Social anthropologist Jean Lave and computer scientist Etienne Wenger’s seminal Situated Learning helped change the fields of cognitive science and pedagogy by approaching learning from a novel angle. Traditionally, theories of learning and education had focused on processes of cognition – the mental processes of knowledge formation that occur within an individual. Lave and Wenger chose to look at learning not as an individual process, but a social one.

As so often with the creative thinking process, a small, simple shift in emphasis was all that was required to show things in an entirely different light. What Situated Learning illustrated – and emphasized – was that learning is dependent on its social situation. Even though the most effective way to learn is through interaction with experts and peers in a community organized around a common interest, the traditional cognitive learning model failed to account for the way in which learners interact with their ‘community of practice.’ The new hypothesis that Lave and Wenger developed was that learning can be seen as a continuously evolving set of relationships situated within a social context. This allowed Lave and Wenger to place discussions of apprenticeship and workplace learning on a new footing – and led in turn to the book’s impressive impact in business and management scholarship.

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.

In this handbook, renowned scholars from a range of backgrounds provide a state of the art review of key developmental findings in language acquisition. The book places language acquisition phenomena in a richly linguistic and comparative context, highlighting the link between linguistic theory, language development, and theories of learning. The book is divided into six parts. Parts I and II examine the acquisition of phonology and morphology respectively, with chapters covering topics such as phonotactics and syllable structure, prosodic phenomena, compound word formation, and processing continuous speech. Part III moves on to the acquisition of syntax, including argument structure, questions, mood alternations, and possessives. In Part IV, chapters consider semantic aspects of language acquisition, including the expression of genericity, quantification, and scalar implicature. Finally, Parts V and VI look at theories of learning and aspects of atypical language development respectively.

Although the arts of incense and perfume making are among the oldest of human cultural practices, it is only in the last two decades that the use of odors in the creation of art has begun to attract attention under the rubrics of 'olfactory art' or 'scent art.' Contemporary olfactory art ranges from gallery and museum installations and the use of scents in music, film, and drama, to the ambient scenting of stores and the use of scents in cuisine. All these practices raise aesthetic and ethical issues, but there is a long-standing philosophical tradition, most notably articulated in the work of Kant and Hegel, which argues that the sense of smell lacks the cognitive capacity to be a vehicle for either serious art or reflective aesthetic experience. This neglect and denigration of the aesthetic potential of smell was further reinforced by Darwin's and Freud's views of the human sense of smell as a near useless evolutionary vestige. Smell has thus been widely neglected within the philosophy of art. Larry Shiner's wide-ranging book counters this tendency, aiming to reinvigorate an interest in smell as an aesthetic experience. He begins by countering the classic arguments against the aesthetic potential of smell with both philosophical arguments and evidence from neuroscience, psychology, anthropology, history, linguistics, and literature. He then draws on this empirical evidence to explore the range of aesthetic issues that arise in each of the major areas of the olfactory arts, whether those issues arise from the use of scents with theater and music, sculpture and installation, architecture and urban design, or avant-garde cuisine. Shiner gives special attention to the art status of perfumes and to the ethical issues that arise from scenting the body, the ambient scenting of buildings, and the use of scents in fast food. Shiner's book provides both philosophers and other academic readers with not only a comprehensive overview of the aesthetic issues raised by the emergence of the olfactory arts, but also shows the way forward for further studies of the aesthetics of smell.

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.

Related link: Free Email Alerting

* The debate about the effects of bilingualism on executive control is one of the most controversial and contentious issues in the field of bilingualism, so the topic is timely. * Includes coverage of the methodologies used in this area of investigation. * Offers a critical review of the research literature to balance the record about bilingual advantage.

This book brings together the study of self-reflective fiction and the contemporary 4E theories of cognition in order to challenge existing cognitive-theoretical models and approaches to literary phenomena. Polvinen presents reflective attention on artifice as an integral part of engagement with fictional narratives, rather than as an external viewpoint that would obscure immersive experiences. The detailed analyses included are both of traditionally metafictional texts by John Barth, A.S. Byatt, Dave Eggers, and Ali Smith, as well as of speculative fictions by Ted Chiang, China Mieville, Christopher Priest, and Catherynne M. Valente. Each of the chapters focuses on a specific issue of fictional cognition: on metaphorical representation, spatiality, temporality, and fictionality. As a whole, the book argues that by combining a literary and theoretically complex view of artifice with the enactive paradigm of perception and imagination, practitioners of cognitive literary studies can further sharpen their own conceptual and terminological apparatus and continue to generate fruitful hermeneutic circulation around the study of the imagination in both the sciences and the humanities. This book will appeal to students and scholars interested in cognitive approaches to literary studies, speculative fiction, metafiction, and narrative studies.

