Magnetic resonance imaging methods have taken a commanding position in brain studies because they allow scientists to follow brain activities in the living human. The ability to measure cerebral anatomy, neuronal firing and brain metabolism has extended and re-invigorated hopes of understanding the role that brain activity plays in human life. The brain has assumed a central role in our thinking of the world that can be traced back to the philosophies that are expressed in psychology, religion, literature, and everyday life. Brain scientists, planning and measuring brain activities by imaging methods, have consciously or unconsciously been influenced by these philosophical views. This book, in describing the experiments using imaging methods, traces how assumptions about the nature of brain function made in planning scientific experiments are the consequences of philosophical positions. Experiments that relate brain activities to observable behavior are shown to avoid the philosophical and psychological assumptions about mental processes that have been proposed to underlie these behaviors. These promising, empirical experiments are consistent with the philosophy of Pragmatism which, in judging hypotheses about understanding by their consequences, has questioned the value of everyday conceptualizations of brain activity for imaging studies.

This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995). The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.

The 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. Volume 46 contains chapters on category learning, prototypes, prospective memory, event memory, memory models, and musical prosody.
*Discusses the concepts of category learning, prototypes, prospective memory, event memory, memory models, and musical prosody
*Volume 46 of the highly regarded Psychology of Learning and Motivation series
*An essential reference for researchers and academics in cognitive science

Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives.

Indigenous Counseling is based in universal principals/truths that promote a way to think about how to live in the world and with one another that extends beyond the scope of Western European thought. Individual health and wellness is intricately interwoven into the relationships that we establish on multiple levels in our lives, those that we establish with ourselves, with others, and with the external environments with which we live. From an Indigenous perspective, health and wellness in our individual lives, families, community and world, is the result of ancient knowledge that produces action in a way that is beneficial to all beings on the planet for generations to come. The current social and political record of our country now clearly reveals the result of a paradigm that has outlived its time. No longer can we ignore the core values of our fields of study; we must take a deeper look into the academic endeavors that inform the way we pass our cultures' values on to successive generations. While it has taken Western Science decades to catch up to Indigenous/Native Science, we now have ample scientific evidence to support claims of interconnectedness on multiple levels of individual and collective health.

This book delivers stimulating input for a broad range of researchers, from geographers and ecologists to psychologists interested in spatial perception and physicists researching in complex systems. How can one decide whether one surface or spatial object is more complex than another? What does it require to measure the spatial complexity of small maps, and why does this matter for nature, science and technology? Drawing from algorithmics, geometry, topology, probability and informatics, and with examples from everyday life, the reader is invited to cross the borders into the bewildering realm of spatial complexity, as it emerges from the study of geographic maps, landscapes, surfaces, knots, 3D and 4D objects. The mathematical and cartographic experiments described in this book lead to hypotheses and enigmas with ramifications in aesthetics and epistemology.

Studies of language acquisition often asume that children will simply begin to learn language, without questioning what sets the whole process in motion. In How Children Learn to Learn Language, Lorraine McCune thoroughly examines the often-neglected topic of how children discover the possibility of language and demonstrates that pre-language development involves a dynamic system of social, cognitive, and vocal variables that come together to enable the transition to referential language. The relationship with a caregiver is integral to this development because language is a system of symbolic communication that can emerge only with children's recognition that they are separate from others. McCune sees language learning as constructed equally from needing to develop meanings and learning to produce the sounds sequences that represent them. In order for this dual construction to be effective, however, children must discover their capacity to refer to objects and events in the world by having their internal states of focused attention accompanied by an autonomic, physiologically based vocalization, which is the grunt that results from physical or mental effort. When the grunt is intensified and directed at a conversational partner, as when children attempt to convey an internal state, it becomes their first protoword.

This book provides a detailed example of an eye-tracking method for comparing the reading experience of a literary source text readers with readers of a translation at stylistically marked points. Drawing on principles, methods and inspiration from fields including translation studies, cognitive psychology, and language and literary studies, the author proposes an empirical method to investigate the notion of stylistic foregrounding, with 'style' understood as the distinctive manner of expression in a particular text. The book employs Raymond Queneau's Zazie dans le metro (1959) and its English translation Zazie in the Metro (1960) as a case study to demonstrate the proposed methods. This book will be of particular interest to students and scholars of translation studies, as well as those interested in literary reception, stylistics and related fields.

While the field of vision science has grown significantly in the past three decades, there have been few comprehensive books that showed readers how to adopt a computional approach to understanding visual perception, along with the underlying mechanisms in the brain. Understanding Vision explains the computational principles and models of biological visual processing, and in particular, of primate vision. The book is written in such a way that vision scientists, unfamiliar with mathematical details, should be able to conceptually follow the theoretical principles and their relationship with physiological, anatomical, and psychological observations, without going through the more mathematical pages. For those with a physical science background, especially those from machine vision, this book serves as an analytical introduction to biological vision. It can be used as a textbook or a reference book in a vision course, or a computational neuroscience course for graduate students or advanced undergraduate students. It is also suitable for self-learning by motivated readers. in addition, for those with a focused interest in just one of the topics in the book, it is feasible to read just the chapter on this topic without having read or fully comprehended the other chapters. In particular, Chapter 2 presents a brief overview of experimental observations on biological vision; Chapter 3 is on encoding of visual inputs, Chapter 5 is on visual attentional selection driven by sensory inputs, and Chapter 6 is on visual perception or decoding. Including many examples that clearly illustrate the application of computational principles to experimental observations, Understanding Vision is valuable for students and researchers in computational neuroscience, vision science, machine and computer vision, as well as physicists interested in visual processes.

