Designed for professionals and graduate students in the personality/social, military, and educational psychology, and assessment/evaluation communities, this volume explores the state of the art in motivational research for individuals and teams from multiple theoretical viewpoints as well as their effects in both schools and training environments.
The great majority of education and training R&D is focused on the cognitive dimensions of learning, for instance, the acquisition and retention of knowledge and skills. Less attention has been given in the literature and in the design of education and training itself to motivational variables and their influence on performance. As such, this book is unique in the following montage of factors:
* a focus on motivation of teams or groups as well as individuals;
* an examination of the impact of motivation on performance (and, thus, also on cognition) rather than only on motivation itself;
* research in training as well as educational settings.
The data reported were collected in various venues including schools, laboratories and field settings. The chapter authors are the researchers that, in many cases, have defined the state of the art in motivation.

Do general-purpose creative-thinking skills -- skills like divergent thinking, which is touted as an important component of creative thinking no matter what the task domain -- actually make much of a contribution to creative performance? Although much recent research argues against such domain-transcending skills -- including several new studies reported in this book -- the appeal of such general skills remains strong, probably because of the theoretical economy and power such skills would provide. Divergent thinking, in particular, has had an incredible staying power. Despite its many flaws, divergent thinking remains the most frequently used indicator of creativity in both creativity research and educational practice, and divergent thinking theory has a strong hold on everyday conceptions of what it means to be creative. Reviewing the available research on divergent thinking, this book presents a framework for understanding other major theories of creativity, including Mednick's associative theory and a possible connectionist approach of creativity. It reports a series of studies (including the study that won APA's 1992 Berlyne Prize) that demonstrate the absence of effects of general creative-thinking skills across a range of creativity-relevant tasks, but indicate that training in divergent thinking does in fact improve creative performance across diverse task domains. The book then ties these findings together with a multi-level theory, in which a task-specific approach to creativity is strengthened by recasting some divergent-thinking concepts into domain- and task-specific forms. This book fills the gap between divergent-thinking theory and more recent, modular conceptions of creativity. Rather than advocate that we simply discard divergent thinking -- an approach that hasn't worked, or at least hasn't happened, because of many attacks on its validity and usefulness -- this book shows how to separate what is useful in divergent-thinking theory and practice from what is not. It shows that divergent-thinking training can be valuable, although often not for the reasons trainers think it works. And it offers specific suggestions about the kinds of creativity research most needed today.

This edition of the "Handbook" follows the first edition by 10 years. The earlier edition was a promissory note, presaging the directions in which the then-emerging field of social cognition was likely to move. The field was then in its infancy and the areas of research and theory that came to dominate the field during the next decade were only beginning to surface. The concepts and methods used had frequently been borrowed from cognitive psychology and had been applied to phenomena in a very limited number of areas. Nevertheless, social cognition promised to develop rapidly into an important area of psychological inquiry that would ultimately have an impact on not only several areas of psychology but other fields as well.
The promises made by the earlier edition have generally been fulfilled. Since its publication, social cognition has become one of the most active areas of research in the entire field of psychology; its influence has extended to health and clinical psychology, and personality, as well as to political science, organizational behavior, and marketing and consumer behavior. The impact of social cognition theory and research within a very short period of time is incontrovertible. The present volumes provide a comprehensive and detailed review of the theoretical and empirical work that has been performed during these years, and of its implications for information processing in a wide variety of domains.
The handbook is divided into two volumes. The first provides an overview of basic research and theory in social information processing, covering the automatic and controlled processing of information and its implications for how information is encoded and stored in memory, the mental representation of persons -- including oneself -- and events, the role of procedural knowledge in information processing, inference processes, and response processes. Special attention is given to the cognitive determinants and consequences of affect and emotion. The second book provides detailed discussions of the role of information processing in specific areas such as stereotyping; communication and persuasion; political judgment; close relationships; organizational, clinical and health psychology; and consumer behavior.
The contributors are theorists and researchers who have themselves carried out important studies in the areas to which their chapters pertain. In combination, the contents of this two-volume set provide a sophisticated and in-depth treatment of both theory and research in this major area of psychological inquiry and the directions in which it is likely to proceed in the future.

"The book draws on a lot of research, is friendly to the reader, and will be of good value to teachers."

Paul Nation, Victoria University of Wellington, Australia

This comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. Idioms is organized in three parts:

• Part I includes discussion of idiom definition, classification, usage patterns, and functions.
• Part II investigates the process involved in the comprehension of idioms and the factors that influence individuals? understanding and use of idioms in both L1 and L2.
• Part III explores idiom acquisition and the teaching and learning of idioms, focusing especially on the strategies and techniques used to help students learn idioms.

To assist the reader in grasping the key issues, study questions are provided at the end of each chapter. The text also includes a glossary of special terms and an annotated list of selective idiom reference books and student textbooks.

