The current book presents select proceedings from the Eleventh Annual Conference of AASMI (The American Association for the Study of Mental Imagery) in Washington, DC, 1989, and from the Twelfth Annual Conference of AASMI in Lowell and Boston, MA, 1990. This presentation of keynote addresses, research papers, and clinical workshops reflects a broad range of theoretical positions and a diverse repertoire of methodological approaches. Within this breadth and diversity, however, four aspects of the nature of imagery stand out: its mental nature, its private nature, its conscious nature, and its symbolic nature. The mental nature of imagery--i.e., its epistemological aspect--is explored in the book's first section of articles by Marcia Johnson, Laura Snodgrass, Leonard Giambra and Alicia Grodsky, Vija Lusebrink, Selina Kassels, Helane Rosenberg and Yakov Epstein, M. Elizabeth D'Zamko and Lynne Schwab, and Laurence Martel. These first eight articles fall, essentially, into various domains of cognitive psychology, including the psychology of art and educational psychology. In the second section, the private nature of imagery is studied by Ernest Hartmann, Nicholas Spanos, Benjamin Wallace, Deirdre Barrett, John Connolly, James Honeycutt, Dominique Gendrin, and James Honeycutt and J. Michael Gotcher. These studies, which fall within the realm of personality and social psychology, bring to light the fact that many very public interpersonal behaviors reflect very private images. Such behaviors range from interpersonal rapport with a hypnotist, to rapport with a forensic jury.

First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

The "THINKING: Bioengineering of Science and Art" is to discuss about philosophical aspects of thinking at the context of Science and Art. External representations provide evidence that the fundamental process of thinking exists in both animal subjects and humans. However, the diversity and complexity of thinking in humans is astonishing because humans have been permitted to integrate scientific accounts into their accounts and create excellent illustrations for the effects of this integration. The book necessarily begins with the origins of human thinking and human thinking into self and others, body, and life. Multiple factors tend to modify the pattern of thinking. They all will come into play by this book that brings thinking into different disciplines: humanities, natural sciences, social sciences, formal sciences, and applied sciences. The thinking demands full processing of information, and therefore, the book considers the economy of thinking as well. The book thoroughly intends to explore thinking beyond the boundaries. Specifically, several chapters are devoted to discipline this exploration either by artistic thinking alone or by art and mathematics-aided engineering of complexities. In this manner, the book models variations on thinking at the individual and systems levels and accumulates a list of solutions, each good for specific scenarios and maximal outcomes.

First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.

This work presents a new theory of how children acquire language and discusses its implications for a wide range of topics. It explores the roles of innateness and experience in language acquisition, provides further evidence for the theory of Universal Grammar, and shows how linguistic development in children is a driving force behind language shifts and changes Charles Yang surveys a wide range of errors in children's language and identifies overlooked patterns. He combines these with work in biological evolution in order to develop a model of language acquisition by which to understand the interaction between children's internal linguistic knowledge and their external linguistic experience. He then presents evidence from his own and others' research in the acquisition of syntax and morphology and data from historical language change to test its validity The model is makes quantitative and cross-linguistic predictions about child language. It may also be deployed as a predictive model of language change which, when the evidence is available, could explain why grammars change in a particular direction at a particular time.

Foundations of Educational Technology offers a fresh, interdisciplinary, problem-centered approach to educational technology, learning design, and instructional systems development. As the implementation of online, blended, hybrid, mobile, open, and adaptive learning systems rapidly expands, emerging tools such as learning analytics, artificial intelligence, mixed realities, serious games, and micro-credentialing are promising more complex and personalized learning experiences. This book provides faculty and graduate students with a conceptual, empirical, and practical basis for the effective use of these systems across contexts, integrating essential theories from the fields of human performance, learning and development, information and communications, and instructional design. Key additions to this revised and expanded third edition include coverage of the latest learning technologies, research from educational neuroscience, discussions about security and privacy, new attention to diversity, equity, and inclusion, updated activities, support materials, references, and more.

First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.

This volume in the Vancouver Studies in Cognitive Science series concerns metarepresentation: the construction and use of representations that represent other representations. Metarepresentations are ubiquitous among human beings, whenever we think or talk about mental states or linguistic acts, or theorize about the mind or language. This volume collects previously unpublished studies on the subject by an interdisciplinary group of contributors, including Daniel Dennett, Alvin Goldman, Keith Lehrer, Leda Cosmides and John Tooby.

