Humans have a unique ability to understand the beliefs, emotions, and intentions of others-a capacity often referred to as mentalizing. Much research in psychology and neuroscience has focused on delineating the mechanisms of mentalizing, and examining the role of mentalizing processes in other domains of cognitive and affective functioning. The purpose of the book is to provide a comprehensive overview of the current research on the mechanisms of mentalizing at the neural, algorithmic, and computational levels of analysis. The book includes contributions from prominent researchers in the field of social-cognitive and affective neuroscience, as well as from related disciplines (e.g., cognitive, social, developmental and clinical psychology, psychiatry, philosophy, primatology). The contributors review their latest research in order to compile an authoritative source of knowledge on the psychological and brain bases of the unique human capacity to think about the mental states of others. The intended audience is researchers and students in the fields of social-cognitive and affective neuroscience and related disciplines such as neuroeconomics, cognitive neuroscience, developmental neuroscience, social cognition, social psychology, developmental psychology, cognitive psychology, and affective science. Secondary audiences include researchers in decision science (economics, judgment and decision-making), philosophy of mind, and psychiatry.

This edited book offers a broad selection of interdisciplinary studies within cognitive science. The book illustrates and documents how cognitive science offers a unifying framework for the interaction of fields of study focusing on the human mind from linguistics and philosophy to psychology and the history of science. A selection of renowned contributors provides authoritative historical, theoretical and empirical perspectives on more than six decades of research with a special focus on the progress of cognitive science in Central Europe. Readers encounter a bird's eye view of geographical and linguistic diversity brought about by the cognitive revolution, as it is reflected in the writings of leading authors, many of whom are former students and collaborators of Csaba Pleh, a key figure of the cognitive turn in Central Europe, to whom this book is dedicated. The book appeals to students and researchers looking for the ways various approaches to the mind and the brain intersect.

Why do people behave in moral ways in some circumstances, but not in others? In order to account fully for morality, Dennis Krebs departs from traditional approaches to morality that suggest that children acquire morals through socialization, cultural indoctrination, and moral reasoning. He suggests that such approaches can be subsumed, refined, and revised gainfully within an evolutionary framework. Relying on evolutionary theory, Krebs offers an account of how notions of morality originated in the human species. He updates Darwin's early ideas about how dispositions to obey authority, to control antisocial urges, and to behave in altruistic and cooperative ways originated and evolved, then goes on to update Darwin's account of how humans acquired a moral sense.
Krebs explains why the theory of evolution does not dictate that all animals are selfish and immoral by nature. On the contrary, he argues that moral behaviors and moral judgments evolved to serve certain functions. Krebs examines theory and research on the evolution of primitive forms of prosocial conduct displayed by humans and other animals, then discusses the evolution of uniquely human prosocial behaviors. He describes how a sense of morality originated during the course of human evolution through strategic social interactions among members of small groups, and how it was expanded and refined in modern societies, explaining how this sense gives rise to culturally universal and culturally relative moral norms. Krebs argues that although humans' unique cognitive abilities endow them with the capacity to engage in sophisticated forms of moral reasoning, people rarely live up their potential in their everyday lives. Four conceptions of what it means to be a moral person are identified, with the conclusion that people are naturally inclined to meet the standards of each conception under certain conditions. The key to making the world a more moral place lies in creating environments in which good guys finish first and cheaters fail to prosper.

This volume aims to contribute to the integration of three traditions that have remained separate in psychology. Specifically, the developmental, the psychometric, and the cognitive tradition. In order to achieve this aim, the text deals with these three aspects of human knowing that have been the focus of one or more of the three traditions for many years. Answers are provided to questions such as the following: What is common to intelligence, mind, and reasoning? What is specific to each of these three aspects of human knowing? How does each of them affect the functioning and development of the other?

The chapters are organized into two parts. Part I focuses on intelligence and mind and has reasoning at the background. The papers in this part present new theories and methods that systematically attempt to bridge psychometric theories of intelligence with theories of cognitive development or information processing theories. Part II focuses on mind and reasoning and has intelligence at the background. The papers in this part develop models of reasoning and attempt to show how reasoning interacts with mind and intelligence. Two discussion chapters are also included. These highlight the convergences and the divergences of the various traditions as represented in the book.

