Ethics for Behavior Analysts: Ethics for Analysts guides readers on how to prevent conflicts, develop comfort where there is discomfort, and effectively (and ethically) advocate and disseminate information. The book includes both student and instructor resources, along with ten videos, making it the number one resource for behavioral analysts. In day-to-day practice, behavioral analysts face complex challenges that require both an accurate interpretation of the guidelines and a fair amount of independent judgment. This book provides a guide on how to navigate potentially unethical situations using real-life scenarios.

One of the most exciting theories to emerge from cognitive science research over the past few decades has been Douglas Hofstadter's notion of "strange loops," from Goedel, Escher, Bach (1979). Hofstadter is also an active literary translator who has written about translation, perhaps most notably in his 1997 book Le Ton Beau de Marot, where he draws on his cognitive science research. And yet he has never considered the possibility that translation might itself be a strange loop. In this book Douglas Robinson puts Hofstadter's strange-loops theory into dialogue with a series of definitive theories of translation, in the process showing just how cognitively and affectively complex an activity translation actually is.

This book offers fresh critical insights to the field of children's literature translation studies by applying the concept of transcreation, established in the creative industries of the globalized world, to bring to the fore the transformative, transgressional and creative aspects of rewriting for children and young audiences. This socially situated and culturally dependent practice involves ongoing complex negotiations between creativity and normativity, balancing text-related problems and genre conventions with readers' expectations, constraints imposed by established, canonical translations and publishers' demands. Focussing on the translator's strategies and decision-making process, the book investigates phenomena where transcreation is especially at play in children's literature, such as dual address, ambiguity, nonsense, humour, play on words and other creative language use; these also involve genre-specific requirements, for example, rhyme and rhythm in poetry. The book draws on a wide range of mostly Anglophone texts for children and their translations into languages of limited diffusion to demonstrate the numerous ways in which information, meaning and emotions are transferred to new linguistic and cultural contexts. While focussing mostly on interlingual transfer, the volume analyses a variety of translation types from established, canonical renditions by celebrity translators to non-professional translations and intralingual rewritings. It also examines iconotextual dynamics of text and image. The book employs a number of innovative methodologies, from cognitive linguistics and ethnolinguistics to semiotics and autoethnographic approaches, going beyond text analysis to include empirical research on children's reactions to translation strategies. Highlighting the complex dynamics at work in the process of transcreating for children, this volume is essential reading for students and researchers in translation studies, children's fiction and adaptation studies.

This book explains in layperson's terms a new approach to studying consciousness based on a partnership between neuroscientists and complexity scientists. The author, a physicist turned neuroscientist, outlines essential features of this partnership. The new science goes well beyond traditional cognitive science and simple neural networks, which are often the focus in artificial intelligence research. It involves many fields including neuroscience, artificial intelligence, physics, cognitive science, and psychiatry. What causes autism, schizophrenia, and Alzheimer's disease? How does our unconscious influence our actions? As the author shows, these important questions can be viewed in a new light when neuroscientists and complexity scientists work together. This cross-disciplinary approach also offers fresh insights into the major unsolved challenge of our age: the origin of self-awareness. Do minds emerge from brains? Or is something more involved? Using human social networks as a metaphor, the author explains how brain behavior can be compared with the collective behavior of large-scale global systems. Emergent global systems that interact and form relationships with lower levels of organization and the surrounding environment provide useful models for complex brain functions.By blending lucid explanations with illuminating analogies, this book offers the general reader a window into the latest exciting developments in brain research.

Flashbacks in Film examines film flashback as a rich multimodal narrative device, analyzing the cognitive underpinnings of film flashbacks and the mechanisms that lead viewers to successfully comprehend them. Combining a cognitive film theory approach with the theoretical framework proposed by blending theory, which claims that human beings' general ability for conceptual integration underlies most of our daily activities, this book argues that flashbacks make sense to the viewer, as they are specifically designed for the viewer's cognitive understanding. Through a mixture of analysis and dozens of case studies, this book demonstrates that successful film flashbacks appeal to the spectator's natural perceptual and cognitive abilities, which spectators exercise daily. This book will serve as a valuable resource for scholars interested in film studies, media studies, and cognitive linguistics.