This book provides in-depth description, explanation, and discussion of goal frustration. It brings together a repertoire of perspectives and strategies that educators and scholars from diverse educational contexts have conceptualized and/or implemented in order to monitor, control, or overcome the occurrence of frustration. This book describes the new technologies can be applied in the conceptualization and operationalization of goal frustration. It also discusses the strategies and pedagogies we can use to cope with this emotion. This book offers evidence-based reports of goal frustration as well as data-driven approaches by presenting both theoretical account and empirical evidence that are grounded in educational and psychological research. This work will appeal to a wider readership from practitioners, parents, to educational researchers.

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."

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.

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.

Related link: http://www.psypress.co.uk/psychologyfocus
Related link: Free Email Alerting

This provocative book provides the first comprehensive and informative overview of the role of various subjective experiences in social cognition and behavior, and argues that the study of such experiences may be one of the key unifying themes of social psychology. Based on recent theoretical and empirical developments in the discipline, this select group of leading international researchers surveys extensive evidence and shows that subjective experiences play a key role in most aspects of social cognition and social behavior. The book contains five main sections, discussing the role of subjective experiences in social information processing (Part 1), their influence on memory (Part 2) and their role in intergroup contexts (Part 3). The role of affective experiences in social thinking and behavior is analyzed (Part 4), and the influence of subjective experiences on the development and change of attitudes and stereotypes is also addressed (Part 5).
The subjective experiences discussed include affective states, metacognitive feelings, feelings of uncertainty, ease of retrieval, feelings of familiarity, feelings of knowing and primed prior experiences. Despite extensive recent research on these issues, a comprehensive survey and integration of the available empirical and theoretical evidence has been lacking. The Message Within seeks to link and integrate a variety of research areas, and to provide a new theoretical perspective based on subjective experience as a core integrative concept. It will be essential reading for researchers and students in social, personality, cognitive, and clinical psychology, as well as those interested in subjective experience in other social sciences.

Related link: Free Email Alerting

The philosophy of perception investigates the nature of our sensory experiences and their relation to reality. In the second edition of this popular book, William Fish introduces the subject thematically, setting out the major theories of perception together with their motivations and attendant problems. While providing historical background to debates in the field, this comprehensive overview focuses on recent presentations and defenses of the different theories, and looks beyond visual perception to take into account the role of other senses. The second edition organizes the contents into two main parts: the first deals with philosophical theories of perception, and the second covers key topics and issues in perception as they are discussed in philosophy, cognitive science, and psychology. Two completely new chapters have been added - one on color and color vision; and a second on the interaction between sense modalities - and other chapters have been significantly updated to include discussion of topics such as pre-twentieth-century philosophy of perception, phenomenal intentionality, color adverbialism, predictive processing approaches to perception, ecological approaches to perception, and in-depth discussions of the non-visual senses. Additional updates include fuller and easier-to-understand explanations of some important views that were glossed over in the first edition and greater coverage of research from the last 25 years. All chapter summaries, references, and Suggested Reading lists at the end of each chapter have been brought up to date and the volume now includes a more extensive index at the back of the book. Key Features and Benefits: The only single-authored textbook on philosophy of perception currently available Devoted to contemporary theories and topics, but with appropriate historical coverage for fuller understanding of contemporary work Each chapter includes a chapter overview, questions for further consideration, and an annotated list of Suggested Readings Includes coverage of topics like: - the phenomenal principle - perception and hallucination - perception and content - naive realism and disjunctivism - intentionalism and representationalism - the nature of content - qualia theories and phenomenal intentionality - perception and empirical science - color and color science - theories of non-visual perception - Molyneux's problem - cross-modal illusions - multimodality Key Changes to the Second Edition The division of the book into two major parts: Part I on philosophical theories of perception, Part II on key interdisciplinary topics in perception The addition of two new chapters on color and color vision, and interaction between different sense modalities More topics from the last 25 years of philosophy of perception Combined chapters on belief acquisition theories and intentional theories into one larger chapter More material on the growing intersection of the philosophy and psychology of perception Includes coverage of Molyneux's problem and of cross-modal illusions Updated chapter summaries, references, and Suggested Reading lists at the end of each chapter A summary table and a more extensive index

