The usual method for studying mental processes entails taking words in linguistics -- or concepts in logic -- and establishing the connections and relationships between them. Thus, the traditional approach to semantic problems -- those of meaning and understanding -- is through language. Most researchers agree that thought and language are generated by deep-seated semantic structures determined by the structure of the brain. Until now, however, all attempts at constructing semantic models have been made on the basis of linguistic material alone, without taking brain structure into account. Analysis of these models shows them to be as inadequate as those based on the method of the black box.
This book approaches the problem of the organization of higher psychological functions a different way -- by analyzing the functional organization of the neural structures that gradually form universal categories from "raw" sensory material. At the higher levels of the brain's operation, these universals correspond to the basic categories of thought and language. The visual system provides rewarding material for such an approach, both because it is relatively well researched and because it is the main source of sensory information in humans. With this in mind, this monograph examines the whole process of the transformation and description -- the coding of visual information. The most important aspect of this process is the transition from the description of visual space to the description of individual objects and the relationships between them. This transition is made possible by the existence in the visual system of various mechanisms that developed during evolution as a result of environmental influences.
Written for a wide circle of investigators in disciplines associated with different aspects of the functioning of the brain -- physiologists and psychologists -- this book is also of importance to engineers and mathematicians working on the problems of artificial intelligence, and linguists and philosophers interested in the deep structures that form the universals of thought and language.

The power of odors to unlock human memory is celebrated in literature and anecdote, but poorly documented by science. Odors -- perhaps more than other stimuli -- are widely believed to evoke vivid and complex past experiences easily. Yet in contrast to the frequency with which odors are thought to evoke memories of the past, scientific evidence is thus far scant.
For years, voluminous data have been collected on odor sensitivity, whereas relatively few studies exist on memory for odors per se. Moreover, the memory data that do exist are thus far only poorly integrated with the most modern attitudes on human memory. The major goal of this volume is to point the way toward a better state of affairs, one in which the study of odor memory is legitimatized as a proper specialization and is informed by the most promising ideas in the mainstream study of memory. This volume explores three tendencies in modern memory theory that have not yet sufficiently penetrated the odor-memory work: memory coding, memory and knowledge, and implicit and explicit memory.

This book tries to answer the question posed by Minsky at the beginning of "The Society of Mind: " "to explain the mind, we have to show how minds are built from mindless stuff, from parts that are much smaller and simpler than anything we'd considered smart." The author believes that cognition should not be rooted in innate rules and primitives, but rather grounded in human memory. More specifically, he suggests viewing linguistic comprehension as a time-constrained process -- a race for building an interpretation in short term memory.
After reviewing existing psychological and computational approaches to text understanding and concluding that they generally rely on self-validating primitives, the author abandons this objectivist and normative approach to meaning and develops a set of requirements for a grounded cognitive architecture. He then goes on to explain how this architecture must avoid all epistemological commitments, be tractable both with respect to space and time, and, most importantly, account for the diachronic and non-deterministic nature of comprehension. In other words, a text may or may not lead to an interpretation for a specific reader, and may be associated with several interpretations over time by one reader.
Throughout the remainder of the book, the author demonstrates that rules for all major facets of comprehension -- syntax, reference resolution, quantification, lexical and structural disambiguation, inference and subject matter -- can be expressed in terms of the simple mechanistic computing elements of a massively parallel network modeling memory. These elements, called knowledge units, work in a limited amount of time and have the ability not only to recognize but also to build the structures that make up an interpretation.
Designed as a main text for graduate courses, this volume is essential to the fields of cognitive science, artificial intelligence, memory modeling, text understanding, computational linguistics and natural language understanding. Other areas of application are schema-matching, hermeneutics, local connectionism, and text linguistics. With its extensive bibliography, the book is also valuable as supplemental reading for introductory undergraduate courses in cognitive science and computational linguistics.

How do human beings comprehend, evaluate, and utilize the physical environments they inhabit? In this edited volume, a distinguished group of international contributers examines in detail the interconnections between what we know about, feel, and hope to accomplish in real world environments. Psychologists, planners, architects, and geographers discuss the state of knowledge in environmental cognition, building and landscape assessment, aesthetics, and decision-making. Gaps in our thinking about environmental issues are also discussed. The authors present an analysis of how our knowledge can be utilized in the design and planning of settings better suited to human needs. Of interest to psychologists, geographers, and environmental designers, Environment, Cognition, and Action examines the dynamic interplay of assessment, knowledge, and action of people in all settings relevant to daily life - home, school, office and industry.

