Focusing on the application of human factors and ergonomics in the design of alarm systems, this book brings together all the disparate areas in a single volume.; The aim of the book is to present current human factor issues regarding alarm design in a variety of settings, such as industrial alarm systems in process industries, aviation, automobiles and intensive care. It argues that the severe shortcomings of alarm systems can be overcome through the use of human factors evaluation and design integration techniques. Contributors cover the areas of HCI, task analysis, training, personnel selection, and design and human behaviour in an emergency, which of course, can be influenced positively and negatively by the design and deployment of alarm systems.

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The educational use of television, film, and related media has increased significantly in recent years, but our fundamental understanding of how media communicate information and which instructional purposes they best serve has grown very little. In this book, the author advances an empirically based theory relating media's most basic mode of presentation -- their symbol systems -- to common thought processes and to learning. Drawing on research in semiotics, cognition and cognitive development, psycholinguistics, and mass communication, the author offers a number of propositions concerning the particular kinds of mental processes required by, and the specific mental skills enhanced by, different symbol systems. He then describes a series of controlled experiments and field and cross-cultural studies designed to test these propositions. Based primarily on the symbol system elements of television and film, these studies illustrate under what circumstances and with what types of learners certain kinds of learning and mental skill development occur. These findings are incorporated into a general scheme of reciprocal interactions among symbol systems, learners' cognitions, and their mental activities; and the implications of these relationships for the design and use of instructional materials are explored.

This book presents a new approach to understanding the family unit and how and why it functions as it does. The approach focuses on the cognitions of family members and how these, in turn, shape individuals' behavior and the functioning of the family system.
The use of the cognitive-behavioral perspective in family science has gained a quick and broad acceptance among social scientists and practitioners during the past decade. One reason for its success is that the basics of the approach are easy to learn and apply. Specifically, the approach maintains that a person who believes that he or she is a failure will -- because of this cognition -- act in certain self-defeating ways and have various self-deprecating feelings.
The wide acceptance of the cognitive-behavioral approach rests on more than its simplicity: the approach has repeatedly proven itself in the laboratory and in the clinic. The knowledge readers of this volume will gain about the cognitive-behavioral approach provides them with tools that they can use to better understand not only the family interactions, but the thoughts, feelings, and behaviors of individuals -- including themselves -- in the family setting.

This volume is based on a conference held to examine what is known about cognitive behaviors and brain structure and function in three syndromes and to evaluate the usefulness of such models. The goal of this endeavor is to add to the knowledge base of cognitive neuroscience within a developmental framework. Most of what is known about the neurological basis of cognitive function in humans has been learned from studies of central nervous system trauma or disease in adults. Certain neurodevelopmental disorders affect the central nervous system in unique ways by producing specific as opposed to generalized cognitive deficit. Studies of these disorders using neurobiological and behavioral techniques can yield new insights into the localization of cognitive function and the developmental course of atypical cognitive profiles.
The focus of this book is a discussion of the multidisciplinary research findings from studies of autism, and Williams and Turner syndromes. The approaches, methods, techniques, and findings reported are at the cutting edge of neuroscience research on complex behavior patterns and their neural substrates. Each disorder is accompanied by some degree of general cognitive impairment or mental retardation. Of greater interest are the atypical deficits in which a cognitive function is spared, such as language in Williams syndrome, or is disproportionately depressed as are spatial discrimination skills and visual-motor coordination in Turner syndrome. Drastically reduced or seemingly absent language capabilities and little interaction with other people characterize the core autism syndrome. A comprehensive and critical discussion of appropriate statistical techniques is made vivid by examples given from studies of small groups or single subjects in neurolinguistics and related fields.

Research in cognitive psychology has contributed much to our understanding of reading and spelling. Most of this work has concentrated on the processes used by literate adults to comprehend and produce written language, but there is a growing interest in applying cognitive theories to the development of literacy, and to the understanfing of disorders of reading and writing. Such disorders may be acquired as a consequence of a brain injury to a previously literate adult, or may be developmental, occurring in otherwise normal children.; This textbook attempts to present this work to a non-specialist audience. Though written primarily with students of psychology and education in mind, it is accessible also to parents and teachers.; The broad organization of the first edition is retained. The book opens with a consideration of the history and nature of writing, then moves on to deal with the nature of skilled reading. Other chapters deal with: the different ways that brain injury in adulthood can disrupt the mature reading skill the "acquired dyslexias"; spelling and writing processes, both in skilled writers and in patients with "acquired dysgraphia"; the way children develop the skills of reading and writing; and developmental reading and writing problems.

