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 book explores the evolution of the mental competence for self-reflection: why it evolved, under what selection pressures, in what environments, out of what precursors, and with what mental resources. Integrating evolutionary, psychological, and philosophical perspectives, Radu J. Bogdan argues that the competence for self-reflection, uniquely human and initially autobiographical, evolved under strong and persistent sociocultural and political (collaborative and competitive) pressures on the developing minds of older children and later adults. Self-reflection originated in a basic propensity of the human brain to rehearse anticipatively mental states, speech acts, actions, and states of the world in order to service one's elaborate goal policies. These goal policies integrate offline representations of one's own mental states and actions and those of others in order to handle the challenges of a complex and dynamic sociopolitical and sociocultural life, calling for an adaptive intramental self-regulation: that intramental adaptation is self-reflection.

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.

The last two decades have seen the development of a number of models that have proven particularly important in advancing understanding of message-production processes. Now it appears that a "second generation" of theories is emerging, one that reflects considerable conceptual advances over earlier models. "Message Production: Advances in Communication Theory" focuses on these new developments in theoretical approaches to verbal and nonverbal message production. The chapters reflect a number of characteristics and trends resident in these theories including:
* the nature and source of interaction goals;
* the impact of physiological factors on message behavior;
* the prominence accorded conceptions of goals and planning;
* attempts to apply models of intra-individual processes in illuminating inter-individual phenomena;
* treatments which involve hybrid intentional/design-stance approaches; and
* efforts to incorporate physiological constructs and to meld them with psychological and social terms.
The processes underlying the production of verbal and nonverbal behaviors are exceedingly complex, so much so that they resist the development of unified explanatory schemes. The alternative is the mosaic of emerging theories such as are represented in this book -- each approach according prominence to certain message-production phenomena while obscuring others, and providing a window on some portion of the processes that give rise to those phenomena while remaining mute about other processes. The amalgam of these disparate treatments, then, becomes the most intellectually compelling characterization of message-production processes.

Offering a unique focus on the development of human communication, this book integrates and synthesizes a more comprehensive array of research than most investigations of communicative development. As such, it incorporates materials dealing with the development of nonverbal communication, language, and cognition, and examines how they are integrated in the growing child's everyday interaction. This information is distilled into a set of key principles and practices--culled from a variety of fields including developmental and social psychology, sociolinguistics, psycholinguistics, and communication--for parents or adults interested in child development.
While this book does not offer an in-depth view in any one area, it provides a comprehensive overview of the various components of human communicative development and its significance for the child's cognitive and emotional growth. It is quite clear that developmental processes are constrained by multiple influences whose interactions have just begun to be uncovered. Examining the diverse facets of communicative development will enable professionals to garner further insights into the mystery of human communication.

Planning is defined as formulating an organized method for action in advance. Although people do not plan all the time and planning does not occur in every situation, planning skill is central to all human behavior. There are developmental differences in planning skill and in the motivation to plan. Even among adults, variations in the engagement in the planning process are affected by individual attitudes, beliefs, and goals. Planning also has a different meaning at various junctures in one's life. Yet despite the amount of research on planning, many of the studies have focused only on the cognitive processes that enable mature individuals to plan.
A continued exploration of the developmental course of planning, this text attempts to situate cognitive aspects of planning in the context of the social and cultural environment and other psychological processes. Bringing together the contributions of developmental, organizational, and social psychologists, it explains how, when, and why we plan. Finally, it addresses various issues that pertain to the different aspects of planning, from formal problem solving to handling the demands of everyday life.

Until recently, much research in language comprehension operated under the assumption that comprehenders initially identified the syntactic structure of sentences they were hearing or reading without regard to the meanings of the words in the sentences. A significant amount of recent work has challenged that position, however, and there is now abundant evidence that lexical information plays a central role in sentence processing. The papers in this special issue reflect the increased status on lexical representations in sentence processing research. The authors approach the question of the precise role of lexical information in sentence comprehension from a variety of theoretical perspectives. They supplement experimental psycholinguistic research with work in neighboring fields, including concepts and categorization, theoretical linguistics, and computational modeling. The volume should be of interest to psycholinguistics, cognitive scientists, linguistics and computer scientists.

Motivation and Culture brings together an international list of writers with a variety of academic backgrounds and cultural experiences to explore the ways culture influences motivation. Traditionally, culture has long been neglected by those interested in motivation theories; instead, the focus has been on the individual in relation to biological and cognitive models. While the biological component of motivation is not neglected in this volume, most of the essays emphasize the ways culture needs to be taken into consideration both in formulating theories of motivation and applying them to the modern multicultural world.

