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Books > Social sciences > Psychology > Cognition & cognitive psychology
"I wake in the night and the emotions are there. I am afraid of the future, alone. I am tormented by my incapacity to meet what is expected of me. It would be easier just to be dead". What is the meaning of such emotions? What is emotion itself? What is really happening in therapy when people "express their emotions"? As James Hillman writes in his new preface to this sweeping study, he intends nothing less than "to vitalize a standard topic of academic psychology by making the theory of emotion as crucial as is emotion itself in our lives". The central part of the book offers an informative and readable survey of a range of theories of emotion. Although Hillman focuses on the twentieth century, he moves with ease from Greek thought to early Christianity to nineteenth-century German physiology. Hillman's "phenomenology of theories" uncovers the intellectual heritage that underlies the concepts used by therapists today. Whenever we conceive of emotion in terms of equilibrium and disturbance, tension and release, or conflict and resolution, we are taking part in complex traditions which for the most part remain unspoken or misunderstood. Hillman's work challenges us to rethink our concepts and thereby to re-experience emotional phenomena. Hillman reunites the insights he has discovered into an integrated understanding of emotion. Drawing fruitfully on Aristotle and Jung, he describes emotion as a bodily condition, as a process that is intrinsically directed toward a beneficial transformation, and as the result of symbolic stimulus. Eschewing all reductionism, Hillman creates a powerful approach to a problem that ultimately "remains perennial and its solution ineffable". This learned studyfrom a versatile psychologist and analyst contributes to today's renewed interest in the history of the body. Furthermore, his understanding of emotions in terms of epiphany makes a stimulating contribution to phenomenology. This book is equally thought-provoking for the therapist, the philosopher, the intellectual historian, and the general reader.
Cerebral Lateralization and Cognition: Evolutionary and Developmental Investigations of Motor Biases, Volume 238, the latest release in the Progress in Brain Research series, discusses interdisciplinary research on the influence of cerebral lateralization on cognition within an evolutionary framework. Chapters of note in this release include Evolutionary Perspectives: Visual/Motor Biases and Cognition, Manual laterality and cognition through evolution: An archeological perspective, Laterality in insects, Motor asymmetries in fish, amphibians and reptiles, Visual biases and social cognition in animals, Mother and offspring lateralized social interaction across animal species, Manual bias, personality and cognition in common marmosets and other primates, and more.
Improbasen is a Norwegian private learning centre that offers beginner's instrumental tuition within jazz improvisation for children between the ages of 7 and 15. This book springs out of a two-year ethnographic study of the teaching and learning activity at Improbasen, highlighting features from the micro-interactions within the lessons, the organisation of Improbasen, and its international activity. Music teachers, students, and scholars within music education as well as jazz research will benefit from the perspectives presented in the book, which shows how children systematically acquire tools for improvisation and shared codes for interplay. Through a process of guided participation in jazz culture, even very young children are empowered to take part in a global, creative musical practice with improvisation as an educational core. This book critically engages in current discussions about jazz pedagogy, inclusion and gender equity, beginning instrumental tuition, creativity, and authenticity in childhood.
The purpose of this workbook is to provide students with practice
in analyzing second language data. For the student of second
language learning, "hands-on" experience with actual data is
essential in understanding the processes involved in learning a
second language. Working through exemplars of the kinds of
interlanguages that learners do and do not create brings about a
clearer understanding of the principles underlying these
interlanguages, as well as the universal principles of language
learning (those that are independent of particular languages and
interlanguages).
This undergraduate textbook reviews psychological research in the
major areas of reasoning and thinking: deduction, induction,
hypothesis testing, probability judgement, and decision making. It
also covers the major theoretical debates in each area, and devotes
a chapter to one of the liveliest issues in the field: the question
of human rationality. Central themes that recur throughout the book
include not only rationality, but also the relation between
normative theories such as logic, probability theory, and decision
theory, and human performance, both in experiments and in the world
outside the laboratory. No prior acquaintance with formal systems
is assumed, and everyday examples are used throughout to illustrate
technical and theoretical points.
