This book analyses and challenges the metatheoretical framework which supports information-processing models of human speech perception. The first part consists of a review of speech perception research in the information-processing paradigm; an overview of the cognitivist philosophy from which this approach takes its justification; and an introduction to some relevant themes of phenomenological philosophy. The second half uses the phenomenological insights discussed to demonstrate some inadequacies of cognitivism; to show how these inadequacies underlie problems with the information-processing theory; and suggests an alternative framework with significant change of focus.

The crux of the debate between proponents of behavioral psychology and cognitive psychology focuses on the issue of accessibility. Cognitivists believe that mental mechanisms and processes are accessible, and that their inner workings can be inferred from experimental observations of behavior. Behaviorists, on the contrary, believe that mental processes and mechanisms are inaccessible, and that nothing important about them can be inferred from even the most cleverly designed empirical studies. One argument that is repeatedly raised by cognitivists is that even though mental processes are not directly accessible, this should not be a barrier to unravelling the nature of the inner mental processes and mechanisms. Inference works for other sciences, such as physics, so why not psychology? If physics can work so successfully with their kind of inaccessibility to make enormous theoretical progress, then why not psychology? As with most previous psychological debates, there is no "killer argument" that can provide an unambiguous resolution. In its absence, author William Uttal explores the differing properties of physical and psychological time, space, and mathematics before coming to the conclusion that there are major discrepancies between the properties of the respective subject matters that make the analogy of comparable inaccessibilities a false one. This title was first published in 2008.

First published in 1950, this revised edition of The Structure of Human Abilities was published in 1961, but remained largely unchanged from the original save for an additional supplement on the developments in factorial work on human abilities from 1950-1959. Much research had been carried out during the years leading up to publication, in England and America, into mental abilities; and modern methods of statistical treatment, especially factor analysis, had been increasingly used. It was felt that the mass of diverse material was apt to confuse the student of psychology of the time, especially as the results of such research were often apparently conflicting. Professor Vernon, one of the leading experts in this branch of psychology, sifted the material and attempted to provide a consistent picture of our mental structure.

Originally published in 1969, Intelligence and Cultural Environment looks at the concept of intelligence and the factors influencing the mental development of children, including health and nutrition, as well as child-rearing practices. It goes on to discuss the application of intelligence tests in non-Western countries and includes both British and cross-cultural studies to illustrate this. Inevitably a product of the time in which it was written, this book nonetheless makes a valuable contribution to intelligence theory as we know it today.

This study is an examination of Baudelaire's art criticism and its relationship with his creative writing. It is the first book in English to treat in one volume the diverse aspects of the subject: the principal aesthetic ideas, the importance of Delacroix, Boudin, Meryon, Guys, and Manet, the essays on laughter and caricature, and the language and rhetoric of the Salons and other critical writings. The title reflects Baudelaire's conviction, which emphasizes in relation to Delacroix, Daumier, Guys, and Wagner, that all art, whether it is painting, poetry or music, springs from the memory of the artist and speaks to the memory of the consumer of that art. This idea, exemplified in his own creative writing, extends to criticism itself, which is seen primarily as a phenomenon of recognition, and it is that sense of recognition that the author has sought to emphasize throughout.

This book explores the basic concept of agency and develops it further in psychology using it to better understand and explain psychological processes and behavior. More importantly, this book seeks to put an emphasis on the role of agency in four distinct settings: history of psychology, neuroscience, psychology of religion, and sociocultural theories of co-agency. In Volume 12 of the Annals of Theoretical Psychology the contributors explore a number of new ways to look at agency in psychology. This volume seeks to develop a systematic theory of axioms for agency. It describes implications for research and practice that are founded on an understanding of the person as an actor in the world. This book also has implications for research and practice across psychology's sub-fields uniting the discipline through an agentic view of the person

The advances in neuroimaging technologies have led to substantial progress in understanding the neural mechanisms of cognitive functions. Thinking and reasoning have only recently been addressed by using neuroimaging techniques. The present book comprehensively explores current approaches and contributions to understanding the neural mechanisms of thinking in a concise and readable manner. It provides an insight into the state of the art and the potentials, but also the limitations of current neuroimaging methods for studying cognitive functions. The book will be a valuable companion for everyone interested in one of the most fascinating topics of cognitive neuroscience.

