* Uniquely offers systematic, all-inclusive, comprehensive, detailed coverage that brings together psycholinguistics and SLA in their full breadth, empirical and theoretical. Competing handbooks focus on SLA, psycholinguistics, or bilingualism, while discussing the other field in part - but do not unite these areas with a psycholinguistic perspective on themes and topics in SLA the way this volume does, nor do they have the depth and breadth of this volume. It also takes a forward-looking approach to new contexts and applications of psycholinguistics in SLA, and sets the stage for future research. * Represents formal, functional, applied, educational, and methodological perspectives on SLA. The methods chapters are uniquely related to the content chapters, so that readers can identify the suitability and applicability of a method to research areas in SLA. * A unique reference for advanced students and scholars/researchers from a wide array of subjects who are highly interested in psycholinguistics and language learning/acquisition, evident in the journals publishing work in this area and proliferation of conferences: second language acquisition, applied linguistics, psycholinguistics, bilingualism/multilingualism, neurolinguistics, cognitive science, psychology, education, and educational linguistics. * Provides guidance both to newcomers and more experienced researchers in the field who turn to psycholinguistic methods to address their research questions. This handbook fills a gap in the market and will appeal to a broad audience of researchers and (graduate) students in the expanding fields of bilingualism, multilingualism, and SLA.

This unique book explores how the conceptual framework of science and technology studies can be applied to creativity and problem-solving research, drawing from and building on the work of Bruno Latour. Using an interdisciplinary approach, the book outlines new research practices to capture the origin of ideas through the work of Bruno Latour. Latour enjoins researchers to adopt a resolutely ethnographic methodology to trace the process by which a creative product, be it a technological innovation or a work of art, is constructed, or instaured. Creativity is explained in terms of the micro-processes that guide and constrain the development of a new idea. These micro-processes operate on and are triggered by material objects, be they maquettes, models, drafts or data representations. The resulting perspective is systemic, casting creativity as emerging from the interaction among heterogenous elements and actants. The book provides critical reflections on problem solving research and stresses the importance of William James's radical empiricism and the primary role of experience. The book redefines the concept of insight as an outcome rather than the cause of a new idea. The book uses the work of Latour to cast a new light on the field of creative cognition and will be an essential read for researchers and students of creativity and cognition. It will also be relevant for anyone interested in understanding origin of creativity, ideas and thoughts.

Defines the term "cognitive evidence" and describes the process for retrieving reliable evidence in a way that maintains integrity throughout the interviewing process Outlines guidance on developing a mindful—rather than prescriptive or rote—approaches to conducting eyewitness interviews Provides guidance for analyzing interviews and improving the interview process Presents specific procedures to interview an eyewitness for a criminal event for both victims and witnesses

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.

With a new chapter dedicated to psychosocial and environmental stressors such as racism, climate change, discrimination, collective trauma, and settler colonialism, this fully updated second edition of An Introduction to Stress and Health explains how chronic and acute stress can precipitate changes in the body that exacerbate and contribute to conditions including heart disease, diabetes, and depression. This is the first textbook to blend psychosocial and behavioural neuroscience perspectives, giving you a broad understanding of the immunological, neurochemical, hormonal and growth factor processes that can be influenced by stress. Anisman and Matheson further invite you to consider how different interventions and therapeutic strategies might be used to deal with stress and its consequences on the body. Its lively writing, fascinating case studies and signposts to further reading make this an indispensable guide for postgraduate students taking courses in health psychology, and stress, health, and illness. Hymie Anisman is Professor of Neuroscience at Carleton University. Kimberly Matheson is Research Chair in Culture and Gender Mental Health and Professor of Neuroscience at The Royal Ottawa's Institute of Mental Health Research and Carleton University.

The Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners' cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read for any second language researcher or applied linguist interested in investigating the effects of IDs on language learning, and for any educator interested in taking account of learners' individual differences to maximize the effects of second language instruction.