"Di Iorio offers a new approach to Hayek's Sensory Order, linking neuroscience to the old Verstehen tradition and to contemporary theories of self-organizing systems; this should be on the reading list of everyone who is interested in Hayek's thought." Barry Smith University at Buffalo, editor of The Monist "This impressive and well-researched book breaks new ground in our understanding of F.A. Hayek and of methodological individualism more generally. It shows that methodological individualism sanctions neither an atomistic view of society nor a mechanical determinism. The book carefully analyzes an important tradition in the social sciences, and compares it to many important philosophical, sociological and economic systems of thought. This is an enlightening book for all scholars interested in the methodological problems of the social sciences." Mario J. Rizzo New York University "One of Hayek's most important contributions is his linking of complex methodological individualism, which deals with the emergence of spontaneous orders and unintended collective structures in complex self-organizing social systems, with a cognitive psychology. What makes Francesco Di Iorio's book of great interest is that, by building on Hayek's seminal book The Sensory Order, it deepens the connections between cognition and rules of just conduct, taking into account relevant theories on subjectivity and consciousness such as phenomenology, hermeneutics and enactivism." Jean Petitot Ecole des Hautes Etudes en Sciences Sociales, EHESS, Paris "In this thoughtful and enlightening book Francesco Di Iorio uses Hayek's cognitive psychology as the starting point for investigation of the relationship between the autonomy of the agent and socio-cultural influences within methodological individualism. The book provides an illuminating and innovative analysis of a central issue in the philosophy of social science by setting Hayek's view on mind and action in fruitful relation to approaches such as Gadamer's hermeneutics, Merleau-Ponty's phenomenology, Varela's and Maturana's enaction, Boudon's interpretative sociology, Popper's fallibilism and Mises' praxeology. One of the most interesting aspects of this book is its argument that hermeneutics and fallibilism refer not to two different methods but to the same one." Dario Antiseri Emeritus Professor at LUISS University, Rome "Francesco Di Iorio's book explores, in an original way, the connections between Hayek's methodological individualism and his fascinating idea that human mind is both an interpretative device and a self-organizing system. It is a brilliant, clearly written work, characterized by a certain intellectual courage, which makes a remarkable contribution to the sociology of knowledge." Gerald Bronner Paris Diderot University

Intelligence allows people to understand events and to shape their surrounding environment. This book delves deeper into the theories and applications of intelligence, showing it is a multifaceted concept -defined and explained differently by prestigious experts of various disciplines in their own research. The book provides interdisciplinary connections of intelligence as it relates to a variety of clearly outlined subject areas, and should lead to a deep understanding of the phenomenon as it pertains to practical applications in different domains. Contributors in this volume present results from evolutionary biology, mathematics, artificial intelligence, medicine, psychology, cultural studies, economy, political sciences and philosophy. Individual scientific models are integrated in an interdisciplinary concept of wisdom. This volume will help enhance the common understanding of intelligence for fellow researchers and scientists alike.

This is an open access book which explores phenomenology as both an exceptionally diverse movement in philosophy as well as an active research method that crosses disciplinary boundaries. The volume brings together lively overviews of major areas and schools of phenomenology, as well as the most recent applications across a range of fields.  The first part reviews the state-of-the-art in various areas of contemporary phenomenology, including several distinct schools of Husserl and Heidegger scholarship, as well as approaches derived from Merleau-Ponty, de Beauvoir, Fanon, and others. An innovative quantitative analysis of citation networks provides rich visualizations of the field as a whole. The second part showcases phenomenology as a living discipline that can advance research in other areas. While some areas of interaction between phenomenology and other disciplines are by now well established (e.g. cognitive science), this volume sheds light on newer areas of application. The goal is to move beyond discussions of philosophical method and highlight scholars who are actually doing phenomenology in a variety of areas, including:   Embodiment and questions of gender, race, and identity,  The arts (visual art, literature, architecture), and  Archaeology and anthropology.   This volume offers a concise introduction to cutting edge phenomenological research and is suitable for both students and specialists. 