In this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American research on teaching (instructional research) and cognitivist theory. School didactics is defined as a field of research within general education. This field is limited to research and theory aiming at understanding the pedagogical practice which takes place in institutionalized educational settings guided by a curriculum collectively agreed upon. As the theory is designed to be valid for institutionalized education framed by a politically accepted curriculum, it is a culturally seen regional theory of education, not a universal one. According to this school theory the fundamental features of an institutionalized pedagogical process consist in the intentional, interactional, teaching-studying-learning process that is culturally and historically developed and situated. However, the present model does not explicitly formulate goals nor the means of educational practice. Rather, the model emphasizes the teacher and student as reflective and intentional subjects where the teacher is acting as the representative of the collective but also as the learners' advocate. Because of this the theory presented is not a normative or prescriptive theory, instead it is a reflective theory.

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Health Security Intelligence introduces readers to the world of health security, to threats like COVID-19, and to the many other incarnations of global health security threats and their implications for intelligence and national security. Disease outbreaks like COVID-19 have not historically been considered a national security matter. While disease outbreaks among troops have always been a concern, it was the potential that arose in the first half of the twentieth century to systematically design biological weapons and to develop these at an industrial scale, that initially drew the attention of security, defence and intelligence communities to biology and medical science. This book charts the evolution of public health and biosecurity threats from those early days, tracing how perceptions of these threats have expanded from deliberately introduced disease outbreaks to also incorporate natural disease outbreaks, the unintended consequences of research, laboratory accidents, and the convergence of emerging technologies. This spectrum of threats has led to an expansion of the stakeholders, tools and sources involved in intelligence gathering and threat assessments. This edited volume is a landmark in efforts to develop a multidisciplinary, empirically informed, and policy-relevant approach to intelligence-academia engagement in global health security that serves both the intelligence community and scholars from a broad range of disciplines. The chapters in this book were originally published as a special issue of the journal, Intelligence and National Security.

This collection of essays, intended as a text for students, examines the different facets of research into attention. The book is divided into two sections: one deals with psychological research into such areas as visual search, dual-task interference and attentional bottleneck; the other deals with approaches to neural-network modelling and the effects of brain damage on attention.

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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.

Cognitive education brings together the disciplines of cognitive psychology and education. This book provides an accessible introduction to the field. It explains the concepts commonly found in the cognitive psychology and cognitive education literatures, theories and models of human thinking and intelligent behaviour, and how these have been applied to psychoeducational assessment, instruction, and the adaption of student behavior. The book includes numerous examples to explain the concepts, theories, and applications, and includes supplementary reading lists and study questions.

Cognitive education brings together the disciplines of cognitive psychology and education. This book provides an accessible introduction to the field. It explains the concepts commonly found in the cognitive psychology and cognitive education literatures, theories and models of human thinking and intelligent behaviour, and how these have been applied to psychoeducational assessment, instruction, and the adaption of student behavior. The book includes numerous examples to explain the concepts, theories, and applications, and includes supplementary reading lists and study questions.

The past fifteen years have witnessed an increasing interest in the cognitive study of the bilingual. A major reason why psychologists, psycholinguists, applied linguists, neuropsychologists, and educators have pursued this topic at an accelerating pace presumably is the acknowledgment by increasingly large numbers of language researchers that the incidence of monolingualism in individual language users may be lower than that of bilingualism. This alleged numerical imbalance between monolinguals and bilinguals may be expected to become larger due to increasing international travel through, for instance, tourism and trade, to the growing use of international communication networks, and to the fact that in some parts of the world (i.e., Europe), the borders between countries are effectively disappearing.
In addition to the growing awareness that bilinguals are very common and may even outnumber monolinguals, there is the dawning understanding that the bilingual mind is not simply the sum of the cognitive processes associated with each of the two monolingual modes, and that the two languages of bilingual may interact with one another in complicated ways. To gain a genuinely universal account of human cognition will therefore require a detailed understanding of language use by both pure monolinguals as well as bilinguals, unbalanced and balanced, and of the representations and processes involved.
These two insights, that bilingualism is a common human condition and that it may influence cognition, were presumably instrumental in putting bilingualism on the agendas of many researchers of cognition and language in recent years. But other reasons may have played a role too: The study of bilingualism also provides a unique opportunity to study the relation between language and thought. A final reason for the growing interest in this area of research is the awareness that bilingualism may confer the benefit of broadening one's scope beyond the limits of one's own country and culture.
This book serves as an excellent introduction to the important topics in the psycholinguistic study of bilingualism. The chapters represent a comprehensive and interrelated set of topics that form the core of contemporary research on the psycholinguistics of bilingualism. The issues raised within this perspective not only increase our understanding of the nature of language and thought in bilinguals but also of the basic nature of the mental architecture that supports the ability to use more than one language.

