilize both information-processing and social-collaborative models as interventions. An enlightening final section discusses how this research could better prepare educators to teach reading and writing. It examines the role of NP-movement vs. lexical rules in accounting for alternations in grammatical functions. It presents the role of the lexicon in syntactic theory. It offers debates between major practioners in the field. It includes the nature of argument and structure. It examines the relation of argument nature to constituent structure and binding theory.

The affective connotations of environmental stimuli are evaluated spontaneously and with minimal cognitive processing. The activated evaluations influence subsequent emotional and cognitive processes. Featuring original contributions from leading researchers active in this area, this book reviews and integrates the most recent research and theories on this exciting new topic. Many fundamental issues regarding the nature of and relationship between evaluations, cognition, and emotion are covered. The chapters explore the mechanisms and boundary conditions of automatic evaluative processes, the determinants of valence, indirect measures of individual differences in the evaluation of social stimuli, and the relationship between evaluations and mood, as well as emotion and behavior. Offering a highly integrated and comprehensive coverage of the field, this book is suitable as a core textbook in advanced courses dealing with the role of evaluations in cognition and emotion.

There is a moment at every level of psychological development in which the mind comes face to face with a challenge. This moment can last for a literal moment in time or it can extend for years becoming the leading edge of development. Disordered Thought and Development: Chaos to Organization in the Moment explores the processes around that moment. The exploration begins with a psychotic analysand in which these processes loudly reveal themselves. From there, the exploration extends to a young child with pervasive developmental disorder and then on to four other cases, each revealing the elements and dynamics necessary for development to proceed. One of the elements includes the vicissitudes of affect from its raw, unprocessed form that is initially experienced as chaotic bodily sensations without meaning to one that carries meaning, purpose, and direction. Another element is the organizational capacities that help to solve a problem that has never been solved before. The dynamics of the moment can be understood within the context of non-linear systems theory as the mind is conceptualized as a self-organizing system in the process of evolving. This book provides clinicians with a touchstone that can help guide development of all the individuals they are called on to assist whether they are anxious, obsessional, psychotic or neurotic, and whether they are children, adolescents, or adults."

Neuroscience and Behavioral Neuroscience offered by many universities, and coursework has historically been very technical/scientific, now there is increasing demand within these programs for showing application. This book fills this gap in the market. Looks to dispel myths as well as reinforcing careful application of behavioral neuroscience. Spans many areas and gives a broad overview of BN careers: from clinical practice, forensics, consumer psychology, economics, leadership, education, health and robotics.

Thoroughly revised and up-to-date version of successful second edition Contains the best and most contemporary reviews of research on memory development that is currently available Range of topics is comprehensive both in scope and in the range of ages considered The authors are among the international leaders in their respective fields

This unique textbook explores core cognitive psychology topics from an innovative new perspective, focusing on key real-world issues to show how we understand and experience the world. The book examines compelling topics such as creativity, problem-solving, reasoning, rationality and language, all within the context of modern 21st century life. Each chapter demonstrates how this vibrant and constantly evolving discipline is at the heart of some of the biggest issues facing us all today. The last chapter discusses the future of cognitive psychology, which includes guidance on conducting rigorous, replicable research and how to use skills from cognitive psychology to be an effective student. Packed with pedagogical features, each chapter includes boxed examples of cognitive psychology in the real world and engaging ‘try it yourself’ features. Each chapter also includes objectives, a range of illustrative figures, chapter summaries, key readings and a glossary for ease of use. The book is fully supported by original online resources for students and instructors. Offering a new model for the study of cognitive psychology that brings the subject alive, the book is essential reading for all students studying psychology and related disciplines.

You could be a genius . . . In The Genius Within, award-winning science writer David Adam reveals how frontier neuroscience can enhance your intelligence - making you smarter, sharper and brighter than you ever thought you could be. What if you have more intelligence than you realize? What if there is a genius inside you, just waiting to be released? And what if the route to better brain power is not hard work or thousands of hours of practice but to simply swallow a pill? Sunday Times bestseller Dr David Adam, author of The Man Who Couldn't Stop, explores the ground-breaking neuroscience of cognitive enhancement that is changing the way the brain and the mind works - to make it better, sharper, more focused and, yes, more intelligent. Sharing his own experiments with revolutionary smart drugs and electrical brain stimulation, he delves into the sinister history of intelligence tests, meets savants and brain hackers and reveals how he boosted his own IQ to cheat his way into Mensa. Going to the heart of how we consider, measure and judge mental ability, The Genius Within asks difficult questions about the science that could rank and define us, and inevitably shape our future. 'Witty, sharp and enlightening . . . This book will make you smarter' Adam Rutherford, science writer and presenter of BBC Radio 4's Inside Science.