Understanding how young children begin to make sense out of the social world has become a major concern within developmental psychology. Over the last 25 years research in this area has raised a number of questions which mirror the confluence of interests from cognitive-developmental and social-developmental psychology. The aims of this book are to consider critically the major themes and findings within this growing social-cognitive developmental research, and to present a new theoretical framework for investigating children's social cognitive skills. Beyond being the first major review of the literature in this area, this synopsis articulates why contemporary theoretical ideas (e.g. information processing, Piagetian and social interactionist) are unlikely ever to provide the conceptual basis for understanding children's participative skills. Building upon ideas both within and beyond mainstream developmental psychology, the "eco-structural" approach advocated seeks to draw together the advantages of the ecological approach in perceptual psychology with the considerable insights of the conversational analysts, child language researchers and Goffman's analysis of social interaction. This convergence is centred around the dynamic and participatory realities of engaging in conversational contexts, the locus for acquiring social cognitive skills. The framework provides the building blocks for models of developmental social cognition which can accommodate dynamic aspects of children's conversational skills. This book then is a review of an important area of developmental psychology, a new perspective on how we can study children's participatory social-cognitive skills and a summary of supporting research for the framework advocated.

Dementia diseases are the most common cause of severe mental deterioration in the world today, and expected changes in the population structure will inevitably result in a gradually increasing occurrence of dementia. One of the primary symptoms of dementia diseases is severe memory dysfunction. Knowledge about the ways in which dementia diseases affect memory increases our knowledge about the relationship between brain structures and memory functions, is imperative for early clinical diagnosis, and forms a basis for sound behavioral and pharmacological intervention. While the memory impairment in dementia has been known for more than 2000 years, the nature of this impairment is not yet completely understood. Research in this area has not, until quite recently, utilized theoretical and methodological advances from basic cognitive psychology. This volume gives a comprehensive treatment of this new and increasingly developing field of inquiry.

Positive psychology-the study and promotion of character strengths, positive emotion, optimism, and resilience-has gained considerable momentum and support over the last 20 years. More recently, neuropsychology has begun to embrace related perspectives. In the first edition of Positive Neuropsychology, an extensive collection of perspectives from national leaders in neuropsychology clarified the importance of promoting cognitive health through various means. The present edition expands on the first edition, with four new chapters and updates of all previous chapters. Topics include the importance of physical, social, and intellectual engagement across the lifespan; nutrition and brain health; novel technologies used to maintain brain health and functional independence; compensating for and preventing cognitive limitations; and strategies to promote brain health in clinical and other settings. Chapters reveal not only the benefits of understanding cognitive health and optimal outcomes across the lifespan, but also emerging avenues for practitioners to expand their work into non-traditional settings. Bringing new dimensions to the neuroscience, wellness, and positive psychology literatures, Positive Neuropsychology will interest a wide range of academics and clinicians, including neuropsychologists, clinical and health psychologists, geriatricians, primary care physicians, cognitive neuroscientists, and other healthcare professionals.

The Oxford Handbook of Functional Brain Imaging in Neuropsychology and Cognitive Neurosciences describes in a readily accessible manner the several functional neuroimaging methods and critically appraises their applications that today account for a large part of the contemporary cognitive neuroscience and neuropsychology literature. The complexity and the novelty of these methods often cloud appreciation of the methods' contributions and future promise. The Handbook begins with an overview of the basic concepts of functional brain imaging common to all methods, and proceeds with a description of each of them, namely magnetoencephalography (MEG), functional magnetic resonance imaging (fMRI), positron emission tomography (PET), diffusion tensor imaging (DTI), and transcranial magnetic stimulation (TMS). Its second part covers the various research applications of functional neuroimaging on issues like the function of the default mode network; the possibility and the utility of imaging of consciousness; the search for mnemonic traces of concepts; human will and decision-making; motor cognition; language; the mechanisms of affective states and pain; the presurgical mapping of the brain; and others. As such, the volume reviews the methods and their contributions to current research and comments on the degree to which they have enhanced our understanding of the relation between neurophysiological activity and sensory, motor, and cognitive functions. Moreover, it carefully considers realistic contributions of functional neuroimaging to future endeavors in cognitive neuroscience, medicine, and neuropsychology.

How do young children bridge the gap between "writing" a story with pictures and writing with words? How children learn to use written words to tell a story is a topic important to both cognitive development and early literacy instruction. Using the theoretical framework developed by Vygotsky, the behavior of a group of prekindergarten children as they author two consecutive pieces of writing is analyzed. The children tell their stories at first with spoken words and pictures. As they discuss their work-in-progress in public conferences, they discover how to build on and combine existing skills to produce a new skill -- telling stories with written words.
Current descriptive and theoretical perspectives on beginning writing are presented in this volume, with a particular focus on Vygotsky's concept of the "zone of proximal development," a period of sensitivity in which learning advances. The proposed mechanism of change is "verbal mediation" -- talk among peers and teachers as they discuss work-in-progress -- which moves the children through the zone of proximal development.
An open, whole-language approach to literacy instruction makes the classroom in this book an ideal arena in which to observe verbal mediation in operation. Children are free to question, criticize and argue; and in the process they collectively advance their developing ability to use written language.
The work is unique in that the rich and comprehensive data record is reproduced in its entirety. More than 400 illustrations of the children's products -- two "books" apiece, pictured before and after the children's revisions -- are included, along with transcripts of the conferences about each of the pages, permitting direct observation of the effects of verbal mediation. This dynamic study documents change during a period of time when specific learning is occurring, and provides strong support for the value and power of Vygotsky's theoretical framework.

