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Books > Social sciences > Psychology > Philosophy & theory of psychology > Cognitive theory
Why your worst nightmares about watching horror movies are unfounded Films about chainsaw killers, demonic possession, and ghostly intruders make some of us scream with joy. But while horror fans are attracted to movies designed to scare us, others shudder already at the thought of the sweat-drenched nightmares that terrifying movies often trigger. The fear of sleepless nights and the widespread beliefs that horror movies can have negative psychological effects and display immorality make some of us very, very nervous about them. But should we be concerned? In this book, horror-expert Mathias Clasen delves into the psychological science of horror cinema to bust some of the worst myths and correct the biggest misunderstandings surrounding the genre. In short and highly readable chapters peppered with vivid anecdotes and examples, he addresses the nervous person's most pressing questions: What are the effects of horror films on our mental and physical health? Why do they often cause nightmares? Aren't horror movies immoral and a bad influence on children and adolescents? Shouldn't we be concerned about what the current popularity of horror movies says about society and its values? While media psychologists have demonstrated that horror films indeed have the potential to harm us, Clasen reveals that the scientific evidence also contains a second story that is often overlooked: horror movies can also help us confront and manage fear and often foster prosocial values.
This book explores how minds at the movies understand minds in the movies and introduces readers to some fundamental principles of Cognitive Studies-namely conceptual blending, Theory of Mind, and empathy/perspective-taking-through their application to film analysis. A cognitive approach to recent popular historical films demonstrates cinema's potential to stimulate viewers' critical thinking about crucial events of the past century. Diverging from the focus on narrative processing in traditional cognitivist theory, this book examines film reception and production in the context of the latest developments in cognitive and social psychology. Turning to German cinema as a case study for this interdisciplinary partnership, Jennifer Marston William offers a fresh look at some internationally successful films of the twenty-first century, including Nowhere in Africa, Goodbye, Lenin!, Sophie Scholl, Downfall, The Lives of Others, and The Baader-Meinhof Complex.
'Wendy Wood is the world's foremost expert in the field, and this book is essential' - Angela Duckworth, bestselling author of Grit. What if you could harness the extraordinary power of your unconscious mind, which already determines so much of what you do, to achieve your goals? Shockingly, we spend nearly half our day repeating things we've done in the past without thinking about them. How we respond to the people around us; the way we conduct ourselves in meetings; what we buy; when and how we exercise, eat and drink - a truly remarkable number of things we do every day, we do by habit. And yet, whenever we want to change something about ourselves, we rely on willpower alone. We hope that our determination and intention will be enough to effect positive change. And that is why almost all of us fail. Professor Wendy Wood is the world's foremost expert on habits. By drawing on three decades of original research, she explains the fascinating science of how we form habits and provides the key to unlocking our habitual mind in order to make the changes we seek. Combining a potent mix of neuroscience, case studies and experiments conducted in her lab, Good Habits, Bad Habits is a comprehensive, accessible and highly practical book that will change the way you think about almost every aspect of your life.
"There are words that are so familiar they obscure rather than illuminate the thing they mean, and 'learning' is such a word. It seems so ordinary, everyone does it. Actually it's more of a black box, which Dehaene cracks open to reveal the awesome secrets within."--The New York Times Book Review An illuminating dive into the latest science on our brain's remarkable learning abilities and the potential of the machines we program to imitate them The human brain is an extraordinary learning machine. Its ability to reprogram itself is unparalleled, and it remains the best source of inspiration for recent developments in artificial intelligence. But how do we learn? What innate biological foundations underlie our ability to acquire new information, and what principles modulate their efficiency? In How We Learn, Stanislas Dehaene finds the boundary of computer science, neurobiology, and cognitive psychology to explain how learning really works and how to make the best use of the brain's learning algorithms in our schools and universities, as well as in everyday life and at any age.