Cogito, ergo sum. (""I think, therefore I am."") When Descartes quipped this, he erroneously split thinking from feeling. He assumed thoughts emerge from a substance other than feeling. This is a historic tragedy, and it is unnecessary. It brings us to a risky end-game. When we attempt to meld preconceived thought with evoked feelings, we come to the craft of ""spin doctors."" Instead, there is a natural path for connecting thinking and feeling. It involves emotional reflection at the time that understandings are created. This book draws attention to a form of dialogue which is called design dialogue. Design dialogue constructs new meaning from the bottom up. Individuals construct new meanings through individual thinking. In design dialogue, meaning results from group thinking. Group thinking is not as simple as thinking individually while being present within a group. The design process results in a series of co-constructed learning artifacts which, ultimately, constitute a new understanding. The process is concurrently emotional and cognitive, and melding emotion and cognition is achievable with effective design dialogue methods. The first chapter introduces emotion as the catalyst for considering questions, persisting in reflection, and concluding a cycle of thought. This chapter fills in gaps with the treatment of emotion and cognition. The second chapter lays out the sequence of observation-taking, sensemaking, meaning-making, and perspective-taking that are essential steps in thinking. Frameworks for thinking in educational traditions focus not so much on the neurological mechanics of the thought process but rather on the overall internalization of a ""way"" of understanding things. A third chapter presents a methodology for managing a design dialogue. Group facilitators generally invent and modify their own approaches for leading design projects. This chapter presents a codified approach that offers an advantage of supporting continuous improvement of complex design management methodology. And the final chapter considers the emergence of a sapient group-mind through the agency of design dialogue. This conjectured group-mind is considered in the context of the civic infrastructure that is needed to sustain the continual growth of the human superorganism structure. As humanity has moved from tribes, to cities, to institutions, and now to globally connected networks, each leap forward has been accompanied by profound changes in social practices and belief systems. Recent findings from the field of cognitive science have confirmed a suspicion that we have long held about each other. Individual thinking is biased and flawed. Inclusive and democratically managed discussion, deliberation and design all help to identify and dampen flawed understandings. The individual mind, an essential ingredient in the human spirit, is now, as a matter of practical necessity, bending to the wisdom of a well-informed group mind. The speed and strength of newly emerging social forces and evolving civic trends point to the conclusion that we are on the threshold for a new way of being. This book seeks to evoke reflection on how we can start communicating in a way that prepares us for life in that new future.

This book fills a longstanding need for a basic introduction to Cognitive Grammar that is current, authoritative, comprehensive, and approachable. It presents a synthesis that draws together and refines the descriptive and theoretical notions developed in this framework over the course of three decades. In a unified manner, it accommodates both the conceptual and the social-interactive basis of linguistic structure, as well as the need for both functional explanation and explicit structural description. Starting with the fundamentals, essential aspects of the theory are systematically laid out with concrete illustrations and careful discussion of their rationale. Among the topics surveyed are conceptual semantics, grammatical classes, grammatical constructions, the lexicon-grammar continuum characterized as assemblies of symbolic structures (form-meaning pairings), and the usage-based account of productivity, restrictions, and well-formedness. The theory's central claim - that grammar is inherently meaningful - is thereby shown to be viable. The framework is further elucidated through application to nominal structure, clause structure, and complex sentences. These are examined in broad perspective, with exemplification from English and numerous other languages. In line with the theory's general principles, they are discussed not only in terms of their structural characterization, but also their conceptual value and functional motivation. Other matters explored include discourse, the temporal dimension of language structure, and what grammar reveals about cognitive processes and the construction of our mental world.

In this volume, international experts in negation provide a comprehensive overview of cross-linguistic and philosophical research in the field, as well as accounts of more recent results from experimental linguistics, psycholinguistics, and neuroscience. The volume adopts an interdisciplinary approach to a range of fundamental questions ranging from why negation displays so many distinct linguistic forms to how prosody and gesture participate in the interpretation of negative utterances. Following an introduction from the editors, the chapters are arranged in eight parts that explore, respectively, the fundamentals of negation; issues in syntax; the syntax-semantics interface; semantics and pragmatics; negative dependencies; synchronic and diachronic variation; the emergence and acquisition of negation; and experimental investigations of negation. The volume will be an essential reference for students and researchers across a wide range of disciplines, and will facilitate further interdisciplinary work in the field.

