The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas - transdisciplinarity, design, cognition, and technology - this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.

Cognitive Evolution provides an in-depth exploration of the natural history of cognition, from the beginning of life on Earth to present-day humans. Drawing together evolutionary, comparative, and neuroscience research, the book brings a unique cognitive perspective to evolutionary psychology. The second edition features the latest research and illustrations on emerging topics, making it a true update of the field. After introducing evolution, Boles adopts an information processing perspective - from inputs to outputs, with all the mental processes in between to provide a systematic overview of the evolution of cognition, including its sensory, motoric, perceptual, and cognitive components. The combination of evolutionary, comparative, and neuroscience perspectives provides an insight on topics like vision, handedness, tools and planning, spatial perception, pattern recognition, memory, language, and consciousness. Cognitive Evolution is a comprehensive, essential read for advanced undergraduate and postgraduate students of cognitive and evolutionary psychology. Researchers will find it a useful and insightful synthesis of the field, yet even the curious public will find in it much that is surprising and enlightening.

Economic growth is generally regarded by governments and most ordinary people as a panacea for all problems, including issues caused by the COVID pandemic. But this raises an important question: is further growth in advanced economies able to increase well-being once people's basic subsistence needs are met? Some advanced market economies, e.g. the United States, have exhibited a decline in well-being, both subjectively and objectively measured, over several decades despite seeing economic growth during the same period. This book provides an original and comprehensive explanation: economic growth, as driven by market forces, induces people, through both the demand- and supply-side channels, to pursue command over more material resources, and this weakens the self-generation of capabilities, putting well-being at risk of deterioration. The book argues, with the support of a variety of evidence, that the challenge can be overcome if governments' policies and people's choices pursue, as their ultimate goal, 'fundamental human development' on an evolutionary basis: the development of the capability of a typical person to conceive and share with others new purposes, to pursue them individually or collectively, and thus to contribute to building human culture. If such human development is prioritised, it makes people satisfied with their lives and resistant to adverse shocks, and it can even shape the pattern of economic growth. By contrast, if economic growth is prioritised, it tends to weaken and impoverish fundamental human development, and consequently people's well-being and social cohesion. With this volume, readers will find an answer to a problem that is both urgent and long-term, both individual and societal. The work makes a substantial contribution to the literature on wellbeing, the economics of happiness, human capital and growth, and the capability approach.

This book presents a rich case study examining physical and spatial factors of urban campus design that influence student experience and wellbeing. The text details important historical context illustrating the foundational concepts and purpose of college sites in the United States and maps economic reforms and policies which have driven the development of today's inner-city campuses. Focusing on Bronx Community College, New York, and looking specifically at how the presence or absence of green space impacts students, the text then draws on diverse student voices to examine how students use open spaces, and how this influences their sense of belonging, stress reduction, and scholarly identities. The author's historical and qualitative research presents original insights and relies on a rich body of textual and on-site investigation. This book will be a valuable resource for researchers and academics with an interest in urban education and higher education. It will be of particular interest to those with a focus on multicultural education and education policy.

This book introduces the topic of intercultural mediation and conflict management. Based on the latest scientific research and successful conflict management practices, it provides theoretical insights and practical, self-reflective exercises, role-plays and case studies on conflict, mediation, intercultural mediation, and solution-finding in conflict mediation. The book serves both as a self-learning tool to expand personal competences and cultural sensitivity, and as training material for seminars, workshops, secondary, advanced and higher education and vocational training. It is a valuable contribution to the fields of intercultural conflict mediation and conflict management, intercultural communication, intercultural training and coaching. This is a book about practicing - the applied practice of competent conflict crafts in diverse intercultural contexts. Conflict practitioners, mediators, and intercultural trainers would be inspired by Professor Claude-Helene Mayer's creative integration of relevant intercultural models with do-able conflict strategies and in reaching intergroup harmony with reflexivity and cultural resonance. --- Professor Stella Ting-Toomey, Human Communication Studies, California State University at Fullerton, USA, and Co-Editor of The SAGE Handbook of Conflict Communication, 2e Given the difficulty and complexity of successful intercultural collaboration and conflict mediation, this is a much-needed addition to cross-cultural positive psychology. It is rich in content and training. I highly recommend it for teaching, corporate training, and for executive coaches. --- Professor Paul T.P. Wong, President International Network on Personal Meaning and President Meaning-Centered Counselling Institute, Toronto, Canada Intercultural conflict resolution is a critically important task in this modern world. This book by Professor Mayer is a welcome handbook on how to use mediation to resolve those conflicts. It should be in the library of every conflict mediator. My congratulations to Professor Mayer for her important work. --- Dan Landis, Founding President, International Academy of Intercultural Research, Affiliate Professor of Psychology, University of Hawaii