Historically, the social aspects of language use have been
considered the domain of social psychology, while the underlying
psycholinguistic mechanisms have been the purview of cognitive
psychology. Recently, it has become increasingly clear that these
two dimensions are highly interrelated: cognitive mechanisms
underlying speech production and comprehension interact with social
psychological factors, such as beliefs about one's interlocutors
and politeness norms, and with the dynamics of the conversation
itself, to produce shared meaning. This realization has led to an
exciting body of research integrating the social and cognitive
dimensions which has greatly increased our understanding of human
language use.
This book describes, for the first time in pedagogical form, an
approach to computer-based work in complex sociotechnical systems
developed over the last 30 years by Jens Rasmussen and his
colleagues at Riso National Laboratory in Roskilde, Denmark. This
approach is represented by a framework called "cognitive work
analysis." Its goal is to help designers of complex sociotechnical
systems create computer-based information support that helps
workers adapt to the unexpected and changing demands of their jobs.
In short, cognitive work analysis is about designing for
adaptation.
Framing effects are everywhere. An estate tax looks very different to a death tax. Gun safety seems to be one thing and gun control another. Yet, the consensus from decision theorists, finance professionals, psychologists, and economists is that frame-dependence is completely irrational. This book challenges that view. Some of the toughest decisions we face are just clashes between different frames. It is perfectly rational to value the same thing differently in two different frames, even when the decision-maker knows that these are really two sides of the same coin. Frame It Again sheds new light on the structure of moral predicaments, the nature of self-control, and the rationality of co-operation. Framing is a powerful tool for redirecting public discussions about some of the most polarizing contemporary issues, such as gun control, abortion, and climate change. Learn effective problem-solving and decision-making to get the better of difficult dilemmas.
This book achieves a goal that was set 25 years ago when the HAM
theory of human memory was published. This theory reflected one of
a number of then-current efforts to create a theory of human
cognition that met the twin goals of precision and complexity. Up
until then the standard for precision had been the mathematical
theories of the 1950s and 1960s. These theories took the form of
precise models of specific experiments along with some informal,
verbally-stated understanding of how they could be extended to new
experiments. They seemed to fall far short of capturing the breadth
and power of human cognition that was being demonstrated by the new
experimental work in human cognition. The next 10 years saw two
major efforts to address the problems of scope. In 1976, the ACT
theory was first described and included a production rule system of
procedural memory to complement HAM's declarative memory. This
provided a computationally adequate system which was indeed capable
of accounting for all sorts of cognition. In 1993, a new version of
ACT--ACT-R--was published. This was an effort to summarize the
theoretical progress made on skill acquisition in the intervening
10 years and to tune the subsymbolic level of ACT-R with the
insights of the rational analysis of cognition.
This 5th volume of the Appalachian Conference discusses how the
brain processes information, the role of memory and value, and
models of creativity. It pursues aspects of cognitive neuroscience
and behavioral neurodynamics, such as the topic of values and
quantum-distributed processing in the brain.
This special issue on the psychology of knowing about knowing bridges the parallels between social and cognitive psychology. It further illustrates the benefits of pursuing in depth these connections and the phenomena and implications associated with them.
The problems of studying families arise from the difficulty in
studying systems where there are multiple elements interacting with
each other and with the child. How should this system be described?
Still other problems relate to indirect effects; namely the
influence of a particular dyad's interaction on the child when the
child is not a member of the dyad. While all agree that the
mother-father relationship has important bearing on the child's
development, exactly how to study this--especially using
observational techniques--remains a problem. While progress in
studying the family has been slow, there is no question that an
increase in interest in the family systems, as opposed to the
mother-child relationship, is taking place. This has resulted in an
increase in research on families and their effects.
