Our endless use of smartphones, unbridled internet access, and the ubiquity of applications on these platforms has affected the ways we think, feel, and behave. Setting aside issues of goodness or harmfulness of the internet and related technologies, chapters in this edited volume investigate the impact of technology through the lens of human capacity. Each chapter considers a different aspect of the ways in which humans, with limited information processing capabilities, interact with an almost infinite informational environment. The authors examine what makes these technologies so addictive, their effect on emotional well-being, memory, and learning, and their impact on our ability to engage in important daily activities, like driving a car. Other contributors discuss how to replenish depleted cognitive reserves, and offer recommendations to help us chart a way forward in today's attention economy.

The Normative Mind addresses philosophical and scientific issues connected with rule-following and decision-making from the perspectives of philosophy and various sciences. The book examines the diverse relations with rule-following behavior of such phenomena as cognitive control, emotions, decision-making heuristics, and creativity. The contributions - by philosophers, psychologists, and neuroscientists - also concern the problem of normativity as it is present in logic, moral epistemology, and rational choice theory. Furthermore, the roles of evolution and of neural processes for the emergence of rule-following behavior are analyzed.

Cognitive science arose in the 1950s when it became apparent that a
number of disciplines, including psychology, computer science,
linguistics, and philosophy, were fragmenting. Perhaps owing to the
field's immediate origins in cybernetics, as well as to the
foundational assumption that cognition is information processing,
cognitive science initially seemed more unified than psychology.
However, as a result of differing interpretations of the foundational
assumption and dramatically divergent views of the meaning of the term
"information processing," three separate schools emerged:
classical cognitive science, connectionist cognitive science, and
embodied cognitive science.
Examples, cases, and research findings taken from the wide range of
phenomena studied by cognitive scientists effectively explain and
explore the relationship among the three perspectives. Intended to
introduce both graduate and senior undergraduate students to the
foundations of cognitive science, "Mind, Body, World" addresses
a number of questions currently being asked by those practicing in the
field: What are the core assumptions of the three different schools?
What are the relationships between these different sets of core
assumptions? Is there only one cognitive science, or are there many
different cognitive sciences? Giving the schools equal treatment and
displaying a broad and deep understanding of the field, Dawson
highlights the fundamental tensions and lines of fragmentation that
exist among the schools and provides a refreshing and unifying
framework for students of cognitive science.Michael R. W. Dawson is a professor of psychology at
the University of Alberta. He is the author of numerous scientific
papers as well as the books "Understanding Cognitive Science"
(1998), "Minds and Machines" (2004), "Connectionism: A
Hands-on Approach" (2005), and "From Bricks to Brains: The
Embodied Cognitive Science of LEGO Robots" (2010).

Designed for educators, researchers, practitioners, or anyone interested in maximizing human potential, Motivation for Learning and Performance outlines 50 key motivation principles based on the latest scientific evidence from the disciplines of psychology, education, business, athletics, and neurology. Using a highly applied and conversational style, the book is designed to inform the reader about how to diagnosis, analyze, and mediate learning and performance challenges influenced by motivation. The book features chapters on the biopsychology of motivation, how motivation changes across the lifespan, and the important influence of culture on motivated behavior. Three chapters are devoted to practical strategies and the implementation of motivational change. Special sections are included on enhancing motivation at work, in the classroom, in competitive environments, and during online education. Hoffman employs the innovative approach of using his interviews with "real" people including many notable personalities across diverse cultures and disciplines to illustrate motivated behavior. For example, readers will learn what motivated the colossal investment fraud masterminded by Bernie Madoff, the intimate thoughts of former NFL superstar Nick Lowery when he missed a field goal, and the joys and tribulations of Emmy-nominated "Curb your Enthusiasm" actress Cheryl Hines. The book provides a practical, applied, and multi-disciplinary resource for anyone interested in motivation and performance, but especially for university students at the graduate or undergraduate level studying education, psychology, business, leadership, hospitality, sports management, or military science. Additionally, the writing style and eclectic nature of the text will appeal to readers of non-fiction who can use the book to gain self-awareness to enhance performance of themselves or others.