How did human thought evolve into the highly complex process it is today? In the field of evolutionary cognitive archaeology, cognitive science and archaeology intersect to provide a more complete and grounded picture of the mind. With the combination of cognitive theories and archaeological evidence, this burgeoning field is only beginning to tap into the potential for a better understanding of the development of specific cognitive abilities. Cognitive Models in Palaeolithic Archaeology explores hominin cognitive development by applying formal cognitive models to analyze prehistoric remains from the entire range of the Palaeolithic, from the earliest stone tools 3.3 million years ago to artistic developments that emerged 50,000 years ago. Several different cognitive models are presented, including expert cognition, information processing, material engagement theory, embodied/extended cognition, neuroaesthetics, visual resonance theory, theory of mind, and neuronal recycling. By examining archaeological remains, and thereby past activities and behavior, through the grounded lenses of these models, a mosaic pattern of human cognitive evolution emerges. This volume, authored by many leading authorities in the field of cognitive archaeology, will attract scholars and students of cognitive evolution and paleoanthropology, who will find a new understanding of hominin cognitive evolution and substantive conclusions about our hominin evolution as opportunities for further research.
Much of our behavior is guided by our understanding of events. We perceive events when we observe the world unfolding around us, participate in events when we act on the world, simulate events that we hear or read about, and use our knowledge of events to solve problems. In this book, Gabriel A. Radvansky and Jeffrey M. Zacks provide the first integrated framework for event cognition and attempt to synthesize the available psychological and neuroscience data surrounding it. This synthesis leads to new proposals about several traditional areas in psychology and neuroscience including perception, attention, language understanding, memory, and problem solving. Radvansky and Zacks have written this book with a diverse readership in mind. It is intended for a range of researchers working within cognitive science including psychology, neuroscience, computer science, philosophy, anthropology, and education. Readers curious about events more generally such as those working in literature, film theory, and history will also find it of interest.
Written by highly respected theorists in psychology and philosophy, the chapters in this book explicate and address fundamental epistemological issues involved in the problem of the relationship between the individual and the collective. Different theoretical viewpoints are presented on this relationship, as well as between the nature of rationality and morality, relativism and universalism, and enculturation and internalization. Many chapters also highlight similarities and differences between these alternative frameworks and Piaget's theory, and thus correct the misperception that Piaget had nothing to say about the social dimension of development. Other chapters focus on the implications of these debates for the important topic areas of pedagogy, moral development, and the development of social understanding in infancy and childhood. Although Piaget's theory is presented and evaluated by some of the chapters in this collection, the authors remain critical and do not shy away from revising or extending Piaget's theory whenever it is deemed necessary. Though the topic covered in this book is of fundamental importance in the social sciences, it is rarely addressed in a sustained way as it is in this collection of chapters. The book benefits social scientists interested in fundamental epistemological issues, especially as these concern the relationship between the individual and the collective, with implications for the conceptualization of morality and rationality.
How is one to understand the nature of intelligence? One approach
is through psychometric testing, but such an approach often puts
the "cart before the horse"--the test before the theory. Another
approach is to use evolutionary theory. This criterion has been
suggested by a number of individuals in the past, from Charles
Darwin in the more distant past to Howard Gardner, Stephen Gould,
Steven Pinker, Carl Sagan, David Stenhouse, and many others. The
chapters in this book address three major questions:
Many films and novels defy our ability to make sense of the plot. While puzzling storytelling, strange incongruities, inviting enigmas and persistent ambiguities have been central to the effects of many literary and cinematic traditions, a great deal of contemporary films and television series bring such qualities to the mainstream-but wherein lies the attractiveness of perplexing works of fiction? This collected volume offers the first comprehensive, multidisciplinary, and trans-medial approach to the question of cognitive challenge in narrative art, bringing together psychological, philosophical, formal-historical, and empirical perspectives from leading scholars across these fields.
Recent work in cognitive science, much of it placed in opposition
to a computational view of the mind, has argued that the concept of
representation and theories based on that concept are not
sufficient to explain the details of cognitive processing. These
attacks on representation have focused on the importance of context
sensitivity in cognitive processing, on the range of individual
differences in performance, and on the relationship between minds
and the bodies and environments in which they exist. In each case,
models based on traditional assumptions about representation have
been assumed to be too rigid to account for the effects of these
factors on cognitive processing. In place of a representational
view of mind, other formalisms and methodologies, such as nonlinear
differential equations (or dynamical systems) and situated
robotics, have been proposed as better explanatory tools for
understanding cognition.
