The Two Selves takes the position that the self is not a "thing" easily reduced to an object of scientific analysis. Rather, the self consists in a multiplicity of aspects, some of which have a neuro-cognitive basis (and thus are amenable to scientific inquiry) while other aspects are best construed as first-person subjectivity, lacking material instantiation. As a consequence of its potential immateriality, the subjective aspect of self cannot be taken as an object and therefore is not easily amenable to treatment by current scientific methods. Klein argues that to fully appreciate the self, its two aspects must be acknowledged, since it is only in virtue of their interaction that the self of everyday experience becomes a phenomenological reality. However, given their different metaphysical commitments (i.e., material and immaterial aspects of reality), a number of issues must be addressed. These include, but are not limited to, the possibility of interaction between metaphysically distinct aspects of reality, questions of causal closure under the physical, the principle of energy conservation, and more. After addressing these concerns, Klein presents evidence based on self-reports from case studies of individuals who suffer from a chronic or temporary loss of their sense of personal ownership of their mental states. Drawing on this evidence, he argues that personal ownership may be the factor that closes the metaphysical gap between the material and immaterial selves, linking these two disparate aspects of reality, thereby enabling us to experience a unified sense of self despite its underlying multiplicity.

Psychology is a diverse assortment of fields with distinct referents, often using the same terms, and it is not always easy to identify its shared assumptions. At base, the academic variants tend to include the notion that mental activity takes place in hard-to-access inner spaces, making it more appropriate to study behavioral manifestations of it, yet all of it can be represented in an expert language with a confusing relationship to physiological mechanisms. An Advanced Guide to Psychological Thinking: Critical and Historical Perspectives focuses on several key areas in psychology: learning, the brain, child development, and psychotherapy, and identifies several conceptual tensions that ground psychological understanding of various phenomena. These include a tension between "inside" and "outside," structure and function, higher and lower, and description and explanation; all have historically generated confusion at the heart of the discipline. As psychology was transformed into the study of consciousness in the late nineteenth century, and the science of behavior in the early twentieth, the disciplines of psychology struggled to distinguish between what was properly inside and what was outside mind, person, and organism as well as what forms the study of these "insides" would take. Additionally, it was unclear how to reconceive the traditional structures of the post-Cartesian mind in the terms of evolutionary functionalism without losing sight of the fact that the mind has its own organization or the historical connection between mind and higher forms of being. Psychology's influence today, particularly that of post-Freudian therapeutics, has extended far beyond the university, creating a therapeutic sensibility by which Westerners make sense of themselves and their world. An Advanced Guide to Psychological Thinking performs the vital task of helping psychology recognize its own foundations.

"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. Each chapter thoughtfully integrates the writings of leading contributors, who present and discuss significant bodies of research relevant to their discipline. Volume 61 includes chapters on such varied topics as problems of Induction, motivated reasoning and rationality, probability matching, cognition in the attention economy, masked priming, motion extrapolation and testing memory
Volume 61 of the highly regarded "Psychology of Learning and Motivation"An essential reference for researchers and academics in cognitive scienceRelevant to both applied concerns and basic research

This book proposes an applied epistemological framework for investigating science, social cognition and religious thinking based on inferential patterns that recur in the different domains. It presents human rationality as a tool that allows us to make sense of our (physical or social) surroundings. It shows that the resulting cognitive activity produces a broad spectrum of outputs, such as scientific models and experimentation, gossip and social networks, but also ancient and contemporary deities. The book consists of three parts, the first of which addresses scientific modeling and experimentation, and their application to the analysis of scientific rationality. Thus, this part continues the tradition of eco-cognitive epistemology and abduction studies. The second part deals with the relationship between social cognition and cognitive niche construction, i.e. the evolutionarily relevant externalization of knowledge onto the environment, while the third part focuses on what is commonly defined as "irrational", thus being in a way dialectically opposed to the first part. Here, the author demonstrates that the "irrational" can be analyzed by applying the same epistemological approach used to study scientific rationality and social cognition; also in this case, we see the emergence of patterns of rationality that regulate the relationships between agents and their environment. All in all, the book offers a coherent and unitary account of human rationality, providing a basis for new conceptual connections and theoretical speculations.

The four authors of this book recognize that no one on the common human journey to the 21st century can pick the best route without consulting a map--that is to say, an interconnected set of understandings about what in a given situation is important, what demands action and attention, and what does not. The problem, they contend, is that the picture of the world we each carry in our mind may not be a true mapping of the reality that surrounds us. This picture, the cognitive map, could always be sharper. The authors prompt us to become more conscious of our own cognitive map, and explain how it can be adapted to the exigencies of our changing world so that it can be better-used to guide our steps toward the 21st century.