This book introduces readers to the state-of-the-art neuroscientific research that is revolutionizing our understanding of language. Interest in the brain bases of language goes back to the birth of the modern neurosciences in the late nineteenth century. Today, tools such as fMRI and EEG allow us to study brain activity non-invasively as people perform complex cognitive tasks like talking or reading. In this book, Jonathan Brennan shows how brain signals are connected with the intricate cognitive structures that underlie human language. Each chapter focuses on specific insights including the neural codes for speech perception, meaning, and sentence structure. The book also explores larger themes such as how to connect abstract notions like "knowing a language" to concrete signals that are measured in a laboratory, and how to reconcile apparently conflicting pieces of data that arise from different experiments. Written in an accessible, conversational style, and featuring a glossary of key terms, this slim guide will appeal to a wide range of readers interested in how the human brain allows us to use language.

Moral psychology is the study of how human minds make and are made by human morality. This state-of-the-art volume covers contemporary philosophical and psychological work on moral psychology, as well as notable historical theories and figures in the field of moral psychology, such as Aristotle, Kant, Nietzsche, and the Buddha. The Oxford Handbook of Moral Psychology's fifty chapters, authored by leading figures in the field, cover foundational topics, such as character, virtue, emotion, moral responsibility, the neuroscience of morality, weakness of will, and the nature of moral judgments and reasons. The volume also canvases emerging work in applied moral psychology, including adaptive preferences, animals, mental illness, poverty, marriage, race, bias, and victim blaming. Collectively, the essays form the definitive survey of contemporary moral psychology.

"The Recursive Mind" challenges the commonly held notion that language is what makes us uniquely human. In this compelling book, Michael Corballis argues that what distinguishes us in the animal kingdom is our capacity for recursion: the ability to embed our thoughts within other thoughts. "I think, therefore I am," is an example of recursive thought, because the thinker has inserted himself into his thought. Recursion enables us to conceive of our own minds and the minds of others. It also gives us the power of mental "time travel"--the ability to insert past experiences, or imagined future ones, into present consciousness.

Drawing on neuroscience, psychology, animal behavior, anthropology, and archaeology, Corballis demonstrates how these recursive structures led to the emergence of language and speech, which ultimately enabled us to share our thoughts, plan with others, and reshape our environment to better reflect our creative imaginations. He shows how the recursive mind was critical to survival in the harsh conditions of the Pleistocene epoch, and how it evolved to foster social cohesion. He traces how language itself adapted to recursive thinking, first through manual gestures, then later, with the emergence of "Homo sapiens," vocally. Toolmaking and manufacture arose, and the application of recursive principles to these activities in turn led to the complexities of human civilization, the extinction of fellow large-brained hominins like the Neandertals, and our species' supremacy over the physical world.

This book represents the state of the art in cognitive stylistics a rapidly expanding field at the interface between linguistics, literary studies and cognitive science. The twelve chapters combine linguistic analysis with insights from cognitive psychology and cognitive linguistics in order to arrive at innovative accounts of a range of literary and textual phenomena. The chapters cover a variety of literary texts, periods, and genres, including poetry, fictional and non-fictional narratives, and plays. Some of the chapters provide new approaches to phenomena that have a long tradition in literary and linguistic studies (such as humour, characterisation, figurative language, and metre), others focus on phenomena that have not yet received adequate attention (such as split-selves phenomena, mind style, and spatial language). This book is relevant to students and scholars in a wide range of areas within linguistics, literary studies and cognitive science.

Emotional Development is a topic that embraces a range of disciplines, including, psychology, neuroscience, sociology, primatology, philosophy, history, cognitive science, computer science, and education. The Oxford Handbook of Emotional Development is the first volume of its kind to include such a multidisciplinary group of experts to consider this topic, and as such, provides perhaps the most complete examination yet of how emotions develop and manifest themselves neuronally, intra- and interpersonally, across different cultures and species, and over time. The volume is separated into five themes: macro and micro underpinnings; communication and understanding; interactive contexts; socialization and learning; and morality and prosocial behaviour. Each section includes contributions from researchers in at least three disciplines, resulting in a volume that is destined to provoke the interested reader into either purposively or accidentally discovering emotional development from novel and stimulating perspectives. The chapters are written to be concise in their overview and accessible to the researcher or intellectually curious person alike. The reader can enjoy state of the art critical analysis of emotional development from different viewpoints, which, whether dipped into casually or read as a whole, will provide the best view of not only what we know today about emotional development, but also where the future study of emotional development lies. The Oxford Handbook of Emotional Development is an original and important contribution to the literature in psychology and the affective sciences.

