Beginning from the scientist-philosopher Michael Polanyi's theory of tacit knowing, and drawing upon a remarkably original model of the mind and its workings, Edward Moss develops the thesis that all consciousness is grammatically structured. Comparison is made in detail with the theories of Daniel Dennett, based on the computer analogy, and with the neurophysiological theories of Gerald Edelman. It is suggested that Moss's top-down psychological model can be integrated with Edelman's bottom-up analysis. Two final chapters explore the philosophical implications of this discussion.

Within the criminal justice system, one of the most prominent justifications for legal punishment is retributivism. The retributive justification of legal punishment maintains that wrongdoers are morally responsible for their actions and deserve to be punished in proportion to their wrongdoing. This book argues against retributivism and develops a viable alternative that is both ethically defensible and practical. Introducing six distinct reasons for rejecting retributivism, Gregg D. Caruso contends that it is unclear that agents possess the kind of free will and moral responsibility needed to justify this view of punishment. While a number of alternatives to retributivism exist - including consequentialist deterrence, educational, and communicative theories - they have ethical problems of their own. Moving beyond existing theories, Caruso presents a new non-retributive approach called the public health-quarantine model. In stark contrast to retributivism, the public health-quarantine model provides a more human, holistic, and effective approach to dealing with criminal behavior.

Are the cognitive sciences relevant for law? How do they influence legal theory and practice? Should lawyers become part-time cognitive scientists? The recent advances in the cognitive sciences have reshaped our conceptions of human decision-making and behavior. Many claim, for instance, that we can no longer view ourselves as purely rational agents equipped with free will. This change is vitally important for lawyers, who are forced to rethink the foundations of their theories and the framework of legal practice. Featuring multidisciplinary scholars from around the world, this book offers a comprehensive overview of the emerging field of law and the cognitive sciences. It develops new theories and provides often provocative insights into the relationship between the cognitive sciences and various dimensions of the law including legal philosophy and methodology, doctrinal issues, and evidence.

This volume presents in-depth investigations of the processes of meaning-making during reading at both local (discourse) and global (general knowledge) levels. It considerably extends our knowledge of how mental representations are constructed and updated during reading. The book also provides insight into the process of representation construction by using online measures and relating this process with final memory representations; provides detailed models of these processes; pays attention to the coordination of multiple representations constructed; focuses on the monitoring and updating of mental representations; and applies all this knowledge to richer and more complicated texts than are often used in laboratories.

Brain Mystery Light and Dark examines scientific models of how the brain becomes conscious and argues that the spiritual dimension of life is compatible with the main scientific theories. Keyes shows us that the belief in the unity of mind and brain does not necessarily undermine aesthetic, religious, and ethical beliefs.

In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented, scientifically. Instead of theoretical convergence towards a generally accepted set of principles, there remains a vast diversity of models of what knowledge and reasoning are, and how they develop. Courses and books tend to deal with this perplexing situation by simply presenting students with either a specific, favoured line, or by offering selections from the theoretical salad. As a result, students have great difficulty in obtaining a cohesive picture of the area. They are frequently bewildered by the diversity of schools, frameworks and approaches, with seemingly little connection between them. More seriously, they are deprived of a critical grasp of the area, and thus forced into a habit of early selectivity, rote memory of specific models in isolation, and regurgitation at exams. This in turn deprives the area of cognitive development of important critical impetus for future improvement. Models of Cognitive Development is an attempt to overcome these problems. It does this by arguing that the vast diversity of theories or models can be organised into groups according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, students may be helped to find their way more confidently around the area as a whole, to see the 'wood' as well as the theoretical forest, and thus find themselves in a position to react to individual models more positively and more critically. Such criticism may, in turn, assist theoretical progress and unity in the future. Models of Cognitive Development covers all the contemporary theoretical and research strands in the area, with numerous examples, in a clear and straightforward manner, and should be useful to all students, researchers, and comparative theoreticians in the area.

"Validation in Language Assessment" contributes to the variety of validation approaches and analytical and interpretive techniques only recently adopted by language assessment researchers. Featuring selected papers from the 17th Language Testing Research Colloquium, the volume presents diverse approaches with an international perspective on validation in language assessment.

The purpose of this workbook is to provide students with practice in analyzing second language data. For the student of second language learning, "hands-on" experience with actual data is essential in understanding the processes involved in learning a second language. Working through exemplars of the kinds of interlanguages that learners do and do not create brings about a clearer understanding of the principles underlying these interlanguages, as well as the universal principles of language learning (those that are independent of particular languages and interlanguages).
The goal in this workbook is to present data organized in such a way that by working through pedagogically presented data-sets, students are led to a discovery and understanding of theoretical and/or methodological issues. In addition, they acquire the ability to interpret data and to begin to draw conclusions from them. The authors intend that students should go from the data to a conclusion that includes a 3-part statement:
*what else you should want to know about these data;
*why this, specifically, and not something else; and
*how one can empirically research what you want to find out.
This sequence of questions forces students to constantly keep in mind the important question of falsification: What kind of data would it take to falsify the particular conclusions the students come to?
As with the earlier edition of this workbook (Sorace, Gass, & Selinker), two audiocassettes provide language samples for use in the exercises. These cassettes and the teacher's manual are offered free of charge on adoption of the workbook for classroom use; a three-part set (workbook/manual/tapes) is also available.

