This book, which gathers in one place the theories of 10 leading cognitive and functional linguists, represents a new approach that may define the next era in the history of psychology: It promises to give psychologists a new appreciation of what this variety of linguistics can offer their study of language and communication. In addition, it provides cognitive-functional linguists new models for presenting their work to audiences outside the boundaries of traditional linguistics. Thus, it serves as an excellent text for courses in psycholinguistics, and appeal to students and researchers in cognitive science and functional linguistics.

The Brain-Friendly Museum proposes an innovative approach to experiencing and enjoying the museum environment in new ways, based on the systematic application of cognitive psychology and neuroscience. Providing practical guidance on navigating and thinking about museums in different ways, the book is designed to help develop more fulfilling visitor experiences. It explores our cognitive processes and emotions, and how they can be used to engage with and enjoy the museum environment, regardless of the visitor's background, language, or culture. The book considers core cognitive processes, including memory, attention, and perception, and how they can successfully be applied to the museum environment, for example, in creating more effective displays. Using evidence-based examples throughout, the book advocates for a wellbeing approach improving visitor experience, and one that is grounded in research from psychology and neuroscience. This book is a must-read for all museum practitioners and psychologists interested in the relationship between cultural heritage, psychology, and neuroscience. It will also be of great interest to art therapists, neuroscientists, university students, museum stakeholders, and museum lovers.

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.

Looking at one's face in the mirror and finding one's self in the mirror are not the same. The former capacity is something we share with other animals; the latter is a skill: something we have to learn. What does it mean and what does it take to find oneself the mirror? This book provides a comparative anthropological enquiry into the unity and diversity of mirror gazing. The reader is encouraged to reflect upon and experiment with different mirror gazes through a range of case studies. Koukouti and Malafouris weave together anthropology with philosophy and draw on examples from literature and experiments from psychopathology in a way that has never been attempted before. The master metaphor is that of the mirror as trap. Mirror gazing is viewed on a par with hunting. Mirroring signifies the hunt for self-knowledge. In a time obsessed with the digital self-image, Koukouti and Malafouris reflect on the structures of consciousness that underpin the different ways of looking at and through the mirror. Combining metaphor, comparison and estrangement, they gesture towards a therapeutic alliance between body and mirroring. This allows us to look in the mirror, and think of our shared humanity differently.

The phone call came mid-afternoon in February of 1996. The program chair for the annual meeting for the Southern Society of Philosophy and Psychology wanted to make sure he had the facts right. "This is somewhat unusual..." he began. "You're a philosophy professor who wants to present to psychologists in the psychology portion of the meeting." "That's right." "Well your paper was accepted for that part of the program but the others just wanted me to check and make sure that's where you want to be presenting." "That's right." Reassured, the professor wished me luck and said good-bye. In my session at the meeting, I was the last to present. As my time approached, the medium-sized room slowly became crowded. I dreamed that these psychologists had left their other meetings early to make sure to catch my presentation on the use of metaphors in attention research. As I arose to present I noticed that the half-full room had become standing room only! Finally, after years of feeling as if I was struggling alone in promoting and defending a phenomenology of attention, I had an eager audience for my message. My persistence had paid off. I delivered my message with passion.

What role does justice play in the formation of public opinion and the scholarly debates about social problems? Does the perception of injustice force problems to appear on the political agenda? Does the perception of an injustice give momentum to social change? Or are violations of self-interest or threats to one's material welfare the more important factors? Or are empathy-driven concerns for the needy and the disadvan taged motivations to solve societal problems? What is known about the role justice concerns play in leadership? In several chapters of this volume, justice concerns and justice motives are viewed in relation to other concerns and motivations; welfare, self-interest, altruism. It is argued that the consensus of political theorists converges on mutual advantage as the main criterion of acceptable solutions to solving socie tal problems. In economics, self-interest is considered the driving force and provides the criterion of acceptable solutions. Sociological and social psychological exchange theories share these basic assumptions. Thus, questions are raised and answered concerning how justice and these other important motives appear in the analyses of societal prob lems and the search for solutions. Moreover, in addition to the issue of conflicting motives-self interest, altruism, justice-it is commonly recognized that the definition of what is just and what is unjust is open to question. In public as well as in scientific dialogues, diverging views about justice have to be integrated or decided upon."

