The hippocampus and parietal cortex have been implicated in various core spatial behaviors, such as the ability to localise and navigate to an object. Damage to these areas in animals and humans impairs these spatial functions. This collection of papers, written by internationally recognized experts in the field, reviews the evidence that each area is involved in spatial cognition, examines the mechanisms underlying the generation of spatial behaviors, and considers the relative roles of the hippocampal and parietal areas, including how each interacts with the other. The papers integrate a wide range of theoretical and experimental approaches, and touch on broader issues related to memory and imagery. As such, this book offers the most up-to-date research on the neural basis of spatial cognition. It should be of interest to anyone working in the fields of cognitive science, neuroanatomy, neuropsychology, and general cognition.

This book explores a new approach to understanding the human mind - rational analysis - that regards thinking as a facility adapted to the structure of the world. This approach is most closely associated with the work of John R Anderson, who published the original book on rational analysis in 1990. Since then, a great deal of work has been carried out in a number of laboratories around the world, and the aim of this book is to bring this work together for the benefit of the general psychological audience. The book contains chapters by some of the world's leading researchers in memory, categorisation, reasoning, and search, who show how the power of rational analysis can be applied to the central question of how humans think. It will be of interest to students and researchers in cognitive psychology, cognitive science, and animal behaviour.

Intelligent mental representations of physical, cognitive and social environments allow humans to navigate enormous search spaces, whose sizes vastly exceed the number of neurons in the human brain. This allows us to solve a wide range of problems, such as the Traveling Salesperson Problem, insight problems, as well as mathematics and physics problems. As an area of research, problem solving has steadily grown over time. Researchers in Artificial Intelligence have been formulating theories of problem solving for the last 70 years. Psychologists, on the other hand, have focused their efforts on documenting the observed behavior of subjects solving problems. This book represents the first effort to merge the behavioral results of human subjects with formal models of the causative cognitive mechanisms. The first coursebook to deal exclusively with the topic, it provides a main text for elective courses and a supplementary text for courses such as cognitive psychology and neuroscience.

Intelligent mental representations of physical, cognitive and social environments allow humans to navigate enormous search spaces, whose sizes vastly exceed the number of neurons in the human brain. This allows us to solve a wide range of problems, such as the Traveling Salesperson Problem, insight problems, as well as mathematics and physics problems. As an area of research, problem solving has steadily grown over time. Researchers in Artificial Intelligence have been formulating theories of problem solving for the last 70 years. Psychologists, on the other hand, have focused their efforts on documenting the observed behavior of subjects solving problems. This book represents the first effort to merge the behavioral results of human subjects with formal models of the causative cognitive mechanisms. The first coursebook to deal exclusively with the topic, it provides a main text for elective courses and a supplementary text for courses such as cognitive psychology and neuroscience.

For more than twenty years, Sue Savage-Rumbaugh has been studying the linguistic and cognitive skills of a number of laboratory-reared primates. Recently, her work with Kanzi (a bonobo) has been acknowledged as having achieved a scientific breakthrough of stunning proportions: Kanzi has acquired linguistic and cognitive skills equal to those of a 2-1/2 year-old human child. Apes, Language and the Human Mind skillfully combines the exciting narrative regarding the Kanzi research with incisive critical analysis of the research's broader linguistic, psychological, and anthropological implications. Sure to be controversial, this exciting new volume offers a radical revision of the sciences of language and mind.

This book deals with the complexity of art by focusing on the singularity of the work of art. Gathering a selection of writings in art theory and semiotics, it explores the question of apprehending art from its perceptual aspects to aesthetic comprehension and understanding. Theoretical enquiries focus in particular on the dynamics of the perception of forms, the semiotic value of colour, the aesthetic phenomenon of empathy, the function of vision in relation to other senses and its faculty to lead, in a substantial way, to the embodiment of sense. These theoretical points are constantly observed with reference to the analysis of works of art, especially from the beginning of the modern era, when a renovated psychophysical approach oriented the evolution of contemporary aesthetics. Research into art theories sheds light on how differentials in topologic positions, dimensions, relationships and tones contribute to the arising of forms and colours in perception, and affect the perceiver. The essays presented address in different ways the emergence of sense, by conceiving it as deeply anchored to the dynamics of perception, in addition to the cognitive disposition and knowledge, regardless of whether or not the subject (artist or beholder) is aware of these processes. Through in-depth analyses identifying to what extent the aesthetic moment builds on perceptual and semiotic processes, works of art are revealed to be singularities, reflecting the correlation with morphodynamics in the sciences.

