The formal systems of logic have ordinarily been regarded as independent of biology, but recent developments in evolutionary theory suggest that biology and logic may be intimately interrelated. In this book, William S. Cooper outlines a theory of rationality in which logical law emerges as an intrinsic aspect of evolutionary biology. He examines the connections between logic and evolutionary biology and illustrates how logical rules are derived directly from evolutionary principles, and therefore, have no independent status of their own. This biological perspective on logic, though at present unorthodox, could change traditional ideas about the reasoning process.

Our age is characterized by global access to information, places and cultures: we can gain more and more knowledge about 'the others': other people and their cultures by 'indirect knowledge' - learning about them via the global information net assisted by electronic and other high-tech communication channels, as well as by 'direct knowledge': personally visiting various parts of the world and meeting local people in their own natural and social environments.East and West, two major worlds of aspirations, cultures, world-views, theoretical and practical approaches to life and death, have come closer by personal experiences of both Westerners and Easterners. But do we really understand the similarities and differences between the cultural-cognitive-behavioural-emotional patterns of the East and the West, with special regard to their neurobiological underpinnings in the human brain?The contents of this book focus on cultural patterns and cognitive patterns in the East and West, with special regard to those patterns which are determined by our natural-genetic endownments in contrast to those patterns which are influenced by our cultural ('East-West') influences, and within this context a unique flavour is given to the 'good life' aspects of adapting to this global community.Published in collaboration with Institute Para Limes.

The aim of the volume is to show in which sense the study of culture, literature and the arts can contribute to a better understanding of human cognition. The collection of essays is questioning whether culture is exclusively human and discusses evolutionary substrates of narrative and the interfaces between culture, stories and cognition. The contributions examine the cognitive strengths and weaknesses of literary reading and analyse other techniques of sense-making in the arts through imagined dialogues and the experience of ambiguity. The final contributions are dealing with musical cognition, the relation between music, aesthetics and cognition.

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.

In this book, Dirk Remley applies his model of integrating multimodal rhetorical theory and multi-sensory neural processing theory pertaining to cognition and learning to multimodal persuasive messages. Using existing theories from multimodal rhetoric and specific findings from neurobiological studies, the book shows possible applications of the model through case studies related to persuasive messages such as those found in political campaign advertising, legal scenarios and general advertising, including print, videos, and in-person settings. As such, the book furthers the discussion of cognitive neuroscience and multimodal rhetorical theory, and it serves as a vehicle by which readers can better understand the links between multimodal rhetoric and cognitive neuroscience associated with persuasive communication in professional and educational environments.

Thau maintains that our conception of consciousness begins with and depends upon a few fundamental errors. He elucidates these errors by discussing three important philosophical puzzles--Spectrum Inversion, Frege's Puzzle, and Black-and-White Mary -- each of which concerns some aspect of either consciousness or cognition. He argues that it has gone unnoticed that each of these puzzles presents the very same problem and, in bringing this commonality to light, the errors in our natural conception of consciousness and cognition are also revealed.

Over the past decade, the integration of psychology and fine art has sparked growing academic interest among researchers of these disciplines. The author, both a psychologist and artist, offers up a unique merger and perspective of these fields. Through the production of fine art, which is directly informed by neuroscientific and optical processes, this volume aims to fill a gap in the literature and understanding of the creation and perception of the grid image created as a work of art. The grid image is employed (for reasons discussed in the text) to illustrate more general processes associated with the integration of vision, visual distortion, and painting. Existing at the intersection of perceptual neuroscience, psychology, fine art and art history, this volume concerns the act of painting and the process of looking. More specifically, the book examines vision and the effects of visual impairment and how these can be interpreted through painting within a theoretical framework of visual neuroscience.

This collection of essays by leading scholars in the field of childhood development focus on the critical issues and questions that need to be addressed at the beginning of the twenty-first century. Topics covered include the ecology of fetal development, birth and the newborn period, family ecology and infant development, infant care settings, gender influences on caregiving, culture, violence, poverty, substance abuse, social support, maternal age, risk and protective factors, the impact of legal and public policy, and historical, and future ecologies of infant development

Developmental theorists have long speculated that emotion and cognition are inseparable components of the developmental process. Some even suggest that the two components are fully integrated by school age. Yet, despite considerable theoretical work describing this interaction, relatively little empirical work has been conducted on the subject. This volume addresses the codevelopment of emotional and cognitive processes by integrating theoretical and empirical work on these processes. The first part of the book demonstrates the codependence of emotional and cognitive processes, noting that both processes are clearly necessary for successful regulation of thought and behavior and that children with early adjustment difficulties often have deficits in both types of processing. The second part considers possible neurological and genetic mechanisms for the emotion-cognition link. Finally, the last part explores implications for clinical and educational research, highlighting atypical emotional and cognitive processing and its effect on adjustment in academic and social settings.