urrently a paradigm shift is occurring in for the conventional understanding of represen- which the traditional view of the brain as tions. The paper also summarizes the rationale for C representing the "things of the world" is the selection of contributions to this volume, which challenged in several respects. The present volume will roughly proceed from relatively "realist" c- is placed at the edge of this transition. Based on the ceptions of representation to more "constructivist" 1997 conference "New Trends in Cognitive Sci- interpretations. The final chapter of discussions, ence" in Vienna, Austria, it tries to collect and in- taped during and at the end of the conference, p- grate evidence from various disciplines such as p- vides the reader with the possibility to reflect upon losophy of science, neuroscience, computational the different approaches and thus contributes to b- approaches, psychology, semiotics, evolutionary ter and more integrative understanding of their biology, social psychology etc. , to foster a new thoughts and ideas. understanding of representation. The subjective experience of an outside world This book has a truly interdisciplinary character. It seems to suggest a mapping process where environ- is presented in a form that is readily accessible to mental entities are projected into our mind via some professionals and students alike across the cognitive kind of transmission. While a profound critique of sciences such as neuroscience, computer science, this idea is nearly as old as philosophy, it has gained philosophy, psychology, and sociology.

An earlier book by Rodrick Wallace entitled Consciousness: A Mathematical Treatment of the Global Neuronal Workspace Model, introduced a formal information-theoretic approach to individual consciousness implementing approaches developed previously by the cognitive scientist Bernard Baars and the philosopher Fred Dretske. This book takes a more formal 'groupoid' perspective and generalizes the results of that book to processes of 'distributed cognition' characteristic of large institutions that can entertain several, sometimes many, simultaneous 'global workspaces' which must compete for resources while communicating and cooperating. Equivalence classes of 'states' produce a network of language-analogs characterizing interacting cognitive modules which entertain multiple workspaces. Equivalence classes of these language-analogs produce dynamical manifolds describing temporal processes carried out by multiple-workspace institutions.

If the truth were told, this volume and its direct antecedents must rank among the most ambitious, if not simply pretentious, endeavors imag inable, at least in the social sciences. The titles of the volume and the chapters, promising to integrate the experiences of the sense of justice and the affectional bonding of people in close relations, seem straightforward and reasonable enough. What they fail to convey, however, is the simple bald fact that we in the human social sciences have no firm grasp on either of these two fundamental experiences-what we sometimes call "love" and "justice. " To begin with, even as "scientists" committed to under standing based upon systematic propositions linking publicly observable concepts, we have no clear consensus concerning the nature of the affec tional bonds linking people in close relationships-love, intimacy, caring, mutual responsiveness, or the sense of justice, fairness, deserving, and in our efforts to under entitlement. And we are continually handicapped stand these complex, moving experiences by the persistent tendency to reduce them to manifestations of, "nothing but," familiar psychological or even biological processes-"secondary rewards," "selfish genes. " So, why then this volume? Although there are many answers to the question, probably the most germane is that the basic issues are so im portant and intriguing that the recent past has seen rather dramatic paral lel growth in social scientists' interest in these two areas-justice and close relationships."

Repression receives little attention in philosophical literature. This study of cases of repression that inhibit an agent's deliberative access to his reasons argues that an agent cannot correctly deliberate about a reason to overcome repression as if he did so, he would already have overcome repression and so would have no reason to do so.

This volume of Advances in Clinical Child Psychology is the third under our editorship and the seventeenth of the series. It continues the tradition of examining a broad range of topics and issues related to the study and treatment of child and adolescent behavior problems. Over the years, the series has served to identify important and exciting new developments in the field and provide scholarly review of current thought and practices. In the openingchapter, Cichetti, Toth, and Lynch examine attachment theory and its implications for psychopathology. They provide exacting commentary on the status of the construct of attachment and its potential role in the development of diverse psychopathologies. Similarly, Richards explores the impact of infant cognitive psychophysiology and its role in normal and abnormal development in the second chapter. Both of these chapters address issues of risk for subsequent psychopathology and are deeply embedded in developmental theory. In Chapter 3/ Nottelmann and Jensen tackle the important issue of comorbidity in psychiatric diagnosis from a developmental perspective.