"I wake in the night and the emotions are there. I am afraid of the future, alone. I am tormented by my incapacity to meet what is expected of me. It would be easier just to be dead". What is the meaning of such emotions? What is emotion itself? What is really happening in therapy when people "express their emotions"? As James Hillman writes in his new preface to this sweeping study, he intends nothing less than "to vitalize a standard topic of academic psychology by making the theory of emotion as crucial as is emotion itself in our lives". The central part of the book offers an informative and readable survey of a range of theories of emotion. Although Hillman focuses on the twentieth century, he moves with ease from Greek thought to early Christianity to nineteenth-century German physiology. Hillman's "phenomenology of theories" uncovers the intellectual heritage that underlies the concepts used by therapists today. Whenever we conceive of emotion in terms of equilibrium and disturbance, tension and release, or conflict and resolution, we are taking part in complex traditions which for the most part remain unspoken or misunderstood. Hillman's work challenges us to rethink our concepts and thereby to re-experience emotional phenomena. Hillman reunites the insights he has discovered into an integrated understanding of emotion. Drawing fruitfully on Aristotle and Jung, he describes emotion as a bodily condition, as a process that is intrinsically directed toward a beneficial transformation, and as the result of symbolic stimulus. Eschewing all reductionism, Hillman creates a powerful approach to a problem that ultimately "remains perennial and its solution ineffable". This learned studyfrom a versatile psychologist and analyst contributes to today's renewed interest in the history of the body. Furthermore, his understanding of emotions in terms of epiphany makes a stimulating contribution to phenomenology. This book is equally thought-provoking for the therapist, the philosopher, the intellectual historian, and the general reader.
Given the fundamental challenges to society in this era, a radical rewrite of how we approach science and culture is necessary. This handbook applies Perceptual Control Theory (PCT) to achieve a much needed convergence across the physical, life and social sciences, the humanities and arts. In doing so it addresses challenges such as mental illness, dementia, cancer care, toxic masculinity and societal oppression. It also reveals how PCT can be applied to practical issues such as understanding healthcare service implementation and human-machine interaction, as well as deeper questions such as consciousness and imagination. This second volume of the successful interdisciplinary handbook offers rich examples of how the unifying perceptual control framework can provide a viable alternative to existing theories and methodologies for a timely paradigm shift.
This book examines the neuroscience of mathematical cognitive development from infancy into emerging adulthood, addressing both biological and environmental influences on brain development and plasticity. It begins by presenting major theoretical frameworks for designing and interpreting neuroscience studies of mathematical cognitive development, including developmental evolutionary theory, developmental systems approaches, and the triple-code model of numerical processing. The book includes chapters that discuss findings from studies using neuroscience research methods to examine numerical and visuospatial cognition, calculation, and mathematical difficulties and exceptionalities. It concludes with a review of mathematical intervention programs and recommendations for future neuroscience research on mathematical cognitive development. Featured neuroscience research methods include: Functional Magnetic Resonance Imaging (fMRI). Diffusion Tensor Imaging (DTI). Event Related Potentials (ERP). Transcranial Magnetic Stimulation (TMS). Neuroscience of Mathematical Cognitive Development is an essential resource for researchers, clinicians and related professionals, and graduate students in child and school psychology, neuroscience, educational psychology, neuropsychology, and mathematics education.
How do human beings comprehend, evaluate, and utilize the physical environments they inhabit? In this edited volume, a distinguished group of international contributers examines in detail the interconnections between what we know about, feel, and hope to accomplish in real world environments. Psychologists, planners, architects, and geographers discuss the state of knowledge in environmental cognition, building and landscape assessment, aesthetics, and decision-making. Gaps in our thinking about environmental issues are also discussed. The authors present an analysis of how our knowledge can be utilized in the design and planning of settings better suited to human needs. Of interest to psychologists, geographers, and environmental designers, Environment, Cognition, and Action examines the dynamic interplay of assessment, knowledge, and action of people in all settings relevant to daily life - home, school, office and industry.