Gertrudis Van de Vijver. Seminar of Logic and Epistemology University of Ghent Before being classified under the fashionable denominators of complexity and chaos, self-organization and autonomy were intensely inquired into in the cybernetic tradition. Despite all rejections that cybernetics has gone through in the second half of this century, today its importance is more and more recognized. Its decisive influence for connectionist theories, autopoietic and constructivist theories, for different forms of applied or experimental epistemology, is being more and more understood and generally accepted. It is mainly due to the success of connectionist models that we observe today a revival of interest for cybernetics. The 1943 article by McCulloch and Pitts is evidently a founding article. Cybernetics has however a much broader interest than the one linked to technical-mathematical details relevant to the construction of networks. For instance, the evolution from first to second order cybernetics, the ways of approaching biological and cognitive phenomena in the latter and the limits that were formulated there, are particularly meaningful to understand current developments and divergences in connectionism. A nuanced picture of cybernetic's history and its present state is therefore clearly epistemologically essential."

This book is designed to usher the reader into the realm of semiotic studies. It analyzes the most important approaches to semiotics as they have developed over the last hundred years out of philosophy, linguistics, psychology, and biology. As a science of sign processes, semiotics investigates all types of com munication and information exchange among human beings, animals, plants, internal systems of organisms, and machines. Thus it encompasses most of the subject areas of the arts and the social sciences, as well as those of biology and medicine. Semiotic inquiry into the conditions, functions, and structures of sign processes is older than anyone scientific discipline. As a result, it is able to make the underlying unity of these disciplines apparent once again without impairing their function as specializations. Semiotics is, above all, research into the theoretical foundations of sign oriented disciplines: that is, it is General Semiotics. Under the name of Zei chenlehre, it has been pursued in the German-speaking countries since the age of the Enlightenment. During the nineteenth century, the systematic inquiry into the functioning of signs was superseded by historical investigations into the origins of signs. This opposition was overcome in the first half of the twentieth century by American Semiotic as well as by various directions of European structuralism working in the tradition of Semiology. Present-day General Semiot ics builds on all these developments."

Obsessive-compulsive disorder affects approximately one person in 40 and causes great suffering. Effective treatments are available that can help many, and our understanding of the psychology, neurobiology, and clinical treatment of the disorder has advanced dramatically over the past 25 years. Nevertheless, much remains to be learned, and a substantial minority of patients benefit little even from the best treatments we have to offer today. This volume provides the first comprehensive summary of the state of the field, summarizing topics ranging from genetics and neurobiology through cognitive psychology, clinical treatment, related conditions, societal implications, and personal experiences of patients and clinicians. This book is unique in its comprehensive coverage that extends far beyond the realm of cognitive-behavioral therapy. As such it will serve as a valuable introduction to those new to the field, a fascinating resource for OCD suffers and their families, and an essential reference for students, clinicians, and researchers.

This Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.g., grammar, pronunciation, and vocabulary) and the attrition of the first language. Outstanding academics have contributed chapters to provide an integrated and inclusive perspective on oral language skills. Specialized contexts for speaking are also explored (e.g., English as a Lingua Franca, workplace, and interpreting). The Routledge Handbook of Second Language Acquisition and Speaking will be an indispensable resource for students and scholars in applied linguistics, cognitive psychology, linguistics, and education.

Contemporary philosophy of perception typically focuses on discussions concerning the content and the phenomenology of perceptual experience. In a significant departure from this tradition, The Ontology of Perceptual Experience explores the very conscious phenomena to which intentional or phenomenal features are thus ascribed. Drawing on a new wave of research- including the work of maverick philosophers like Helen Steward, Brian O'Shaughnessy, and Matthew Soteriou-this book examines two ways of categorizing perceptual experiences in accordance to their dynamic structure: on the one hand, Experiential Heracliteanism, an approach striving to describe perceptual experiences in terms of irreducibly dynamic components; and, on the other, Experiential Non-Heracliteanism, which conceives perceptual experiences as dynamic phenomena that may nevertheless be described in terms of non-dynamic elements. Sebastian Sanhueza Rodriguez describes both proposals and makes a modest case on behalf of the Non-Heraclitean approach against its increasingly popular Heraclitean counterpart. This case crucially turns on the fact that the Heracliteanist engages in a controversial and perhaps unnecessary commitment to irreducibly dynamic processes. The ontological framework this book unpacks offers a platform from which traditional issues in the philosophies of mind and perception may be revisited in refreshing and potentially fruitful ways.