This book seeks to build bridges between neuroscience and social science empirical researchers and theorists working around the world, integrating perspectives from both fields, separating real from spurious divides between them and delineating new challenges for future investigation. Since its inception in the early 2000s, multilevel social neuroscience has dramatically reshaped our understanding of the affective and cultural dimensions of neurocognition. Thanks to its explanatory pluralism, this field has moved beyond long standing dichotomies and reductionisms, offering a neurobiological perspective on topics classically monopolized by non-scientific traditions, such as consciousness, subjectivity, and intersubjectivity. Moreover, it has forged new paths for dialogue with disciplines which directly address societal dynamics, such as economics, law, education, public policy making and sociology. At the same time, beyond internal changes in the field of neuroscience, new problems emerge in the dialogue with other disciplines. Neuroscience and Social Science - The Missing Link puts together contributions by experts interested in the convergences, divergences, and controversies across these fields. The volume presents empirical studies on the interplay between relevant levels of inquiry (neural, psychological, social), chapters rooted in specific scholarly traditions (neuroscience, sociology, philosophy of science, public policy making), as well as proposals of new theoretical foundations to enhance the rapprochement in question. By putting neuroscientists and social scientists face to face, the book promotes new reflections on this much needed marriage while opening opportunities for social neuroscience to plunge from the laboratory into the core of social life. This transdisciplinary approach makes Neuroscience and Social Science - The Missing Link an important resource for students, teachers, and researchers interested in the social dimension of human mind working in different fields, such as social neuroscience, social sciences, cognitive science, psychology, behavioral science, linguistics, and philosophy.

Fostering knowledgeable, responsible, and caring students is one of the most urgent challenges facing schools, families, and communities. Promoting Social and Emotional Learning provides sound principles for meeting this challenge. Students today face unparalleled demands. In addition to achieving academically, they must learn to work cooperatively, make responsible decisions about social and health practices, resist negative peer and media influences, contribute constructively to their family and community, function in an increasingly diverse society, and acquire the skills, attitudes, and values necessary to become productive workers and citizens. A comprehensive, integrated program of social and emotional education can help students meet these many demands. The authors draw upon scientific studies, theories, site visits, and their own extensive experiences to describe approaches to social and emotional learning at all levels. Framing the discussion are 39 concise guidelines, as well as many field-inspired examples for classrooms, schools, and districts. Chapters address how to develop, implement, and evaluate effective strategies. Educators who have programs in place will find ways to strengthen them. Those seeking further direction will find an abundance of approaches and ideas. Appendixes include a curriculum scope for preschool through grade 12 and an extensive list of contacts that readers may follow up on for firsthand knowledge about effective social and emotional programs. The authors of Promoting Social and Emotional Learning are members of the Research and Guidelines Work Group of the Collaborative for the Advancement of Social and Emotional Learning (CASEL).

Hardbound. With the increased dissemination of information technologies in education, the issue of how learners deal with multimedia information systems has become critical. New research questions have emerged such as: How well do people learn from multimedia documents? How do they achieve integration between text and any other media? How can you make computerised information systems fit user information processing strategies and styles? And what is the potential of hypermedia applications for education, training and work?This volume is based on a selection of papers presented at the first International Seminar on Using Complex Information Systems held in Poitiers, France. The volume presents a comprehensive overview of research issues related to multimedia usage considered from cognitive and instructive perspectives. It relates theories of mental representations, information processing and learning to issues of design and use of multimedia technolog

This volume pulls together and republishes, with some editing, updating, and additions, articles written during 1978-86 for internal use within the CIA Directorate of Intelligence. The information is relatively timeless and still relevant to the never-ending quest for better analysis. The articles are based on reviewing cognitive psychology literature concerning how people process information to make judgments on incomplete and ambiguous information. Richard Heur has selected the experiments and findings that seem most relevant to intelligence analysis and most in need of communication to intelligence analysts. He then translates the technical reports into language that intelligence analysts can understand and interpreted the relevance of these findings to the problems intelligence analysts face.

Previously published as "Dirty Minds: How Our Brains Influence Love, Sex, and Relationships."
PHILOSOPHERS, THEOLOGIANS, ARTISTS, AND BOY BANDS HAVE WAXED poetic for centuries about the nature of love. But what does the "brain "have to say about the way we carry our hearts? In the wake of a divorce, science writer and single mother Kayt Sukel made herself a guinea pig in the labs of some unusual love experts to find out. "This Is Your Brain on Sex "is her lively and hilarious examination of the big questions about love and sex, previously published in hardcover as "Dirty Minds."
Each chapter of this edgy romp through the romantic brain looks at a different aspect of love above the belt. What in your brain makes you love someone--or simply lust after them? Why do good girls like bad boys? Is monogamy practical? How thin is that line between love and hate? After reading this gimlet-eyed look at love, sex, and the brain, you'll never look at romance the same way again.