We all carry a picture of the world in our mind, but is that map an assuredly true layout of the reality that surrounds us? If not, how can we use it to guide our steps toward the 21st century and beyond without creating shocks and surprises that impair our well-being and threaten our survival?

We shall not survive, either as individuals or as a species, if our maps fail to reflect accurately the nature of the world that surrounds us. The authors attempt, through reviewing the origins, development, and current changes in individual and social cognitive maps, to prompt readers to become more conscious of their own map, and hence be better able to adapt it to the exigencies of our changing world. The book ends with a vision of the global bio- and socio-sphere: the unified cognitive map which is emerging in laboratories and workshops of the new physics, the new biology, the new ecology, and the avant-garde branches of the social and historical sciences. But "Changing Visions" recognizes that these sciences alone cannot promote the formation of faithful maps of lived reality, and that religion, common sense, and even art can fill in and sharpen one's world-picture.

This book highlights the state of the field in the new, provocative line of research into the cognition and behavior of the domestic dog. Eleven chapters from leading researchers describe innovative methods from comparative psychology, ethology and behavioral biology, which are combined to create a more comprehensive picture of the behavior of Canis familiaris than ever before. Each of the book's three parts highlights one of the perspectives relevant to providing a full understanding of the dog. Part I covers the perceptual abilities of dogs and the effect of interbreeding. Part II includes observational and experimental results from studies of social cognition - such as learning and social referencing - and physical cognition in canids, while Part III summarizes the work in the field to date, reviewing various conceptual and methodological approaches and testing anthropomorphisms with regard to dogs. The final chapter discusses the practical application of behavioral and cognitive results to promote animal welfare. This volume reflects a modern shift in science toward considering and studying domestic dogs for their own sake, not only insofar as they reflect back on human beings.

This book examines the contribution of mass-produced original painting to the psychology of art, psychological aesthetics, and art criticism. Mass-produced paintings are an inexpensive, accessible, ubiquitous, and hand-painted popular art by anonymous artists or teams. Sold in an array of outlets, ranging from flea markets to shopping centers to cruise ships, they decorate hotels, offices, and homes. Addressed is their neglect in current scholarship in favor of a nearly exclusive investigation of the high arts and their audiences, as represented by museum paintings. Lindauer contextualizes his analysis by tracing the historical origins of this type of painting, popular art in general, and their evolutionary trajectory, exploring issues including: the impact of art and artists' creativity on viewers; the overemphasis on originality and name recognition; what is art and who can be called an artist; and the extension of aesthetics to include an everyday kind. The book concludes with directions for future research in the popular and traditional arts, the psychology of art, and, more broadly, the ties that transcend barriers between science, the arts, and the humanities. It will appeal to students and scholars from across the fields of psychology, sociology, philosophy, art history, and cultural, media and communication studies.

The representation of abstract data and ideas can be a difficult and tedious task to handle when learning new concepts; however, the advances of emerging technology have allowed for new methods of representing such conceptual data. The Handbook of Research on Maximizing Cognitive Learning through Knowledge Visualization focuses on the use of visualization technologies to assist in the process of better comprehending scientific concepts, data, and applications. Highlighting the utilization of visual power and the roles of sensory perceptions, computer graphics, animation, and digital storytelling, this book is an essential reference source for instructors, engineers, programmers, and software developers interested in the exchange of information through the visual depiction of data. The many academic areas covered in this publication include, but are not limited to: Electronic Media Mathematical Thinking Multisensory Applications Sensory Extension

This volume examines two main questions: What is linguistics about? And how do the results of linguistic theorizing bear on inquiry in related fields, particularly in psychology? The book develops views that depart from received wisdom in both philosophy and linguistics. With regard to questions concerning the subject matter, methodological goals, and ontological commitments of formal syntactic theorizing, it argues that the cognitive conception adopted by most linguists and philosophers is not the only acceptable view, and that the arguments in its favor collapse under scrutiny. Nevertheless, as the book shows, a detailed examination of the relevant psycholinguistic results and computational models does support the claim that the theoretical constructs of formal linguistics are operative in real-time language comprehension. These constructs fall into two categories: mental phrase markers and mental syntactic principles. Both are indeed psychologically real, but in importantly different ways. The book concludes by drawing attention to the importance of the often-elided distinction between personal and subpersonal psychological states and processes, as well as the logical character of dispositional and occurrent states. By clarifying these concepts, particularly by reference to up-and-running psychological and computational models, the book yields a richer and more satisfying perspective on the psychological reality of language.