The cognitive science of religion is an inherently heterogeneous subject, incorporating theory and data from anthropology, psychology, sociology, evolutionary biology, and philosophy of mind amongst other subjects. One increasingly influential area of research in this field is concerned specifically with exploring the relationship between the evolution of the human mind, the evolution of culture in general, and the origins and subsequent development of religion. This research has exerted a strong influence on many areas of religious studies over the last twenty years, but, for some, the so-called 'evolutionary cognitive science of religion' remains a deeply problematic enterprise. This book's primary aim is to engage critically and constructively with this complex and diverse body of research from a wide range of perspectives. To these ends, the book brings together authors from a variety of relevant disciplines, in the thorough exploration of many of the key debates in the field. These include, for example: can certain aspects of religion be considered adaptive, or are they evolutionary by-products? Is the evolutionary cognitive science of religion compatible with theism? Is the evolutionary cognitive approach compatible with other, more traditional approaches to the study of religion? To what extent is religion shaped by cultural evolutionary processes? Is the evolutionary account of the mind that underpins the evolutionary cognitive approach the best or only available account? Written in accessible language, with an introductory chapter by Ilkka Pyssiainen, a leading scholar in the field, this book is a valuable resource for specialists, undergraduate and graduate students, and newcomers to the evolutionary cognitive science of religion.

This volume emphasizes the role of chemical education for development and, in particular, for sustainable development in Africa, by sharing experiences among specialists across the African continent and with specialists from other continents. It considers all areas and levels of chemistry education, gives specific attention to known major challenges and encourages explorations of novel approaches. The chapters in this book describe new teaching approaches, approach-explorations and in-class activities, analyse educational challenges and possible ways of addressing them and explore cross-discipline possibilities and their potential benefits for chemistry education. This makes the volume an up to date compendium for chemistry educators and educational researchers worldwide.

This book presents a new approach to understanding the history and practice of cognitive-behavior therapy by presenting country profiles in 38 countries located around the world. The objectives of this edited volume are to provide a broad understanding of the practice of CBT internationally as well as country specific practices that will provide researchers and practitioners with important information for consideration in the application of CBT. The book begins with an introductory chapter by the editors that discusses the history of CBT and the efforts to globalize and disseminate the science and practice of CBT as well as the unique cultural and international variables. The subsequent chapters offer detailed country profiles of the history and practice of CBT from around the globe. More specifically, chapters will provide an overview of the country, a history of psychotherapy in the country, current regulations regarding psychotherapy provision, professional and cognitive behavior therapy organizations, training opportunities/programs in CBT, populations most frequently worked with using CBT in the country, the use and adaptation of CBT, the research on CBT in the country, and CBT with special populations (children, immigrants, HIV+, etc). Many of the nations represented are the most populous and influential ones in their respective regions where CBT has been incorporated into psychotherapy training and practice. Taken as a whole, the countries are quite diverse in terms of sociocultural, economic, and political conditions and the impact of these variables on the practice of CBT in the country will be discussed. The final chapter of the volume offers a summary of the patterns of practice, integrating the main findings and challenges and discussing them within a global context. A discussion of the vision for next steps in the globalization of CBT concludes the book.

This book reviews the latest research from psychology, neuroscience, and behavioral economics evaluating how people make financial choices in real-life circumstances. The volume is divided into three sections investigating financial decision making at the level of the brain, the level of an individual decision maker, and the level of the society, concluding with a discussion of the implications for further research. Among the topics discussed: Neural and hormonal bases of financial decision making Personality, cognitive abilities, emotions, and financial decisions Aging and financial decision making Coping methods for making financial choices under uncertainty Stock market crashes and market bubbles Psychological perspectives on borrowing, paying taxes, gambling, and charitable giving Psychological Perspectives on Financial Decision Making is a useful reference for researchers both in and outside of psychology, including decision-making experts, consumer psychologists, and behavioral economists.