This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words. The study of children's spelling can shed light on the nature of phonological systems and can illuminate the way sounds are organized into larger units, such as syllables and words. Research on children's spelling leads directly to an understanding of the way phonological knowledge is acquired and how phonological systems change with the development of reading and writing ability. In addition to this insight concerning cognitive processes, the findings presented here have implications for how spelling should be taught and why some writing systems are easier to master than others. The work will interest a wide range of cognitive and developmental psychologists, psycholinguists, and educational psychologists, as well as linguists and educators interested in psycholinguistics.
Human-Centered Artificial Intelligence: Research and Applications presents current theories, fundamentals, techniques and diverse applications of human-centered AI. Sections address the question, "are AI models explainable, interpretable and understandable?, introduce readers to the design and development process, including mind perception and human interfaces, explore various applications of human-centered AI, including human-robot interaction, healthcare and decision-making, and more. As human-centered AI aims to push the boundaries of previously limited AI solutions to bridge the gap between machine and human, this book is an ideal update on the latest advances.
This volume brings together researchers in motivation from around the world to address new directions in measures and methods for motivational research. There has been a great deal of reliance on self-report measures in motivational research, but the current volume provides a number of new and different methods for assessing motivation. The volume discusses the use of projective techniques, on-line questionnaires, interviews, focus groups, observations, and multiple methods. All of these new methods will provide more dynamic and situated measures of motivation, a much needed development in motivational research. In addition, the volume addresses new data analytic techniques that allow for more dynamic assessment of motivation in context. Person-centered and variable-centered analysis techniques are discussed as well as multi-level modelling. In addition, a chapter on research synthesis is included as well as a discussion of issues of construct validity and analysis of ethnic and cultural differences in motivation. The volume offers new theoretical, conceptual, methodological, and pragmatic tools and perspectives on measuring and assessing motivation.
A pioneering text in its first edition, this revised publication of Cognitive Poetics offers a rigorous and principled approach to literary reading and analysis. The second edition of this seminal text features: * updated theory, frameworks, and examples throughout, including new explanations of literary meaning, the power of reading, literary force, and emotion; * extended examples of literary texts from Old English to contemporary literature, covering genres including religious, realist, romantic, science fictional, and surrealist texts, and encompassing poetry, prose, and drama; * new chapters on the mind-modelling of character, the building of text-worlds, the feeling of immersion and ambience, and the resonant power of emotion in literature; * fully updated and accessible accounts of Cognitive Grammar, deictic shifts, prototypicality, conceptual framing, and metaphor in literary reading. Encouraging the reader to adopt a fresh approach to understanding literature and literary analyses, each chapter introduces a different framework within cognitive poetics and relates it to a literary text. Accessibly written and reader-focused, the book invites further explorations either individually or within a classroom setting. This thoroughly revised edition of Cognitive Poetics includes an expanded further reading section and updated explorations and discussion points, making it essential reading for students on literary theory and stylistics courses, as well as a fundamental tool for those studying critical theory, linguistics, and literary studies.
Engaging Boys and Men in Sexual Assault Prevention: Theory, Research and Practice explores sexual assault prevention programs for boys and men. Following an ecosystemic perspective, the book examines individual risk and protective factors, discusses initiatives to prevent sexual aggression (i.e., bystander intervention programs, given their use among men), covers programs that specifically seek to engage boys and men in sexual assault prevention, presents key risk and protective factors for sexual aggression (i.e., healthy masculinity, rape myth acceptance), and describes the need and rationale for sexual assault prevention efforts.