This work provides a complete theory of emotional processes, explaining how different emotions are elicited and expressed, and how the emotional range of individuals develops over their lifetime. The author's approach puts emotion in a central role as a complex, patterned, organic reaction to both daily events and long-term efforts on the part of the individual to survive, flourish, and achieve. In his view, emotions cannot be divorced from other functions - whether biological, social, or cognitive - and express the intimate, personal meaning of what individuals experience. As coping and adapting processes, they are seen as part of the ongoing effort to monitor changes, stimuli, and stresses arising from the environment.

When little things have big impacts. This book is for anyone who feels that they're sleepwalking through life, looking for answers to challenging emotions and the practical tools to begin living the life they want. 'How are you really feeling? A bit blah, meh or simply 'I don't actually know'. If this is your honest, knot-in-the-throat response, take a moment - breathe - and let me reassure you that it's not you, it's what's happened to you over the years. You can't quite put your finger on it, but somehow you just don't feel like you're thriving or truly participating in your own life. This is the result of a build-up of life's scrapes, papercuts and bruises that have left you feeling simply 'not ok'. Emotional illiteracy, microaggressions, challenging familial relationships, toxic positivity and gaslighting are some examples of what I call 'Tiny T' trauma - the impact of which often leads to problems such as high-functioning anxiety, languishing, perfectionism, comfort eating and sleep disturbance, to name but a few. We have been fooled into believing that 'Tiny T' trauma doesn't matter. There always seem to be huge, intractable problems in the world, so we tend to overlook those small, everyday injuries that drill down to your core. This leaves us with an undercurrent of constant melancholy and niggling pinpricks of anxiety, all wrapped up in the film of other people's Insta-perfect lives. But life doesn't have to be experienced in this suffocating way; we owe it to ourselves to develop Awareness, Acceptance, and take Action on our Tiny T trauma, no matter how 'small', and to start living every day as we deserve.'

Animal Creativity and Innovation explores theories and research on animal innovation and creativity, comparing and contrasting it with theory and research on human creativity and innovation. In doing so, it encompasses findings from psychology, biology, neuroscience, engineering, business, ecology, and education. The book includes examples of animal innovation in parrots, dogs, marine mammals, insects, and primates, exploring parallels from creative play in children. The book defines creativity, differentiating it from play, and looks at evolutionary models and neurological constructs. The book further explores applied aspects of animal innovation and creativity including tool use and group dynamics, as well as barriers to creativity. The final chapters look into how creative behavior may be taught or trained. Each chapter is followed by a commentary for integration of thoughts and ideas between animal and human research, behavioral and cognitive research, and theory and observation in real life.

In this book, cognitive economics is understood either in a broad sense as the influence exerted by some achievements of cognitive science on economics, or in a more restricted sense as the study of mental and adaptation processes implemented by economic agents in their interactions. In response to some critics addressed to the rationality and equilibrium principles in classical economics, cognitive economics associates an epistemic program grounded on individual beliefs and reasoning and an evolutionist program concerned with learning processes in a social context. The book, which is the result of the first Conference about Cognitive Economics held in Europe, gives an overview of various recent achievements of cognitive economics and is intended to better define its motivations and its boundaries. The proposed articles deal with the individual deliberation process of a single decision-maker, the conjoint learning process of several players in a game, the coordination of heterogenous economic agents through beliefs as well as with applications to entrepreneurial behavior, consumer interactions or knowledge economics. These articles also illustrate the different tools and methods which are currently used in the domain and enlarge those traditionally used in economics, from analytical work to model simulations, from conceptual work to laboratory experiments.
*Contributions to Economic Analysis was established in 1952
*The series purpose is to stimulate the international exchange of scientific information
*The series includes books from all areas of macroeconomics and microeconomics

Interdisciplinary studies from the fields of embodied cognitive science, epigenetics, and cognitive neuroscience offer challenging explanations of the functions in the analyst's mind which might allow him to create spontaneous associations through which he unconsciously 'understands' the traumatic, embodied experiences of the patient. As the clinical examples presented in this book suggest, it is the continuous observation in clinical situations - as well as the development of a holding and containing analytic relationship in long psychoanalyses - which finally allow the psychoanalyst and his patient to dare to re-experience the trauma (or other threatening infantile conflicts) directly in the transference. These processes open the doors for an increasingly detailed understanding of the traumatic material in the enactments and other forms of 'embodied memories' of the analysand in the transference, and to initiate a process of working through. In this book challenging epistemological and methodological questions are connected throughout with the interdisciplinary dialogue between psychoanalysis and modern neurosciences.