Interdisciplinary Handbook of Perceptual Control Theory Volume II: Living in the Loop brings together the latest research, theory, and applications from W. T. Powers' Perceptual Control Theory (PCT) that proposes that the behavior of a living organism lies in the control of perceived aspects of both itself and its environment. Sections cover theory, the application of PCT to a broad range of disciplines, why perceptual control is fundamental to understanding human nature, a new way to do research on brain processes and behavior, how the role of natural selection in behavior can be demystified, how engineers can emulate human purposeful behavior in robots, and much more. Each chapter includes an author biography to set the context of their work within the development of PCT.

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. This book is based on the notion that, while new tools and approaches for understanding cognition are valuable, representational approaches do not need to be abandoned in the course of constructing new models and explanations. Rather, models that incorporate representation are quite compatible with the kinds of complex situations being modeled with the new methods. This volume illustrates the power of this explicitly representational approach--labeled "cognitive dynamics"--in original essays by prominent researchers in cognitive science. Each chapter explores some aspect of the dynamics of cognitive processing while still retaining representations as the centerpiece of the explanations of the key phenomena. These chapters serve as an existence proof that representation is not incompatible with the dynamics of cognitive processing. The book is divided into sections on foundational issues about the use of representation in cognitive science, the dynamics of low level cognitive processes (such as visual and auditory perception and simple lexical priming), and the dynamics of higher cognitive processes (including categorization, analogy, and decision making).

Cognitive science is the study of minds and mental processes. Psychology, neuroscience, computer science, and philosophy, among other subdisciplines, contribute to this study. In this volume, leading researchers debate five core questions in the philosophy of cognitive science: Is an innate Universal Grammar required to explain our linguistic capacities? Are concepts innate or learned? What role do our bodies play in cognition? Can neuroscience help us understand the mind? Can cognitive science help us understand human morality? For each topic, the volume provides two essays, each advocating for an opposing approach. The editors provide study questions and suggested readings for each topic, helping to make the volume accessible to readers who are new to the debates.

Cognitive-Behavioral Therapy (CBT) is the fastest-growing psychotherapy in the world today, largely because it has been clinically-tested and found effective for a broad range of psychiatric and psychological problems. CBT has strong clinical support from both clients and clinicians who like its collaborative process that uses practical tools and strategies for solving everyday problems.

The challenge for many clinicians is finding practical ways to integrate empirically-supported therapies into everyday clinical practice with clients. While there are many outstanding books on the theory and practice of cognitive-behavioral therapies, the CBT Skills Workbook provides over 100 of the top hands-on practical worksheets and exercises to help clinicians integrate CBT into practice. The exercises and worksheets are designed to provide powerful tools that can be used in individual or group sessions and as homework assignments.

The relationship between brain and mind is one of the most baffling problems in science but potentially one of the most interesting. First published in 1985, this collection of original essays traces the development of mind in animals and human beings from its origins in the evolution of larger brains with a capacity for creating mental models of the environment. Examples are given of the way in which the brain may use this increased capacity to represent both the physical and social worlds, and the authors suggest that this type of mental activity might underly what human beings recognize in themselves as 'awareness' or 'consciousness'. Brain and Mind brings together much of the latest research and provides a useful framework for the study of this increasingly important subject. The contributors are experts in a wide range of disciplines and draw their conclusions from a broad base of clinical and experimental evidence. Students of psychology, zoology, anatomy, medicine and philosophy, as well as anyone who has wondered about their own mind and its relation to the brain, will find this a fascinating and stimulating source.

Peer reviewed articles from the Natural Language Processing and Cognitive Science (NLPCS) 2014 meeting in October 2014 workshop. The meeting fosters interactions among researchers and practitioners in NLP by taking a Cognitive Science perspective. Articles cover topics such as artificial intelligence, computational linguistics, psycholinguistics, cognitive psychology and language learning.