Cognitive Science is an avowedly multidisciplinary field, drawing upon many traditional disciplines or research areas-including Linguistics, Neuroscience, Philosophy, Psychology, Anthropology, Artificial Intelligence, and Education-that contribute to our understanding of cognition. Just as learning and memory cannot truly prove effective as disconnected studies, practical applications of cognitive research, such as the improvement of education and human-computer interaction, require dealing with more complex cognitive phenomena by integrating the methods and insights from multiple traditional disciplines. The societal need for such applications has played an important role in the development of cognitive science. The Oxford Handbook of Cognitive Science emphasizes the research and theory that is most central to modern cognitive science. Sections of the volume address computational theories of human cognitive architecture; cognitive functioning, such as problem solving and decision making as they have been studied with both experimental methods and formal modeling approaches; and cognitive linguistics and the advent of big data. Chapters provide concise introductions to the present achievements of cognitive science, supplemented by references to suggested reading, and additional facets of cognitive science are discussed in the handbook's introductory chapter, complementing other key publications to access for further study. With contributions from among the best representatives in their fields, this volume will appeal as the critical resource for the students in training who determine the future of cognitive science.
This edited book offers a broad selection of interdisciplinary studies within cognitive science. The book illustrates and documents how cognitive science offers a unifying framework for the interaction of fields of study focusing on the human mind from linguistics and philosophy to psychology and the history of science. A selection of renowned contributors provides authoritative historical, theoretical and empirical perspectives on more than six decades of research with a special focus on the progress of cognitive science in Central Europe. Readers encounter a bird's eye view of geographical and linguistic diversity brought about by the cognitive revolution, as it is reflected in the writings of leading authors, many of whom are former students and collaborators of Csaba Pleh, a key figure of the cognitive turn in Central Europe, to whom this book is dedicated. The book appeals to students and researchers looking for the ways various approaches to the mind and the brain intersect.
The first book to present mindfulness and yoga-based treatment for dysregulated, consumption-oriented disorders Mindfulness and yoga-based approaches as beneficial supplements to traditional mental health paradigms are well supported by empirical research. While numerous texts have examined these approaches for treatment of depression, anxiety, and eating disorders, this is the first to address mindfulness and yoga-based approaches as embodied tools for reducing dysregulation associated with self-destructive and consumption-oriented behaviours. Introducing the basic theoretical foundations, key practices, and comprehensive protocols of mindfulness and yoga-based approaches for the treatment of externally oriented behaviours, the text is targeted at mental health professionals who wish to learn how to incorporate these techniques into their practice. The book explores the societal influences that lead to the externally oriented, idealized, and ultimately self-defeating concept of the individual. It provides the structure and practical applications for clinicians to help their clients overcome struggles with externally oriented behaviours and discover an internal sense of satisfaction and peace of mind. Tapping into the concept of a ""hungry self"" within the context of consumerism, the book advocates mindfulness and yoga approaches as alternate pathways toward a contented, regulated, and authentic experience of self. It addresses various aspects of the consumptive self and defines related syndromes such as disordered eating, compulsive shopping, substance use, and gambling. Creating a context for using alternative and complementary approaches, the book describes the challenges of traditional therapies. It then covers the conceptual aspects of mindfulness and yoga and describes specific protocols that facilitate behaviours associated a healthy experience of the self for a variety of disorders. Key Features: Describes mindfulness and yoga approaches as an effective treatment for a range of consumption and self-regulation issues-the first book of its kind Explains how to integrate mindfulness and yoga with traditional mental health paradigms for maximum benefits Designed for clinicians with minimal background in yoga or mindfulness Combines a conceptual overview of embodied self-regulation with practical techniques Reviews treatment protocols informed by mindfulness and yoga practices covering their evidence base and contraindications for use
The internet has become a principal venue for social interaction. Young people are growing up in a world surrounded by technology that could have only been imagined a generation ago. Social media have crafted a landscape that has made connection with others easy. Yet this rise has become a concern. So, what is happening here? Why is it so compelling to use social media? Why is it difficult to quit social media? What impact can social media have on teenagers, their education, and their well-being? Should we be worried? What can be done to help? Psychologist's Guide to Adolescents and Social Media aims to deliver a deeper understanding regarding the psychology of social media, both positive and negative. This guide is divided into four parts. The reader will be guided through the purposes and merits of social media, the unintended consequences of using social media, author conducted research exploring the experiences of adolescent-aged school children, and what can be done to help those struggling with the overuse of social media, including assessment resources. |
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