Pointing has captured the interest of scholars from various fields who study communication. However, ideas and findings have been scattered across diverse publications in different disciplines, and opportunities for interdisciplinary exchange have been very limited. The editor's aim is to provide an arena for such exchange by bringing together papers on pointing gestures from disciplines, such as developmental psychology, psycholinguistics, sign-language linguistics, linguistic anthropology, conversational analysis, and primatology.
Questions raised by the editors include:
*Do chimpanzees produce and comprehend pointing gestures in the same way as humans?
*What are cross-cultural variations of pointing gestures?
*In what sense are pointing gestures human universal?
*What is the relationship between the development of pointing and language in children?
*What linguistic roles do pointing gestures play in signed language?
*Why do speakers sometimes point to seemingly empty space in front of them during conversation?
*How do pointing gestures contribute to the unfolding of face-to-face interaction that involves objects in the environment?
*What are the semiotic processes that relate what is pointed at and what is actually "meant" by the pointing gesture (the relationship between the two are often not as simple as one might think)?
*Do pointing gestures facilitate the production of accompanying speech?
The volume can be used as a required text in a course on gestural communication with multidisciplinary perspectives. It can also be used as a supplemental text in an advanced undergraduate or graduate course on interpersonal communication, cross-cultural communication, language development, and psychology of language.

In the World Library of Psychologists series, international experts present themselves career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major theoretical and practical contributions. Alan Baddeley has an international reputation as an eminent scholar and pioneer in the field of human memory, and is principally known for the theory of working memory, devised with Graham Hitch. This model continues to be valuable today in recognising the functions of short-term memory. This volume includes a specially written introduction by Alan Baddeley which gives an overview of the start of his career and his entry into the field of Psychology. Throughout the book he also provides introductions to the selection of works included and contextualises them in relation to changes in the field during this time. Exploring Working Memory includes the author's most influential publications on topics including short-term memory, the distinctions between short and long-term memory, the theory of working memory, the phonological loop, the concept of the central executive, and the episodic buffer. This exceptional selection concludes with an article giving a broad overview of the author's current views on working memory and its relation to other theories in the field. Through his outstanding work Alan Baddeley has become known as a world-leading expert on human memory. Exploring Working Memory is a unique collection which will be of great interest to both students and researchers interested in human memory from psychology backgrounds.

This accessible book provides an overview of fluency disorders. Written by a team of speech language pathology researchers and practitioners in India, it examines the concepts of fluency and dysfluency with illustrative examples in English and Indian languages. Understanding and Managing Fluency Disorders introduces different fluency disorders and gives an overview of current research and the theoretical background. Clinical aspects of each fluency disorder are also described, and the book outlines assessment protocols and intervention methods. Maruthy and Kelkar address the definitions and prevalence of fluency disorders, stuttering assessments as well as acquired neurogenic stuttering. One of the highlights of the book is the chapter dedicated to typical disfluency, which could be of immense use to beginning clinicians who wish to increase the specificity and accuracy of their assessment. Other salient features include case vignettes, activity examples, easy steps to carry out intervention approaches, and the added advantage of an ICF perspective, making this a practitioner's guide to management of fluency disorders. Offering a comprehensive overview of theoretical and clinical aspects of stuttering, cluttering and fluency disorders, this volume will be highly relevant reading for students of fluency disorders and speech and language therapy. It will also provide clinicians and trainees working in the field with up-to-date theoretical and clinical information about assessment and intervention.

Individuals with serious and persistent mental illnesses, including schizophrenia and affective disorders, often experience cognitive deficits that make it challenging to perform everyday tasks. For example, they may have difficulty paying attention, remembering and learning, thinking quickly, and solving problems, and this may interfere with functioning at work, school, and in social and living situations. Cognitive remediation is an evidence-based behavioral treatment for people who are experiencing cognitive impairments that interfere with role functioning. Cognitive Remediation for Psychological Disorders contains all the information therapists need to set up a cognitive remediation program that helps clients strengthen the cognitive skills necessary for everyday functioning. The program described is called Neuropsychological and Educational Approach to Remediation (NEAR), an evidence-based approach that utilizes carefully crafted instructional techniques which promote learning. The goals of NEAR are to provide a positive learning experience and to promote independent learning and optimal cognitive functioning in daily life. The second edition of this popular Therapist Guide provides step-by-step instructions on how to implement NEAR techniques with patients. Guidelines for setting up and running a successful cognitive remediation program are laid out in an easy-to-follow format. Therapists will learn how to choose appropriate cognitive exercises, recruit and work with clients, perform intakes, and create treatment plans. This Guide comes complete with all the tools necessary for facilitating treatment, including program evaluation forms and client handouts.