Originally published in 1992, this is a wide-ranging text concerned with the principles and practice of neuropsychological assessment in adults. It combines a flexible hypothesis testing approach to assessment with information on specialised test batteries. The book covers the major areas of memory, language, perception, attention, and executive dysfunctions, and includes chapters on dementia, alcohol, drug and toxic conditions, stroke and closed head injury. Assessment of dysfunction in cases involving claims for compensation and chapters on specialised assessment techniques, including automated test procedures, are provided. The book presents a sound introduction to this complex area and gives guidelines for the clinician who may need concise information on a specialised topic.

Using Video Games to Level Up Collaboration for Students provides a research-informed, systematic approach for using cooperative multiplayer video games as tools for teaching collaborative social skills and building social connections. Video games have become an ingrained part of our culture, and many teachers, school leaders and allied health professionals are exploring ways to harness digital games-based learning in their schools and settings. At the same time, collaborative skills and social inclusion have never been more important for our children and young adults. Taking a practical approach to supporting a range of learners, this book provides a three-stage system that guides professionals with all levels of gaming experience through skill instruction, supported play and guided reflection. A range of scaffolds and resources support the implementation of this program in primary and secondary classrooms and private clinics. Complementing this intervention design are a set of principles of game design that assist in the selection of games for use with this program, which assists with the selection of existing games or the design of future games for use with this program. Whether you are a novice or an experienced gamer, Level Up Collaboration provides educators with an innovative approach to ensuring that children and young adults can develop the collaborative social skills essential for thriving in their communities. By using an area of interest and strength for many individuals experiencing challenges with developing friendships and collaborative social skills, this intervention program will help your school or setting to level up social outcomes for all participants.

Mental action deserves a place among foundational topics in action theory and philosophy of mind. Recent accounts of human agency tend to overlook the role of conscious mental action in our daily lives, while contemporary accounts of the conscious mind often ignore the role of mental action and agency in shaping consciousness. This collection aims to establish the centrality of mental action for discussions of agency and mind. The thirteen original essays provide a wide-ranging vision of the various and nuanced philosophical issues at stake. Among the questions explored by the contributors are: Which aspects of our conscious mental lives are agential? Can mental action be reduced to and explained in terms of non-agential mental states, processes, or events? Must mental action be included among the ontological categories required for understanding and explaining the conscious mind more generally? Does mental action have implications for related topics, such as attention, self-knowledge, self-control, or the mind-body problem? By investigating the nature, scope, and explanation of mental action, the essays presented here aim to demonstrate the significance of conscious mental action for discussions of agency and mind. Mental Action and the Conscious Mind will be of interest to scholars and graduate students working in philosophy of mind, philosophy of action, and philosophy of agency, as well as to philosophically inclined cognitive scientists.

1. This is a concise text with accessible coverage of a range of topical issues in psychology, both present and historical. 2. Contains study aids such as annotated further reading, sample essays, and key research articles 3. Banyard is also one of the series editors, and is an experienced writer and examiner

Takes a very applied and accessible approach to assessments of mental capacity. Case examples illustrate decision-making capacity in a number of settings and contexts, including financial decisions, medical decisions, criminal/civil court, and other areas. Legal commentary helps illustrate state laws and ethical principles. Includes practice-oriented information and guidelines illustrating how psychologists, Mental Health professionals and lawyers work together. Gives attention to issues related to equity, stereotypes/bias, race, disability, socioeconomic status, and age.

This book presents psychological assessment and intervention in a cultural and relational context. A diverse range of contributors representing six continents and eleven countries write about their therapeutic interventions, all of which break the traditional assessor-as-expert-oriented framework and offer a creative adaptation in service delivery. A Collaborative/Therapeutic Assessment model, including work with immigrant communities, and Indigenous modalities underscore individual and collective case illustrations highlighting equality in the roles of the provider and the receiver of services. The universality and uniqueness of culture are explored as a construct and through case material. Some chapters describe a partnership with a Eurocentric scientific model, while others adopt a purely community method, preserved with Indigenous language and subjective methodology. This volume brings together diverse therapeutic collaborative ideas, and recognizes relational, community, and cultural psychologies as integral to mainstream assessment and intervention literature. This book is essential for psychologists and clinicians internationally and graduate students.