In the course of the eighteenth century, understanding human cognitive life came to be construed as something to be explored in terms of the physiology of the sensory organs, the nerves, and the brain: a form of naturalization that effectively moved cognition out of the realm of philosophy as it had traditionally been understood. Bonnet's Analytical Essay on the Faculties of the Soul was at the forefront of these developments, and this is its first English translation. Drawing on his earlier work in natural history-he was the leading entomologist of his era-he approaches problems of the nature of the mind via the physiology and anatomy of the brain and sensory systems. His approach is one of 'reverse engineering', starting from an organic statue without faculties, and investigating how it would need to be modified to produce a human being. Bonnet takes up a position that cuts across the standard understanding of the period as a clash between materialism and dualism. While his approach was rigorously naturalistic and physiological, this did not lead him to reject the notion of a soul. Instead, he argues that, in order to make sense of their sensory abilities, we need to attribute a soul to animals as well as human beings. At the same time, he argues that if personal immortality is to be possible, it can be conceived along the lines of insect metamorphosis, which shows how different biological forms can harbour a single identity.

What does it mean to be human? Why do we feel and behave in the ways that we do? The classic answer is that we have a special kind of intelligence. But to understand what we are as humans, we also need to know what we are like motivationally. And what is central to this story, what is special about human motivation, is that humans want to share with others their inner experiences about the world-share how they feel, what they believe, and what they want to happen in the future. They want to create a shared reality with others. People have a shared reality together when they experience having in common a feeling about something, a belief about something, or a concern about something. They feel connected to another person or group by knowing that this person or group sees the world the same way that they do-they share what is real about the world. In this work, Dr. Higgins describes how our human motivation for shared reality evolved in our species, and how it develops in our children as shared feelings, shared practices, and shared goals and roles. Shared reality is crucial to what we believe-sharing is believing. It is central to our sense of self, what we strive for and how we strive. It is basic to how we get along with others. It brings us together in fellowship and companionship, but it also tears us apart by creating in-group "bubbles" that conflict with one another. Our shared realities are the best of us, and the worst of us.

How do great athletes defy the power law of practice, according to which improvements in skill eventually plateau? Commentators and spectators alike are fascinated by how athletes such as Roger Federer, Tom Brady, and Serena Williams are capable both of moments of exquisite brilliance and of sustaining such excellence over a prolonged period. But what separates these great athletes from those who have achieved a certain level of expertise before finding that their performance has started to plateau? How is it possible for world-class athletes- athletes who seem to be at the top of their game- to keep improving? To solve this puzzle, this book presents a theory of "continuous improvement" that explains how experts use conscious strategies to update and improve motor execution in training contexts and stabilise performance under highly pressurised conditions. It argues that expertise is characterised by an attentional flexibility involving the use of reflection, abstract thought, and bodily awareness; processes used by athletes to alter bodily routines in response to contextual demands. Drawing on theory and empirical findings from a wide range of disciplines including psychology, sociology, and cognitive science, the authors outline methodological approaches and practical strategies that can be used by coaches, researchers, and athletes to understand, improve, and maintain optimal levels of performance. A fascinating exploration into the psychological and physical processes behind elite performance, this book will be an insightful read for students and academics of sport science, sport psychology, and kinesiology, as well as coaches, practitioners working with performers, athletes, or anyone with an interest in physical performance and improvement.