Poetry is the most complex and intricate of human language used across all languages and cultures. Its relation to the worlds of human experience has perplexed writers and readers for centuries, as has the question of evaluation and judgment: what makes a poem "work" and endure. The Poem as Icon focuses on the art of poetry to explore its nature and function: not interpretation but experience; not what poetry means but what it does. Using both historic and contemporary approaches of embodied cognition from various disciplines, Margaret Freeman argues that a poem's success lies in its ability to become an icon of the felt "being" of reality. Freeman explains how the features of semblance, metaphor, schema, and affect work to make a poem an icon, with detailed examples from various poets. By analyzing the ways poetry provides insights into the workings of human cognition, Freeman claims that taste, beauty, and pleasure in the arts are simply products of the aesthetic faculty, and not the aesthetic faculty itself. The aesthetic faculty, she argues, should be understood as the science of human perception, and therefore constitutive of the cognitive processes of attention, imagination, memory, discrimination, expertise, and judgment.

Diagnostic Expertise in Organizational Environments provides a state-of-the-art foundation for a new paradigm in expertise research and practice. Skilled diagnosis is essential for accurate and efficient performance across a range of organizational contexts, including aviation, finance, rail, forensic investigation, firefighting, and medicine. However, it is also a complex process, subject to the abilities and experience of individual operators, the culture and practices of organizations, the relationships between operators, and the availability and usefulness of technology. As a consequence, diagnostic skills can be difficult to learn, maintain, and evaluate. This volume is a comprehensive approach that examines diagnostic expertise at the level of the individual practitioner, in the social context, and at the organizational level. The chapter authors comprise both academics and highly skilled practitioners so that there is a clear transition from understanding the problem of diagnostic skills to the implementation of solutions, either through redesign, training, and/or selection. It will appeal to those academics and practitioners interested and involved in this field and also prove useful to students of psychology, cognitive science education and/or computer interaction.

This book explores the evolution of the mental competence for self-reflection: why it evolved, under what selection pressures, in what environments, out of what precursors, and with what mental resources. Integrating evolutionary, psychological, and philosophical perspectives, Radu J. Bogdan argues that the competence for self-reflection, uniquely human and initially autobiographical, evolved under strong and persistent sociocultural and political (collaborative and competitive) pressures on the developing minds of older children and later adults. Self-reflection originated in a basic propensity of the human brain to rehearse anticipatively mental states, speech acts, actions, and states of the world in order to service one's elaborate goal policies. These goal policies integrate offline representations of one's own mental states and actions and those of others in order to handle the challenges of a complex and dynamic sociopolitical and sociocultural life, calling for an adaptive intramental self-regulation: that intramental adaptation is self-reflection.

Of all the psychiatric disorders, depression is by far the most common, affecting between 8 and 18 percent of the general population at some point in their lives. Although the heterogeneity of the affective disorders makes it unlikely that a single set of factors can adequately explain the full range of phenomena associated with depression, there has been a swell of research over the past two decades designed to examine cognitive factors in the etiology, maintenance, and treatment of this disorder. Whereas early work in this area tended to examine responses of depressed persons to questionnaires assessing cognitions, more recent research has drawn both theoretically and methodologically from experimental cognitive psychology, including work in information processing, social cognition, and cognitive neuropsychology. In an effort to examine the current state of research and theory in this area, the National Institute of Mental Health held a workshop on "The Cognitive Psychology of Depression" - this special issue is a result of that workshop. The papers represent a wide range of approaches to examining the relation between cognition and depression, and include studies assessing attention, memory, and schematic processing of both self-referential and neutral information, as well as examinations of transient mood effects and underlying brain activity. Moreover, the papers cover a diverse set of samples (including children and young and middle-aged adults, and unipolar depressed, bipolar depressed, and formerly depressed individuals) and encompass a range of severity of depressive symptoms. Finally, a closing commentary identifies and discusses issues raised by this group of papers, and offers suggestions concerning fruitful directions for future research in the study of cognition and depression.

With contributions from founders of the field, including Justin Barrett, E. Thomas Lawson, Robert N. McCauley, Paschal Boyer, Armin Geertz and Harvey Whitehouse, as well as from younger scholars from successive stages in the field's development, this is an important survey of the first twenty-five years of the cognitive science of religion. Each chapter provides the author's views on the contributions the cognitive science of religion has made to the academic study of religion, as well as any shortcomings in the field and challenges for the future. Religion Explained? The Cognitive Science of Religion after Twenty-five Years calls attention to the field whilst providing an accessible and diverse survey of approaches from key voices, as well as offering suggestions for further research within the field. This book is essential reading for anyone in religious studies, anthropology, and the scientific study of religion.