The Science of Dream Interpretation presents a scientific, historic and psychological account of dream interpretation by introducing the biological and evolutionary foundations of sleep, dreams and dream interpretation. Chapters cover the theory of dream interpretation, the physiological and evolutionary reasons for sleep and dreaming, an overview of the role dreams and dream interpretation throughout history, including the cultural and religious significance of dreams, and how dreams interrupt sleep, including issues of insomnia, sleep walking, and more. The next few sections present influential dream theorists of the 20th century, including a review of their theories (Sigmund Freud, Carl Jung, and Fritz Perls). The final section explains how dreams may be used to extract personal meanings and be utilized in psychotherapy, including case examples from actual psychotherapy sessions of the techniques used to interpret dreams.

As a group, normal middle-aged men tend to fly well below the radar screen of public scrutiny. They are neither deviants nor superheroes. Rarely the subject of movies or newspaper headlines, regular guys arena (TM)t fabulously wealthy, nor are their ambitions circumscribed. They contribute to society, raise their children, and respect other people. Nevertheless, these regular guys have experienced their share of adversity and emotional challengesa "such a divorce, death, illness, and loss of jobsa "but reflect a continuing core of emotional stability.

Regular Guys follows 67 well-adjusted mostly white males, who were initially chosen during the 1960s, to test theories of normal adolescent functioning. They were reinterviewed at age 48 to examine male functioning at middle age. This unique, 34-year study contrasts the critical period of adolescent development, which has been culturally characterized by stress and turmoil, with the relative stability of middle age. It addresses such issues as:

- Attitudes and behaviors concerning work, sex, religion, and self.

- Relationships with parents, siblings, spouses, and children.

- Coping and resilience in response to trauma.

- Negative health behaviors (particularly overeating and problem drinking as adults).

- Memories of their teenage years.

The authorsa (TM) findings are likely to be of considerable interest and use to clinicians and academics alike. In addition, the results provide a baseline as to what, by contrast, reflects psychopathology. Regular Guys provides a much-needed portrait of individuals rarely studied across several decades of time.

In Alchemy for the Mind: Create Your Confident Core, Rhian Sherrington, life coach and behaviour change specialist, draws upon neuroscience, positive psychology and theories of behaviour change to offer a concise and informative way to create and nurture a 'confident core' to enable you to succeed and flourish in your life.

Originally published in 1981, this third volume deals with the empirical data base and the theories concerning visual perception - the set of mental responses to photic stimulation of the eyes. As the book develops, the plan was to present a general taxonomy of visual processes and phenomena. It was hoped that such a general perspective would help to bring some order to the extensive, but largely unorganized, research literature dealing with our immediate perceptual responses to visual stimuli at the time. The specific goal of this work was to provide a classification system that integrates and systematizes the data base of perceptual psychology into a comprehensive intellectual scheme by means of an eclectic, multi-level metatheory invoking several different kinds of explanation.

Throughout history attempts have been made to explain who we are and how we came to be conscious beings. Until the emergence of evolutionary theory, most explanations were theological in nature. During the last hundred years, theorists have proposed a variety of explanations, including biological, sociocultural, psychological, and transpersonal. Unfortunately, these explanations have been oriented toward just one of these particular aspects of consciousness, and have generally excluded the others. When attempts have been made to incorporate all of these aspects, Arden asserts that the results have been flawed by a dualistic approach. Arden provides a non-dualistic and multidisciplinary explanation of what it means to be a conscious human being. While full attention is given to evolutionary theory, physics, philosophy/history, and theology, Arden provides a coherent synthesis of all the factors affecting consciousness. The issues raised by the sciences of complexity, chaos theory, nonlocality, as well as new developments in neurophysiology are incorporated in a broad-based theory of consciousness. Consciousness, Arden asserts, is a fluid and non-dualistic process where function and structure co-evolve. Consciousness is the result of the same evolutionary process that affects all living phenomena. As such, it is both a part of and an active participant in the biosphere we inhabit. This is an intriguing volume for anyone interested in the underpinnings of consciousness, from psychologists and philosophers to laypeople interested in transpersonal ideas.