This book is about human abilities and the ways in which people acquire and extend them. It contains many useful facts about people's learning and the mental processes that make it possible. Chapter one looks at the kinds of events that create learning, and identifies some important general principles of human learning. Chapter two examines the capabilities that children gain in their early years. They acquire a number of basic capacities that they can draw upon throughout life. These include language, reading, and numerical abilities. The acceleration of early abilities is also considered. Chapter three raises a number of intriguing questions about abilities. What exactly are they? What are their most important charactersitics? How can different capabilities and items of knowledge become joined to one another? The answers are surprisingly different from what common sense predicts.; Chapter four Considers The Important Contributions Of Motivation. A Person Has To Have good reasons for engaging in learning activities. Motivation supplies incentives for doing whatever is necessary in order to make learning happen. Chapter five investigates more advanced attainments. It looks at the effects of practising and other ways in which individuals extend their expertise. The use of memory aids and learning techniques is examined. Other topics include the influence of intelligence, creativity, the possible roles of innate gifts and talents, and child prodigies and geniuses. The best way to apply discoveries concerning learning and the acquisition of abilities is to use them for our own daily activities. Chapter six addresses the question of how to learn and study more effectively. It introduces ways of reading more effectively, and gives advice on improving writing skills and studying for exams. The aim here is to help the reader to succeed better at gaining needed capabilities.
"Perspectives on Conceptual Change" presents case study excerpts
illustrating the influence on and processes of students' conceptual
change, and analyses of these cases from multiple theoretical
frameworks.
Adult education occurs whenever individuals engage in sustained, systematic learning in order to affect changes in their attitudes, knowledge, skills, or belief systems. Learning, instruction, and developmental processes are the primary foci of educational psychology research and theorizing, but educational psychologists' work in these domains has centered primarily on the childhood and adolescent school years. More recently, however, a number of educational psychologists have studied learning and development in adulthood. The results of these efforts have resulted in what is now called adult educational psychology. The purpose of this volume is to introduce this new subfield within educational psychology. Section 1 focuses on the interplay between learning and development in adulthood, how various forms of instruction lead to different learning outcomes for adults, description of the diverse social contexts in which adult learning takes place, and the development of metacognitive knowledge across the life span. Section 2 describes both research and theory pertaining to adult intellectual functioning, thinking, and problem-solving skills within various contexts. Section 3 describes research in a variety of adult learning domains; discusses the cognitive and behavioral dimensions of reading in adulthood and the applications of reading in real-life circumstances; examines an educational intervention developed to promote forgiveness; and relates the outcomes of an intervention designed to educate parents about their children's mathematics learning. Section 4 summarizes the themes and issues running throughout this, the first book that has sought to span the gulf between adult education, adult development, and educational psychology.
In our high technology society, there is a growing demand for a better understanding of decision making in high risk situations in order to improve selection, training and operational performance. Decision Making Under Stress presents a state-of-the-art review of psychological theory, in research and practice, on decision making in high pressure and emergency situations. It focuses on the experienced decision makers who deal with such risks, principally on flight decks, at civil emergencies, in industrial settings and military environments. The 29 chapters cover a wide range of perspectives and applications from aviation, military, industry and the emergency services. The authors, all international invited experts in their field, are based in research centers and universities from Europe, North America and Australia. Their common interest is in the theories and methods of a new research domain called NDM (naturalistic decision making). This volume comprises the edited contributions to the Third International NDM conference, sponsored by the US Army Research Institute and the US Naval Air Warfare Center, which was held in Aberdeen, Scotland in September 1996. The NDM researchers are interested in decision making in situations characterised by high risk, time pressure, uncertain goals, ambiguous information and teamwork. The extent to which the NDM approach can explain and predict human performance in such settings is a central theme, discussed with many practical examples and applications. This book is essential reading for applied psychologists, pilots, emergency commanders, military officers, high hazard managers, safety and emergency response professionals.
This book is the first to summarize the voluminous literature on
the development of cognitive, codification, language, and
expressive/affective (CCCE) skills "from a clinical standpoint."
Emphasizing the need to ground services in research and theory, the
author constructs three basic clinical models--a conceptual model
for understanding, a descriptive model for formal assessment, and a
facilitative model for intervention. These models have major
implications for the work of all those who deal with CCCE problems
in a professional capacity.