This book brings together insights from the enactivist approach in philosophy of mind and existing work on autonomous agency from both philosophy of action and feminist philosophy. It then utilizes this proposed account of autonomous agency to make sense of the impairments in agency that commonly occur in cases of dissociative identity disorder, mood disorders, and psychopathy. While much of the existing philosophical work on autonomy focuses on threats that come from outside the agent, this book addresses how inner conflict, instability of character, or motivational issues can disrupt agency. In the first half of the book, the author conceptualizes what it means to be self-governing and to exercise autonomous agency. In the second half, she investigates the extent to which agents with various forms of mental disorder are capable of exercising autonomy. In her view, many forms of mental disorder involve disruptions to self-governance, so that agents lack sufficient control over their intentional behavior or are unable to formulate and execute coherent action plans. However, this does not mean that they are utterly incapable of autonomous agency; rather, their ability to exercise this capacity is compromised in important respects. Understanding these agential impairments can help to deepen our understanding of what it means to exercise autonomy, and also devise more effective treatments that restore subjects' agency. Autonomy, Enactivism, and Mental Disorder will be of interest to researchers and advanced students working in philosophy of mind, philosophy of action, philosophy of psychiatry, and feminist philosophy.

Leaders and managers are rightly tasked to take their organizations and communities to a desired future. They are expected to be forward looking with compelling vision statements. As a result, they are often too busy in the present managing the future to be bothered with the past. Yet it is organizational histories that provide the contexts and clues for the future. History and Leadership: The Nature and Role of the Past in Navigating the Future demonstrates that intentional historical perspective-taking provides a sort-of wisdom for doing business in the present and future and equips leaders to leverage the past to help their organizations thrive. This book appeals to several audiences. It will serve as a supplementary text for undergraduate and graduate students in both the humanities and leadership studies. The book also appeals to practicing leaders and managers who wish to develop their emotional, cultural, and social intelligence by exploring perennial issues and lessons found in well-developed histories. This book also serves as a stand-alone read for a range of professionals who want a more recreational and non-traditional read on history and leadership. The book cultivates an appreciation for history and equips readers to be connoisseurs of history for the betterment of themselves and society.

This book offers a unique interdisciplinary perspective on the ethics of 'artificial intelligence' - autonomous, intelligent, (and connected) systems, or AISs, applying principles of social cognition to understand the social and ethical issues associated with the creation, adoption, and implementation of AISs. As humans become entangled in sociotechnical systems defined by human and artificial agents, there is a pressing need to understand how trust is created, used, and abused. Compounding the difficulty in answering these questions, stakeholders directly or indirectly affected by these systems differ in their motivations, understanding, and values. This volume provides a comprehensive resource to help stakeholders understand ethical issues of designing and implementing AISs using an ethical sensemaking approach. Starting with the general technical affordances of AIS, Dr. Jordan Richard Schoenherr considers the features of system design relating data integrity, selection and interpretation of algorithms, and the evolution processes that drive AISs innovation as a sociotechnological system. The poles of technophobia (algorithmic aversion) and technophilia (algorithmic preference) in the public perception of AISs are then described and considered against existing evidence, including issues ranging from the displacement and re-education needs of the human workforce, the impact of use of technology on interpersonal accord, and surveillance and cybersecurity. Ethical frameworks that provide tools for evaluating the values and outcomes of AISs are then reviewed, and how they can be aligned with ethical sensemaking processes identified by psychological science is explored. Finally, these disparate threads are brought together in a design framework. Also including sections on policies and guideline, gaming and social media, and Eastern philosophical frameworks, this is fascinating reading for students and academics in psychology, computer science, philosophy, and related areas, as well as professionals such as policy makers and those working with AI systems.

Language Acquisition: The Basics is an accessible introduction to the must-know issues in child language development. Covering key topics drawn from contemporary psychology, linguistics and neuroscience, readers are introduced to fundamental concepts, methods, controversies, and discoveries. It follows the remarkable journey children take; from becoming sensitive to language before birth, to the time they string their first words together; from when they use language playfully, to when they tell stories, hold conversations, and share complex ideas. Using examples from 73 different languages, Ibbotson sets this development in a diverse cross-cultural context, as well as describing the universal psychological foundations that allow language to happen. This book, which includes further reading suggestions in each chapter and a glossary of key terms, is the perfect easy-to-understand introductory text for students, teachers, clinicians or anyone with an interest in language development. Drawing together the latest research on typical, atypical and multilingual development, it is the concise beginner's guide to the field.