This book proposes a detailed picture of the continuities and ruptures between communication in primates and language in humans. It explores a diversity of perspectives on the origins of language, including a fine description of vocal communication in animals, mainly in monkeys and apes, but also in birds, the study of vocal tract anatomy and cortical control of the vocal productions in monkeys and apes, the description of combinatory structures and their social and communicative value, and the exploration of the cognitive environment in which language may have emerged from nonhuman primate vocal or gestural communication.

Psychology of Learning and Motivation, Volume 67 features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving. New to this volume are chapters on a variety of topics, including Domain-general and domain-specific contributions to working memory, Believing is Seeing: The Role of Physics Expertise in Perception, Preferences in Reasoning, Post retrieval processing: How knowledge is updated after retrieval, Morpho-orthographic segmentation and reading: the role of embedded words, and "Is prospective memory unique? A comparison of prospective and retrospective memory." Each chapter in this series thoughtfully integrates the writings of leading contributors, who both present and discuss significant bodies of research relevant to their discipline.

Health Psychology, once subsumed under social psychology, has in recent years surpassed it to become one of the most dynamic, interesting areas in the field. One of the reasons for the rapid success of health psychology is that it provides an in-depth look at the influence of behaviour on the national obsessions of health and wellness. Health psychology has a wide scope, encompassing all influences on behaviour from emotion to overcrowded living situations. Because health psychology combines in-depth research in a variety of areas within the discipline, collaboration between these areas is especially important. Yet, health psychology faces a problem not uncommon to any highly interdisciplinary science: a lack of information on how to foster collaboration between areas. This unique volume will provide a solution to the problem of collaboration by articulating both the benefits of interdisciplinary exchange and the best strategies for working together. The contributors, including Richard Davidson, Michael Meaney, John Caccioppo, and Neil Schneiderman, have carried out the most innovative and successful collaborative research endeavors in major areas of health psychology. Their experience will provide much-needed guidance and inspiration for future collaborative research in the discipline. This volume will be of interest to researchers and students in health psychology, as well as to officers in universities, foundations, and government agencies seeking to develop programs that expand the boundaries of health psychology.

Cognitive deficits are part of the normal ageing process and are exacerbated by various diseases that affect adults in old age, such as dementia, depression, and stroke. A significant scientific and social effort has been expended to evaluate whether cognitive deficits can be remedied through systematic interventions. The editors, as well as the chapter authors, represent a variety of viewpoints that span theory as well as practice. Overall, they aim to address concepts in cognitive rehabilitation that are useful in intervention research -- research which examines problems and issues in normal and pathological aging -- and focusing on the application of cognitive training strategies in natural settings. Thus, the book is grounded in contemporary theory in cognitive ageing and is applicable to both the practicing clinician as well as the researcher. It is organized into four sections. The first highlights prominent theoretical principles; the second looks at cognitive rehabilitation strategies in normal ageing; the third examines the interplay between lifestyle patterns and cognitive function through applying a broad definition of lifestyle choices; and the fourth focuses on rehabilitation strategies that address issues in pathological (or diseased) ageing.

Metaphor and Metonymy at the Crossroads is a collection of essays, most of them written from a cognitive linguistics standpoint by leading specialists in the fields of conceptual metaphor and metonymy, and conceptual integration (blending). The book has two main goals. One of them is to discuss in new, provocative ways the nature of these conceptual mappings in English and their interaction. The other goal is to explore by means of several detailed case studies the central role of these mappings in English. The studies are, thus, concerned with the operation of metaphor and metonymy in discourse, including literary discourse or with the effect of metaphorical and/or metonymic mappings on some aspects of linguistic structure, be it polysemy or grammar. The book is of interest to students and researchers in English and linguistics, English literature, cognitive psychology and cognitive science.

A hands-on user's guide that takes readers step-by-step on a 21-day journey to discover what it means to be truly present and aware in our daily lives. In today's increasingly fast-paced world it can be difficult to find moments to catch your breath, regain inner balance, and just ... be. This simple yet profound guide shows readers how to strengthen their minds by learning to focus attention, open awareness, and develop a positive state of mind - the three pillars of mindfulness practice that research shows lead to greater physical and mental well-being. Packed with guided meditation instructions, practical exercises, and everyday tools and techniques, Becoming Aware offers a simple program to enhance our inner sense of clarity and even our interpersonal well-being.