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

International Review of Research in Developmental Disabilities, Volume 63 highlights new advances in the field, with this new volume presenting interesting chapters written by an international board of authors, including updates on Theoretical Issues in Adult Siblings, Effects of Challenging Behavior on Others, Transition among Latino Families, Career and Technical Education for adults with IDD, and Emotion Regulation and Social Anxiety in Autism Spectrum Disorders.

This classic volume compiles and describes interdisciplinary research on the formal nature of human knowledge about the world. Three key dimensions that characterize mental models research are examined: the nature of the domain studied, the nature of the theoretical approach, and the nature of the methodology.

This book explores Japanese students' learning experiences and challenges in English medium instruction (EMI) from motivational perspectives. Using self-determination theory (SDT) as the framework, the first part reveals a lack of the three psychological needs of SDT (autonomy, competence, relatedness) that cause loss of students' initial interest in learning English language and content. The author outlines pedagogical interventions that can be implemented in order to make the learning environment better. The second half of the book shows the effects these interventions had on the fulfillment of the three psychological needs, especially perceived relatedness and autonomy. In conclusion, the author focuses on the importance of listening to Japanese students' voices and building a community that can motivate students, thus maximizing the pedagogical effectiveness of EMI. This volume will be useful to anyone involved in motivation, language learning or EMI research, pedagogy or practice.

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

A synthesis of classic and modern neurobehavioral literature dealing with the principles by which complex, purposive, and intelligent behavior is generated, this book features: * papers by C.S. Sherrington, E. von Holst, D.M. Wilson, G. Fraenkel, H. Mittelstaedt, and P. Weiss * clear descriptions of three types of elementary units of behavior -- the reflex, the oscillator, and the servomechanism * a review of the diverse manifestations of hierarchical structure in the neural mechanisms underlying coordinated action. This volume has proven to be of great value to psychologists, neurobiologists, and philosophers interested in the problem of action and how it may be approached in light of modern neurobehavioral research. It has been designed for use as a supplemental text in courses in physiological psychology, neurobiology and behavior, and those courses in cognitive and developmental psychology that place particular emphasis on understanding how complex behavior patterns are implemented.

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

Egoicism, a mindset that places primary focus upon oneself, appears to be rampant in contemporary Western cultures as commercial advertisements, popular books, song lyrics, and mobile software applications consistently promote self-interest. Although a focus on oneself has adaptive value for physical preservation, decision making, and planning, researchers have begun to address the psychological, interpersonal, and broader societal costs of excessive egoicism. In an increasingly crowded and interdependent world, there is a pressing need for investigation of alternatives to a "me and mine first" mindset. For centuries, scholars, spiritual leaders, and social activists have advocated a "hypo-egoic" way of being that is characterized by less self-concern in favor of a more inclusive, "we first" mode of functioning. In recent years, investigations of hypo-egoic functioning have been taken up by philosophers, cognitive scientists, neuroscientists, and psychologists. Edited by Kirk Warren Brown and Mark Leary, The Oxford Handbook of Hypo-egoic Phenomena brings together these vital lines of inquiry, distilling current knowledge about hypo-egoicism into a single source book. The authors of each chapter have conducted high-quality research and written authoritatively about topics that involve hypo-egoicism, all together providing an authoritative account of theory, research, and applications of hypo-egoic functioning. Part I of the book offers theoretical perspectives from philosophy and several major branches of psychology to inform our understanding of the nature of hypo-egoicism and its expressions in various domains of life. Part II presents psychological research findings regarding particular psychological phenomena in which hypo-egoicism is a prominent feature, demonstrating the implications of hypo-egoicism for well-being, emotion regulation, adaptive decision-making, positive social relations, and other markers of human well-being. Each chapter reviews the research literature regarding a particular hypo-egoic phenomenon and offers constructive criticism of the current limits of the research and important agendas for future investigation. Thus, this Handbook offers the most comprehensive and thoughtful analyses of hypo-egoicism to date.

This book explores the lived experience of being at home as well as being homeless. Being at home or not is typically a matter of being at a place or not, where such a place is carved out of space and designated as such. It is a place that is both empirical and trans-empirical. When one is at home or not at home, one typically has in mind an inhabited place. To inhabit or not to inhabit it is to find oneself in a place that has an affective presence or absence. In either case, affectivity points to a lived place where lived experience is constituted and displayed. Thus, in this context, affectivity becomes more than the subject of empirical psychology. If psychology were to have access, it would be in the context of phenomenological or existential psychology - a psychology that has its roots in the sensible world and, hence, a psychology that expresses an aesthetic dimension. Each of the contributors in this book extends an invitation to the readers to participate in constituting, extending, and sharing with others the sense of either being at home or of being homeless. This book appeals to students, researchers as well as general interest readers.