"The book draws on a lot of research, is friendly to the reader, and will be of good value to teachers."

Paul Nation, Victoria University of Wellington, Australia

This comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. Idioms is organized in three parts:

• Part I includes discussion of idiom definition, classification, usage patterns, and functions.
• Part II investigates the process involved in the comprehension of idioms and the factors that influence individuals? understanding and use of idioms in both L1 and L2.
• Part III explores idiom acquisition and the teaching and learning of idioms, focusing especially on the strategies and techniques used to help students learn idioms.

To assist the reader in grasping the key issues, study questions are provided at the end of each chapter. The text also includes a glossary of special terms and an annotated list of selective idiom reference books and student textbooks.

Idioms is designed to serve either as a textbook for ESL/applied linguistics teacher education courses or as a reference book. No matter how the book is used, it will equip an ESL/applied linguistics students and professionals with a solid understanding of various issues related to idioms and the learning of them.

In this volume, Berkowitz develops the argument that experiential and behavioral components of an emotional state are affected by many processes: some are highly cognitive in nature; others are automatic and involuntary. Cognitive and associative mechanisms theoretically come into play at different times in the emotion-cognition sequence. The model he proposes, therefore, integrates theoretical positions that previously have been artificially segregated in much of the emotion-cognition literature.
The breadth of the implications of Berkowitz's theory is also reflected in the diversity of this book's companion chapters. Written by researchers whose work focuses on both social cognition and emotion, these articles provide important insights and possible extensions of the "cognitive-neoassociationistic" conceptualization developed in the target article. Although each chapter is a valuable contribution in its own right, this volume, taken as a whole, is a timely and important contribution both to social cognition and to research and theory on emotion per se.

This book explores the work of Cervantes in relation to the ideas about the mind that circulated in early modern Europe and were propelled by thinkers such as Juan Luis Vives, Juan Huarte de San Juan, Oliva Sabuco, Andres Laguna, Andres Velasquez, Marsilio Ficino, and Gomez Pereira. The editors bring together humanists and scientists: literary scholars and doctors whose interdisciplinary research integrates diverse types of sources (philosophical and medical treatises, natural histories, rhetoric manuals, pharmacopoeias, etc.) alongside Cervantes's works to examine themes and areas including emotion, human development, animal vs. human consciousness, pathologies of the mind, and mind-altering substances. Their chapters trace the cognitive themes and points of inquiry that Cervantes shares with other early modern thinkers, showing how he both echoes and contributes to early modern views of the mind.

As in recent years, a thematic concept was selected over a general one for the 26th annual Minnesota Symposium on Child Psychology. In this case the relation between memory and affect was targeted for two reasons. The first concerned the a priori theoretical relation between these content areas. The second concerned the observation that memory and affect have historically been studied as separate content areas--an unfortunate decision considering the potential of each area to inform the other. To redress this, investigators working on the "relation" between memory and affect were identified. Their presentations are also anchored by one or two presentations on either memory or affect. Those familiar with the broader domain of developmental psychology will readily identify this volume in the series as filling the void left by the lack of integration across domains of study.

Much work has been done on cognitive processes and creativity, but there is another half to the picture of creativity -- the affect half. This book addresses that other half by synthesizing the information that exists about affect and creativity and presenting a new model of the role of affect in the creative process. Current information comes from disparate literatures, research traditions, and theoretical approaches. There is a need in the field for a comprehensive framework for understanding and investigating the role of affect in creativity. The model presented here spells out connections between specific affective and cognitive processes important in creativity, and personality traits associated with creativity.
Identifying common findings and themes in a variety of research studies and descriptions of the creative process, this book integrates child and adult research and the classic psychoanalytic approach to creativity with contemporary social and cognitive psychology. In so doing, it addresses two major questions:
* Is affect an important part of the creative process?
* If it is, then how is affect involved in creative thinking?
In addition, Russ presents her own research program in the area of affect and creativity, and introduces The Affect in Play Scale -- a method of measuring affective expression in children's play -- which can be useful in child psychotherapy and creativity research. Current issues in the creativity area are also discussed, such as artistic versus scientific creativity, adjustment and the creative process, the role of computers in learning about creativity, gender differences in the creative process, and enhancing creativity in home, school, and work settings. Finally, Russ points to future research issues and directions, and discusses alternative research paradigms such as mood-induction methods versus children's play procedures.

