Arguing Well is a lucid introduction to the nature of good reasoning, how to test and construct successful arguments. It assumes no prior knowledge of logic or philosophy. The book includes an introduction to basic symbolic logic. Arguing Well introduces and explains: * The nature and importance of arguments * What to look for in deciding whether arguments succeed or fail * How to construct good arguments * How to make it more certain that we reason when we should The book is ideal for any student embarking on academic study where presenting arguments are what matters most; in fact, for all people who want to understand the nature and importance of good reasoning and awaken their ability to argue well.

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A growing body of literature is suggesting that many children with language disorders and delays--even those with so-called specific language impairment--have difficulties in other domains as well. In this pathbreaking book, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is more critical for the perceptual/cognitive organization of experiences that constitutes a foundation for language development than either visual or auditory input, and the importance of tactually-anchored nonverbal interaction cannot be ignored if efforts at treatment are to be successful.
All those professionally involved in work with children and adults with language problems will find the authors' model provocative and useful.

A growing body of literature is suggesting that many children with language disorders and delays--even those with so-called specific language impairment--have difficulties in other domains as well. In this pathbreaking book, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is more critical for the perceptual/cognitive organization of experiences that constitutes a foundation for language development than either visual or auditory input, and the importance of tactually-anchored nonverbal interaction cannot be ignored if efforts at treatment are to be successful.
All those professionally involved in work with children and adults with language problems will find the authors' model provocative and useful.

Unlike the competing texts, which focus on luxury branding and marketing, this book considers luxury from a strategic decision-making, creative and competitive perspective; Each chapter is illustrated by cases and examples from well-known international luxury firms, as well as chapter objectives, summaries, and reflective questions; Provides a framework to understand and assess value creation when creativity is relevant

Essential to the treatment of learning and behavioral disabilities is an understanding of the cognitive processes brought into play in educational contexts, how they contribute to problems in learning and behavior, and how these processes might be ameliorated. Equally important is a careful consideration of the setting in which learning takes place, and how it ameliorates, or contributes to, learning and behavioral disorders. In this volume, the role of cognition in learning and behavioral disorders is considered along with investigation of learning in diverse settings, including clinical, special class, and inclusive general education classrooms. In this volume are chapters on such cognitive processes as working memory, spatial learning, and cognition in mathematics. In addition, learning is examined within a variety of setting arrangements, and considers such topics as the context of teacher-student relationships, co-teaching arrangements in inclusive instruction, issues in educational placement, clinically-based interventions for dyscalculia, collaborative teaching relationships in inclusive social studies teaching. This volume includes contributions from internationally recognized experts in the field of learning and behavioral disabilities. The book is intended for interested professionals and practitioners; researchers in learning and behavioral disabilities; and graduate students in psychology, education, and special education, particularly those concerned with the issues of cognition and learning in a variety of instructional contexts.

This is a a collection of essays pioneering new concepts in cross-cultural psychology based on the work of Philip E.Vernon, a pioneer of rigorous theory building and careful methodology.;It includes empirical studies on a wide-ranging geographical background. Kline's lengthy and important chapter on measurement is a major advance in the understanding of this field, as is the chapter by Triandis on pluralist concepts of research. The possibilities and complexities of measurement in the field are further explored in the chapters by Irvine, Verma and Mallick.;The empirical excitements of cross-cultural research are demonstrated in a number of chapters including those by Berry on psychological acculturation and social change among aboriginals in Canada, Shand and her colleagues on infant care in Japan and Bagley on perceptual styles in children from a variety of ethnic groups in Britain and Canada and in children in India, Jamaica and Japan.

The burgeoning of research on signed language during the last two decades has had a major influence on several disciplines concerned with mind and language, including linguistics, neuroscience, cognitive psychology, child language acquisition, sociolinguistics, bilingualism, and deaf education. The genealogy of this research can be traced to a remarkable degree to a single pair of scholars, Ursula Bellugi and Edward Klima, who have conducted their research on signed language and educated scores of scholars in the field since the early 1970s.
"The Signs of Language Revisited" has three major objectives:
* presenting the latest findings and theories of leading scientists in numerous specialties from language acquisition in children to literacy and deaf people;
* taking stock of the distance scholarship has come in a given field, where we are now, and where we should be headed; and
* acknowledging and articulating the intellectual debt of the authors to Bellugi and Klima--in some cases through personal reminiscences.
Thus, this book is also a document in the sociology and history of science.

* Interdisciplinary book that weaves together ideas from psychology, philosophy, neuroscience, and dance. * Considers how movement is central to our sense of reality, our sense of self, and our relationships with others and the surrounding world. * Accessibly written book that foregrounds the author's voice and experiences

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.

* unique formatting per study, with a graphic page highlighting the research findings, and an adjacent page with accompanying research and implications * themed and chronological arrangement of studies will allow readers to access particular studies with ease * covers areas which are of great interest to parents, such as memory and revision, the impact of sleep and mobile devices on learning, parental attitudes and expectations and children's behaviour. * will enable parents to increase their understanding of crucial psychological research so that they can help their children improve how they think, feel and behave in school.