The Routledge Companion to Interdisciplinary Studies in Singing, Volume I: Development introduces the many voices necessary to better understand the act of singing-a complex human behaviour that emerges without deliberate training. Presenting research from the social sciences and humanities alongside that of the natural sciences and medicine alike, this companion explores the relationship between hearing sensitivity and vocal production, in turn identifying how singing is integrated with sensory and cognitive systems while investigating the ways we test and measure singing ability and development. Contributors consider the development of singing within the context of the entire lifespan, focusing on its cognitive, social, and emotional significance in four parts: Musical, historical and scientific foundations Perception and production Multimodality Assessment In 2009, the Social Sciences and Humanities Research Council of Canada funded a seven-year major collaborative research initiative known as Advancing Interdisciplinary Research in Singing (AIRS). Together, global researchers from a broad range of disciplines addressed three challenging questions: How does singing develop in every human being? How should singing be taught and used to teach? How does singing impact wellbeing? Across three volumes, The Routledge Companion to Interdisciplinary Studies in Singing consolidates the findings of each of these three questions, defining the current state of theory and research in the field. Volume I: Development tackles the first of these three questions, tracking development from infancy through childhood to adult years.

The Routledge Companion to Interdisciplinary Studies in Singing, Volume III: Wellbeing explores the connections between singing and health, promoting the power of singing-in public policy and in practice-in confronting health challenges across the lifespan. These chapters shape an interdisciplinary research agenda that advances singing's theoretical, empirical, and applied contributions, providing methodologies that reflect individual and cultural diversities. Contributors assess the current state of knowledge and present opportunities for discovery in three parts: Singing and Health Singing and Cultural Understanding Singing and Intergenerational Understanding In 2009, the Social Sciences and Humanities Research Council of Canada funded a seven-year major collaborative research initiative known as Advancing Interdisciplinary Research in Singing (AIRS). Together, global researchers from a broad range of disciplines addressed three challenging questions: How does singing develop in every human being? How should singing be taught and used to teach? How does singing impact wellbeing? Across three volumes, The Routledge Companion to Interdisciplinary Studies in Singing consolidates the findings of each of these three questions, defining the current state of theory and research in the field. Volume III: Wellbeing focuses on this third question and the health benefits of singing, singing praises for its effects on wellbeing.

In the last decade, a great variety and volume of scholarly work has appeared on mind-wandering, a mental process involving a vast range of human life, connected with "first-person perspective" and "personhood", submental thinking, mental autonomy, etc. While different and emerging features that flow into and out of one another (second field, mental travel, visual imagery, inner speech, unspecific memory, autobiographical memory, fantasies, introspection, etc.) and negative and positive approaches seem to describe mind-wandering, we offer an interdisciplinary theoretical and empirically informed and informative overview on mind-wandering studies and methodologies oriented toward the educational field. The aim is to transform and enrich the debate on mind-wandering but also to show how theoretical arguments and research findings could inform the teaching-learning context. This groundbreaking book, moves along three representations of developed scientific knowledge: imaginary lines, circles and spirals. The first section, "The Lines", develops new lines of inquiry on attention (selective and sustained) and mind-wandering, the influence of age and mind-wandering, embodiment, consciousness and experience and mind-wandering. In the second section, the "Circles", groups of Chapters on the same topic, methodology (tasks and measurement), intervention (auditory beat stimulation and mindfulness practices) and creativity, recreate a dance of interacting parts in which there are always profitable, decisive and retroactive exchanges between the information that each group or author activates. The last section, "The Spirals", critically discusses the absence of a unified theoretical perspective, in the pedagogical field, attentive both to the processes of emergence and the interactions between parts.