This volume is a direct result of an international conference that brought together a number of scholars from Europe and the United States to discuss their ideas and research about cognitive and instructional processes in history and the social sciences. As such, it fills a major gap in the study of how people learn and reason in the context of particular subject matter domains and how instruction can be improved in order to facilitate better learning and reasoning. Previous cognitive work on subject matter learning has been focused primarily upon mathematics and physics; the present effort provides the first such venture examining the history and social science domains from a cognitive perspective.
The different sections of the book cover topics related to comprehension, learning, and instruction of history and the social sciences, including:
*the development of some social sciences concepts,
*the teaching of social sciences -- problems and questions arising from this cognitive perspective of learning,
*the comprehension and learning from historical texts,
*how people and students understand historical causality and provide explanations of historical events, and
*the deduction processes involved in reasoning about social sciences contents.
This volume will be useful for primary and secondary school teachers and for cognitive and instructional researchers interested in problem solving and reasoning, text comprehension, domain-specific knowledge acquisition and concept development.

Hardbound. Dynamic assessment is an innovative approach to conducting psychoeducational evaluation that has an immediate appeal to researchers, clinicians and teachers, While a number of texts on this approach have been published, these have not always addressed the interaction of theoretical, methodological and professional concerns in a way that makes these easily accessible to both academics and practitioners. In essence, a text is needed that can serve as a bridge from theory and research to everyday professional settings. This text aims to fulfil such a function. The book provides an overview of dynamic assessment, its claims to validity and issues relating to its use in professional contexts. At the heart of the text lies a series of chapters that provide detailed descriptions of a range of approaches developed in countries across the world. In each instance, the chapter endeavours to illustrate, by means of case illustration, the operation and pote

This book provides the latest information about the development of intersensory perception -- a topic which has recently begun to receive a great deal of attention from researchers studying the general problem of perceptual development. This interest was inspired after the realization that unimodal perception of sensory information is only the first stage of perceptual processing. Under normal conditions, an organism is faced with multiple, multisensory sources of information and its task is to either select a single relevant source of information or select several sources of information and integrate them. In general, perception and action on the basis of multiple sources of information is more efficient and effective. Before greater efficiency and effectiveness can be achieved, however, the organism must be able to integrate the multiple sources of information. By doing so, the organism can then achieve a coherent and unified percept of the world.
The various chapters in this book examine the developmental origins of intersensory perceptual capacities by presenting the latest research on the development of intersensory perceptual skills in a variety of different species. By adopting a comparative approach to this problem, this volume as a whole helps uncover similarities as well as differences in the mechanisms underlying the development of intersensory integration. In addition, it shows that there is no longer any doubt that intersensory interactions occur right from the beginning of the developmental process, that the nature of these intersensory interactions changes as development progresses, and that early experience contributes in important ways to these changes.

This volume investigates our ability to capture, and then apply, expertise. In recent years, expertise has come to be regarded as an increasingly valuable and surprisingly elusive resource. Experts, who were the sole active dispensers of certain kinds of knowledge in the days before AI, have themselves become the objects of empirical inquiry, in which their knowledge is elicited and studied -- by knowledge engineers, experimental psychologists, applied psychologists, or other experts -- involved in the development of expert systems. This book achieves a marriage between experimentalists, applied scientists, and theoreticians who deal with expertise. It envisions the benefits to society of an advanced technology for capturing and disseminating the knowledge and skills of the best corporate managers, the most seasoned pilots, and the most renowned medical diagnosticians. This book should be of interest to psychologists as well as to knowledge engineers who are "out in the trenches" developing expert systems, and anyone pondering the nature of expertise and the question of how it can be elicited and studied scientifically. The book's scope and the pivotal concepts that it elucidates and appraises, as well as the extensive categorized bibliographies it includes, make this volume a landmark in the field of expert systems and AI as well as the field of applied experimental psychology.