What happens in our brains when we compose a melody, write a poem, paint a picture, or choreograph a dance sequence? How is this different from what occurs in the brain when we generate a new theory or a scientific hypothesis? In this book, Anna Abraham reveals how the tools of neuroscience can be employed to uncover the answers to these and other vital questions. She explores the intricate workings of our creative minds to explain what happens in our brains when we operate in a creative mode versus an uncreative mode. The vast and complex field that is the neuroscience of creativity is disentangled and described in an accessible manner, balancing what is known so far with critical issues that are as yet unresolved. Clear guidelines are also provided for researchers who pursue the big questions in their bid to discover the creative mind.

The science of intelligence has created a plethora of theories and measurements, which have various applications of both computational, social, and managerial significance. Relational Thinking Styles and Natural Intelligence: Assessing Inference Patterns for Computational Modeling explores a specific set of intelligence theories, unifying and quantifying to create a verifiable model of various inferencing habits. Relational Thinking Styles suggests that the inferencing patterns described and demonstrated by this model may provide a platform from which to examine and integrate various aspects of natural intelligence and how these are expressed. This research provides valuable information for businesses, social services, and any decision-making process involving intelligence assessment.

What remains of the colours of our childhood? What are our memories of a blue rabbit, a red dress, a yellow bike? Were they really those colours? And later on, what colours do we associate with our student years, our first loves, our adult life? How does colour leave its mark on memory? How does it stimulate memory? How does it transform it? Or, to reverse that question, how does colour become the victim of memory's whims and lapses?

In an attempt to reply to these questions - and to many others - Michel Pastoureau presents us with a journal about colours that covers over half a century (1950-2010). Through personal memories, notes taken on the spot, uninhibited comments, scholarly digressions and the remarks of a professional historian, this book retraces the recent history of colours in France and Europe. Among the fields of observation that are covered or evoked are the vocabulary and data of language, fashion and clothing, everyday objects and practices, emblems and flags, sport, literature, painting, museums and the history of art.

This text - playful, poetic, nostalgic - records the life of both the author and his contemporaries. We live in a world increasingly bursting with colour, in which colour remains a focus for memory, a source of delight and, most of all, an invitation to dream.

Originally published in 1976, the bibliography presented here was intended to provide a useful research tool for scholars and students of perception. The primary concentration of the authors' efforts has been on the philosophical literature during the period of 1935-1974.

Cognitive representation is the single most important explanatory notion in the sciences of the mind and has served as the corner-stone for the so-called ???cognitive revolution???. This book critically examines the ways in which philosophers and cognitive scientists appeal to representations in their theories, and argues that there is considerable confusion about the nature of representational states. This has led to an excessive over-application of the notion ??? especially in many of the newer theories in computational neuroscience. Representation Reconsidered shows how psychological research is actually moving in a non-representational direction, revealing a radical, though largely unnoticed, shift in our basic understanding of how the mind works.

Despite the negative impact of anxiety in children, theories and research have lagged behind their adult counterparts. This special issue arose from an Economic and Social Research Council funded seminar series (Child Anxiety Theory and Treatment, CATTS). It highlights four themes in theories and research into child anxiety: the appropriateness of applying adult models to children, the need to isolate causal variables, the need to take a developmental perspective, and the importance of parents. This issue aims to stimulate debate about theoretical issues that will inform future child anxiety research.

The empirical and theoretical analysis of executive control processes, dormant for many years, has grown to become one of the most fertile areas of research in cognitive psychology and cognitive neuroscience. Because executive functions are thought to have a pervasive role in maintaining optimal information processing across many processing situations, issues related to executive control cut across many traditional research divides. Unique among many other areas of research in cognition, questions about the influence of ageing have figured prominently in executive control research. There is accumulating evidence of age-related changes in frontal/executive functions. The union of research on executive functioning with research on the cognitive effects of ageing could provide the theoretical framework for understanding the widespread influence of ageing on cognition. This special issue brings together well-known researchers in cognitive psychology and cognitive neuroscience who approach the question of executive control using a wide range of methods from traditional behavioural studies, quantitative and computational modelling, and functional neuroimaging. The emphasis of these contributions is on a concise overview and integration of relevant theoretical ideas and empirical findings. By bringing together a diverse group of contributors, this special issue can serve researchers and students both as a summary of current research and as a starting point toward further explorations on the relations between executive control and the cognitive influences of ageing.