This book traces the evolutionary trajectory of language and teaching from the earliest periods of human evolution to the present day. The author argues that teaching is unique to humans and our ancestors, and that the evolution of teaching, language, and culture are the inextricably linked results of gene-culture coevolutionary processes. Drawing on related fields including archaeology, palaeontology, cultural anthropology, evolutionary psychology and linguistics, he makes the case that the need for joint attention and shared goals in complex adaptive strategies is the underlying driver for the evolution of language-like communication. This book will be of interest to students and scholars of these disciplines, as well as lay readers with an interest in human origins.

In this book the editors have gathered a number of contributions by persons who have been working on problems of Cognitive Technology (CT). The present collection initiates explorations of the human mind via the technologies the mind produces. These explorations take as their point of departure the question What happens when humans produce new technologies? Two interdependent perspectives from which such a production can be approached are adopted:

- How and why constructs that have their origins in human mental life are embodied in physical environments when people fabricate their habitat, even to the point of those constructs becoming that very habitat

- How and why these fabricated habitats affect, and feed back into, human mental life.

The aim of the CT research programme is to determine, in general, which technologies, and in particular, which interactive computer-based technologies, are humane with respect to the cognitive development and evolutionary adaptation of their end users. But what does it really mean to be humane in a technological world? To shed light on this central issue other pertinent questions are raised, e.g.

- Why are human minds externalised, i.e., what purpose does the process of externalisation serve?

- What can we learn about the human mind by studying how it externalises itself?

- How does the use of externalised mental constructs (the objects we call 'tools') change people fundamentally?

- To what extent does human interaction with technology serve as an amplification of human cognition, and to what extent does it lead to a atrophy of the human mind?

The book calls for a reflection on what a tool is. Strong parallels between CT andenvironmentalism are drawn: both are seen as trends having originated in our need to understand how we manipulate, by means of the tools we have created, our natural habitat consisting of, on the one hand, the cognitive environment which generates thought and determines action, and on the other hand, the physical environment in which thought and action are realised. Both trends endeavour to protect the human habitat from the unwanted or uncontrolled impact of technology, and are ultimately concerned with the ethics and aesthetics of tool design and tool use.

Among the topics selected by the contributors to the book, the following themes emerge (the list is not exhaustive): using technology to empower the cognitively impaired; the ethics versus aesthetics of technology; the externalisation of emotive and affective life and its special dialectic ('mirror') effects; creativity enhancement: cognitive space, problem tractability; externalisation of sensory life and mental imagery; the engineering and modelling aspects of externalised life; externalised communication channels and inner dialogue; externalised learning protocols; relevance analysis as a theoretical framework for cognitive technology.

This book reflects on the significant and highly original scientific contributions of Hans Primas. A professor of chemistry at ETH Zurich from 1962 to 1995, Primas continued his research activities until his death in 2014. Over these 50 years and more, he worked on the foundations of nuclear magnetic resonance spectroscopy, contributed to a number of significant issues in theoretical chemistry, helped to clarify central topics in quantum theory and the philosophy of physics, suggested innovative ways of addressing interlevel relations in the philosophy of science, and introduced cutting-edge approaches in the flourishing young field of scientific studies of consciousness. His work in these areas of research and its continuing impact is described by noted experts, colleagues, and collaborators of Primas. All authors contextualize their contributions to facilitate the mutual dialog between these fields.

On publication in 2009 John Hattie's Visible Learning presented the biggest ever collection of research into what actually work in schools to improve children's learning. Not what was fashionable, not what political and educational vested interests wanted to champion, but what actually produced the best results in terms of improving learning and educational outcomes. It became an instant bestseller and was described by the TES as revealing education's 'holy grail'. Now in this latest book, John Hattie has joined forces with cognitive psychologist Greg Yates to build on the original data and legacy of the Visible Learning project, showing how it's underlying ideas and the cutting edge of cognitive science can form a powerful and complimentary framework for shaping learning in the classroom and beyond. Visible Learning and the Science of How We Learn explains the major principles and strategies of learning, outlining why it can be so hard sometimes, and yet easy on other occasions. Aimed at teachers and students, it is written in an accessible and engaging style and can be read cover to cover, or used on a chapter-by-chapter basis for essay writing or staff development. The book is structured in three parts - 'learning within classrooms', 'learning foundations', which explains the cognitive building blocks of knowledge acquisition and 'know thyself' which explores, confidence and self-knowledge. It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips. Throughout, the authors draw upon the latest international research into how the learning process works and how to maximise impact on students, covering such topics as: teacher personality; expertise and teacher-student relationships; how knowledge is stored and the impact of cognitive load; thinking fast and thinking slow; the psychology of self-control; the role of conversation at school and at home; invisible gorillas and the IKEA effect; digital native theory; myths and fallacies about how people learn. This fascinating book is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. It takes a broad sweep through findings stemming mainly from social and cognitive psychology and presents them in a useable format for students and teachers at all levels, from preschool to tertiary training institutes.

