The central thesis of Schizotypy: Implications for Illness and Health is both challenging and controversial: that the features of psychotic disorders actually lie on a continuum with, and form part of, normal behaviour and experience. The dispositional or 'schizotypal' traits associated with psychotic disorders certainly predispose an individual to mental illness, but they may also lead to positive outcomes such as enhanced creativity or spiritual experience. Discussion of each aspect of this theme is supported by extensive experimental and clinical evidence, questioning the received medical wisdom which treats psychotic illness in the narrow context of neurological disease. The result is an authoritative and provocative overview of an important topic in psychological research and clinical practice.

Human Performance in Complex Systems introduces readers to the theory of complex systems, examining the role of humans within larger systems and the factors that affect human performance. Sections review the history of one particularly fruitful approach to complexity, providing an overview of complexity science that also discusses our current understanding of complex systems in a variety of domains, including physical, biological, mechanical and organizational. The author also introduces the idea that there are similarities between the successful architecture and control of both biological and organizational systems. Case studies concerning failures and successes within complex systems are also included. The book concludes by using the preceding material to develop principles that can be applied for successful design and control of complex systems.

This book focuses on the evolutionary and developmental origins of the social mind. Written by leading scientists in the field, the book brings together the currently segregated views on social cognition in the two fields.

Principles of Learning and Memory presents state-of-the-art reviews that cover the experimental analysis of behavior, as well as the biological basis of learning and memory, and that overcome traditional borders separating disciplines. The resulting chapters present and evaluate core findings of human learning and memory that are obtained in different fields of research and on different levels of analysis. The reader will acquire a broad and integrated perspective of human learning and memory based on current approaches in this domain.

This book offers the first systematic guide to machine ethics, bridging between computer science, social sciences and philosophy. Based on a dialogue between an AI scientist and a novelist philosopher, the book discusses important findings on which moral values machines can be taught and how. In turn, it investigates what kind of artificial intelligence (AI) people do actually want. What are the main consequences of the integration of AI in people's every-day life? In order to co-exist and collaborate with humans, machines need morality, but which moral values should we teach them? Moreover, how can we implement benevolent AI? These are just some of the questions carefully examined in the book, which offers a comprehensive account of ethical issues concerning AI, on the one hand, and a timely snapshot of the power and potential benefits of this technology on the other. Starting with an introduction to common-sense ethical principles, the book then guides the reader, helping them develop and understand more complex ethical concerns and placing them in a larger, technological context. The book makes these topics accessible to a non-expert audience, while also offering alternative reading pathways to inspire more specialized readers.

Contemporary Capacity-Building in Educational Contexts extends current understandings of what capacities and capacity-building are and of the dimensions that maximise their prospects of success in current educational policy-making and provision. It does this by exploring how capacity-building is implemented among nine groups of research participants, including Australian, Dutch and English circus families, migrants and refugees in an Australian regional town, and a university education research team. These data sets are analysed to address eight 'hot topics' and 'wicked problems' in contemporary education: consciousness; creativity; dis/empowerment and agency; diversity and identity; forms of capital and currencies; knowledge sharing; regionality and rurality; and resilience.

This book consolidates and extends the authors' work on the connection between iconicity and abductive inference. It emphasizes a pragmatic, experimental and fallibilist view of knowledge without sacrificing formal rigor. Within this context, the book focuses particularly on scientific knowledge and its prevalent use of mathematics. To find an answer to the question "What kind of experimental activity is the scientific employment of mathematics?" the book addresses the problems involved in formalizing abductive cognition. For this, it implements the concept and method of iconicity, modeling this theoretical framework mathematically through category theory and topoi. Peirce's concept of iconic signs is treated in depth, and it is shown how Peirce's diagrammatic logical notation of Existential Graphs makes use of iconicity and how important features of this iconicity are representable within category theory. Alain Badiou's set-theoretical model of truth procedures and his relational sheaf-based theory of phenomenology are then integrated within the Peircean logical context. Finally, the book opens the path towards a more naturalist interpretation of the abductive models developed in Peirce and Badiou through an analysis of several recent attempts to reformulate quantum mechanics with categorical methods. Overall, the book offers a comprehensive and rigorous overview of past approaches to iconic semiotics and abduction, and it encompasses new extensions of these methods towards an innovative naturalist interpretation of abductive reasoning.