* unique formatting per study, with a graphic page highlighting the research findings, and an adjacent page with accompanying research and implications * themed and chronological arrangement of studies will allow readers to access particular studies with ease * covers areas which are of great interest to parents, such as memory and revision, the impact of sleep and mobile devices on learning, parental attitudes and expectations and children's behaviour. * will enable parents to increase their understanding of crucial psychological research so that they can help their children improve how they think, feel and behave in school.

The Map of Consciousness Explained is an essential primer on the late Dr David R. Hawkins's teachings on human consciousness and their associated energy fields. Using muscle testing, Dr Hawkins conducted more than 250,000 calibrations during 20 years of research to define a range of values, attitudes and emotions that correspond to levels of consciousness. This range of values - along with a logarithmic scale of 1 to 1,000 - became the Map of Consciousness, which Dr Hawkins first wrote about in his New York Times bestseller, Power vs. Force. In this book, readers will gain an introduction and deeper understanding of the Map, with visual charts and practical applications to help them heal, recover and evolve to higher levels of consciousness and energy.

Contents:
P. Mitchell, C. Lewis, Critical Issues in Children's Early Understanding of Mind. Part I: Ontogenesis of an Understanding of Mind. P. Mitchell, Realism and Early Conception of Mind: A Synthesis of Phylogenetic and Ontogenetic Issues. A. Whiten, Grades of Mindreading. R.P. Hobson, Perceiving Attitudes, Conceiving Minds. N.H. Freeman, Associations and Dissociations in Theories of Mind. Part II: Attention, Perception and Cognition: The Legacy of Infancy. G. Butterworth, Theory of Mind and the Facts of Embodiment. D.A. Baldwin, L.J. Moses, Early Understanding of Referential Intent and Attentional Focus: Evidence from Language and Emotion. A. Gopnik, V. Slaughter, A. Meltzoff, Changing Your Views: How Understanding Visual Perception Can Lead to a New Theory of the Mind. S. Baron?Cohen, H. Ring, A Model of the Mindreading System: Neuropsychological and Neurobiological Perspectives. Part III: The Role of Pretence. A. Lillard, Making Sense of Pretence. P.L. Harris, Understanding Pretence. J. Perner, S. Baker, D. Hutton, Prelief: The Conceptual Origins of Belief and Pretence. A. Lillard, P. Harris, J. Perner, Commentary: Triangulating Pretence and Belief. Part IV: The Role of Communication. J. Dunn, Changing Minds and Changing Relationships. M. Shatz, Theory of Mind and the Development of Social?linguistic Intelligence in Early Childhood. H.M. Wellman, K. Bartsch, Before Belief: Children's Early Psychological Theory. E.J. Robinson, What People Say, What They Think, and What Is Really the Case: Children's Understanding of Utterances as Sources of Knowledge. Part V: Misrepresentation. B. Sodian, Early Deception and the Conceptual Continuity Claim. M. Chandler, S. Hala, The Role of Personal Involvement in the Assessment of Early False Belief Skills. M. Siegal, C.C. Peterson, Children's Theory of Mind and the Conversational Territory of Cognitive Development. C. Lewis, Episodes, Events and Narratives in the Child's Understanding of Mind.

This edition of the "Handbook" follows the first edition by 10 years. The earlier edition was a promissory note, presaging the directions in which the then-emerging field of social cognition was likely to move. The field was then in its infancy and the areas of research and theory that came to dominate the field during the next decade were only beginning to surface. The concepts and methods used had frequently been borrowed from cognitive psychology and had been applied to phenomena in a very limited number of areas. Nevertheless, social cognition promised to develop rapidly into an important area of psychological inquiry that would ultimately have an impact on not only several areas of psychology but other fields as well.
The promises made by the earlier edition have generally been fulfilled. Since its publication, social cognition has become one of the most active areas of research in the entire field of psychology; its influence has extended to health and clinical psychology, and personality, as well as to political science, organizational behavior, and marketing and consumer behavior. The impact of social cognition theory and research within a very short period of time is incontrovertible. The present volumes provide a comprehensive and detailed review of the theoretical and empirical work that has been performed during these years, and of its implications for information processing in a wide variety of domains.
The handbook is divided into two volumes. The first provides an overview of basic research and theory in social information processing, covering the automatic and controlled processing of information and its implications for how information is encoded and stored in memory, the mental representation of persons -- including oneself -- and events, the role of procedural knowledge in information processing, inference processes, and response processes. Special attention is given to the cognitive determinants and consequences of affect and emotion. The second book provides detailed discussions of the role of information processing in specific areas such as stereotyping; communication and persuasion; political judgment; close relationships; organizational, clinical and health psychology; and consumer behavior.
The contributors are theorists and researchers who have themselves carried out important studies in the areas to which their chapters pertain. In combination, the contents of this two-volume set provide a sophisticated and in-depth treatment of both theory and research in this major area of psychological inquiry and the directions in which it is likely to proceed in the future.