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.

At the heart of this book is one of the most ancient and profound question philosophers, spiritual seekers, and curious individuals have pondered since the beginning of history: "Who am I?". Advances in modern science, and access to Zen tradition, have provided us with broader and richer understanding of this topic. Over the chapters the author, a psychologist and Zen master, investigates how the brain fosters a sense of an independent self, situating his research in the contexts of neuroscience, ecology, evolution, psychology, and of the principles Eastern wisdom traditions. The book explores a broad range of insights from brain science, evolutionary biology, astronomy, clinical psychology, thoughts and emotions, mental health disorders, and Zen Buddhism. This book will appeal to psychologists, psychiatrists, social workers, counsellors, and researchers of Eastern traditions. General readers interested in the functioning of the brain will discover practical ways to integrate fascinating new findings on an age-old question into their everyday life.

This collection shifts the focus from collective memory to individual memory, by incorporating new performative approaches to identity, place and becoming. Drawing upon cultural geography, the book provides an accessible framework to approach key aspects of memory, remembering, archives, commemoration and forgetting in modern societies.

This book presents the proceedings of the 8th International Ergonomics Conference (ERGONOMICS), held in Zagreb, Croatia on December 2-5, 2020. By highlighting the latest theories and models, as well as cutting-edge technologies and applications, and by combining findings from a range of disciplines including engineering, design, robotics, healthcare, management, computer science, human biology and behavioral science, it provides researchers and practitioners alike with a comprehensive, timely guide on human factors and ergonomics. It also offers an excellent source of innovative ideas to stimulate future discussions and developments aimed at applying knowledge and techniques to optimize system performance, while at the same time promoting the health, safety and wellbeing of individuals. The proceedings include papers from researchers and practitioners, scientists and physicians, institutional leaders, managers and policy makers that contribute to constructing the Human Factors and Ergonomics approach across a variety of methodologies, domains and productive sectors.

This book explores heutagogy (self-determined learning) - a new approach to teaching and learning in higher education - and proposes a paradigm shift in teaching, learning, and the educational enterprise and ecosystem. The first part of the book presents the philosophical, psychological and sociological foundations of heutagogy, and describes lessons learned from prior experiences of its implementation. The second part presents a collaborative self-study of five heutagogy courses in higher education. The third discusses how the academic community can enhance the paradigm change, and compares heutagogy to similar academic approaches. The concluding chapter of the book explores the question of "what next"? and suggests some possible elaborations of heutagogy. "At the beginning, it was very difficult for me to appreciate the course's mode of learning. All my life I had learned in a traditional manner. Occasionally I felt that I was being thrown into deep water without a lifeguard. ... But as the course progressed, I succeeded in letting go of my deeply rooted habits and discovered a new learning approach, through which I found in myself a new learner..." (Student's reflection) "...this book suggests a novel approach to learning and education and will become a widely read one." Dr. Lisa Marie Blaschke, Carl von Ossietzky University of Oldenburg

This book proposes a groundbreaking approach to the study of personal creativity, linking this to the analysis of the chakras, or centers of energy, of the subtle system suggested by the Eastern philosophy called Sahaja Yoga. It argues that creativity is to be re-learnt through a process of self-review, a self-examination which is underpinned by the author's concept of the outsider to the self, a pervasive condition characterized by a tendency to be connected to the outer world at the expense of the inner world. The author analyses creativity from three different but interrelated aspects -the individual, society and education - and maps out a route that may take the individuals into an understanding of blockages in their creative process. It also examines aspects that have contributed to sustain the condition of the outsider to the self, hindering people's creativity. It argues that the traditional education system is both constricting and releasing factor of creativity. Finally, through the use of auto-ethnography, the author reveals a process of blocked and unblocked creativity. This book is a key read for all those interested in psychology, sociology, education and cultural studies.