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.

Related link: Colour plates from the book
Related link: Memory Arena
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Neuroscience and Behavioral Neuroscience offered by many universities, and coursework has historically been very technical/scientific, now there is increasing demand within these programs for showing application. This book fills this gap in the market. Looks to dispel myths as well as reinforcing careful application of behavioral neuroscience. Spans many areas and gives a broad overview of BN careers: from clinical practice, forensics, consumer psychology, economics, leadership, education, health and robotics.

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.

When it comes to relationships, there's no shortage of advice from self-help 'experts', pick-up artists, and glossy magazines. But modern-day myths of attraction often have no basis in fact or - worse - are rooted in little more than misogyny. Based on science rather than self-help cliches, psychologist Viren Swami debunks these myths and draws on cutting-edge research to provide a ground-breaking and evidence-based account of relationship formation. At the core of this book is a very simple idea: there are no 'laws of attraction', no fool-proof methods or strategies for getting someone to date you. But this isn't to say that there's nothing to be gained from studying attraction. Based on science rather than self-help cliches, Attraction Explained looks at how factors such as geography, physical appearance, reciprocity, and similarity affect who we fall for and why. With updated statistics, this second edition also includes new content on online dating, queer relationships, racism in dating, shyness, and individual differences. It remains an engaging and accessible introduction to attraction relationship formation for professionals, students, and general readers.

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.

First handbook to examine fundamental topics about the body and self-awareness, from its history to current research Includes chapters on fascinating and important topics such as self-consciousness, robotics, phantom limb syndrome, bodily pain and virtual reality Contributions are by a carefully chosen mix of philosophers and psychologists in order to cover the topic comprehensively

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.

What do you do when you’re under pressure, overwhelmed, and ready to get what you really want? As one of the first female F-14 Tomcat fighter pilots in the US Navy, as well as a mom, wife, business consultant, Wall Street Journal bestselling author, and global speaker, author Carey Lohrenz knows that the stress we experience can be just as intense as the stress in the cockpit of a fighter jet going Mach 2. But she’s got a secret weapon to prevail: years of training to overcome the specific natures of uncertainty, stress, burnout, anxiety, and pressure.

At our core, we know we’ve lost control. We’ve lost our grip on what we really want and who we really want to be. In order to solve the challenges of chaos and make our goals, dreams, and commitments a reality, we have to understand that in order to succeed when the pressure is on and to improve our performance overall, we’ve got to know what we can and cannot control.

In Span of Control, Lohrenz walks us through the fundamentals of surviving and succeeding during times of crisis. Weaving together eye-opening science, gripping personal stories, insightful interviews, prescriptive advice, and a high-octane dose of encouragement and practicality, Span of Control helps leaders recognize how to focus on what matters most, formulate a plan for success, and communicate what’s possible.

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.

This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking). Each of the four sections presents a skill area with two chapters presented by two leading experts in the field, relating recent advances in the field to the extent that each skill area relates differently to vocabulary and how this informs pedagogy and policy. The book opens with a summary of recent advances in the field of vocabulary, and closes by drawing conclusions from the skill areas covered. The chapters respond to emerging vocabulary research trends that indicate that lexical acquisition needs to be treated differently according to the skill area. The editors have chosen chapters to respond to recent research advances and to highlight practical and pedagogical application in a single coherent volume.