Implicit learning is said to occur when a person learns about a complex stimulus without necessarily intending to do so, and in such a way that the resulting knowledge is difficult to express. Over the last 30 years, a number of studies have claimed to show evidence of implicit learning. In more recent years, however, considerable debate has arisen over the extent to which cognitive tasks can in fact be learned implicitly. Much of the debate has centred on the questions of how unconscious, and how abstract, is implicitly acquired knowledge? The aim of this book is to provide students and researchers with a self-contained and balanced summary of the various theoretical and empirical positions that are currently shaping this exciting area of research.

This new volume in the Counterpoints series compares and contrasts different conceptions of working memory, generally recognized as the human cognitive system responsible for temporary storage of information. The book includes proponents of several different views. Robert Logie discusses the theoretical and empirical utility of separating working memory into an articulatory loop, a phonological store, and a visuo-spatial sketchpad into visual and spatial subsystems. Patricia Carpenter provides evidence for a process view of working memory, arguing that both task-specific processing and general processing capabilities can account for the full range of working memory phenomena. She focuses on findings from reading comprehension and memory tasks suggesting that working memory is used to represent the set of skills and strategies necessary for complex tasks, while retaining residual capacity for use as a storage buffer. Lynn Hasher argues in favor of the new inhibitory model, with evidence drawn from the literature on aging and pathology that demonstrates parallels between memory disorders and normal memory functioning. Randall Engle addresses the issue of whether working memory resources are required for retrieval of information or whether that task is relatively automatic. Engle's empirical studies, in turn, bear directly on the positions of Carpenter, Hasher, and Logie. As interest in working memory is increasing at a rapid pace, an open discussion of the central issues involved is both useful and timely. This work serves this purpose for a wide audience of cognitive psychologists and their students.

Nietzsche is perhaps best known for his diagnosis of the problem of nihilism. Though his elaborations on this diagnosis often include descriptions of certain beliefs characteristic of the nihilist (such as beliefs in the meaninglessness or worthlessness of existence), he just as frequently specifies a variety of affective symptoms experienced by the nihilist that weaken their will and diminish their agency. This affective dimension to nihilism, however, remains drastically underexplored. In this book, Kaitlyn Creasy offers a comprehensive account of affective nihilism that draws on Nietzsche's drive psychology, especially his reflections on affects and their transformative potential. After exploring Nietzsche's account of affectivity (illuminating especially the transpersonal nature of affect in Nietzsche's thought) and the phenomenon of affective nihilism, Creasy argues that affective nihilism might be overcome by employing a variety of Nietzschean strategies: experimentation, self-narration, and self-genealogy.

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.

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.

A new theory is taking hold in neuroscience. It is the theory that the brain is essentially a hypothesis-testing mechanism, one that attempts to minimise the error of its predictions about the sensory input it receives from the world. It is an attractive theory because powerful theoretical arguments support it, and yet it is at heart stunningly simple. Jakob Hohwy explains and explores this theory from the perspective of cognitive science and philosophy. The key argument throughout The Predictive Mind is that the mechanism explains the rich, deep, and multifaceted character of our conscious perception. It also gives a unified account of how perception is sculpted by attention, and how it depends on action. The mind is revealed as having a fragile and indirect relation to the world. Though we are deeply in tune with the world we are also strangely distanced from it. The first part of the book sets out how the theory enables rich, layered perception. The theory's probabilistic and statistical foundations are explained using examples from empirical research and analogies to different forms of inference. The second part uses the simple mechanism in an explanation of problematic cases of how we manage to represent, and sometimes misrepresent, the world in health as well as in mental illness. The third part looks into the mind, and shows how the theory accounts for attention, conscious unity, introspection, self and the privacy of our mental world.