How do we make sense of complex evidence? What are the cognitive principles that allow detectives to solve crimes, and lay people to puzzle out everyday problems? To address these questions, David Lagnado presents a novel perspective on human reasoning. At heart, we are causal thinkers driven to explain the myriad ways in which people behave and interact. We build mental models of the world, enabling us to infer patterns of cause and effect, linking words to deeds, actions to effects, and crimes to evidence. But building models is not enough; we need to evaluate these models against evidence, and we often struggle with this task. We have a knack for explaining, but less skill at evaluating. Fortunately, we can improve our reasoning by reflecting on inferential practices and using formal tools. This book presents a system of rational inference that helps us evaluate our models and make sounder judgments.

This book brings together psychometric, cognitive science, policy, and content domain perspectives on new approaches to educational assessment -- in particular, constructed response, performance testing, and portfolio assessment. These new assessment approaches -- a full range of alternatives to traditional multiple-choice tests -- are useful in all types of large-scale testing programs, including educational admissions, school accountability, and placement. This book's multi-disciplinary perspective identifies the potential advantages and pitfalls of these new assessment forms, as well as the critical research questions that must be addressed if these assessment methods are to benefit education.

This book examines two questions: Do people make use of abstract rules such as logical and statistical rules when making inferences in everyday life? Can such abstract rules be changed by training? Contrary to the spirit of reductionist theories from behaviorism to connectionism, there is ample evidence that people do make use of abstract rules of inference -- including rules of logic, statistics, causal deduction, and cost-benefit analysis. Such rules, moreover, are easily alterable by instruction as it occurs in classrooms and in brief laboratory training sessions. The fact that purely formal training can alter them and that those taught in one content domain can "escape" to a quite different domain for which they are also highly applicable shows that the rules are highly abstract. The major implication for cognitive science is that people are capable of operating with abstract rules even for concrete, mundane tasks; therefore, any realistic model of human inferential capacity must reflect this fact. The major implication for education is that people can be far more broadly influenced by training than is generally supposed. At high levels of formality and abstraction, relatively brief training can alter the nature of problem-solving for an infinite number of content domains.

Connectome Analysis: Characterization, Methods, and Analysis is a comprehensive companion for the analysis of brain networks, or connectomes. The book provides sources of constituent structural and functional MRI signals, network construction and practices for analysis, cutting-edge methods that address the latest challenges in neuroscience, and the fundamentals of network theory in the context of giving practical methods for building connectomes for analysis. Emphasis is placed on quality control of the individual analysis steps. Subsequent chapters discuss networks in neuroscience in clinical and general populations, including how findings are related to underlying neurophysiology and neuropsychology. This book is aimed at students and early-career researchers in brain connectomics and neuroimaging who have a background in computer science, mathematics and physics, as well as more broadly to neuroscientists and psychologists who want to start incorporating connectomics into their research.

This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 14th annual meeting of the Cognitive Science Society.

The modern study of cognition finds itself with two widely endorsed but seemingly incongruous theoretical paradigms. The first of these, inspired by formal logic and the digital computer, sees reasoning in the principled manipulation of structured symbolic representations. The second, inspired by the physiology of the brain, sees reasoning as the behavior that emerges from the direct interactions found in large networks of simple processing components. Each paradigm has its own accomplishments, problems, methodology, proponents, and agenda.
This book records the thoughts of researchers -- from both computer science and philosophy -- on resolving the debate between the symbolic and connectionist paradigms. It addresses theoretical and methodological issues throughout, but at the same time exhibits the current attempts of practicing cognitive scientists to solve real problems.

This book is an introduction to Vygotsky and his theories of language and second language acquisition. Employing a dual framework of metatheory and metaphor, the author focuses on Vygotsky's cultural-historical perspective (contrasted with the sociocultural heritage more prevalent in the West) and its emphasis on history as change and thought as related to action. Included also is a comparison of Vygotskyan and Chomskyan theories of language and grammar.