This volume provides comprehensible, strength-based perspectives on contemporary research and practice related to navigating mistakes, errors and failures across cultures. It addresses these concepts across cultural contexts and explores any or all of these three concepts from a positive psychology or positive organisational perspective, highlighting their potential as resources. The volume further discusses the consequences of errors and failures at individual, organisational and societal levels, ranging from severe personal problems to organisational and collective crises, perspectives how those can be turned into opportunities for contingent and sustainable improvement processes. The book shows that there are significant cultural differences in the understanding, interpretation and handling of errors and failures. This volume provides practical guidance for transcultural understanding of mistakes, errors and failure through new models, ideas for self-reflection, therapeutic and counselling interventions and organisational change management processes. This book is a must for researchers and practitioners working on mistakes, errors and failures across cultures and disciplines!

Some studies estimate that each year, around a quarter of the population of Western countries will suffer from at least one mental disorder. Should this be interpreted as evidence for the progress of psychiatry, a discipline that is now able to identify and treat mental illnesses that have always existed, or might it be the case that modern life somehow creates new conditions, or social pathologies? This book argues that in fact something more fundamental has been taking place in recent years: the development of diagnostic cultures. Taking account of the phenomenon of patients themselves 'pushing for' pathologization - and acknowledging therefore that this is not simply a case of psychiatry pursuing an agenda of 'medicalisation from above' - this volume examines the emerging trend towards interpreting our sufferings in terms of psychiatric conceptions and diagnostic categories. Drawing on new empirical case studies of psychological diagnoses, including depression and ADHD, and employing both cultural-psychological and sociological analyses, it charts the development of contemporary diagnostic cultures and asks whether, in transforming existential, moral and political concerns into individual psychiatric disorders, we risk losing sight of the larger historical and social forces that affect our lives. A ground-breaking examination of the shift towards the pathologization of suffering and the dangers that this presents to human self-understanding, Diagnostic Cultures will be of interest to scholars of social theory and philosophy, the sociology of culture, psychology and the sociology health and medicine.

One of the main aims of modern mental health care is to understand a person's explicit and implicit ways of thinking and acting. So, it may seem like the ultimate paradox that mental health care services are currently overflowing with brain concepts belonging to the external, visible brain-world and that neuroscientists are poised to become new experts on human conduct. An Interdisciplinary Approach to the Human Mind shows that to create care that is truly innovative, mental health care workers must not only ask questions about how their conceptions of human beings and psychological phenomena came into being, but should also see themselves as co-creators of the mystery they seek to solve. Looking at the human being as a being with a biological body and unique subjective experiences, living in a reciprocal relationship with its sociocultural and historical environment, the book will provide examples and theories that show the necessity of an innovating, interdisciplinary mental health care service that manages to adapt its theory and methods to environmental, biological, and subjective changes. To this end, the book will provide an innovating psychology that offers a broad kaleidoscope of perspectives about the relations between the history of psychology, as a scientific discipline oriented to interpret and explain subject and subjectivity phenomenon, and the social construction of subjectified experience. This unique and timely book should be of great interest to critical and cultural psychologists and theorists; clinical psychologists, therapists, and psychiatrists; sociologists of culture and science; anthropologists; philosophers; historians; and scholars working with social and health theories. It should also be essential reading for lawyers, advocates, and defenders of human rights. The Open Access version of this book, available at https://www.taylorfrancis.com/books/9781315309682 has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 licence.

Francis Fukuyama’s controversial 1992 book The End of History and the Last Man demonstrates an important aspect of creative thinking: the ability to generate hypotheses and create novel explanations for evidence.

In the case of Fukuyama’s work, the central hypothesis and explanation he put forward were not, in fact, new, but they were novel in the academic and historical context of the time. Fukuyama’s central argument was that the end of the Cold War was a symptom of, and a vital waypoint in, a teleological progression of history.

Interpreting history as “teleological” is to say that it is headed towards a final state, or end point: a state in which matters will reach an equilibrium in which things are as good as they can get. For Fukuyama, this would mean the end of “mankind’s ideological evolution and the universalization of Western liberal democracy as the final form of human government”. This grand theory, which sought to explain the end of the Cold War through a single overarching hypothesis, made the novel step of resurrecting the German philosopher G.W.F. Hegel’s theory of history – which had long been ignored by practical historians and political philosophers – and applying it to current events.