The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it is actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many?), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. Incorporating the latest from the recent surge in research into working memory capacity limits and the remarkable new insights provided by neuroimaging techniques, this book serves as an invaluable resource for all memory researchers and is accessible to a wide range of readers.

In Roger Simon's new collection based on ten years of research, the respected scholar reminds us that historically traumatic events simultaneously summon forgetting and remembrance in unique ways. The Touch of the Past explores the ways in which remembrance, consciousness, and history affect how students learn and educators teach. Simon examines how testimonies of historic events influence learning and how communities deal with collective memory. A serious contribution to the research in education and memory and trauma studies from a top philosopher in the field.

The developments in linguistic theory over the last three decades have given us a better understanding of the formal properties of language. However, as the truism goes, language does not exist in a vacuum. It in teracts with a cognitive system that involves much more than language and functions as the primary instrument of human communication. A theory of language must, therefore, be based on an integration of its for mal properties with its cognitive and communicative dimensions. The present work is offered as the modest contribution to this research paradigm. This book is a revised and slightly enlarged version of my doctoral thesis submitted to the University of Illinois at Urbana-Champaign. In writing the original version, I had the privilege of working with Professor Charles E. Osgood, who is widely recognized as the founder and one of the leading figures of modern psycholinguistics. I have benefited from ex tensive and stimulating discussions with him, not only on this topic but in the development of his theory of language performance in general (see his Lectures on Language Performance, 1980, in this series). However, the re sponsibility for the particular formulations of the theory, hypotheses, in terpretations, and conclusions found in this work-which have been in fluenced, no doubt, by my training as a linguist, rather than as a psychologist-are my own."

Whereas most humans spend their time trying to get things right, psycholo gists are perversely dedicated to error. Errors are extensively used to in vestigate perception, memory, and performance; some clinicians study errors like tea leaves for clues to unconscious motives; and this volume presents the work of researchers who, in an excess of perversity, actually cause people to make predictable errors in speech and action. Some reasons for this oddity are clear. Errors seem to stand at the nexus of many deep-psychological questions. The very concept of error presupposes a goal or criterion by comparison to which an error is an error; and goals bring in the foundation issues of control, motivation, and volition (Baars, 1987, 1988; Wiener, 1961). Errors serve to measure the quality of performance in learning, in expert knowledge, and in brain damage and other dysfunctional states; and by surprising us, they often call attention to phenomena we might otherwise take for granted. Errors also seem to reveal the "natural joints" in perception, language, memory, and problem solving-revealing units that may otherwise be invisible (e. g., MacKay, 1981; Miller, 1956; Newell & Simon, 1972; Treisman & Gelade, 1980)."

The relation between mind and brain can never be understood by science until the nature of consciousness and self-consciousness is clearly perceived as specific system-properties. In this volume the author tackles this problem in a rigorous analysis which begins with the general dynamics of living systems and leads the reader step-by-step towards firm conclusions about the physical processes of consciousness and the main categories of mental events. Finally the author moves from the cognitive to the affective, and proceeds to interpret a number of uniquely human sensibilities in the light of the general biological perspective he has established.

What does it mean to be transported by a narrative - to create a world inside one's head? How do experiences of narrative worlds alter our experience of the real world? In this book Richard Gerrig integrates insights from cognitive psychology and from research in linguistics, philosophy, and literary criticism to provide a cohesive account of what have most often been treated as isolated aspects of narrative experience. Drawing on examples from Tolstoy to Toni Morrison, Gerrig offers new analyses of some classic problems in the study of narrative. He discusses the ways in which we are cognitively equipped to tackle fictional and nonfictional narratives; how thought and emotion interact when we experience narrative; how narrative information influences judgments in the real world; and the reasons we can feel the same excitement and suspense when we reread a book as when we read it for the first time. Gerrig also explores the ways we enhance the experience of narratives, through finding solutions to textual dilemmas, enjoying irony at the expense of the characters in narrative, and applying a wide range of interpretive techniques to discover meanings concealed by and from authors.

Drawing on the tradition of John Dewey and William James, the authors offer a concise overview of psychological theories and their applications to education, while managing to maintain the distinction between the two disciplines. Their seminal work will prove invaluable for educators, administrators, students in teacher preparation programs, as well as psychologists.