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.

In The American Father, Wade C. Mackey documents a wealth of infor mation demonstrating the vast benefits to society when its children are raised in families with fathers. The biopsychosocial approach Mackey in human employs is consistent with the current treatment of topics development. This approach-which is grounded in a variety of diverse sources-assumes that we understand little about people when we study them a bit at a time; rather, the fullness of the individual requires a fullness of examination. For example, in the cases of fathers, we note that humans do not reproduce alone; after all, we are not an asexual species. No, human reproduction and its sequelae are social, just as clearly as they are biological, and involve the whole panoply of psychic function (mo tivation, sociability, intelligence, and the like). The evidence marshaled by Mackey indicates strongly that indi viduals and societies have an essential requirement for something more than mothering; they also need fathering. Much of the discourse and publication on fathers during the past several decades has been posited on a "more is better" model of male parenting in which it is seldom stated who it is better for-the father, the child, the mother, the couple, or the family. Further, much of this discussion infers that fathers are merely "Mr. Moms"; yet this is not so."

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.

The general unified theory of intelligence addresses the cognitive functions of thinking, reasoning, and problem solving. At an abstract level, this theory construes the intellective functions of humans and computers as, respectively, restricted and directed forms of the logic of implication. In other words, human intelligence operates according to production rules. Here, Wagman presents the central tenets and research elaboration of the general unified theory of intelligence that embraces both human and artifical intelligence across the cognitive domains of scientific discovery processes, inductive and deductive reasoning, and the mechanisms basic to analogical thinking and problem solving.

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.

The Routledge Companion to Interdisciplinary Studies in Singing, Volume I: Development introduces the many voices necessary to better understand the act of singing-a complex human behaviour that emerges without deliberate training. Presenting research from the social sciences and humanities alongside that of the natural sciences and medicine alike, this companion explores the relationship between hearing sensitivity and vocal production, in turn identifying how singing is integrated with sensory and cognitive systems while investigating the ways we test and measure singing ability and development. Contributors consider the development of singing within the context of the entire lifespan, focusing on its cognitive, social, and emotional significance in four parts: Musical, historical and scientific foundations Perception and production Multimodality Assessment In 2009, the Social Sciences and Humanities Research Council of Canada funded a seven-year major collaborative research initiative known as Advancing Interdisciplinary Research in Singing (AIRS). Together, global researchers from a broad range of disciplines addressed three challenging questions: How does singing develop in every human being? How should singing be taught and used to teach? How does singing impact wellbeing? Across three volumes, The Routledge Companion to Interdisciplinary Studies in Singing consolidates the findings of each of these three questions, defining the current state of theory and research in the field. Volume I: Development tackles the first of these three questions, tracking development from infancy through childhood to adult years.

Understanding visual perceptual organization remains a challenge for vision science. Perceptual Organization in Vision: Behavioral and Neural Perspectives explores ideas emanating from behavioral, developmental, neuropsychological, neurophysiological, and computational approaches to the problem of perceptual organization. The growing body of research on perceptual organization has converged on a number of critical issues, most of which are addressed in this volume. These include issues concerning the nature and order of organizational processes, the stimulus factors that engage the mechanisms of organization, the developmental stage at which the mechanisms of organization are available, the role of past experience and learning in organization, the neural mechanisms underlying perceptual organization, and the relations between perceptual organization and other cognitive processes, in particular, object recognition and visual attention. Divided into four parts, the book is designed not only to detail the current state of the art in the field but also to promote an interdisciplinary approach to the study of perceptual organization. Part I presents an overview of the problem of perceptual organization, different frameworks for understanding perceptual organization, and a state-of-the-art summary of the domain. Part II details which organizational processes are hardwired in the perceptual system, which are acquired through experience, and how object perception relates to other aspects of cognition. Part III describes various attempts to understand the neural mechanisms underlying perceptual organization using two different approaches--neurophysiological and neuropsychological. Part IV offers a computational approach to the problem. This book is intended for cognitive psychologists, neuroscientists, computational vision scientists, and developmental psychologists.

Provides a comprehensive overview of research on Emotion and Cognition for each cognitive function alongside coverage of ow emotion-cognition relations are modulated by individual differences, aging, and psychopathology. Will appeal to anyone interested in the role of emotions, including students and researchers from the cognitive and affective sciences, such as psychology, linguistics, philosophy, sociology, anthropology, computer science, psychiatry, and neuropsychology. Features student-friendly figures and pedagogy, alongside a wealth of up-to-date references throughout.

Commemorating traumatic events means attempting to activate collective memory. By examining images, metonymic invocations, built environments and digital outreach interventions, this book establishes some of the cognitive and emotional responses that make us incorporate the past suffering of others as a painful legacy of our own.