Ranging across both standard philosophical territory and the landscape of cutting-edge cognitive science, Mindware: An Introduction to the Philosophy of Cognitive Science, Second Edition, is a vivid and engaging introduction to key issues, research, and opportunities in the field. Starting with the vision of mindware as software and debates between realists, instrumentalists, and eliminativists, Andy Clark takes students on a no-holds-barred journey through connectionism, dynamical systems, and real-world robotics before moving on to the frontiers of cognitive technologies, enactivism, predictive coding, and the extended mind. Throughout, he highlights challenging issues in an effort to engage students in active debate. Each chapter opens with a brief sketch of a major research tradition or perspective, followed by concise critical discussions dealing with key topics and problems. NEW TO THIS EDITION * Three new chapters (9-11) on cognitive extensions, enactivism, and the predictive brain, and a revised appendix on consciousness * Extensive revisions, additions, and updates throughout in light of new developments in the field * New text boxes and revised and expanded suggestions for further reading, including many electronic resources (summarized on the book's Companion Website at www.oup/us/coogan)

There is an odd contradiction at the heart of language and culture learning: Language and culture are, so to speak, two sides of a single coin-language reflects the thinking, values and worldview of its speakers. Despite this, there is a persistent split between language and culture in the classroom. Foreign language pedagogy is often conceptualized in terms of gaining knowledge and practicing skills, while cultural learning goals are often conceptualized in abstract terms, such as awareness or criticality. This book helps resolve this dilemma. Informed by brain and mind sciences, its core message is that language and culture learning can both be seen as a single, interrelated process-the embodiment of dynamic systems of meaning into the intuitive mind. This deep learning process is detailed in the form of the Developmental Model of Linguaculture Learning (DMLL). Grounded in dynamic skill theory, the DMLL describes four developmental levels of language and culture learning, which represents a subtle, yet important shift in language and culture pedagogy. Rather than asking how to add culture into language education, we should be seeking ways to make language and culture learning deeper-more integrated, embodied, experiential and transformational. This book provides a theoretical approach, including practical examples, for doing so.

Body schema is a system of sensory-motor capacities that function without awareness or the necessity of perceptual monitoring. Body image consists of a system of perceptions, attitudes, and beliefs pertaining to one's own body. In 2005 Shaun Gallagher published an influential book entitled How the Body Shapes the Mind (OUP). That book not only defined both body schema and body image, but explored the complicated relationship between the two. It also established the idea that there is a double dissociation, whereby body schema and body image refer to two different but closely related systems. Given that many kinds of pathological cases can be described in terms of body schema and body image (phantom limbs, asomatognosia, apraxia, schizophrenia, anorexia, depersonalization, and body dysmorphic disorder, among others), we might expect to find a growing consensus about these concepts and the relevant neural activities connected to these systems. Instead, an examination of the scientific literature reveals continued ambiguity and disagreement. This volume brings together leading experts from the fields of philosophy, neuroscience, psychology, and psychiatry in a lively and productive dialogue. It explores fundamental questions about the relationship between body schema and body image, and addresses ongoing debates about the role of the brain and the role of social and cultural factors in our understanding of embodiment.

This book presents a proposal to better define thematic relations by exploring the relation between language and cognition. It analyzes the relation between grammatically defined roles such as agent and patient (semantic roles), and elaborate thematic relations (ETRs) actually accessible to language users. It shows that many phenomena previously analyzed as grammatical can be described in a more simple and convenient way by postulating direct connection between syntactic complements and cognitive relations present in the schema evoked by the verb. The volume focuses on a topic which has been the object of much discussion in the recent literature, namely the definition and delimitation of semantic roles, proposing new solutions to some important theoretical and practical problems in the description of the lexicogrammatical structure of languages, and in particular of verb valency. It shows that in many cases a direct relation can be established between morphosyntactic units and functions, on one hand, and ETRs, on the other, without the intermediation of grammatically defined semantic roles. This makes it possible to analyze thematic relations that have been traditionally problematic, such as the patient, in a linguistically simple and cognitively well-motivated way. Thematic Relations - A Study in the Grammar-Cognition Interface will be a useful resource for practicing linguists working on the analysis of natural languages, in particular on verb valency; verb subcategorization and thematic structure; semantic (thematic) roles, their definition and syntactic coding; the relation between grammatical structure and cognitive schemata (frames); and the structure of the lexicon.