Marja-Leena Stenstrom ] and Pai ] vi Tynjal ] a ] Changing Working Life as a Challenge to Education Recentmacro-leveltrends, suchaseconomicglobalisation, thedevelopmentofthe- formationsociety, changesinmethodsofproductionandtheorganisationofwork, and the growing signi?cance of knowledge as a factor of production, have created a new context for the relationship between education and working life. In this new context, the use of work experience as an educational and learning strategy has become one ofthemostimportantdevelopmentsbothinvocationaleducationandtraining(VET) and in higher education. Although the tradition of making work an integral part of education has varied at different levels of the educational system, the challenges that systems of education currently face are very similar in many respects. These include thechallengeofequivalenceasregardsthelevelofacademicstandards, thechallenge ofdevelopingpedagogicalpracticesfordifferentformsofwork-relatedlearning, and the impact that work-related learning has on the identity of the educational orga- sation, the teacher, and the learner. The diversity of the systems through which work experience is realised, the varying levels of training of workplace trainers, and the lack of industrial experience of vocational school teachers have aroused discussion abouthowtoguaranteeandassessthequalityofthelearningtakingplaceindifferent workplaces and of the work-based learning system as a whole. (See e. g. Boud & Solomon, 2001, p. 27; Grif?ths & Guile, 2004; Guile &Grif?ths, 2001. ) The key pedagogical question regarding collaboration between education and work is how to build a ?rm connection between theory and practice or abstract thinking and practical action - and between the development of general skills and speci?c vocational skills."

One of the primary advances for the 21st century is progress beyond the need to defend the findings of behavioral genetic investigations of intelligence. With the advent of developmental behavioral genetics and molecular genetics researchers have taken their discoveries far beyond simple nature/nurture constructs to a finer understanding of how genes and environment intersect to affect cognitive function.

"Behavior Genetics of Cognition across the Lifespan" presents the state of the field in well-documented detail as noted experts examine gene-environment interactions in cognitive function from childhood into old age. Fluidity is at the heart of this coverage: normative and non-normative brain development get equal attention, and statistical, molecular, biological, brain imaging, and neurobiological approaches contribute separately and in combination to the findings.

All major life stages are examined as periods of gene-based cognitive change, including midlife, which until recently has been considered a period for marking time until "real" age-related change occurs. And the book is written so that individual chapters can be as useful on their own as the volume is as a whole. Among the topics covered in depth:

Cognitive abilities in childhood and adolescenceGenetic and environmental influences on intellectual disabilities in childhoodCognition in middle adulthoodGene by environment interplay in cognitive agingDementia: genes, environments, interactionsBrain imaging and cognition

By synthesizing where the field is today--and identifying issues that need further attention--"Behavior Genetics of Cognition across the Lifespan" is a bedrock text for behavioral geneticists, cognitive psychologists and neuroscientists."

Over the past ten to fifteen years the international scene of research on learning and instruction has witnessed the emergence of important and promising developments. New theoretical frameworks, design principles, and research methodologies focusing on the construction, implementation, and evaluation of powerful learning environments have been put forward, coming from three intersecting subdomains within the broader field of research on learning and instruction - namely instructional psychology, instructional technology, and instructional design. Although it is obvious that the developments in those three subdomains are characterized by similarities and convergencies, there are still important differences. Therefore, there is a great need for scientific debate and attempts to integrate, or justify, the contrasting theoretical frameworks, methodological approaches, and empirical outcomes.
A European research network, coordinated by the Center for Instructional Psychology and Technology of the University of Leuven, has been set up to work towards this end. The present volume is the first collective output of this European research network, and focuses on unravelling and identifying basic component and dimensions of powerful learning environments. It is based on the presentations and discussions that constituted the "piece de r??sistance" of a first meeting of the research network.

This book explores how and in what ways the relationship between language, mind and computation can be conceived of, given that a number of foundational assumptions about this relationship remain unacknowledged in mainstream linguistic theory, yet continue to be the basis of theoretical developments and empirical advances.