SEE SHORT BLURB FOR ALTERNATE COPY... A complex, intriguing, and important verbal entity, the proverb has been the subject of a vast number of opinions, studies, and analyses. To accommodate the assorted possible audiences, this volume outlines seven views of the proverb -- personal, formal, religious, literary, practical, cultural, and cognitive. Because the author's goal is to provide a scientific understanding of proverb comprehension and production, he draws largely on scholarship stemming from the formal, cultural, and cognitive views.
The only book about proverbs that is written from the standpoint of cognitive science, cognitive psychology, and experimentalism, this text provides a larger, more interdisciplinary perspective on the proverb. It also gives a theoretically more integrated approach to proverb cognition. The conceptual base theory of proverb comprehension is extended via the "cognitive ideals hypothesis" so that the theory now addresses issues regarding the creation, production, and pragmatics of proverbs. This hypothesis also has strong implications for a taxonomy of proverbs, proverb comprehension, universal vs. culture-specific aspects of proverbs, and some structural aspects of proverbs.
In general, the book extends the challenge of proverb cognition by using much of what cognitive science has to offer. In so doing, the proverb is compared to other forms of figurative language, which is then discussed within the larger rubric of intelligence and the inclination for using indirect modes of communication. Child developmental and brain substrates are also discussed.

Research in collective memory is a relatively new area capturing the interest of scholars in social psychology, memory, sociology, and anthropology. The core idea is that collective attitudes and behaviors are created and shared through common experiences and communication among a cohort of people. For example, people born between 1940 and 1960 are often defined via the JFK assassination and the Vietnam War. Their parents typically experienced lesser impact from these events.
Papers about collective memory have appeared in the literature under different guises for the last hundred years. Freud's "Civilization and Its Discontents, " Jung's ideas on the collective unconscious, and McDougall's speculation on the group mind posited that identity and action could be viewed as resulting from the shared development of a culture. Halbwachs, a French social psychologist (1877-1945) who was the first to write in detail about the nature of collective memory, argued that basic memory processes were all social. That is, people remember only those events that they have repeated and elaborated in their discussions with others.
In the last several years, there has been a resurgence of interest in this general topic because it addresses some fundamental questions about memory and social processes. Work closely related to these questions deals with the nature of autobiographical memory, traumatic experience and reconstructive memory, and social sharing of memories. This book brings together an international group of researchers who have been empirically studying some basic tenets of collective memory.

One of the most profound insights of the dynamic systems perspective is that new structures resulting from the developmental process do not need to be planned in advance, nor is it necessary to have these structures represented in genetic or neurological templates prior to their emergence. Rather, new structures can emerge as components of the individual and the environment self-organize; that is, as they mutually constrain each other's actions, new patterns and structures may arise. This theoretical possibility brings into developmental theory the important concept of indeterminism--the possibility that developmental outcomes may not be predictable in any simple linear causal way from their antecedents.
This is the first book to take a critical and serious look at the role of indeterminism in psychological and behavioral development.
* What is the source of this indeterminism?
* What is its role in developmental change?
* Is it merely the result of incomplete observational data or error in measurement?
It reviews the concepts of indeterminism and determinism in their historical, philosophical, and theoretical perspectives--particularly in relation to dynamic systems thinking--and applies these general ideas to systems of nonverbal communication. Stressing the indeterminacy inherent to symbols and meaning making in social systems, several chapters address the issue of indeterminism from metaphorical, modeling, and narrative perspectives. Others discuss those indeterministic processes within the individual related to emotional, social, and cognitive development.

Recently, there has been a renewal of interest in the broad and loosely bounded range of phenomena called deception and self-deception. This volume addresses this interest shared by philosophers, social and clinical psychologists, and more recently, neuroscientists and cognitive scientists. Expert contributors provide timely, reliable, and insightful coverage of the normal range of errors in perception, memory, and behavior. They place these phenomena on a continuum with various syndromes and neuropsychiatric diseases where falsehood in perception, self-perception, cognition, and behaviors are a peculiar sign. Leading authorities examine the various forms of "mythomania," deception, and self-deception ranging from the mundane to the bizarre such as imposture, confabulations, minimization of symptomatology, denial, and anosognosia. Although the many diverse phenomena discussed here share a family resemblance, they are unlikely to have a common neurological machinery. In order to reach an explanation for these phenomena, a reliable pattern of lawful behavior must be delineated. It would then be possible to develop reasonable explanations based upon the underlying neurobiological processes that give rise to deficiencies designated as the mythomanias. The chapters herein begin to provide an outline of such a development. Taken as a whole, the collection is consistent with the emerging gospel indicating that neither the machinery of "nature" nor the forces of "nurture" taken alone are capable of explaining what makes cognition and behaviors aberrant.