This revision guide provides concise coverage of the central topics within Personality, Individual Difference and Intelligence Psychology, presented within a framework designed to help you focus on assessment and exams. The guide is organised to cater for QAA and BPS recommendations for course content. Sample questions, assessment advice and exam tips drive the organisation within chapters so you are able to grasp and marshal your thoughts towards revision of the main topics. Features focused on critical thinking, practical applications and key research will offer additional pointers for you in your revision process and exam preparation. A companion website provides supporting resources for self testing, exam practice, answers to questions in the book, and links to further resources.

Edited by veteran Czech diplomat and senior religion scholar Glenn Hughes, The Presence of the Past presents new insights from a conference hosted by the Vaclav Havel Program for Human Rights and Diplomacy at Florida International University, in cooperation with the Czech non-profit organization Post Bellum and the Vaclav Havel Library. Its fundamental topic is memory, the human capacity to retain its contents in the flux of time, which is explored and discussed both theoretically and in terms of current action-oriented public discourse. The distinguished group of philosophers, theologians, political scientists, historians, journalists, and political activists who contributed to this volume share their perspectives on pressing issues in the modern world, at the nexus of politics and philosophy. This book's most central goal is to bring together those who are used to operating in the realm of ideas, in the so-called "ivory tower," and those who work on the ground-sharp observers of human matters, trained to study them from different perspectives and exposed in their daily lives to the practical problems connected with our capacities of memory, individual or collective. The aim of this dialogue and communication is to open a path to a new beginning. A postscript tries to demonstrate that such an encounter is truly possible; that it can even be productive, and make a good deal of sense.

The last decade has seen a rise in popularity in construction-based approaches to grammar. Put simply, the various approaches within the rubric 'construction grammar' all see grammar (morphemes, words, idioms, etc.) as fundamentally constructions - pairings of form and meaning. This is distinct from formal syntax which sees grammar as a system of atomized units governed by formal rules. Construction Grammar is connected to cognitive linguistics and shares many of its philosophical and methodological assumptions. Advocates of Construction Grammar see it as a psychologically-plausible, generative theory of human language that can also account for all kinds of linguistic data. The research programs it has spawned range from theoretical morphological and syntactic studies to multidisciplinary cognitive studies in psycho-, neuro-, and computational linguistics. This Handbook is the first authoritative reference work solely dedicated to the theory, method, and applications of Construction Grammar, and will be a resource that students and scholars alike can turn to for a representative overview of its many sub-theories and applications. It has 24 chapters divided into 7 sections, with an introduction covering the theory's basic principles and its relationship with other theories including Chomskyan syntax. The book's readership lies in a variety of diverse fields, including corpus linguistics, thoeretical syntax, psycho and neurolinguistics, language variation, acquisition, and computational linguistics.

This book offers a cognitive-semantic insight into the roots of the human decisionmaking process, using the metaphor of CHOICE as CUBE. The areas of key interest are language, culture, and education as forms of social organization. This book addresses issues relevant to a number of fields, including social epistemology, cognitive linguistics, cognitive anthropology, philosophy, culture and education studies, and will be of interest to readers in these and related disciplines.

Concerns about philosophical methodology have emerged as a central issue in contemporary philosophical discussions. In this volume, Tamar Gendler draws together fourteen essays that together illuminate this topic. Three intertwined themes connect the essays. First, each of the chapters focuses, in one way or another, on how we engage with subject matter that we take to be imaginary. This theme is explored in a wide range of cases, including scientific thought experiments, early childhood pretense, thought experiments concerning personal identity, fictional emotions, self-deception, Gettier and fake barn cases, the relation of belief to other attitudes, and the connection between conceivability and possibility. Second, each of the chapters explores, in one way or another, the implications of this for how thought experiments and appeals to intuition can serve as mechanisms for supporting or refuting scientific or philosophical claims. Third, each of the chapters self-consciously exhibits a particular philosophical methodology: that of drawing both on empirical findings from contemporary psychology, and on classic texts in the philosophical tradition (particularly the work of Aristotle and Hume.) By exploring and exhibiting the fruitfulness of these interactions, Gendler promotes the value of engaging in such cross-disciplinary conversations to illuminate philosophical questions.

Language pervades everything we do as social beings. It is, in fact, difficult to disentangle language from social life, and hence its importance is often missed. The emergence of new communication technologies makes this even more striking. People come to "know" one another through these interactions without ever having met face-to-face. How? Through the words they use and the way they use them.
The Oxford Handbook of Language and Social Psychology is a unique and innovative compilation of research that lies at the intersection of language and social psychology. Language is viewed as a social activity, and to understand this complex human activity requires a consideration of its social psychological underpinnings. Moreover, as a social activity, the use and in fact the existence of language has implications for a host of traditional social psychological processes. Hence, there is a reciprocal relationship between language and social psychology, and it is this reciprocal relationship that defines the essence of this handbook.
The handbook is divided into six sections. The first two sections focus on the social underpinnings of language, that is, the social coordination required to use language, as well as the manner in which language and broad social dimensions such as culture mutually constitute one another. The next two sections consider the implications of language for a host of traditional social psychological topics, including both intraindividual (e.g., attribution) and interindividual (e.g., intergroup relations) processes. The fifth section examines the role of language in the creation of meaning, and the final section includes chapters documenting the importance of the language-social psychology interface for a number of applied areas.