One: Nuts and Bolts.- 1. Mental Representation.- Symbolism: The Classical Paradigm.- Cracks in the Symbolic Paradigm.- Connectionism: The Other Paradigm.- Methods of Models.- Assessing Theories of Mental Representation.- 2. Partitioned Representations.- General Overview.- The Contents of Spaces.- Parochial Reasoning.- Primary Contexts.- Partitioned Semantics.- Coherence.- Consolidation.- Secondary Contexts.- A Typology of Spaces.- Where Partitioned Representations Get Their Power.- Summary and Conclusions.- 3. Language: Process and Structure.- A Simple Philosophy of Language.- Linguistic Explanation.- The Process of Language Understanding.- Linguistic Evidence for Mental Representations.- 4. Three Levels of Language Processing.- Parochial Processing.- Distribution.- Contextualization.- An Example Discourse.- Conclusions.- Two: Studies in Language.- 5. Pedro's Donkey and Oedipus's Mother.- Some Common Parochial Linguistic Processes.- Some Common Cases of Distribution.- Interaction of Distribution and Parochial Processes.- Summary and Conclusions.- 6. Satisfying Presuppositions in Discourse.- The Problem of Presupposition.- Presupposition and Parochial Processing.- What Happens in Complex Sentences?.- Conclusions.- 7. Space Frogs and Henry Ford.- Linguistic Evidence for Contextualization.- The Semantic Contributions of Space Cues.- Summary.- 8. Temporal Aspect.- Reference Time: Temporal Perspective.- Semantics and Construction.- Reference Time: Contextualization.- The Case of the Present Perfect.- Conclusion.- 9. General Conclusions.- An Assessment of Partitioned Representations.- Prospectus.- The Importance of Partitioned Representations.- Appendices: Formal Models.- 10. A Logic of Partitioned Representations.- The Syntax of PR.- Rules of Inference for PR.- The Semantics of PR.- Soundness.- Conclusions.- 11. Generalized Natural Deduction.- Generalized Natural Deduction.- Time and Action.- Frames.- Summary and Conclusions.- 12. A Computational Model.- The Design of Spaceprobe.- Customizing Digestion.- Restructuring Rules for Distribution.- Handling Queries.- Language Understanding in Spaceprobe.- Summary.- References.- Author Index.

'By the deepest thinker about this topic since Darwin' Daniel Gilbert, author of the bestseller Stumbling on Happiness

'Fascinating . . . a thought-provoking journey into emotion science' The Wall Street Journal

'This meticulous, well-researched, and deeply thought out book provides information about our emotions - what they are, where they come from, why we have them. For anyone who has struggled to reconcile brain and heart, this book will be a treasure; it explains the science without short-changing the humanism of its topic' Andrew Solomon, bestselling author of Far From the Tree and The Noonday Demon

When you feel anxious, angry, happy, or surprised, what's really going on inside of you?

Many scientists believe that emotions come from a specific part of the brain, triggered by the world around us. The thrill of seeing an old friend, the fear of losing someone we love - each of these sensations seems to arise automatically and uncontrollably from within us, finding expression on our faces and in our behaviour, carrying us away with the experience.

This understanding of emotion has been around since Plato. But what if it is wrong? In How Emotions Are Made, pioneering psychologist and neuroscientist Lisa Feldman Barrett draws on the latest scientific evidence to reveal that our common-sense ideas about emotions are dramatically, even dangerously, out of date - and that we have been paying the price. Emotions aren't universally pre-programmed in our brains and bodies; rather they are psychological experiences that each of us constructs based on our unique personal history, physiology and environment.

This new view of emotions has serious implications: when judges issue lesser sentences for crimes of passion, when police officers fire at threatening suspects, or when doctors choose between one diagnosis and another, they're all, in some way, relying on the ancient assumption that emotions are hardwired into our brains and bodies. Revising that conception of emotion isn't just good science, Barrett shows; it's vital to our well-being and the health of society itself.

This is a graduate level monographic textbook in the field of Computational Intelligence. It presents a modern dynamical theory of the computational mind, combining cognitive psychology, artificial and computational intelligence, and chaos theory with quantum consciousness and computation. The book introduces to human and computational mind, comparing and contrasting main themes of cognitive psychology, artificial and computational intelligence.