Living with Robots: Emerging Issues on the Psychological and Social Implications of Robotics focuses on the issues that come to bear when humans interact and collaborate with robots. The book dives deeply into critical factors that impact how individuals interact with robots at home, work and play. It includes topics ranging from robot anthropomorphic design, degree of autonomy, trust, individual differences and machine learning. While other books focus on engineering capabilities or the highly conceptual, philosophical issues of human-robot interaction, this resource tackles the human elements at play in these interactions, which are essential if humans and robots are to coexist and collaborate effectively. Authored by key psychology robotics researchers, the book limits its focus to specifically those robots who are intended to interact with people, including technology such as drones, self-driving cars, and humanoid robots. Forward-looking, the book examines robots not as the novelty they used to be, but rather the practical idea of robots participating in our everyday lives.

Recent work in cognitive science, much of it placed in opposition to a computational view of the mind, has argued that the concept of representation and theories based on that concept are not sufficient to explain the details of cognitive processing. These attacks on representation have focused on the importance of context sensitivity in cognitive processing, on the range of individual differences in performance, and on the relationship between minds and the bodies and environments in which they exist. In each case, models based on traditional assumptions about representation have been assumed to be too rigid to account for the effects of these factors on cognitive processing. In place of a representational view of mind, other formalisms and methodologies, such as nonlinear differential equations (or dynamical systems) and situated robotics, have been proposed as better explanatory tools for understanding cognition.
This book is based on the notion that, while new tools and approaches for understanding cognition are valuable, representational approaches do not need to be abandoned in the course of constructing new models and explanations. Rather, models that incorporate representation are quite compatible with the kinds of complex situations being modeled with the new methods. This volume illustrates the power of this explicitly representational approach--labeled "cognitive dynamics"--in original essays by prominent researchers in cognitive science. Each chapter explores some aspect of the dynamics of cognitive processing while still retaining representations as the centerpiece of the explanations of the key phenomena. These chapters serve as an existence proof that representation is not incompatible with the dynamics of cognitive processing. The book is divided into sections on foundational issues about the use of representation in cognitive science, the dynamics of low level cognitive processes (such as visual and auditory perception and simple lexical priming), and the dynamics of higher cognitive processes (including categorization, analogy, and decision making).

Uncertainty is a major force in our lives. Whether it be regarding social relationships, our jobs, or our sense of who we are, these are uncertain times. This new book deals directly with how people cope with uncertainty. The authors show that while some people are relatively comfortable dealing with uncertainty and strive to resolve it (uncertainty-oriented), others are more likely to avoid uncertainty, preferring the familiar or the known (certainty-oriented). They go on to examine the implications of these orientations for understanding processes of self-knowledge, social cognition and attitude change, achievement, motivation and performance, interpersonal and group processes, and issues relating to physical and psychological health concerns. Research is discussed linking this uncertainty orientation to each of these issues, raising important practical and theoretical questions for each.
The Uncertain Mind presents some fifteen years of research devoted to understanding the dynamics of uncertainty orientation. It will be important reading not only for those directly involved in the fields of social motivation and social cognition, but also for a broad range of people across the field of psychology.

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This new monograph presents Dr. Luce's current understanding of the behavioral properties people exhibit (or should exhibit) when they make selections among alternatives and how these properties lead to numerical representations of those preferences. It summarizes, and places in historical perspective, the research Dr. Luce has done on utility theory for over 10 years. Included are axiomatic theoretical formulations, experiments designed to test individual assumptions, and analyses of the fit to bodies of data of numerical representations derived from the theory.

The Social Cognition and Object Relations Scale-Global Rating Method (SCORS-G) is a clinician rated measure that can be used to code various forms of narrative material. It is comprised of eight dimensions which are scored using a seven-point Likert scale, where lower scores are indicative of more pathological aspects of object representations and higher scores are suggestive of more mature and adaptive functioning. The volume is a comprehensive reference on the 1) validity and reliability of the SCORS-G rating system; 2) in depth review of the empirical literature; 3) administration and intricacies of scoring; and 4) the implications and clinical utility of the system across settings and disciplines for clinicians and researchers.

In one of his most important philosophical writings, Henri Bergson here discusses how the matter of the brain and the world external to the body create mental impressions and memories. Matter and Memory, first published in 1912, introduced the current selectionist theories of memory, which postulate that there is a part of the brain that generates all possible images to be stored in memory and a part of the brain that chooses which images to store. Crossing academic disciplines and touching on matters that concern us all-how do we remember, and why?-this essential work will enthrall students of philosophy and psychology and lay readers alike. French philosopher HENRI BERGSON (1859-1941) was awarded the Nobel Prize for Literature in 1927, and is said to have influenced thinkers such as Marcel Proust, William James, Santayana, and Martin Heidegger. Among his works are Matter and Memory (1896), An Introduction to Metaphysics (1903), and The Two Sources of Morality and Religion (1932).

Educators and education policy has increasingly acknowledged the value of creativity and creative approaches to education in particular. This book highlights a range of innovative teaching techniques successfully employed by teachers from a range of disciplines and education levels in order to share knowledge regarding creative education.

