Short-listed for the Royal Society Winton Prize for Science Books, the Best Book of Ideas Prize, and the Society of Biology Book Awards - Book of the Year: Sunday Times, Sunday Express, and New Scientist

A new consensus is emerging among cognitive scientists: rather than possessing fixed, unchanging memories, we create new recollections each time we are called upon to remember. As psychologist Charles Fernyhough explains, remembering is an act of narrative imagination as much as it is the product of a neurological process. In Pieces of Light, he illuminates this compelling scientific breakthrough in a series of personal stories, each illustrating memory's complex synergy of cognitive and neurological functions.

Combining science and literature, the ordinary and the extraordinary, this fascinating tour through the new science of autobiographical memory helps us better understand the ways we remember--and the ways we forget.

Strategies for effective problem-solving and decision-making are efficient ways for professionals to solve the moral dilemmas that confront them in their daily practice. Feelings of wellbeing and positive outcomes, often impeded by the failure to make decisions, can result when strategies are developed from psychological theories and positive mindsets. Ethical Problem-Solving and Decision-Making for Positive and Conclusive Outcomes is a pivotal reference source that synthesizes major psychological theories to show that any moral dilemma can be solved by using the correct positive mindset based on psychological theory and superimposing a basic ethical template to reach a conclusive decision. While highlighting topics such as cultural identity, student engagement, and education standards, this book is ideally designed for clinical practitioners, psychologists, education professionals, administrators, academicians, and researchers.

The Oxford Handbook of the Philosophy of Consciousness provides the most comprehensive overview of current philosophical research on consciousness. Featuring contributions from some of the most prominent experts in the field, it explores the wide range of types of consciousness there may be, the many psychological phenomena with which consciousness interacts, and the various views concerning the ultimate relationship between consciousness and physical reality. It is an essential and authoritative resource for anyone working in philosophy of mind or interested in states of consciousness.

Decision making or making judgments is an essential function in the ordinary life of any individual. Decisions can often be made easily, but sometimes, it can be difficult due to conflict, uncertainty, or ambiguity of the variables required to make the decision. As human beings, we constantly have to decide between different activities such as occupational, recreational, political, economic, etc. These decisions can be transcendental or inconsequential. Analyzing the Role of Cognitive Biases in the Decision-Making Process presents comprehensive research focusing on cognitive shortcuts in the decision-making process. While highlighting topics including jumping to conclusion bias, personality traits, and theoretical models, this book is ideally designed for mental health professionals, psychologists, sociologists, managers, academicians, researchers, and upper-level students seeking current research on cognitive biases that affect individual decision making in daily life.

This book presents a multidisciplinary perspective on chance, with contributions from distinguished researchers in the areas of biology, cognitive neuroscience, economics, genetics, general history, law, linguistics, logic, mathematical physics, statistics, theology and philosophy. The individual chapters are bound together by a general introduction followed by an opening chapter that surveys 2500 years of linguistic, philosophical, and scientific reflections on chance, coincidence, fortune, randomness, luck and related concepts. A main conclusion that can be drawn is that, even after all this time, we still cannot be sure whether chance is a truly fundamental and irreducible phenomenon, in that certain events are simply uncaused and could have been otherwise, or whether it is always simply a reflection of our ignorance. Other challenges that emerge from this book include a better understanding of the contextuality and perspectival character of chance (including its scale-dependence), and the curious fact that, throughout history (including contemporary science), chance has been used both as an explanation and as a hallmark of the absence of explanation. As such, this book challenges the reader to think about chance in a new way and to come to grips with this endlessly fascinating phenomenon.

Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 65 includes chapters on such varied topics as prospective memory, metacognitive information processing, basic memory processes during reading, working memory capacity, attention, perception and memory, short-term memory, language processing, and causal reasoning.

If the three r's define education's past, there are five i's-information, images, interaction, inquiry, and innovation-that forecast its future, one in which students think for themselves, actively self-assess, and enthusiastically use technology to further their learning and contribute to the world. What students need, but too often do not get, is deliberate instruction in the critical and creative thinking skills that make this vision possible. The i5 approach provides a way to develop these skills in the context of content-focused and technology-powered lessons that give students the opportunity to: Seek and acquire new information. Use visual images and nonlinguistic representations to add meaning. Interact with others to obtain and provide feedback and enhance understanding. Engage in inquiry-use and develop a thinking skill that will expand and extend knowledge. Generate innovative insights and products related to the lesson goals. Jane E. Pollock and Susan Hensley explain the i5 approach's foundations in brain research and its links to proven instructional principles and planning models. They provide step-by-step procedures for teaching 12 key thinking skills and share lesson examples from teachers who have successfully "i5'ed" their instruction. With practical guidance on how to revamp existing lessons, The i5 Approach is an indispensable resource for any teacher who wants to help students gain deeper and broader content understanding and become stronger and more innovative thinkers.