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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Developmental changes in cognitive abilities in childhood have long been of interest to researchers across many fields, including behavioral sciences, communications, education, and medicine. With the publication of research findings showing individual differences in the development of children's learning skills has come the realization that models, methodologies, and analysis approaches that include consideration of individual differences are needed. It has brought an increase in research collaborations among experts in different fields who bring different approaches together in studies of cognitive abilities. This work has yielded a growing body of knowledge about how children with normal abilities and those with developmental disorders learn, gain skills in social competency, develop decision making and planning abilities, and acquire language skills and the skills needed for reading and writing. More recently, researchers have sought to use this body of knowledge as a basis for the early identification of children at risk for cognitive delays and for the development and evaluation of intervention approaches. The chapters in this book review literature in five areas of cognition, and provide theory- and research-based information on the applications of research findings and intervention approaches. Throughout the chapters, information on the interactions of different cognitive abilities and the role of individual differences in development that influences development assessments is included.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1980 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Contents:
P.J. Barnard, S.K. Scott, J. May, When the Central Executive Lets Us Down: Schemas, Attention and Load in a Generative Working Memory Task. M. Sebastian, J. Menor, Rosa Elosua, Errors in Short-term Forgetting in AD and Aging. L. Henry, How Does the Severity of a Learning Disability Affect Working Memory Performance? F. Collette, S. Majerus, M. Van Der Linden, P. Dabe, C. Degueldre, G. Delfiore, A. Luxen, E. Salmon, Contribution of Lexico-semantic Processes to Verbal Short-term Memory Tasks: A PET Activation Study. R.C. Martin, M.L. Freedman, Short-term Retention of Lexical-semantic Representations: Implications For Speech Production. A. Lian, P.J. Karlsen, B. Winsvold, A Reevaluation of the Phonological Similarity Effect in Adult's Short-term Memory of Words and Nonwords. J.M. Rouder, P. Gomez, Modelling Serial Position Curves With Temporal Distinctiveness. S. Saito, The Phonological Loop and Memory For Rhythms: An Individual Differences Approach. S. Tremblay, W.J. Macken, D.M. Jones, The Impact of Broadband Noise on Serial Memory: Changes in Band-pass Frequency Increase Disruption. G. Tehan, L. Hendry, D. Kocinski, Word Length and Phonological Similarity Effects in Simple, Complex and Delayed Serial Recall Tasks: Implications For Working Memory. C.S. Willis, S.E. Gathercole, Phonological Short-term Memory Contributions to Sentence Processing in Young Children. M.G. Calvo, Working Memory and Inferences: Evidence From Eye Fixations During Reading. U.M.Z. Hutton, J.N. Towse, Short-term Memory and Working Memory as Indices of Children's Cognitive Skills. E. Service, R. Turpeinen, Working Memory in Spelling: Evidence From Backward Typing. S.J. Pickering, The Development of Visuo-spatial Thinking. B. Lawrence, J. Myerson, H. Oonk, R. Abrams, The Effects of Eye and Limb Movement On Working Memory. A. Miyake, A.H. Witzki, M.J. Emerson, Explaining Field Dependence-independence From a Working Memory Perspective: A Dual-task Investigation of the Hidden Figures Test.

Memory is inextricable from learning; there's little sense in teaching students something new if they can't recall it later. Ensuring that the knowledge teachers impart is appropriately stored in the brain and easily retrieved when necessary is a vital component of instruction. In How to Teach So Students Remember, author Marilee Sprenger provides you with a proven, research-based, easy-to-follow framework for doing just that. This second edition of Sprenger's celebrated book, updated to include recent research and developments in the fields of memory and teaching, offers seven concrete, actionable steps to help students use what they've learned when they need it. Step by step, you will discover how to: Actively engage your students with new learning. Teach students to reflect on new knowledge in a meaningful way. Train students to recode new concepts in their own words to clarify understanding. Use feedback to ensure that relevant information is binding to necessary neural pathways. Incorporate multiple rehearsal strategies to secure new knowledge in both working and long-term memory. Design lesson reviews that help students retain information beyond the test. Align instruction, review, and assessment to help students more easily retrieve information. The practical strategies and suggestions in this book, carefully followed and appropriately differentiated, will revolutionize the way you teach and immeasurably improve student achievement. Remember: By consciously crafting lessons for maximum ""stickiness,"" we can equip all students to remember what's important when it matters.