This volume is an outgrowth of an invitational conference held in October 1991 on the main campus of Texas A&M University and sponsored by a grant from the Dean's Office of the College of Education. The expressed purpose of the conference was to allow researchers from too often dispa rate areas of research related to individual differences to come together and discuss their approaches to the topic, share ideas, and critique their differing paradigms to shorten the time it takes for researchers in parallel disciplines to discover advances that may aid their own work. We sought to bring together world-class psychometricians and statis ticians, cognitive scientists, and neuroscientists focused on the common theme of individual differences. Each reviewed advances in his or her own work that has clear implications for enhancing our understanding of indi vidual differences - from defining and partitioning variance components to modeling individual differences to structural and functional cortical variations that produce individual differences. The Chair of the Department of Educational Psychology at Texas A&M University, Bruce Thompson, took a lead role along with Victor L."

This book represents a variety of views about an enduring question that is central to the concerns of developmental psychologists--are there broad, developmental, cross-do-main mental representations and processes, or are they domain-specific? This book gives a state-of-the-art reading from researchers who are sympathic to the constructs of stage and structure, but who suggest alternatives to the Piagetian orthodoxy.

This edited volume examines aspects of the mind/consciousness that are relevant to the interpretations of quantum mechanics. In it, an international group of contributors focus on the possible connections between quantum mechanics and consciousness. They look at how consciousness can help us with quantum mechanics as well as how quantum mechanics can contribute to our understanding of consciousness. For example, what do different interpretations aimed at solving the measurement problem in quantum mechanics tell us about the nature of consciousness, such as von Neumann's interpretation? Each interpretation has, associated to it, a corresponding metaphysical framework that helps us think about possible "models" of consciousness. Alternatively, what does the nature of consciousness tell us about the role of the observer and time reversibility in the measurement process? The book features 20 papers on contemporary approaches to quanta and mind. It brings together the work of scholars from different disciplines with diverse views on the connections between quanta and mind, ranging from those who are supportive of a link between consciousness and quantum physics to those who are very skeptical of such link. Coverage includes such topics as free will in a quantum world, contextuality and causality, mind and matter interaction, quantum panpsychism, the quantum and quantum-like brain, and the role of time in brain-mind dynamics.

Based on the formal concept of "knowledge structures" originally proposed by Jean-Claude Falmagne and Jean-Paul Doignon, this book contains descriptions of methodological developments and experimental investigations as well as applications for various knowledge domains. The authors address three main topics:
* theoretical issues and extensions of Doignon & Falmagne's theory of knowledge structures;
* empirical validations of specific problem types and knowledge domains, such as sentence comprehension, problem solving in chess, inductive reasoning, elementary mathematical reasoning, and others; and
* application of knowledge structures in various contexts, including knowledge assessment, intelligent tutoring systems, and motor learning.
Unlike most other approaches in the literature in cognitive psychology, this book provides both a rigorous mathematical formulation of knowledge-related psychological concepts and its empirical validation by experimental data.

Grounded in the user-centered design movement, this book offers a broad consideration of how our civilization has evolved its technical infrastructure for human purpose to help us make sense of the contemporary world of information infrastructure and online existence. The author incorporates historical, cultural and aesthetic approaches to situating information and its underlying technologies across time in the collective, lived experiences of humanity. In today's digital information world, user experience is vital to the success of any product or service. Yet as the user population expands to include us all, designing for people who vary in skills, abilities, preferences and backgrounds is challenging. This book provides an integrated understanding of users, and the methods that have evolved to identify usability challenges, that can facilitate cohesive and earlier solutions. The book treats information creation and use as a core human behavior based on acts of representation and recording that humans have always practiced. It suggests that the traditional ways of studying information use, with their origins in the distinct layers of social science theories and models is limiting our understanding of what it means to be an information user and hampers our efforts at being truly user-centric in design. Instead, the book offers a way of integrating the knowledge base to support a richer view of use and users in design education and evaluation. Understanding Users is aimed at those studying or practicing user-centered design and anyone interested in learning how people might be better integrated in the design of new technologies to augment human capabilities and experiences.

Insecurity is an inevitable part of being human. Although life is insecure for every organism, humans alone are burdened by knowing that this is so. This ground-breaking volume features contributions by leading international researchers exploring the social psychology of insecurity, and how existential, metaphysical and social uncertainty influence human social behaviour. Chapters in the book investigate the psychological origins of insecurity, evolutionary theorizing about the functions of insecurity, the motivational strategies people adopt to manage insecurity, self-regulation strategies, the role of insecurity in the formation and maintenance of social relationships, and the influence of insecurity and uncertainty on the organization of larger social systems and public affairs. The chapters also discuss how insecurity influences many areas of contemporary social life, highlighting the applied implications of this line of research. Topics covered include the role of insecurity in social communication, social judgments, decision making, group identification, morality, interpersonal behaviour, relationships, attitudes and many applied aspects of social life and politics where understanding the psychology of insecurity is of critical importance. This accessible and engaging book will be of interest to students, researchers and practitioners as a textbook or reference book in behavioral and social science fields, as well as to a broad spectrum of intelligent lay audience seeking to understand one of the most intriguing issues that shapes human social life.

Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.

Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.