Psychology of the Image outlines a theoretical framework bringing together the semiotic concepts developed by Charles Peirce, the sociological insights of Ervin Goffman and the psychoanalytic ideas of Jacques Lacan. Image studies in fashion, advertising, photography, film studies and psychology have been influenced by these theorists in significant ways. The framework presented helps the reader understand how these ideas relate to the study of different domains of the image: the internal imagery of dreams, external images such as the photograph and image processes which span both contexts, e.g., images we have about ourselves. The topics discussed are organised into three themes. The first considers mental imagery, including sound and dreams. The second addresses the interdependent nature of internal and external images, e.g., the gendered self and social identity. In the third theme, attention turns to external images including television, film, photography, the computer and the internet. Psychology of the Image will be of interest to undergraduates, postgraduates, lecturers and researchers in the fields of psychology, media studies and sociology.

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Psychotic and personality disorders account for a large proportion of serious mental disorder, which can strike at the young and threaten normality and well-being through a lifetime, as well as at the old, destroying the quality of life in later years. These disorders are now being given priority by funders of mental health services. Many clinicians are using cognitive psychotherapy as an effective, person-centred psychological approach to the assessment, treatment and prevention of these serious mental disorders. This volume represents an authoritative survey of knowledge and practice by the leading research and clinical workers in this field of cognitive psychotherapy. Over recent years an impressive amount of research and clinical evidence has supported the effectiveness of cognitive therapy and related psychological treatment approaches, sometimes in conjunction with a new generation of antipsychotic and antidepressant drugs with better efficacy and lower side effects. The attraction of cognitive interventions is that they are empowering and humanistic in their respect for the person, they are based on clinically testable theories, they are highly compatible with biological models of vulnerability and disorder, and they are pragmatic in terms of length and depth of intervention. Further, within the cognitive approach, as demonstrated in this volume, there can be a range of approaches to the patient. All of these have in common an optimistic and humane approach to patients and their disorders. From the Foreword by Aaron Beck " the different articles in the book have been successful in applying many of the principles of cognitive therapy and have added much more in verifying the treatment of conditions such as dissociative disorders and personality disorders."

Contents:
P.J. Barnard, S.K. Scott, J. May, When the Central Executive Lets Us Down: Schemas, Attention and Load in a Generative Working Memory Task. M. Sebastian, J. Menor, Rosa Elosua, Errors in Short-term Forgetting in AD and Aging. L. Henry, How Does the Severity of a Learning Disability Affect Working Memory Performance? F. Collette, S. Majerus, M. Van Der Linden, P. Dabe, C. Degueldre, G. Delfiore, A. Luxen, E. Salmon, Contribution of Lexico-semantic Processes to Verbal Short-term Memory Tasks: A PET Activation Study. R.C. Martin, M.L. Freedman, Short-term Retention of Lexical-semantic Representations: Implications For Speech Production. A. Lian, P.J. Karlsen, B. Winsvold, A Reevaluation of the Phonological Similarity Effect in Adult's Short-term Memory of Words and Nonwords. J.M. Rouder, P. Gomez, Modelling Serial Position Curves With Temporal Distinctiveness. S. Saito, The Phonological Loop and Memory For Rhythms: An Individual Differences Approach. S. Tremblay, W.J. Macken, D.M. Jones, The Impact of Broadband Noise on Serial Memory: Changes in Band-pass Frequency Increase Disruption. G. Tehan, L. Hendry, D. Kocinski, Word Length and Phonological Similarity Effects in Simple, Complex and Delayed Serial Recall Tasks: Implications For Working Memory. C.S. Willis, S.E. Gathercole, Phonological Short-term Memory Contributions to Sentence Processing in Young Children. M.G. Calvo, Working Memory and Inferences: Evidence From Eye Fixations During Reading. U.M.Z. Hutton, J.N. Towse, Short-term Memory and Working Memory as Indices of Children's Cognitive Skills. E. Service, R. Turpeinen, Working Memory in Spelling: Evidence From Backward Typing. S.J. Pickering, The Development of Visuo-spatial Thinking. B. Lawrence, J. Myerson, H. Oonk, R. Abrams, The Effects of Eye and Limb Movement On Working Memory. A. Miyake, A.H. Witzki, M.J. Emerson, Explaining Field Dependence-independence From a Working Memory Perspective: A Dual-task Investigation of the Hidden Figures Test.