The book explores two fundamental aspects of the human mind and their relation to one another. The first is the way that information is put to use in the mind. When we are doing a mental arithmetic problem, for example, how do we bring the relevant bits of information to mind and hold them there while carrying out the series of calculations? This is working memory, the subject of an enormous research literature in psychology, neuroscience, and a great many other disciplines. Characterizing the working memory process is now a major part of efforts to understand the human mind. How we characterize this process depends of course on how we characterize the human mind as a whole. In particular, is the mind made up of a number of distinct units, each carrying out a specialized function? There is considerable reason to say that it is, and this modular view of the mind has become prominent in a great deal of academic work, notably in cognitive neuroscience, with important implications for our understanding of how working memory works. But these implications have received surprisingly little consideration to this point. The aim of the book is to explore this relation between working memory and modularity, first in general terms and then using a specific modular view of the mind - the Modular Cognition Framework. The ideas are illustrated and further developed through an application to language and especially second language acquisition and use.

This book explores welfare politics, unemployment, and interventions in relation to the labour market from a critical psychological perspective. Using critical fieldwork and theory, the author explores the administration of the unemployed, and the drive to increase labour market participation through strategies of activation. There is a strong and coherent conceptual and theoretical framing for this work, with a critical perspective (essentially, question everything) taking centre stage. It will give an overall coherence in addressing the topic. The theoretical framing is cogent and, in combination with the critical perspective, works well for integrating the material and delivering a fresh approach to this topic. Psychology, Punitive Activation and Welfare will appeal to students engaging with critical psychology, unemployment or policy, by providing a distinct application of theoretical and methodological tools to think differently about the relationship between labour market non/participation, human misery, psychology, and frontline enactment of policy and research.

This book explores how discursive psychology (DP) research can be applied to disability and the everyday and institutional constructions of bodymind differences. Bringing together both theoretical and empirical work, it illustrates how DP might be leveraged to make visible nuanced understandings of disability and difference writ large. The authors argue that DP can attend to how such realities are made relevant, dealt with, and negotiated within social practices in the study of disability. They contend that DP can be used to unearth the nuanced and frequently taken for granted ways in which disability is made real in both everyday and institutional talk, and can highlight the very ways in which differences are embodied in social practices - specifically at the level of talk and text. This book demonstrates that rather than simply staying at the level of theory, DP scholars can make visible the actual means by which disabilities and differences more broadly are made real, resisted, contested, and negotiated in everyday social actions. This book aims to expand conceptions of disability and to deepen the - at present, primarily theoretical - critiques of medicalization.

This book critiques the current approach to the self-management of persistent pain. The drive towards self-management of chronic pain is flourishing as healthcare systems struggle to facilitate the care of those with long term health conditions. In this book Karen Rodham argues that albeit an empowering idea, self-management has not yet been fully translated from idea to practice and as such, runs the risk of blaming and shaming the person living with a chronic condition for failing to manage their condition effectively. She contends that the additional stress of this tension may in fact worsen their condition. Drawing from the research evidence as well as her practice experience, she advocates a move away from the terms 'self' and 'management' towards a more collaborative approach. One which takes account of the life-context of the person who is living with persistent pain. This book explores the shortcomings of the tendency to focus on self-management without taking into account life context and considers how we got here and what can be done. It will be a valuable resource to researchers and practitioners, especially in the field of health psychology.

Based on a collection of chapters of leading scholars in the field, the purpose of this book is to intervene in current debates on the scientific foundation of psychological theory, methodology and research practice, and to offer an in-depth, situated and contextual understanding of psychological generalization. This book aims to contribute to a theoretical and methodological vocabulary which includes the subjective dimension of human life in psychological inquiry, and roots processes of generalization in persons' common, social, cultural and material practices of everyday living. The volume is directed to students, professors, and researchers in psychology as well as to scholars in other branches of the humanities and social science where psychology and especially subjectivity, everyday practice and the development of psychological knowledge is an issue. The volume will be of particular interest to scholars in the field of cultural psychology, critical psychology, psychology of everyday life as well as psychological methodology and qualitative studies of everyday life including the various critical undergraduate, graduate, master, and PhD programs. The book will also be of special interest for scholars working in social psychology, history of psychology, general psychology, theoretical psychology, environmental psychology and political psychology.

Originally published in 1985, this book provides a comprehensive analysis of mental health policy and practice in the USA during the latter part of the 20th Century by focussing on 3 main themes: political-economic structures, the pitfalls of professionalism and institutional obstacles to adequate care.