The fact that cognitive psychology has become largely concerned with a handful of laboratory tasks has brought expressions of concern and suggestions about how to place the field on a more solid footing. The view expressed here, however, is that the classic cognitive paradigms have become fascinating puzzles on which some of the best minds in the field have labored. An examination of the development of research in these areas yields many examples of the scientific method at its most sophisticated, as well as impressive examples of how theories and data can interact. Covering the whole temporal range of memory experiences, this volume provides a review of the major paradigms that have been used by experimental psychologists to study human memory.

Arising out of consultations under the auspices of the Centre for the Study of the Christian Church, this book examines the Church of England's decision to ordain women to the priesthood and to make pastoral provision for those opposed. It attempts to discover and define the theological principles underlying both the ordination of women and the determination of the Church to maintain communion when these developments provoke fundamental disagreements.

This text guides the reader through the many forms of shiftwork, adopting a broad definition as being any regularly-taken employment outside the "day working window" 06.00 to 18.00. The experiences of shiftworkers are described, along with those

This volume celebrates the 50th anniversary of the famous and influential work of Jean Piaget and Alina Szeminska, "The Child's Conception of Number." It is a tribute to those two authors as well as to the entire Geneva school that pioneered the genetic study of cognitive structures in children. Dealing with the process of the child's construction of the notion of number -- a very important subject for the child as well as for the teacher, the researcher, and the practicing psychologist -- it summarizes the progress that has been made and outlines new research directions in this area. The book is a compilation of the work of the foremost international researchers in this area and includes a wide spectrum of viewpoints and schools of thought. It also introduces several new authors from Europe, including students of Piaget, to the American academic community.

These two volumes consist of chapters written by students and colleagues of W.K. Estes. The books' contributors -- themselves eminent figures in the field -- reflect on Estes' sweeping contributions to mathematical as well as cognitive and experimental psychology. As indicated by their titles, Volume I features mathematical and theoretical essays, and Volume II presents cognitive and experimental essays. Both volumes contain insightful literature reviews as well as descriptions of exciting new theoretical and empirical advances. Many of the essays also incorporate personal reminiscences reflecting the authors' fond affection for their illustrious mentor.

This text presents the basic concepts of modern cognitive psychology in a succinct and accessible manner. Empirical results, theoretical developments, and current issues are woven around basic concepts to produce coherent accounts of research areas. Barsalou's primary goal is to equip readers with a conceptual vocabulary that acquaints them with the general approach of cognitive psychology and allows them to follow more technical discussions elsewhere. In meeting this goal, he discusses the traditional work central to modern thinking and reviews current work relevant to cognitive science. Besides focusing on research and theory in cognitive psychology, Barsalou also addresses its fundamental assumptions. Because the cognitive approach to psychology is somewhat subtle, often misunderstood, and sometimes controversial, it is essential for a text on cognitive psychology to address the assumptions that underlie it. Therefore, three of the eleven chapters address the "meta- assumptions" that govern research and theory in cognitive psychology. These meta-chapters provide a deeper understanding of the content areas and a clearer vision of what cognitive psychologists are trying to accomplish. The remaining eight "content" chapters cover the central topics in cognitive psychology. This book will be of value to a variety of audiences. Ideal for researchers in computer science, linguistics, philosophy, anthropology, and neuroscience who wish to acquaint themselves with cognitive psychology, it may also be used as a text for courses in cognitive science and cognitive psychology. Lay readers who wish to learn about the cognitive approach to scientific psychology will also find the volume useful.

Psychology and philosophy have long studied the nature and role of explanation. More recently, artificial intelligence research has developed promising theories of how explanation facilitates learning and generalization. By using explanations to guide learning, explanation-based methods allow reliable learning of new concepts in complex situations, often from observing a single example.
The author of this volume, however, argues that explanation-based learning research has neglected key issues in explanation construction and evaluation. By examining the issues in the context of a story understanding system that explains novel events in news stories, the author shows that the standard assumptions do not apply to complex real-world domains. An alternative theory is presented, one that demonstrates that context -- involving both explainer beliefs and goals -- is crucial in deciding an explanation's goodness and that a theory of the possible contexts can be used to determine which explanations areappropriate. This important view is demonstrated with examples of the performance of ACCEPTER, a computer system for story understanding, anomaly detection, and explanation evaluation.

This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.