This book reveals that Pablo Picasso wasn't simply a figurehead of the Modern Age. He grew up in the 19th century: the extraordinary mixture of values that was fin de siecle Europe penetrated deep into his personality, remaining with him through his life. While he was the quintessential Modern in so many ways, he was also a Victorian, and this duality explains the complexity of his genius. He was simultaneously looking forwards and backwards, and feeding off the efforts of others, before developing his own idioms for depicting the contemporary world. The young artist recognised that society was increasingly in a process of transformation, not in a transitory or temporary way, but permanently, under the inexorable pressures of modernisation. He realised that the emergence of Modern art through the last quarter of the century was a product of this transformation. Throughout his life, Picasso would feel the tension between modernity and the histories it replaced. He would also struggle with the role of the individual, and subjectivity, in this new environment. Each chapter shows how the young artist embraced successive styles at large in the art world of his time. By the age of 14 well capable of drawing in a highly competent Beaux Arts mode, he drew in a Classicist manner of redolent of Ingres, or early Degas. He then moved through various forms of Impressionism, Symbolism, and Post-Impressionism, before arriving in his early twenties at his first wholly individual style, the Blue period, albeit that all these earlier sources were still evident. The Rose period followed, after which the artist began a truly seminal period of experimentation which culminated in the development of Cubism. By 1910, Cubism had become a fully mature vision, practiced by a wide range of artists. It was to provide the springboard for much Modern art across the disciplines, and it positioned Picasso as perhaps the single most important artist of the new century.

Why our brains aren't built for media multitasking, and how we can learn to live with technology in a more balanced way. "Brilliant and practical, just what we need in these techno-human times."-Jack Kornfield, author of The Wise Heart Most of us will freely admit that we are obsessed with our devices. We pride ourselves on our ability to multitask-read work email, reply to a text, check Facebook, watch a video clip. Talk on the phone, send a text, drive a car. Enjoy family dinner with a glowing smartphone next to our plates. We can do it all, 24/7! Never mind the errors in the email, the near-miss on the road, and the unheard conversation at the table. In The Distracted Mind, Adam Gazzaley and Larry Rosen-a neuroscientist and a psychologist-explain why our brains aren't built for multitasking, and suggest better ways to live in a high-tech world without giving up our modern technology. The authors explain that our brains are limited in their ability to pay attention. We don't really multitask but rather switch rapidly between tasks. Distractions and interruptions, often technology-related-referred to by the authors as "interference"-collide with our goal-setting abilities. We want to finish this paper/spreadsheet/sentence, but our phone signals an incoming message and we drop everything. Even without an alert, we decide that we "must" check in on social media immediately. Gazzaley and Rosen offer practical strategies, backed by science, to fight distraction. We can change our brains with meditation, video games, and physical exercise; we can change our behavior by planning our accessibility and recognizing our anxiety about being out of touch even briefly. They don't suggest that we give up our devices, but that we use them in a more balanced way.

A Guide to Clinical Supervision: The Supervision Pyramid provides a combined view of theory and research-based, step-by-step guidelines for conducting supervision. This book focuses on one main tool, The Supervision Pyramid, a clear and dynamic model covering multifacets of the supervisory process. It provides readers with a system of competencies within the current framework of competency based learning and evaluations within training standards. Case examples, sample forms, questions for reflection and group activities are included throughout the book. Each chapter connects the Supervision Pyramid with practical activities, while also providing a detailed summary at the end of each chapter.

A comprehensive introduction to the latest research and theory on learning and instruction with computer games. This book offers a comprehensive introduction to the latest research on learning and instruction with computer games. Unlike other books on the topic, which emphasize game development or best practices, Handbook of Game-Based Learning is based on empirical findings and grounded in psychological and learning sciences theory. The contributors, all leading researchers in the field, offer a range of perspectives, including cognitive, motivational, affective, and sociocultural. They explore research on whether (and how) computer games can help students learn educational content and academic skills; which game features (including feedback, incentives, adaptivity, narrative theme, and game mechanics) can improve the instructional effectiveness of these games; and applications, including games for learning in STEM disciplines, for training cognitive skills, for workforce learning, and for assessment. The Handbook offers an indispensable reference both for readers with practical interests in designing or selecting effective game-based learning environments and for scholars who conduct or evaluate research in the field. It can also be used in courses related to play, cognition, motivation, affect, instruction, and technology. Contributors Roger Azevedo, Ryan S. Baker, Daphne Bavelier, Amanda E. Bradbury, Ruth C. Clark, Michele D. Dickey, Hamadi Henderson, Bruce D. Homer, Fengfeng Ke, Younsu Kim, Charles E. Kinzer, Eric Klopfer, James C. Lester, Kristina Loderer, Richard E. Mayer, Bradford W. Mott, Nicholas V. Mudrick, Brian Nelson, Frank Nguyen, V. Elizabeth Owen, Shashank Pawar, Reinhard Pekrun, Jan L. Plass, Charles Raffale, Jonathon Reinhardt, C. Scott Rigby, Jonathan P. Rowe, Richard M. Ryan, Ruth N. Schwartz, Quinnipiac Valerie J. Shute, Randall D. Spain, Constance Steinkuehler, Frankie Tam, Michelle Taub, Meredith Thompson, Steven L. Thorne, A. M. Tsaasan