Arguably the most influential thinker on education in the twentieth century, Dewey's contribution lies along several fronts. His attention to experience and reflection, democracy and community, and to environments for learning have been seminal...

The construct of intellectual disability has developed over centuries and has had different functions at different times; from a concept that was used to describe people from whom society needed protecting from in the late to 19th and early 20th centuries, to one used to describe people who are unable to cope in the current environment. It is now defined in terms of having a measured IQ below a fixed cut off point, usually 70, and a low level of adaptive behaviour also often specified in terms of being below a cut off point. Intellectual Disability demonstrates that neither IQ nor adaptive behaviour can be measured with sufficient accuracy for fixed cut off points to be used and suggests a number of new much more loosely defined constructs of intellectual disability based on clinical judgment.

This book is a collection of writings by active researchers in the field of Artificial General Intelligence, on topics of central importance in the field. Each chapter focuses on one theoretical problem, proposes a novel solution, and is written in sufficiently non-technical language to be understandable by advanced undergraduates or scientists in allied fields. This book is the very first collection in the field of Artificial General Intelligence (AGI) focusing on theoretical, conceptual, and philosophical issues in the creation of thinking machines. All the authors are researchers actively developing AGI projects, thus distinguishing the book from much of the theoretical cognitive science and AI literature, which is generally quite divorced from practical AGI system building issues. And the discussions are presented in a way that makes the problems and proposed solutions understandable to a wide readership of non-specialists, providing a distinction from the journal and conference-proceedings literature. The book will benefit AGI researchers and students by giving them a solid orientation in the conceptual foundations of the field (which is not currently available anywhere); and it would benefit researchers in allied fields by giving them a high-level view of the current state of thinking in the AGI field. Furthermore, by addressing key topics in the field in a coherent way, the collection as a whole may play an important role in guiding future research in both theoretical and practical AGI, and in linking AGI research with work in allied disciplines

A collection of state-of-the-art presentations on visualization problems in mathematics, fundamental mathematical research in computer graphics, and software frameworks for the application of visualization to real-world problems. Contributions have been written by leading experts and peer-refereed by an international editorial team. The book grew out of the third international workshop ‘Visualization and Mathematics’, May 22-25, 2002 in Berlin. The variety of topics covered makes the book ideal for researcher, lecturers, and practitioners.

This book discusses the main milestones of early brain development and the emergence of consciousness, within and outside the mother's environment, with a particular focus on the preterm infant. These insights offer new perspectives on issues concerning fetal pain, awareness in newborns, and the effects of current digital media on the developing infant brain. Among the topics covered: * Brain patterning, neural proliferation, and migration. * The stress of being born and first breaths. * The stream of consciousness. * Parenting and stimulating the brain of the child. * The moral status of the fetus and the infant. Infant Brain Development is an excellent resource for researchers, clinicians and related professionals, and graduate students across a variety of disciplines including developmental psychology, pediatrics, neurobiology, neuroscience, obstetrics, nursing and medical ethics. It is written with historic and philosophical remarks of interest for a broad readership. --- "This book is a joy to read for anyone interested in understanding where biology is heading in the 21st century, and it is essential for those who work in child development." Eric Kandel, University Professor, Columbia University, Co-Director, Mortimer B. Zuckerman Mind Brain Behavior Institute, Nobel Laureate in Medicine 2000 "With the precision of a scientist, the depth of a philosopher, and the heart and sensitivity of a pediatrician, Hugo Lagercrantz weaves a story as readable and engrossing as any mystery novel, linking brain, genes, the environment, and behavior to explain the development of the mind of a newborn. A tour de force!" Patricia K. Kuhl, The Bezos Family Foundation Endowed Chair in Early Childhood Learning, Co-Director, Institute for Learning & Brain Sciences, University of Washington "This book is a noble and valiant effort by Dr. Lagercrantz to explain the immensely complex issue of normal and pathological development of the human brain in simple terms that are accessible to the general public." Pasko Rakic, Duberg Professor of Neuroscience and Neurology, Yale University School of Medicine