In this ground-breaking synthesis of art and science, Diana Deutsch, one of the world's leading experts on the psychology of music, shows how illusions of music and speech-many of which she herself discovered-have fundamentally altered thinking about the brain. These astonishing illusions show that people can differ strikingly in how they hear musical patterns-differences that reflect variations in brain organization as well as influences of language on music perception. Drawing on a wide variety of fields, including psychology, music theory, linguistics, and neuroscience, Deutsch examines questions such as: When an orchestra performs a symphony, what is the "real" music? Is it in the mind of the composer, or the conductor, or different members of the audience? Deutsch also explores extremes of musical ability, and other surprising responses to music and speech. Why is perfect pitch so rare? Why do some people hallucinate music or speech? Why do we hear phantom words and phrases? Why are we subject to stuck tunes, or "earworms"? Why do we hear a spoken phrase as sung just because it is presented repeatedly? In evaluating these questions, she also shows how music and speech are intertwined, and argues that they stem from an early form of communication that had elements of both. Many of the illusions described in the book are so striking and paradoxical that you need to hear them to believe them. The book enables you to listen to the sounds that are described while reading about them.

Luciano Floridi presents an innovative approach to philosophy, conceived as conceptual design. He explores how we make, transform, refine, and improve the objects of our knowledge. His starting point is that reality provides the data, to be understood as constraining affordances, and we transform them into information, like semantic engines. Such transformation or repurposing is not equivalent to portraying, or picturing, or photographing, or photocopying anything. It is more like cooking: the dish does not represent the ingredients, it uses them to make something else out of them, yet the reality of the dish and its properties hugely depend on the reality and the properties of the ingredients. Models are not representations understood as pictures, but interpretations understood as data elaborations, of systems. Thus, he articulates and defends the thesis that knowledge is design and philosophy is the ultimate form of conceptual design. Although entirely independent of Floridi's previous books, The Philosophy of Information (OUP 2011) and The Ethics of Information (OUP 2013), The Logic of Information both complements the existing volumes and presents new work on the foundations of the philosophy of information.

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.

Bodies and Other Objects is written for students, scholars and anyone with an interest in embodied cognition - the claim that the human mind cannot be understood without regard for the actions and capacities of the body. The impulse to write this book was a dissatisfaction with the inconsistent, and often shallow, use of the term 'embodied cognition'. This text attempts to reframe cognitive science with a unified theory of embodied cognition in which sensorimotor elements provide the basis for cognition, including symbolic exchanges that arise within a society of agents. It draws ideas and evidence from experimental psychology, neuroscience, philosophy and anthropology in reaching the conclusion that human cognition is best understood as the means by which exchanges within a constantly evolving network of skilful bodies and objects are regulated so as to further human interests.

Linguistic interaction between two people is the fundamental form of communication, yet almost all research in language use focuses on isolated speakers and listeners. In this innovative work, Garrod and Pickering extend the scope of psycholinguistics beyond individuals by introducing communication as a social activity. Drawing on psychological, linguistic, philosophical and sociological research, they expand their theory that alignment across individuals is the basis of communication, through the model of a 'shared workspace account'. In this workspace, interlocutors are actors who jointly manipulate and control the interaction and develop similar representations of both language and social context, in order to achieve communicative success. The book also explores dialogue within groups, technologies, as well as the role of culture more generally. Providing a new understanding of cognitive representation, this trailblazing work will be highly influential in the fields of linguistics, psychology and cognitive linguistics.

Linguistic interaction between two people is the fundamental form of communication, yet almost all research in language use focuses on isolated speakers and listeners. In this innovative work, Garrod and Pickering extend the scope of psycholinguistics beyond individuals by introducing communication as a social activity. Drawing on psychological, linguistic, philosophical and sociological research, they expand their theory that alignment across individuals is the basis of communication, through the model of a 'shared workspace account'. In this workspace, interlocutors are actors who jointly manipulate and control the interaction and develop similar representations of both language and social context, in order to achieve communicative success. The book also explores dialogue within groups, technologies, as well as the role of culture more generally. Providing a new understanding of cognitive representation, this trailblazing work will be highly influential in the fields of linguistics, psychology and cognitive linguistics.

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.

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.