Idioms is designed to serve either as a textbook for ESL/applied linguistics teacher education courses or as a reference book. No matter how the book is used, it will equip an ESL/applied linguistics students and professionals with a solid understanding of various issues related to idioms and the learning of them.

This work explores the psychological theory underlying methods of intervention in cognitive development. The authors, strive to show how the practical expression of such methods can lead to long-term gains in academic achievement in ordinary schools. Within a discussion of various attempts to "teach thinking", the design, delivery and results of the "Cognitive Acceleration through Science Education" (CASE) project are described. Other programmes such as Feuerstein's "Instrumental Enrichment" are also described, to abstract the features of successful intervention programmes. Key implications are also discussed for: teaching methods; the nature of the curriculum; teacher education; and educational policy at school, local and national levels. Having established the distinction between intervention and instruction, the authors go on to show how a population, and the learning demands made upon it, can be described in terms of levels of cognitive delvelopment. The emphasis then turns to how the current profile of thinking in schools can be changed through constructivist and metacognitive strategies.

The major aim of this book is to introduce the ways in which scientists approach and think about a phenomenon -- hearing -- that intersects three quite different disciplines: the physics of sound sources and the propagation of sound through air and other materials, the anatomy and physiology of the transformation of the physical sound into neural activity in the brain, and the psychology of the perception we call hearing. Physics, biology, and psychology each play a role in understanding how and what we hear.
The text evolved over the past decade in an attempt to convey something about scientific thinking, as evidenced in the domain of sounds and their perception, to students whose primary focus is not science. It does so using a minimum of mathematics (high school functions such as linear, logarithmic, sine, and power) without compromising scientific integrity. A significant enrichment is the availability of a compact disc (CD) containing over 20 examples of acoustic demonstrations referred to in the book. These demonstrations, which range from echo effects and filtered noise to categorical speech perception and total more than 45 minutes, are invaluable resources for making the text come alive.

In this volume, Berkowitz develops the argument that experiential and behavioral components of an emotional state are affected by many processes: some are highly cognitive in nature; others are automatic and involuntary. Cognitive and associative mechanisms theoretically come into play at different times in the emotion-cognition sequence. The model he proposes, therefore, integrates theoretical positions that previously have been artificially segregated in much of the emotion-cognition literature.
The breadth of the implications of Berkowitz's theory is also reflected in the diversity of this book's companion chapters. Written by researchers whose work focuses on both social cognition and emotion, these articles provide important insights and possible extensions of the "cognitive-neoassociationistic" conceptualization developed in the target article. Although each chapter is a valuable contribution in its own right, this volume, taken as a whole, is a timely and important contribution both to social cognition and to research and theory on emotion per se.

In this volume leading developmentalists address the question of how children's thinking develops in context by drawing on the theories of Vygotsky, Gibson, and Piaget.

Analyses of the ecology and the dynamics of behavior have become popular, emphasizing the particulars of people acting in specific environments and the many complex factors of human body and mind that contribute to action and thought. This volume brings together many of the current efforts to deal with development in this richly ecological, dynamic way.

The research reported demonstrates that recent years have produced major shifts in approach. Activities are studied as they naturally occur in everyday contexts. Children's active construction of the world around them is treated as fundamentally social in nature, occurring in families, with peers, and in cultures. Behavior is studied not as something disembodied but within a rich matrix of body, emotion, belief, value, and physical world. Behavior is analyzed as changing dynamically, not only over seconds and minutes, but over hours, days, and years.

This book explores the history and continuing relevance of melancholia as an amorphous but richly suggestive theme in literature, music, and visual culture, as well as philosophy and the history of ideas. Inspired by Albrecht Durer's engraving Melencolia I (1514)-the first visual representation of artistic melancholy-this volume brings together contributions by scholars from a variety of disciplines. Topics include: Melencolia I and its reception; how melancholia inhabits landscapes, soundscapes, figures and objects; melancholia in medical and psychological contexts; how melancholia both enables and troubles artistic creation; and Sigmund Freud's essay "Mourning and Melancholia" (1917).

The surge of contemporary interest in Vygotsky's contribution to child psychology has focused largely on his developmental method and his claim that higher psychological functions in the individual emerge out of social processes, that is, his notion of the "zone of proximal development." Insufficient attention has been given to his claim that human social and psychological processes are shaped by cultural tools or mediational means. This book is one of the most important documents for understanding this claim.
Making a timely appearance, this volume speaks directly to the present crisis in education and the nature/nurture debate in psychology. It provides a greater understanding of an interdisciplinarian approach to the education of normal and exceptional children, the role of literacy in psychological development, the historical and cultural evolution of behavior, and other important issues in cognitive psychology, neurobiology, and cultural and social anthropology.