Psychophysical theory exists in two distinct forms -- one ascribes the explanation of phenomena and empirical laws to sensory processes. Context effects arising through the use of particular methods are an unwanted nuisance whose influence must be eliminated so that one isolates the "true" sensory scale. The other considers psychophysics only in terms of cognitive variables such as the judgment strategies induced by instructions and response biases. Sensory factors play a minor role in cognitive approaches.
This work admits the validity of both forms of theory by arguing that the same empirical phenomena should be conceptualized in two alternative, apparently contradictory, ways. This acceptance of opposites is necessary because some empirical phenomena are best explained in terms of sensory processes, while others are best ascribed to central causes.
The complementarity theory stresses the "mutually completing" nature of two distinct models. The first assigns importance to populations of sensory neurons acting in the aggregate and is formulated to deal with sensory effects. The second assigns importance to judgment uncertainty and to the subject strategies induced by experimental procedures. This model is formulated to explain context effects. Throughout the text, the exposition is interlaced with mathematics, graphs, and computer simulations designed to reveal the complementary nature of psychophysical explanations.

Metacognition is a term that spans many sub-areas in psychology and means different things to different people. A dominant view has been that metacognition involves the monitoring of performance in order to control cognition; however, it seems reasonable that much of this control runs implicitly (i.e., without awareness). Newer still is the field of implicit memory, and it has different connotations to different sub-groups as well. The editor of this volume takes it to mean that a prior experience affects behavior without the individual's appreciation (ability to report) of this influence.
Implicit memory and metacognition seem to be at two opposite ends of the spectrum -- one seemingly conscious and control-oriented, the other occurring without subjects' awareness. Do these processes relate to each other in interesting ways, or do they operate independently without reference to each other? The relatively novel conjecture that much of the control of cognition operates at an implicit level sparked Reder's desire to explore the interrelationship between the two fields.
Developed within the last two decades, both fields are very new and generate a great deal of excitement and research interest. Hundreds of articles have been written about metacognition and about implicit memory, but little if any material has been published about the two areas in combination. In other words, "Metacognition and Implicit Memory" is the first book attempting to integrate what should be closely linked efforts in the study of cognitive science.

The first book to provide an accessible introduction to neuropsychoanalysis. Covers the theoretical foundations and history of the field, along with an overview of current models relevant to psychoanalysis. It presents the state-of-the-art in neuropsychoanalytic research and theory as well as suggestions for future research and clinical-therapeutic implications.

With an accessible, easy-to-understand writing style, COGNITIVE PSYCHOLOGY, Sixth Edition will give you the tools you need to be successful in the course This book covers cognitive neuroscience, attention and consciousness, perception, memory, knowledge, representation, language, problem solving and creativity, decision making and reasoning, cognitive development, and intelligence. A review of key themes at the end of every chapter will help you spend more time studying important information and less time trying to figure out what you need to know. The author provides a "from lab to life" approach that covers theory, lab and field research, and applications to everyday life.

The association between parents' behaviour and children's cognitive development is at the meeting place of several prominent theories of psychological development and a range of complex methodological and conceptual issues. On the one hand there are theories which argue that the impetus of development is within the child and is largely unaffected by his or her experience of social interaction: on the other are the commonsense experience of parents and educators, and the body of neo-Vygotskian theory, which would see the child's development as profoundly affected by social interaction or even constituted by it. The purpose of this book is to examine theories and evidence carefully in order to assess the causal links between parent behaviour and children's cognitive development.
There is a considerable amount of evidence that suggests an association between parents' behaviour and their children's cognitive development; but there are many possible explanations for this association, including direct effects of parental teaching styles on the children's learning and motivation, differential social class practices and opportunities, genetic resemblances, and methodological artifacts. A close and critical look at a wide range of research and of theory is necessary if the causal questions are to be clarified.
This book develops the current arguments about the nature and causes of cognitive development, providing a critical discussion of the available research and relating it to psychological theory. It is suitable for advanced students of psychology and education.

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