The Routledge Companion to Interdisciplinary Studies in Singing, Volume I: Development introduces the many voices necessary to better understand the act of singing-a complex human behaviour that emerges without deliberate training. Presenting research from the social sciences and humanities alongside that of the natural sciences and medicine alike, this companion explores the relationship between hearing sensitivity and vocal production, in turn identifying how singing is integrated with sensory and cognitive systems while investigating the ways we test and measure singing ability and development. Contributors consider the development of singing within the context of the entire lifespan, focusing on its cognitive, social, and emotional significance in four parts: Musical, historical and scientific foundations Perception and production Multimodality Assessment In 2009, the Social Sciences and Humanities Research Council of Canada funded a seven-year major collaborative research initiative known as Advancing Interdisciplinary Research in Singing (AIRS). Together, global researchers from a broad range of disciplines addressed three challenging questions: How does singing develop in every human being? How should singing be taught and used to teach? How does singing impact wellbeing? Across three volumes, The Routledge Companion to Interdisciplinary Studies in Singing consolidates the findings of each of these three questions, defining the current state of theory and research in the field. Volume I: Development tackles the first of these three questions, tracking development from infancy through childhood to adult years.
Continuous generation and implementation of ideas is critical to creating an environment that helps foster the development of improvement techniques. The Basics of Idea Generation provides a cost-effective method that can help inspire employees to consistently identify and implement new ideas, using a proven five-step process. The process starts by creating an opportunity statement. From there the method then has one collect raw materials, before holding an idea workout, and then evaluating the idea. Implementation is the final step. The author also explains the 20 tools that help complete each step, along with solutions to overcoming the barriers to creativity.
This is the first of two edited volumes from an international group of researchers and specialists, which together comprise the edited proceedings of the First International Conference on Engineering Psychology and Cognitive Ergonomics, organized by Cranfield College of Aeronautics at Stratford-upon-Avon, England in October 1996. The applications areas include aerospace and other transportation, human-computer interaction, process control and training technology. Topics addressed include: the design of control and display systems; human perception, error, reliability, information processing, and human perception, error, reliability, information processing, and awareness, skill acquisition and retention; techniques for evaluating human-machine systems and the physiological correlates of performance. This volume covers Human Factors in transportation systems. Part One opens with a chapter by Chris Wickens on attentional issues in head-up displays; its concluding chapter by Peter Jorna, pulls together the Human Factors issues in air traffic management from both the pilot's and the air traffic controller's perspectives. Part Two considers the ground-based aspects to air traffic control, while Part Three emphasizes the psychology of the individual. The opening chapter of Part Four uses lessons learned from aviation to avoid similar mistakes in road vehicles. The final part contains topics such as naval command and control, and automation in trains and armoured fighting vehicles.
This is the second of two edited volumes from an international group of researchers and specialists, which together comprise the edited proceedings of the First International Conference on Engineering Psychology and Cognitive Ergonomics, organized by Cranfield College of Aeronautics at Stratford-upon-Avon, England in October 1996. The applications areas include aerospace and other transportation, human-computer interaction, process control and training technology. Topics addressed include: the design of control and display systems; human perception, error, reliability, information processing, and human perception, error, reliability, information processing, and awareness, skill acquisition and retention; techniques for evaluating human-machine systems and the physiological correlates of performance. While Volume one is more clearly focused on the domain of aviation and ground transportation, Volume two is concerned with human factors in job and product design, the basics of decision making and training, with relevance to all industrial domains. Part one opens with a keynote chapter by Ken Eason. It is followed by Part two dealing with learning and training, while Part three reflects the rapidly growing area of medical ergonomics. Part four entitled 'Applied Cognitive Psychology' is biased towards human capabilities, an understanding of which is central to sound human engineering decisions. Part five firmly emphasizes equipment rather than its human operators.
This text brings together an overview of recent research on concepts and knowledge that abstracts across a variety of specific fields of cognitive psychology.
Containing contributions from well-respected international researchers into decision making, the book examines the nature of the psychological processes underlying decision making, and addresses a range of topics including the role of emotions, coping with uncertainty, time pressure, and confidence in decisions. "Decision Making" first places the process approach to decision research in a historical and theoretical context, providing a critical evaluation of its principal research methods. The contributors then consider various influences upon decision making, risk and uncertainty; a final section examines time pressure, the effects of past decisions, and post-decision processes. Decision making is regarded as an interaction between the decision maker, problem and context, and is thus placed in a social environment. |
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