As in recent years, a thematic concept was selected over a general one for the 26th annual Minnesota Symposium on Child Psychology. In this case the relation between memory and affect was targeted for two reasons. The first concerned the a priori theoretical relation between these content areas. The second concerned the observation that memory and affect have historically been studied as separate content areas--an unfortunate decision considering the potential of each area to inform the other. To redress this, investigators working on the "relation" between memory and affect were identified. Their presentations are also anchored by one or two presentations on either memory or affect. Those familiar with the broader domain of developmental psychology will readily identify this volume in the series as filling the void left by the lack of integration across domains of study.

Much work has been done on cognitive processes and creativity, but there is another half to the picture of creativity -- the affect half. This book addresses that other half by synthesizing the information that exists about affect and creativity and presenting a new model of the role of affect in the creative process. Current information comes from disparate literatures, research traditions, and theoretical approaches. There is a need in the field for a comprehensive framework for understanding and investigating the role of affect in creativity. The model presented here spells out connections between specific affective and cognitive processes important in creativity, and personality traits associated with creativity.
Identifying common findings and themes in a variety of research studies and descriptions of the creative process, this book integrates child and adult research and the classic psychoanalytic approach to creativity with contemporary social and cognitive psychology. In so doing, it addresses two major questions:
* Is affect an important part of the creative process?
* If it is, then how is affect involved in creative thinking?
In addition, Russ presents her own research program in the area of affect and creativity, and introduces The Affect in Play Scale -- a method of measuring affective expression in children's play -- which can be useful in child psychotherapy and creativity research. Current issues in the creativity area are also discussed, such as artistic versus scientific creativity, adjustment and the creative process, the role of computers in learning about creativity, gender differences in the creative process, and enhancing creativity in home, school, and work settings. Finally, Russ points to future research issues and directions, and discusses alternative research paradigms such as mood-induction methods versus children's play procedures.

Research in cognitive psychology has contributed much to our understanding of reading and spelling. Most of this work has concentrated on the processes used by literate adults to comprehend and produce written language, but there is a growing interest in applying cognitive theories to the development of literacy, and to the understanfing of disorders of reading and writing. Such disorders may be acquired as a consequence of a brain injury to a previously literate adult, or may be developmental, occurring in otherwise normal children.; This textbook attempts to present this work to a non-specialist audience. Though written primarily with students of psychology and education in mind, it is accessible also to parents and teachers.; The broad organization of the first edition is retained. The book opens with a consideration of the history and nature of writing, then moves on to deal with the nature of skilled reading. Other chapters deal with: the different ways that brain injury in adulthood can disrupt the mature reading skill the "acquired dyslexias"; spelling and writing processes, both in skilled writers and in patients with "acquired dysgraphia"; the way children develop the skills of reading and writing; and developmental reading and writing problems.

This book brings together psychometric, cognitive science, policy, and content domain perspectives on new approaches to educational assessment -- in particular, constructed response, performance testing, and portfolio assessment. These new assessment approaches -- a full range of alternatives to traditional multiple-choice tests -- are useful in all types of large-scale testing programs, including educational admissions, school accountability, and placement. This book's multi-disciplinary perspective identifies the potential advantages and pitfalls of these new assessment forms, as well as the critical research questions that must be addressed if these assessment methods are to benefit education.

The current popularity of such phrases as "information age" and "information society" suggests thatlinks between information, communication, and: behavior have become closer and more complex in a technology-dominated culture. Social scientists have adopted an integrated approach to these concepts, opening up new theoretical perspectives on the media, social psychology, personal relationships, group process, international diplomacy, and consumer behavior. Between Communication and Information maps out a richly interdisciplinary approach to this development, offering innovative research and advancing our understanding of integrative frameworks.

This fourth volume in the series reflects recently established lines of research as well as the continuing interest in basic areas of communications theory and practice. In Part I contributors explore the junction between communication and information from various theoretical perspectives, delving into the multilayered relationship between the two phenomena. Cross-disciplinary approaches in the fields of etymology and library science are presented in the second section. Part III. brings together case studies that examine the interaction of information and communication at individual and group levels; information exchanges between doctors and patients, children and computers, journalists and electronic news sources are analyzed in depth. The concluding segment focuses on large social contexts in which the interaction of communication and information affects the evolution of institutions and culture.

Between Information and Communication both extends and challenges current thinking on the mutually supporting interplay of information and human behavior. It will be of interest to sociologists, media analysts, and communication specialists.