Q: Why do organisms need cognition?
A: To get information about their environments.
Q: Why such information?
A: Because organisms need to guide their behaviors to goals.
Q: Why guidance?
A: Because it leads to goal satisfaction.
Q: Why goals?
Cognition is a naturally selected response by genetic programs to the evolutionary pressure of guiding behaviors to goals. Organisms are material systems that maintain and replicate themselves by engaging their world in goal-directed ways. This is how guidance of behavior to goal grounds and explains cognition and the main forms in which it manages information. Guidance to goal also makes a difference to the understanding of human cognition. Simpler forms of cognition evolve to handle fixed informational transactions with the world, whereas human cognition evolves the abilities to script flexible goal situations that fit specific contexts of behavior.
This teleoevolutionary approach has important implications for cognitive science, two of which are programmatic. One is that information that guides to goal is not exclusively cognitive; guidance is also affected by ecological facts and regularities as well as by design assumptions about them. The other implication is that the functional analyses dominant in cognitive science and philosophy of mind are incomplete and weak. They are incomplete in that they focus only on the explicitly encoded cognitive information and its behavioral consequences, thus ignoring the larger guidance arrangements; and weak because causal and functional relations implement but underdetermine goal-directed and goal-guided procesess.
A work dealing expressly with the foundations of cognitive science, this book addresses basic but seldom-asked questions about the evolutionary rationale of cognition and the way this rationale has shaped the major types of cognition. It also provides a teleological answer to these basic questions in terms of goal directedness and particularly guidance of behavior to goal. In so doing, the work defends the scientific respectability and the explanatory necessity of teleology by showing that goal directedness characterizes the work of genetic programs.

This edition of the "Handbook" follows the first edition by 10 years. The earlier edition was a promissory note, presaging the directions in which the then-emerging field of social cognition was likely to move. The field was then in its infancy and the areas of research and theory that came to dominate the field during the next decade were only beginning to surface. The concepts and methods used had frequently been borrowed from cognitive psychology and had been applied to phenomena in a very limited number of areas. Nevertheless, social cognition promised to develop rapidly into an important area of psychological inquiry that would ultimately have an impact on not only several areas of psychology but other fields as well.
The promises made by the earlier edition have generally been fulfilled. Since its publication, social cognition has become one of the most active areas of research in the entire field of psychology; its influence has extended to health and clinical psychology, and personality, as well as to political science, organizational behavior, and marketing and consumer behavior. The impact of social cognition theory and research within a very short period of time is incontrovertible. The present volumes provide a comprehensive and detailed review of the theoretical and empirical work that has been performed during these years, and of its implications for information processing in a wide variety of domains.
The handbook is divided into two volumes. The first provides an overview of basic research and theory in social information processing, covering the automatic and controlled processing of information and its implications for how information is encoded and stored in memory, the mental representation of persons -- including oneself -- and events, the role of procedural knowledge in information processing, inference processes, and response processes. Special attention is given to the cognitive determinants and consequences of affect and emotion. The second book provides detailed discussions of the role of information processing in specific areas such as stereotyping; communication and persuasion; political judgment; close relationships; organizational, clinical and health psychology; and consumer behavior.
The contributors are theorists and researchers who have themselves carried out important studies in the areas to which their chapters pertain. In combination, the contents of this two-volume set provide a sophisticated and in-depth treatment of both theory and research in this major area of psychological inquiry and the directions in which it is likely to proceed in the future.

With the rapidly growing demand for mental health care there is a need for efficient and effective psychological treatment options. Low Intensity Psychological Therapy has become well established in the England Improving Access to Psychological Therapies (IAPT) programme as a beneficial and versatile treatment option for mild-moderate symptoms of depression and anxiety. A Pragmatic Guide to Low Intensity Psychological Therapy: Care in High Volume, provides a guide to Low Intensity Psychological Therapy from the perspective of the Low Intensity Practitioner. This book describes the Low Intensity role as part of a multi-disciplinary approach to psychological care. The authors use a series of case vignettes, personal experience and current literature to help navigate the context of the role and its potential for ethical and safe expansion.