At present, much of the research on bilingual cognition focuses on late second language learners of a small number of languages. In this fascinating book, Evangelia Adamou widens the net by integrating advances in the field of bilingualism with the study of endangered languages. Drawing on recent studies from Europe and Latin America, she demonstrates that experimental psycholinguistic methods can be successfully applied outside the lab and, conversely, how data from these understudied populations provide new insights into the adaptive capacities of the bilingual mind. Adamou shows how bilinguals manage competing conceptualizations of time and space, how their grammars and language mixing patterns adapt to cognitive constraints such as the need for simplification, and how language processing concurrently adapts to their complex bilingual experience. Combining statistical analyses with detailed linguistic and ethnographic information, this essential book will appeal to scholars of bilingualism, cognitive sciences, language endangerment, and language contact.

The problems of studying families arise from the difficulty in studying systems where there are multiple elements interacting with each other and with the child. How should this system be described? Still other problems relate to indirect effects; namely the influence of a particular dyad's interaction on the child when the child is not a member of the dyad. While all agree that the mother-father relationship has important bearing on the child's development, exactly how to study this--especially using observational techniques--remains a problem. While progress in studying the family has been slow, there is no question that an increase in interest in the family systems, as opposed to the mother-child relationship, is taking place. This has resulted in an increase in research on families and their effects.
This volume, by leading figures in child development on families, attests to the growing sophistication of the conceptualization and measurement techniques for getting at family processes. The third in a series that aims to address topics relevant to the developmental problems and developmental disabilities of retardation, this volume is divided into two parts. Section 1 presents basic family processes and approaches for describing family dynamics. It deals with these issues from a broad perspective, including studying families at dinner, families in different cultural contexts, and the understanding of family in nonhuman primates. Section 2 looks at family processes in the service of studying families at-risk. The risk factors include poverty, malnutrition, and developmental delay and retardation. The study of family processes in these contexts provides data on family dynamics as well as how these dynamics impact on the children's developing competence. This volume will be informative for researchers, clinicians, and educators from a variety of disciplines and settings. The editors' aim is to bring a greater clarity to issues concerning the family life of children and highlight new research and possibilities for intervention.

In this volume, distinguished neurologist Jason W. Brown extends the microgenetic theory of the mind by offering a new approach to the problem of time and free will. Brown bases his work on a unitary process model of brain and behavior. He examines the problem of subjective time and free will, the experiential present, the nature of intentionality, and the creative properties of physical growth and mental process.

This collection of 33 papers represents the most current thinking and research on the study of cognitive processing in bilingual individuals. The contributors include well-known figures in the field and promising new scholars, representing four continents and work in dozens of languages. Instead of the social, political, or educational implications of bilingualism, the focus is on how bilingual people (mostly adults) think and process language.

Neuropsychology for Occupational Therapists is a bestselling, comprehensive guide to the assessment and rehabilitation of impaired cognitive function and brain damage. Divided into two parts, the first introduces the fundamental role cognition has in occupational performance, before moving on to examine the theoretical frameworks behind cognitive rehabilitation. The second part covers the key components of each cognitive function, including attention, visual perception, movement, memory, and executive functions, and the disorders associated with them. Revised throughout, this invaluable new edition includes: * Updated theory and evidence base of neuropsychology * Frameworks and guidelines for assessment and intervention in practice * Updated content on attention, memory and executive functions * A new chapter on cognitive function in later years, and working with people to maintain cognitive health. Written in a clear and engaging style by an experienced author team of academic occupational therapists, with contributions from expert practising clinicians, it is full of a range of learning features, including case studies, summaries, and reflective activities, as well as for the first time narratives of the lived experience of cognitive impairment. Neuropsychology for Occupational Therapists is essential reading for students, newly qualified practitioners, and all those who work within neuropsychology and cognitive rehabilitation.