In Transformational Journaling for Coaches, Therapists, and Clients: A Complete Guide to the Benefits of Personal Writing, more than 50 coaches, therapists, and journaling experts from around the world share their best practices and explain in detail how they use journaling to improve their work with clients. This edited collection brings together the leading voices of the journaling world into one ground-breaking volume, providing practical techniques and tools to use with clients. Applicable and accessible, over 50 journaling luminaries share their experiences and insights across eight sections, including the logic of journaling, techniques and applications, using journaling with clients, journaling in groups, journaling for mental health and wellness, growth and healing, spirituality, creativity, and more. Through theoretical and practical applications, it illustrates the transformational process of journaling in helping clients grow, heal, and achieve their goals. This book is essential reading for coaches, therapists, and other mental health professionals, as well as those interested in using personal writing for growth and self-awareness.

The 17 original essays of this volume explore the relevance of the phenomenological approach to contemporary debates concerning the role of embodiment in our cognitive, emotional and practical life. The papers demonstrate the theoretical vitality and critical potential of the phenomenological tradition both through critically engagement with other disciplines (medical anthropology, psychoanalysis, psychiatry, the cognitive sciences) and through the articulation of novel interpretations of classical works in the tradition, in particular the works of Edmund Husserl, Maurice Merleau-Ponty and Jean-Paul Sartre. The concrete phenomena analyzed in this book include: chronic pain, anorexia, melancholia and depression."

Modern Man in Search of a Soul is the perfect introduction to the theories and concepts of one of the most original and influential religious thinkers of the twentieth century. Lively and insightful, it covers all of his most significant themes, including man's need for a God and the mechanics of dream analysis. One of his most famous books, it perfectly captures the feelings of confusion that many sense today. Generation X might be a recent concept, but Jung spotted its forerunner over half a century ago. For anyone seeking meaning in today's world, Modern Man in Search of a Soul is a must.

This serial was established under the editorship of Dr. Norman R. Ellis in 1966. As a result of his editorial effort and the contributions of many authors, the serial is now recognized as the area's best source of reviews of behavioral research on mental retardation. From its inception, active research scientists and graduate students in mental retardation have looked to this serial as a major source of critical reviews of research and theory in the area.

Whilst attention is a term commonly used in everyday life, for many years psychologists have struggled in their attempts to explain what it actually means. Attention and Pattern Recognition introduces the main psychological research on attention and the methods that have been used to study it. It also examines the subdivisions of focused and divided attention and explores how people recognise patterns and faces. The Routledge Modular Psychology series is a completely new approach to introductory level psychology, tailor made to the new modular style of teaching. Each short book covers a topic in more detail than any large textbook can, allowing teacher and student to select material exactly to suit any particular course or project. The books have been written especially for those students new to higher level study, whether at school home, college or university. They include specially designed features to help with technique, such as model essay at an average level with an examiners comments to show how extra marks can be gained. The authors are all examiners and teachers at introductory level.

Related link: A-Level Psychology Website
Related link: Available for Inspection
Related link: Free Email Alerting

Despite a plethora of scientific literature devoted to vision research and the trend toward integrative research, the borders between disciplines remain a practical difficulty. To address this problem, this book provides a systematic and comprehensive overview of vision from various perspectives, ranging from neuroscience to cognition, and from computational principles to engineering developments. It is written by leading international researchers in the field, with an emphasis on linking multiple disciplines and the impact such synergy can lead to in terms of both scientific breakthroughs and technology innovations. It is aimed at active researchers and interested scientists and engineers in related fields.

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."

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.

Within the last three decades, interest in the psychological experience of human faces has drawn together cognitive science researchers from diverse backgrounds. Computer scientists talk to neural scientists who draw on the work of mathematicians who explicitly influence those conducting behavioral experiments.
The chapters in this volume illustrate the breadth of the research on facial perception and memory, with the emphasis being on mathematical and computational approaches. In pulling together these chapters, the editors sought to do much more than illustrate breadth. They endeavored as well to illustrate the synergies and tensions that inevitably result from adopting a broad view, one consistent with the emerging discipline of cognitive science.

- Coverage of deaf people and cognition, neuroscience, bimodal/bilingualism, and education technology - Strong multicultural focus - Case studies from authors' clinical and educational practices - Three deaf and one hearing author-a deaf/hearing bilingual team