According to the 2018 National Survey on Drug Use and Health, 14.4 million adults aged 18 and older had alcohol use disorder (AUD). Mixing alcohol with other drugs such as opioids or cocaine has become an emerging trend, exacerbating public health concerns and may synergistically augment the seriousness of the adverse effects such as withdrawal symptoms, cardiovascular disorders, liver damage, reproductive abnormalities, and behavioral abnormalities. Despite the seriousness of the situation, possible mechanisms underlying the addiction and the withdrawal symptoms is not yet understood. This has been one of the key hindrances in developing effective treatment. Neurobiology of Alcohol and the Brain addresses the addiction-related problems reviewing both the mechanisms and withdrawal system with alcohol addiction. First, the book discusses the mechanisms of the rewarding and aversive effects, including addiction and the withdrawal symptoms of alcohol drinking. Next, alcohol's interaction with other drugs and ensuing adverse consequences is discussed including current and novel treatments against alcoholism. This is followed by a closer look at mental health and alcohol use disorder comorbidity. Lastly, the reader is provided with examples of an experimental study that describes possible protective effects of gold nanoparticles against alcohol addiction in rats subjected to alcohol self-administration. Neurobiology of Alcohol and the Brain will unlock the mechanistic diversities of alcoholism helping to facilitate future developments of new, personalized treatment options for patients suffering from alcohol addiction.

Whenever you get dressed, carry objects, write, draw, or gesture, you express knowledge about how to get things done with your hands. Ironically, that knowledge is often difficult to express. Typically you can't say what you know. Still, it would be enormously useful to identify the knowledge underlying manual control. The design of equipment and transportation systems might better anticipate the abilities and limitations of users, and methods of teaching and rehabilitating skills might improve. This book, the first on the cognitive psychology of manual control, uncovers the hidden knowledge that hands express. Organized around key topics in this emerging area, including the role of the will in manual control, illusions concerning hand position sense, and the coordination of manual actions with others, Knowing Hands explains the planning and control of manual actions in everyday life.

humour, like pornography, is famously difficult to define. We know it when we see it, but is there a way to figure out what we really find funny,and why?In this fascinating investigation into the science of humour and laughter, cognitive neuroscientist Scott Weems uncovers what's happening in our heads when we giggle, guffaw, or double over with laughter. While we typically think of humour in terms of jokes or comic timing, in Ha! Weems proposes a provocative new model. humour arises from inner conflict in the brain, he argues, and is part of a larger desire to comprehend a complex world. Showing that the delight that comes with getting" a punchline is closely related to the joy that accompanies the insight to solve a difficult problem, Weems explores why surprise is such an important element in humour, why computers are terrible at recognizing what's funny, and why it takes so long for a tragedy to become acceptable comedic fodder. From the role of insult jokes to the benefit of laughing for our immune system, Ha! reveals why humour is so idiosyncratic, and why how-to books alone will never help us become funnier people.Packed with the latest research, illuminating anecdotes, and even a few jokes, Ha! lifts the curtain on this most human of qualities. From the origins of humour in our brains to its life on the standup comedy circuit, this book offers a delightful tour of why humour is so important to our daily lives.