Drawing from the study of human reasoning, Argumentation describes different types of arguments and explains how they influence beliefs and behaviour. Raymond Nickerson identifies many of the fallacies, biases, and other flaws often found in arguments as well as 'stratagems' (schemes, illogical and alogical tactics) that people regularly use to persuade others. Much attention is given to the evaluation of arguments. Readers will learn a new schematic for evaluating arguments based on cognitive science. As a source for understanding and evaluating arguments in decision-making, it is ideal for courses on cognition, reasoning, and psychology.

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.

The purpose of this book is to introduce clinical psychologists, other mental health practitioners, and researchers to the neurocognitive approach to assessing and treating psychiatric disorders. It will provide a basic introduction to the research that integrates conventional clinical diagnostic methods with neuropsychological testing, cognitive assessment strategies, functional magnetic resonance imaging (fMRI), electroencephalography (EEG), and other psychophysiological models. Readers will learn how these measures can be used to elucidate target domains of dysfunction that extend beyond the framework provided by the DSM and inform the optimal treatment of psychiatric disorders. The beginning chapters will discuss the history, emergence, and priorities of the neurocognitive approach and explain the basic principles and limitations of brain- and body-based assessment tools. Subsequent chapters will address individual psychiatric disorders in this neurocognitive context and follow a standard format: a thorough description of the clinical problem; a review of the most recent literature; a discussion of how the neurocognitive approach advances our understanding of the disorder; and conclusions for future research and practice.

The purpose of this book is to introduce clinical psychologists, other mental health practitioners, and researchers to the neurocognitive approach to assessing and treating psychiatric disorders. It will provide a basic introduction to the research that integrates conventional clinical diagnostic methods with neuropsychological testing, cognitive assessment strategies, functional magnetic resonance imaging (fMRI), electroencephalography (EEG), and other psychophysiological models. Readers will learn how these measures can be used to elucidate target domains of dysfunction that extend beyond the framework provided by the DSM and inform the optimal treatment of psychiatric disorders. The beginning chapters will discuss the history, emergence, and priorities of the neurocognitive approach and explain the basic principles and limitations of brain- and body-based assessment tools. Subsequent chapters will address individual psychiatric disorders in this neurocognitive context and follow a standard format: a thorough description of the clinical problem; a review of the most recent literature; a discussion of how the neurocognitive approach advances our understanding of the disorder; and conclusions for future research and practice.

The ability to learn concepts lies at the very core of human cognition, enabling us to efficiently classify, organize, identify, and store complex information. In view of the basic role that concepts play in our everyday physical and mental lives, the fields of cognitive science and psychology face three long standing challenges: discovering the laws that govern concept learning and categorization behavior in organisms, showing how they inform other areas of cognitive research, and describing them with the mathematical systematicity and precision found in the physical sciences. In light of these theoretical and methodological shortcomings, this volume will introduce a set of general mathematical principles for predicting and explaining conceptual behavior. The author's theory is based on seven fundamental constructs of universal science: invariance, complexity, information, similarity, dissimilarity, pattern, and representation. These constructs are joined by a novel mathematical framework that does not depend on probability theory, and derives key results from conceptual behavior research with other key areas of cognitive research such as pattern perception, similarity assessment, and contextual choice. The result is a unique and systematic unifying foundation for cognitive science in the tradition of classical physics.

Sir Geoffrey Lloyd presents a cross-disciplinary study of the problems posed by the unity and diversity of the human mind. On the one hand, as humans we all share broadly the same anatomy, physiology, biochemistry, and certain psychological capabilities -- the capacity to learn a language, for instance. On the other, different individuals and groups have very different talents, tastes, and beliefs, for instance about how they see themselves, other humans and the world around them. These issues are highly charged, for any denial of psychic unity savors of racism, while many assertions of psychic diversity raise the specters of arbitrary relativism, the incommensurability of beliefs systems and their mutual unintelligibility.
Lloyd surveys a fascinating range of subjects, examining where different types of arguments, scientific, philosophical, anthropological and historical can take us. He discusses color perception, spatial cognition, animal and plant taxonomy, the emotions, ideas of health and well-being, concepts of the self, agency and causation, varying perceptions of the distinction between nature and culture, and reasoning itself. To avoid the pitfalls of misleading dichotomies (especially between cross-cultural universalism and cultural relativism) he pays due attention to the multidimensionality of the phenomena to be apprehended and to the diversity of manners, or styles, of apprehending them. The weight to be given to different factors, physical, biological, psychological, cultural, ideological, varies as between different subject-areas and sometimes even within a single area. He uses recent work in social anthropology, linguistics, cognitive science, neurophysiology, andthe history of ideas to redefine the problems and clarify how our evident psychic diversity can be reconciled with our shared humanity.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