Parent’s Quick Start Guide to Dyslexia provides parents and caregivers with an immediate overview of dyslexia and steps they can take to support and encourage their child. Each chapter is packed with detailed and helpful information, covering identification, public schools versus private settings, and how (and when) to seek professional help. Summary and resource sections at the end of each chapter give quick guidance to busy readers. Topics include a wealth of research-backed activities, nurturing talent and creativity, motivating your child to read, and more. Offering straightforward, easy to understand, and evidence-based information, this book is a go-to resource for caregivers parenting a child with dyslexia.

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.

This is an open access book which explores phenomenology as both an exceptionally diverse movement in philosophy as well as an active research method that crosses disciplinary boundaries. The volume brings together lively overviews of major areas and schools of phenomenology, as well as the most recent applications across a range of fields.  The first part reviews the state-of-the-art in various areas of contemporary phenomenology, including several distinct schools of Husserl and Heidegger scholarship, as well as approaches derived from Merleau-Ponty, de Beauvoir, Fanon, and others. An innovative quantitative analysis of citation networks provides rich visualizations of the field as a whole. The second part showcases phenomenology as a living discipline that can advance research in other areas. While some areas of interaction between phenomenology and other disciplines are by now well established (e.g. cognitive science), this volume sheds light on newer areas of application. The goal is to move beyond discussions of philosophical method and highlight scholars who are actually doing phenomenology in a variety of areas, including:   Embodiment and questions of gender, race, and identity,  The arts (visual art, literature, architecture), and  Archaeology and anthropology.   This volume offers a concise introduction to cutting edge phenomenological research and is suitable for both students and specialists. 

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.

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.

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."

First published in 2002. Written in 1959, this volume looks at the philosophical problems of perception, that arise mainly because our traditional common-sense notions clash with the factual evidence concerning not only the occurrence of illusions and hallucinations but also the essential role played by complex causal and psychological processes in perceiving.

This new, and heavily revised, edition of Psychopharmacology, provides a comprehensive scientific study of the effects of drugs on the mind and behaviour. With the growing prevalence of psychiatric and behavioral disorders and the rapid advances in the development of new drug therapies, this textbook offers an essential understanding of the necessary details of drug action. The book presents its coverage in the context of the behavioral disorders they are designed to treat, rather than by traditional drug classifications, to strengthen understanding of the underlying physiology and neurochemistry, as well as the approaches to treatment. Each disorder from the major diagnostic categories is discussed from a historical context along with diagnostic criteria and descriptions of typical cases. In addition, what we presently know about the underlying pathology of each disorder is carefully described. Providing a solid foundation in psychology, neuroanatomy and physiology, the book also offers a critical examination of drug claims, as well as coverage of evidence-based alternatives to traditional drug therapies. Throughout, this text discusses how drug effectiveness is measured in both human and animal studies. Topics new to this edition include: a stronger emphasis on the environmental impacts on drug effectiveness; more on the mechanisms of adverse reactions to drugs and information on managing drug side effects; the risks and benefits of using "mood stabilizing drugs" to address behavior in youth with ADHD or ASD; and discussion of the research-to-practice gap in pharmacological care for children and adolescents. Accompanied by a robust companion website of instructor materials, this textbook is ideal for undergraduate and pre-professional students on courses in Psychopharmacology, Clinical Psychopharmacology, Drugs and Behavior. It is a valuable contribution to highlight the symbiotic relationship between psychopharmacology and the neural and behavioral sciences.

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.

Positive psychology-the study and promotion of character strengths, positive emotion, optimism, and resilience-has gained considerable momentum and support over the last 20 years. More recently, neuropsychology has begun to embrace related perspectives. In the first edition of Positive Neuropsychology, an extensive collection of perspectives from national leaders in neuropsychology clarified the importance of promoting cognitive health through various means. The present edition expands on the first edition, with four new chapters and updates of all previous chapters. Topics include the importance of physical, social, and intellectual engagement across the lifespan; nutrition and brain health; novel technologies used to maintain brain health and functional independence; compensating for and preventing cognitive limitations; and strategies to promote brain health in clinical and other settings. Chapters reveal not only the benefits of understanding cognitive health and optimal outcomes across the lifespan, but also emerging avenues for practitioners to expand their work into non-traditional settings. Bringing new dimensions to the neuroscience, wellness, and positive psychology literatures, Positive Neuropsychology will interest a wide range of academics and clinicians, including neuropsychologists, clinical and health psychologists, geriatricians, primary care physicians, cognitive neuroscientists, and other healthcare professionals.

This book clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the last decades offered a radical shift in explanations of the human mind, from traditional computationalism, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world. This book presents a theoretical framework for the relational nature of embodied social cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. It includes work in cognitive science, artificial intelligence, phenomenology, ethology, developmental psychology, neuroscience, social psychology, linguistics, communication and gesture studies. The theoretical framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous social interaction and cognition in situ. Furthermore, the theoretical contributions and implications of the study of embodied social cognition are discussed and summed up. Finally, the issue what it would take for an artificial system to be socially embodied is addressed and discussed, as well as the practical relevance for applications to artificial intelligence (AI) and socially interactive technology.

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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