'A gripping new drama in science ... if you want to understand how the concept of life is changing, read this' Professor Andrew Briggs, University of Oxford When Darwin set out to explain the origin of species, he made no attempt to answer the deeper question: what is life? For generations, scientists have struggled to make sense of this fundamental question. Life really does look like magic: even a humble bacterium accomplishes things so dazzling that no human engineer can match it. And yet, huge advances in molecular biology over the past few decades have served only to deepen the mystery. So can life be explained by known physics and chemistry, or do we need something fundamentally new? In this penetrating and wide-ranging new analysis, world-renowned physicist and science communicator Paul Davies searches for answers in a field so new and fast-moving that it lacks a name, a domain where computing, chemistry, quantum physics and nanotechnology intersect. At the heart of these diverse fields, Davies explains, is the concept of information: a quantity with the power to unify biology with physics, transform technology and medicine, and even to illuminate the age-old question of whether we are alone in the universe. From life's murky origins to the microscopic engines that run the cells of our bodies, The Demon in the Machine is a breath-taking journey across the landscape of physics, biology, logic and computing. Weaving together cancer and consciousness, two-headed worms and bird navigation, Davies reveals how biological organisms garner and process information to conjure order out of chaos, opening a window on the secret of life itself.

The need to understand human social life is basic to our human nature and fuels a life-long quest that we begin in early childhood. Key to this quest is trying to fathom our inner mental states-our hopes, plans, wants, thoughts, and emotions. Scientists deem this developing a "theory of mind." In Reading Minds, Henry Wellman tells the story of our journey into that understanding. Our hard-won, everyday comprehension of people and minds is not spoon-fed or taught. Each of us creates a wide-ranging theory of mind step-by-step and uses it to understand how all people work. Failure to learn these steps cripples a child, and ultimately an adult, in areas as diverse as interacting socially, creating a coherent life story, enjoying drama and movies, and living on one's own. Progressing along these steps-as most of us do-allows us to see the nature of our shared humanity, to understand our children and our childhood selves, to teach and to learn from others, and to better navigate and make sense of our social world. Theory of mind is basic to why some of us become religious believers and others atheists, why some of us become novelists and all of us love stories, why some love scary movies and some hate them. Reading Minds illuminates how we develop this theory of mind as children, how that defines us as individuals, and ultimately how it defines us as human.

A major new theory of why human intelligence has not evolved in other species The Human Evolutionary Transition offers a unified view of the evolution of intelligence, presenting a bold and provocative new account of how animals and humans have followed two powerful yet very different evolutionary paths to intelligence. This incisive book shows how animals rely on robust associative mechanisms that are guided by genetic information, which enable animals to sidestep complex problems in learning and decision making but ultimately limit what they can learn. Humans embody an evolutionary transition to a different kind of intelligence, one that relies on behavioral and mental flexibility. The book argues that flexibility is useless to most animals because they lack sufficient opportunities to learn new behavioral and mental skills. Humans find these opportunities in lengthy childhoods and through culture. Blending the latest findings in fields ranging from psychology to evolutionary anthropology, The Human Evolutionary Transition draws on computational analyses of the problems organisms face, extensive overviews of empirical data on animal and human learning, and mathematical modeling and computer simulations of hypotheses about intelligence. This compelling book demonstrates that animal and human intelligence evolved from similar selection pressures while identifying bottlenecks in evolution that may explain why human-like intelligence is so rare.

In Neurocognitive Mechanisms Gualtiero Piccinini presents the most systematic, rigorous, and comprehensive philosophical defence to date of the computational theory of cognition. His view posits that cognition involves neural computation within multilevel neurocognitive mechanisms, and includes novel ideas about ontology, functions, neural representation, neural computation, and consciousness. He begins by defending an ontologically egalitarian account of composition and realization, according to which all levels are equally real. He then explicates multiple realizability and mechanisms within this ontologically egalitarian framework, defends a goal-contribution account of teleological functions, and defends a mechanistic version of functionalism. This provides the foundation for a mechanistic account of computation, which in turn clarifies the ways in which the computational theory of cognition is a multilevel mechanistic theory supported by contemporary cognitive neuroscience. Piccinini argues that cognition is computational at least in a generic sense. He defends the computational theory of cognition from standard objections, yet also rebuts putative a priori arguments. He contends that the typical vehicles of neural computations are representations, and that, contrary to the received view, the representations posited by the computational theory of cognition are observable and manipulatable in the laboratory. He also contends that neural computations are neither digital nor analog; instead, neural computations are sui generis. He concludes by investigating the relation between computation and consciousness, suggesting that consciousness may be a functional phenomenon without being computational in nature. This book will be of interest to philosophers of cognitive science as well as neuroscientists.