A groundbreaking workbook to help you develop healthy coping strategies, build a solid support network, and stay on the path to recovery. If you've been in therapy for an eating disorder, such as anorexia nervosa or bulimia, your past treatment may have focused on helping you control your emotions and contain your behaviors. However, research now shows that many people with eating disorders actually suffer from emotional overcontrol. Based on more than twenty years of research, this breakthrough workbook offers skills based in radically open dialectical behavior therapy (RO DBT), a proven-effective, transdiagnostic approach for treating disorders of overcontrol (OC). With this compassionate workbook, you'll learn how to move beyond the unhealthy coping strategies that keep you feeling isolated and lonely, find tips for building a solid support network and enriching social connections, and develop your own personalized plan for staying on the path to recovery. You'll also find assessments to help you determine the root cause of your OC disorder, exercises for increasing social engagement, and skills for improving social flexibility, trust, and intimacy. Having an eating disorder can make you feel like you're alone in the world. Even if you're in recovery, you may have days when feelings of isolation are too much, and you may feel tempted to fall back into unhealthy patterns of eating or restrictive eating. This workbook will help you build your own "treatment tribe," a group of people that help lift you up and support you as you find your way to a full recovery and a rich, meaningful life.

Contents:
I.H. Gotlib, H.S. Kurtzman, M.C. Blehar, The Cognitive Psychology of Depression: Introduction to the Special Issue. Z.V. Segal, M. Gemar, Changes in Cognitive Organisation for Negative Self-referent Material Following Cognitive Behaviour Therapy for Depression: A Primed Stroop Study. E. Gilboa, I.H. Gotlib, Cognitive Biases and Affect Persistence in Previously Dysphoric and Never-dysphoric Individuals. L.B. Alloy, L.Y. Abramson, L.A. Murray, W.G. Whitehouse, M.E. Hogan, Self-referent Information-processing in Individuals at High and Low Cognitive Risk for Depression. P.T. Hertel, On the Contributions of Deficient Cognitive Control to Memory Impairments in Depression. J. Miranda, J.I. Gross, Cognitive Vulnerability, Depression, and the Mood-state Dependent Hypothesis: Is Out of Sight Out of Mind? E. Eich, D. Macaulay, R.W. Lam, Mania, Depression, and Mood Dependent Memory. J. Garber, N.S. Robinson, Cognitive Vulnerability in Children at Risk for Depression. W. Heller, J.B. Nitschke, Regional Brain Activity in Emotion: A Framework for Understanding Cognition in Depression. I.H. Gotlib, H.S. Kurtzman, M.C. Blehar, Cognition and Depression: Issues and Future Directions.

Cognition, Literature, and History models the ways in which cognitive and literary studies may collaborate and thereby mutually advance. It shows how understanding of underlying structures of mind can productively inform literary analysis and historical inquiry, and how formal and historical analysis of distinctive literary works can reciprocally enrich our understanding of those underlying structures. Applying the cognitive neuroscience of categorization, emotion, figurative thinking, narrativity, self-awareness, theory of mind, and wayfinding to the study of literary works and genres from diverse historical periods and cultures, the authors argue that literary experience proceeds from, qualitatively heightens, and selectively informs and even reforms our evolved and embodied capacities for thought and feeling. This volume investigates and locates the complex intersections of cognition, literature, and history in order to advance interdisciplinary discussion and research in poetics, literary history, and cognitive science.

By enhancing your ability to identify connections, you can enhance your creativity. This exercise book strengthens your ability to recognise connections. The exercises are based on the theory of the book The Secret of the Highly Creative Thinker, as well as observations in neuroscience, and seventy years of creativity studies. This exercise book is based on a dynamic balance of theory, technique, and exercises, it's a practical hands-on workbook. It's the perfect outlet to get your hands dirty and dive into exercises that strengthen one's ability to see and make connections. This book is for those seeking to enhance their creativity. It can be used to: - Develop one's creative capacity - Train underlying mechanisms in creative thinking - Enrich educational purposes - Increase idea production Creative Thinker's Exercise Book is for everyone that's eager to indulge in exercises to enhance their innate creativity by identifying connections.