This book achieves a goal that was set 25 years ago when the HAM theory of human memory was published. This theory reflected one of a number of then-current efforts to create a theory of human cognition that met the twin goals of precision and complexity. Up until then the standard for precision had been the mathematical theories of the 1950s and 1960s. These theories took the form of precise models of specific experiments along with some informal, verbally-stated understanding of how they could be extended to new experiments. They seemed to fall far short of capturing the breadth and power of human cognition that was being demonstrated by the new experimental work in human cognition. The next 10 years saw two major efforts to address the problems of scope. In 1976, the ACT theory was first described and included a production rule system of procedural memory to complement HAM's declarative memory. This provided a computationally adequate system which was indeed capable of accounting for all sorts of cognition. In 1993, a new version of ACT--ACT-R--was published. This was an effort to summarize the theoretical progress made on skill acquisition in the intervening 10 years and to tune the subsymbolic level of ACT-R with the insights of the rational analysis of cognition.
Although the appearance of generally-available, full-function code set off a series of events which was hardly planned, it resulted in this book. The catalyst for this was the emergence of a user community. Lebiere insisted that assembling a critical mass of users was essential to the ultimate success of the theory and that a physical gathering was the only way to achieve that goal. This resulted in the First Annual ACT-R Summer School and Workshop, held in 1994. In writing the book, the authors became seized by an aspiration that went beyond just describing the theory correctly. They decided to try to display what the theory could do by collecting together and describing some of its in-house applications. This book reflects decades of work in ACT-R accumulated by many researchers. The chapters are authored by the people that did that particular work. No doubt the reader will be impressed by the scope of the research and the quality of the individual work. Less apparent, but no less important, was the effort that everyone put into achieving the overall consistency and technical integrity of the book. This is the first work in cognitive science to precisely model such a wide range of phenomena with a single theory.

This 5th volume of the Appalachian Conference discusses how the brain processes information, the role of memory and value, and models of creativity. It pursues aspects of cognitive neuroscience and behavioral neurodynamics, such as the topic of values and quantum-distributed processing in the brain.

This special issue on the psychology of knowing about knowing bridges the parallels between social and cognitive psychology. It further illustrates the benefits of pursuing in depth these connections and the phenomena and implications associated with them.

This collection of essays, intended as a text for students, examines the different facets of research into attention. The book is divided into two sections: one deals with psychological research into such areas as visual search, dual-task interference and attentional bottleneck; the other deals with approaches to neural-network modelling and the effects of brain damage on attention.

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Language, Volume 68, the latest release in the Psychology of Learning and Motivation, features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving. Each chapter thoughtfully integrates the writings of leading contributors, with this volume presenting the latest on Perceptual Learning for Native and Non-Native Speech, Common representations of serial order in language and memory, Neurocomputational Emergentism as a framework for language development, Syntactic adaptation, Neural indices of structured sentence representation: state-of-the-art, A review of familial sinistrality and language, Monitoring and control in language production, and more.

International Review of Research in Developmental Disabilities, Volume 55, provides a scholarly look at research on the causes, effects, classification systems and syndromes of developmental disabilities. Chapters in this new release include topics such as, Sensory Dysfunction Across Developmental Disabilities, The Role of natural communication partners in early communicate interventions for children with IDD, Adult employment in ID, The Future of Interventions to Foster Early Motor Development in Children with IDD, Developmental Perspectives of Problem Behaviors in DD. Contributors in this ongoing series come from wide-ranging perspectives, including genetics, psychology, education, and other health and behavioral sciences.

This book is the first to summarize the voluminous literature on the development of cognitive, codification, language, and expressive/affective (CCCE) skills "from a clinical standpoint." Emphasizing the need to ground services in research and theory, the author constructs three basic clinical models--a conceptual model for understanding, a descriptive model for formal assessment, and a facilitative model for intervention. These models have major implications for the work of all those who deal with CCCE problems in a professional capacity.

Continuous generation and implementation of ideas is critical to creating an environment that helps foster the development of improvement techniques. The Basics of Idea Generation provides a cost-effective method that can help inspire employees to consistently identify and implement new ideas, using a proven five-step process. The process starts by creating an opportunity statement. From there the method then has one collect raw materials, before holding an idea workout, and then evaluating the idea. Implementation is the final step. The author also explains the 20 tools that help complete each step, along with solutions to overcoming the barriers to creativity.

This text brings together an overview of recent research on concepts and knowledge that abstracts across a variety of specific fields of cognitive psychology.

Containing contributions from well-respected international researchers into decision making, the book examines the nature of the psychological processes underlying decision making, and addresses a range of topics including the role of emotions, coping with uncertainty, time pressure, and confidence in decisions. "Decision Making" first places the process approach to decision research in a historical and theoretical context, providing a critical evaluation of its principal research methods. The contributors then consider various influences upon decision making, risk and uncertainty; a final section examines time pressure, the effects of past decisions, and post-decision processes. Decision making is regarded as an interaction between the decision maker, problem and context, and is thus placed in a social environment.

This book examines the psychology involved in handling, and responding to, materials in artistic practice, such as oils, charcoal, brushes, canvas, earth, and sand. Artists often work with intuitive, tactile sensations and rhythms that connect them to these materials. Rhythm connects the brain and body to the world, and the world of abstract art. The book features new readings of artworks by Matisse, Pollock, Dubuffet, Tapies, Benglis, Len Lye, Star Gossage, Shannon Novak, Simon Ingram, Lee Mingwei, L. N. Tallur and many others. Such art challenges centuries of philosophical and aesthetic order that has elevated the substance of mind over the substance of matter. This is a multidisciplinary study of different metastable patterns and rhythms: in art, the body, and the brain. This focus on the propagation of rhythm across domains represents a fresh art historical approach and provides important opportunities for art and science to cooperate.

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.