The Psychology of Thinking is an engaging, interesting and easy-to-follow guide into the essential concepts behind our reasoning, decision-making and problem-solving. Clearly structured into 3 sections, this book will; Introduce your students to organisation of thought including memory, language and concepts; Expand their understanding of reasoning including inference and induction as well as motivation and the impact of mood; Improve their thinking in action, focusing on decision-making and problem-solving. Suitable for any course in which students need to develop their judgement and decision-making skills, this book uses clever examples of real-world situations to help them understand and apply the theories discussed to their everyday thinking.

Attitudes and Persuasion provides an up-to-date overview of the crucial role that attitudes play in our everyday lives and how our thoughts and behaviour are influenced. The nature, function and origins of attitudes are examined, and a review of how they can be measured is given. The book addresses complex questions such as whether we always behave in accordance with our attitudes and what factors may influence us to change them.

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How is one to understand the nature of intelligence? One approach is through psychometric testing, but such an approach often puts the "cart before the horse"--the test before the theory. Another approach is to use evolutionary theory. This criterion has been suggested by a number of individuals in the past, from Charles Darwin in the more distant past to Howard Gardner, Stephen Gould, Steven Pinker, Carl Sagan, David Stenhouse, and many others. The chapters in this book address three major questions:
1. Does evolutionary theory help us understand the nature of human intelligence?
2. If so, what does it tell us about the nature of human intelligence?
3. And if so, how has intelligence evolved?
The goal of this book is to present diverse points of view on the evolution of intelligence as offered by leading experts in the field. In particular, it may be possible to better understand the nature and societal implications of intelligence by understanding how and why it has evolved as it has. This book is unique in offering a diversity of points of view on the topic of the evolution of human intelligence.

What do you do when you’re under pressure, overwhelmed, and ready to get what you really want? As one of the first female F-14 Tomcat fighter pilots in the US Navy, as well as a mom, wife, business consultant, Wall Street Journal bestselling author, and global speaker, author Carey Lohrenz knows that the stress we experience can be just as intense as the stress in the cockpit of a fighter jet going Mach 2. But she’s got a secret weapon to prevail: years of training to overcome the specific natures of uncertainty, stress, burnout, anxiety, and pressure.

At our core, we know we’ve lost control. We’ve lost our grip on what we really want and who we really want to be. In order to solve the challenges of chaos and make our goals, dreams, and commitments a reality, we have to understand that in order to succeed when the pressure is on and to improve our performance overall, we’ve got to know what we can and cannot control.

In Span of Control, Lohrenz walks us through the fundamentals of surviving and succeeding during times of crisis. Weaving together eye-opening science, gripping personal stories, insightful interviews, prescriptive advice, and a high-octane dose of encouragement and practicality, Span of Control helps leaders recognize how to focus on what matters most, formulate a plan for success, and communicate what’s possible.

This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions.
Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects' knowledge and processes, and the changes in performance over time have led to new understanding of learners' representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers' cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

Ashley Montagu, who first attacked the term "race" as a usable concept in his acclaimed work, Man's Most Dangerous Myth, offers here a devastating rebuttal to those who would claim any link between race and intelligence.
In now classic essays, this thought-provoking volume critically examines the terms "race" and "IQ" and their applications in scientific discourse. The twenty-four contributors--including such eminent thinkers as Stephen Jay Gould, Richard Lewontin, Urie Bronfenbrenner, W.F. Bodmer, and Jerome Kagan--draw on fields that range from biology and genetics to psychology, anthropology, and education. What emerges in piece after piece is a deep skepticism about the scientific validity of intelligence tests, especially as applied to evaluating innate intelligence, if only because scientists still cannot distinguish between genetic and environmental contributions to the development of the human mind. Five new essays have been included that specifically address the claims made in the recent, highly controversial book, The Bell Curve.
Must reading for anyone interested in racism and education in America, Race and IQ is a brilliantly lucid exploration of the boundary line between race and intelligence.

This book addresses a growing concern as to why Psychology, now more than a hundred years after becoming an independent research area, does not yet meet the basic requirements of a scientific discipline on a par with other sciences such as physics and biology. These requirements include: agree ment on definition and delimitation of the range of features and properties of the phenomena or subject matter to be investigated; secondly, the development of concepts and methods which unambiguously specify the phenomena and systematic investigation of their features and properties. A third equally important requirement, implicit in the first two, is exclusion from enquiry of all other mattes with which the discipline is not concerned. To these requirements must then be added the development of basic assumptions about the nature of what is under investigation, and of principles to account for its properties and to serve as a guide as to what are relevant questions to ask and theories to develop about them."