More than 40 years ago, E. Paul Torrance undertook to study creativity in students and study whether it would predict their creative achievements as adults. He and his colleagues wanted to determine what other factors influence, predict, encourage or sustain their creativity over time. There has never been a longitudinal study of creativity of this magnitude. Its findings will be useful to, and have implications for, several audiences: parents, teachers, counselors--especially vocational counselors--university and college instructors, and educational administrators. The Manifesto for Children was developed on the basis of the responses of 215 young adults who had attended two elementary schools in Minnesota from 1958 to 1964. They had been administered some creativity tests each year, and they were followed up in 1980. On the basis of their questionnaire responses, the Manifesto was developed to describe their ongoing struggle to maintain their creativity and use their strengths to create their careers and to provide guidance to children. In 1998, they were followed up to assess their creative achievements and to validate the Manifesto. Some of the participants had attained eminence, while others had attained only mediocre careers.

The main topic of the book is a reconstruction of the evolution of nervous systems and brains as well as of mental-cognitive abilities, in short "intelligence" from simplest organisms to humans. It investigates to which extent the two are correlated. One central topic is the alleged uniqueness of the human brain and human intelligence and mind. It is discussed which neural features make certain animals and humans intelligent and creative: Is it absolute or relative brain size or the size of "intelligence centers" inside the brains, the number of nerve cells inside the brain in total or in such "intelligence centers" decisive for the degree of intelligence, of mind and eventually consciousness? And which are the driving forces behind these processes? Finally, it is asked what all this means for the classical problem of mind-brain relationship and for a naturalistic theory of mind.

This book provides a multifaceted analysis of how the human face drives many of our most important social behaviors. People perceive the identities, genders, and attractiveness of others from the many different faces they see every day. There has been great deal of research on the psychology, neuropsychology and neuroscience of how these perceptions are formed. However the facial displays of leadership, with their almost ubiquitous role in our social lives, remain largely unexplored. Carl Senior argues that perhaps now more than ever, it is crucial to understand how facial displays communicate leadership abilities. This book brings together perspectives from a range of international experts across a variety of fields including social psychology, organisational sciences and the study of primates, with the aim to further our understanding of this fundamental social force. Scholars and professionals, as well as anyone interested in learning more about how the face is used to drive our perception of leadership, will find this book of great interest.

Rapid advances in cognitive neuroscience and converging technologies have led to a vigorous debate over cognitive enhancement. This book outlines the ethical and social issues, but goes on to focus on the policy dimensions, which until now have received much less attention. As the economic, social and personal stakes involved with cognitive enhancement are so high, and the advances in knowledge so swift, we are likely to see increasing demands for government involvement in cognitive enhancement techniques. The book therefore places these techniques in a political context and brings the subsequent considerations and divisions to the forefront of the debate, situating their resolution within the milieu of interest group politics. The book will provide a starting point from which readers can develop a balanced policy framework for addressing such concerns.

The book contains contributions by leading figures in philosophy of mind and action, emotion theory, and phenomenology. As the focus of the volume is truly innovative we expect the book to sell well to both philosophers and scholars from neighboring fields such as social and cognitive science. The predominant view in analytic philosophy is that an ability for self-evaluation is constitutive for agency and intentionality. Until now, the debate is limited in two (possibly mutually related) ways: Firstly, self-evaluation is usually discussed in individual terms, and, as such, not sufficiently related to its social dimensions; secondly, self-evaluation is viewed as a matter of belief and desire, neglecting its affective and emotional aspects. The aim of the book is to fill these research lacunas and to investigate the question of how these two shortcomings of the received views are related.

This book aims to highlight the vigour, diversity and insight of the various cognitive science perspectives on personality and emotion. It aims also to emphasise the rigorous scientific basis for research to be found in the integration of experimental psychology with neuroscience, connectionism and the new evolutionary psychology. The contributors to this book provide a wide-ranging survey of leading-edge research topics. It is divided into three parts, on general frameworks for cognitive science, on perspectives from emotion research, and on perspectives from studies of personality traits.

Young's thesis concludes that the higher activities of humans can be illuminated through an examination of the actual brain functions that produce them, and that these processes can be closely compared to those of a calculating machine.