This book provides both young and senior scientists with a comparative view of current theoretical models of text production. Models are clearly situated in their historical context, scrutinized in their further evolution with a fine-grained observation of differences between models. Very complete and informative to read, this book will be useful to people working in teaching of writing or studying this specific human activity.

This volume provides an up-to-date and evaluative review of theoretical and empirical stances on emotion and its close interaction with language and cognition in monolingual and bilingual individuals. Importantly, it presents a novel methodological approach that takes into account contextual information and hence goes beyond the reductionist approach to affective language that has dominated contemporary research. Owing to this pragmatic approach, the book presents brand new findings in the field of bilingualism and affect and offers the first neurocognitive interpretation of findings reported in clinical and introspective studies in bilingualism. This not only represents an invaluable contribution to the literature, but may also constitute a breakthrough in the investigation of the worldwide phenomenon of bilingualism. Beginning with a thorough review of the history and current state of affective research and its relation to language, spanning philosophical, psychological, neuroscientific, and linguistic perspectives, the volume then proceeds to explore affect manifestation using neuropragmatic methods in monolingual and bilingual individuals. In doing so, it brings together findings from clinical and introspective studies in bilingualism with cognitive, psychophysiological and neuroimaging paradigms. By combining conceptual understanding and methodological expertise from many disciplines, this volume provides a comprehensive picture of the dynamic interactions between contextual and affective information in the language domain. Thus, Affect-Language Interactions in Native and Non-Native English Speakers: A Neuropragmatic Perspective fosters a pragmatic approach to research on affective language processing in monolingual and bilingual population, one that builds bridges across disciplines and sparks important new questions in the cognitive neuroscience of bi- and multilingualism.

This volume centers on the exploration of the ways in which the canonical texts and thinkers of the phenomenological and existential tradition can be utilized to address contemporary, concrete philosophical issues. In particular, the included essays address the key facets of the work of Charles Guignon, and as such, honor and extend his thought and approach to philosophy. To this end, the four main sections of the volume deal with the question of authenticity, i.e. what it means to be an authentic person, the ways in which the phenomenological and existential traditions can impact the sciences, how best to understand the fact of human mortality, and, finally, the ways philosophical reflection can help address current questions of value. The volume is designed primarily to serve as a secondary resource for students and specialists interested in rediscovering the practical application of existential and phenomenological thought. The collection of scholarly essays, then, could be used in conjunction with some of the more recent scholarship concerning the practical value of philosophy. Along with contributing to previous scholarship, the essays in this proposed volume attempt to update and expand the scope of phenomenological and existential inquiry.

Unmatched in the quality of its world-renowned contributors, this multidisciplinary "Companion "serves as both a course text and a reference book across the broad spectrum of issues of concern to cognitive science.

Cognitive science is one of the most exciting intellectual and scientific developments of the second half of the 20th century, integrating insights from psychology, linguistics, artificial intelligence, neuroscience, philosophy, and other disciplines in an attempt to understand human cognition. It is also a rapidly transforming domain of inquiry.

This C"ompanion" presents a deep and varied account of what one needs to know about cognitive science, what it has accomplished, and where it will be going at the start of the 21st century. Beginning with an introduction that maps the narrative history of cognitive science as a whole, the volume goes on to present sixty newly-commissioned essays that together provide an unparalleled survey of all the topical areas, major methods, and stances. There are explanatory overviews of key controversies, detailed discussions of the application of work in cognitive sciences to the real world, and anticipations of future developments.

"A Companion to Cognitive Science" can be seen as the ultimate resource guide to this fast-moving field of study.

Problem gambling is a perennial issue frequently reported in the media. This book is a comprehensive and up-to-date resource on problem gambling research. It describes the state of the art of the subject and presents the latest developments such as computer modelling of gambling behaviour and risk profiles of gambling products.

This volume demonstrates that phonology is a subsystem of the mind/brain and explores the theoretical and practical (including medical) consequences of this insight. Written by American and European specialists at the cutting-edge of research in areas ranging from phonetics to neurology, the book addresses central questions relating to the cognitive status of phonological representation and phonetic implementation and the links between mental and physical representation of sound systems.