This book examines two questions: Do people make use of abstract rules such as logical and statistical rules when making inferences in everyday life? Can such abstract rules be changed by training? Contrary to the spirit of reductionist theories from behaviorism to connectionism, there is ample evidence that people do make use of abstract rules of inference -- including rules of logic, statistics, causal deduction, and cost-benefit analysis. Such rules, moreover, are easily alterable by instruction as it occurs in classrooms and in brief laboratory training sessions. The fact that purely formal training can alter them and that those taught in one content domain can "escape" to a quite different domain for which they are also highly applicable shows that the rules are highly abstract. The major implication for cognitive science is that people are capable of operating with abstract rules even for concrete, mundane tasks; therefore, any realistic model of human inferential capacity must reflect this fact. The major implication for education is that people can be far more broadly influenced by training than is generally supposed. At high levels of formality and abstraction, relatively brief training can alter the nature of problem-solving for an infinite number of content domains.

This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 14th annual meeting of the Cognitive Science Society.

The idea for this volume took root during a recent annual convention of the American Psychological Association. The contributors share a common vision of research in their particular area and have had an opportunity to debate and clarify their ideas. Taken as a whole, the fifteen chapters provide an exciting perspective of the field and form a basic set of readings for courses on individual and group decision making in a variety of disciplines. The coverage from basic laboratory research to complex applied group decision processes should challenge researchers and students to pursue the field of decision making as enthusiastic scientists and practitioners.

The fact that cognitive psychology has become largely concerned with a handful of laboratory tasks has brought expressions of concern and suggestions about how to place the field on a more solid footing. The view expressed here, however, is that the classic cognitive paradigms have become fascinating puzzles on which some of the best minds in the field have labored. An examination of the development of research in these areas yields many examples of the scientific method at its most sophisticated, as well as impressive examples of how theories and data can interact. Covering the whole temporal range of memory experiences, this volume provides a review of the major paradigms that have been used by experimental psychologists to study human memory.

The modern study of cognition finds itself with two widely endorsed but seemingly incongruous theoretical paradigms. The first of these, inspired by formal logic and the digital computer, sees reasoning in the principled manipulation of structured symbolic representations. The second, inspired by the physiology of the brain, sees reasoning as the behavior that emerges from the direct interactions found in large networks of simple processing components. Each paradigm has its own accomplishments, problems, methodology, proponents, and agenda.
This book records the thoughts of researchers -- from both computer science and philosophy -- on resolving the debate between the symbolic and connectionist paradigms. It addresses theoretical and methodological issues throughout, but at the same time exhibits the current attempts of practicing cognitive scientists to solve real problems.

These two volumes consist of chapters written by students and colleagues of W.K. Estes. The books' contributors -- themselves eminent figures in the field -- reflect on Estes' sweeping contributions to mathematical as well as cognitive and experimental psychology. As indicated by their titles, Volume I features mathematical and theoretical essays, and Volume II presents cognitive and experimental essays. Both volumes contain insightful literature reviews as well as descriptions of exciting new theoretical and empirical advances. Many of the essays also incorporate personal reminiscences reflecting the authors' fond affection for their illustrious mentor.

Vocal Traditions: Training in the Performing Arts explores the 18 most influential voice training techniques and methodologies of the past 100 years. This extensive international collection highlights historically important voice teachers, contemporary leaders in the field, and rising schools of thought. Each vocal tradition showcases its instructional perspective, offering backgrounds on the founder(s), key concepts, example exercises, and further resources. The text's systematic approach allows a unique pedagogical evaluation of the vast voice training field, which not only includes university and conservatory training but also private session and workshop coaching as well. Covering a global range of voice training systems, this book will be of interest to those studying voice, singing, speech, and accents, as well as researchers from the fields of communication, music education, and performance. This book was originally published as a series in the Voice and Speech Review journal.

Grounded in the user-centered design movement, this book offers a broad consideration of how our civilization has evolved its technical infrastructure for human purpose to help us make sense of the contemporary world of information infrastructure and online existence. The author incorporates historical, cultural and aesthetic approaches to situating information and its underlying technologies across time in the collective, lived experiences of humanity. In today's digital information world, user experience is vital to the success of any product or service. Yet as the user population expands to include us all, designing for people who vary in skills, abilities, preferences and backgrounds is challenging. This book provides an integrated understanding of users, and the methods that have evolved to identify usability challenges, that can facilitate cohesive and earlier solutions. The book treats information creation and use as a core human behavior based on acts of representation and recording that humans have always practiced. It suggests that the traditional ways of studying information use, with their origins in the distinct layers of social science theories and models is limiting our understanding of what it means to be an information user and hampers our efforts at being truly user-centric in design. Instead, the book offers a way of integrating the knowledge base to support a richer view of use and users in design education and evaluation. Understanding Users is aimed at those studying or practicing user-centered design and anyone interested in learning how people might be better integrated in the design of new technologies to augment human capabilities and experiences.

Arising out of consultations under the auspices of the Centre for the Study of the Christian Church, this book examines the Church of England's decision to ordain women to the priesthood and to make pastoral provision for those opposed. It attempts to discover and define the theological principles underlying both the ordination of women and the determination of the Church to maintain communion when these developments provoke fundamental disagreements.

This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.