This is the second volume in the Vancouver studies in Cognitive Science series, and also the second in a series of conferences hosted by the Cognitive Science Programme at Simon Fraser University devoted to the exploration of issues in cognition and the nature of mental representation. The volumes overall theme is the relationship between the contents of grammatical formalisms and their real-time realizations in machine or biological systems. The range of topics includes issues of learnability, implementary and computational issues, parameter setting, and neurolinguistic issues. The core subdisciplines of linguistics - syntax, semantics, morphology, and phonology - are all represented. The contributions are on the leading edge of research in these fields.

This work brings together different perspectives on psychological methods and particularly methods involving experimentation. To encourage a reflective use of research methods, the authors illuminate the historical, philosophical, and scientific dimensions of methodology, providing both defenses and criticisms of experimental psychology. The primary audience of the work are students and researchers in psychological and behavioral sciences, who have an interest in methodology

This is a comprehensive review of the psychological literature on wisdom by leading experts in the field. It covers the philosophical and sociocultural foundations of wisdom, and showcases the measurement and teaching of wisdom. The connection of wisdom to intelligence and personality is explained alongside its relationship with morality and ethics. It also explores the neurobiology of wisdom, its significance in medical decision-making, and wise leadership. How to develop wisdom is discussed and practical information is given about how to instil it in others. The book is accessible to a wide readership and includes virtually all of the major theories of wisdom, as well as the full range of research on wisdom as it is understood today. It takes both a basic-science and applied focus, making it useful to those seeking to understand wisdom scientifically, and to those who wish to apply their understanding of wisdom to their own work.

This edited volume examines the new ways of conceptualizing Psychology as an integrative science to understand human problems at the individual, group, societal, and national levels. It focuses on the need for Psychology to move away from its present reductionist perspective to an integrative psychological science perspective. The volume is organized into three main sections: The first discusses the convergence of qualitative and quantitative methodological approaches in Psychology. The second part highlights the importance of social and personal wellness. The third focuses on studying human behaviour in the context of cultural variations and the impact of cultural context on psychological processes. The book includes contributions from leading scholars in psychology in India whose reference to practical, social and political issues of contemporary interest makes the volume stand out. This book serves as a resource to initiate the dialogue about the need, issues, levels, and integration methods in Psychology, which can be scientifically tested and theoretically explained. The comprehensive and authoritative volume is of interest to researchers and scholars in cognitive psychology, clinical psychology, organizational psychology, social psychology and cross-cultural psychology.

In a 2005 editorial in the British newspaper The Guardian, Kant was declared "the undefeated heavyweight philosophy champion of the world" because he had the "insight ... to remove psychology from epistemology, arguing that knowledge is inevitably mediated by space, time and forms within our minds." This is an accurate reflection of the consensus view of philosophers and scientists that Kant's accounts of space, time, nature, mathematics, and logic on the Critique of Pure Reason are rationalist, normativist, and nativist. Here, Wayne Waxman argues that this is untrue. Kant neither asserted nor implied that Euclid and Newton are the final word in their respective sciences. Rather than supposing that the psyche derives its fundamental forms from epistemology, he traced the first principles of ordinary, scientific, mathematical, and even logical knowledge to the psyche. Aristotelean logic, in particular, exhausts the sphere of the logical for Kant precisely because he deduced it entirely from psychological principles of the unity of consciousness, resulting in a demarcation of logic from mathematics that would set virtually everything regarded as logic today on the mathematical side of the ledger. Although Kant derived his conception of the unity of consciousness from Descartes, he gave it new life by eliminating its epistemological and metaphysical baggage, reducing it to its logical essence, and grounding what remained on a wholly original conception of the a priori unity of sensibility. Thus, far from departing from the course charted by British Empiricism, Kant's anatomy of the understanding is continuous with, indeed the culmination of, the psychologization of philosophy initiated by Locke, advanced by Berkeley, and developed to its empirical outrance by Hume. "This is a superb and very important book. It is certainly one of the best books written on Immanuel Kant's Critique of Pure Reason." -Klaus Steigleder, Professor of Applied Ethics, Ruhr-Universitat Bochum.

A new theory is taking hold in neuroscience. It is the theory that the brain is essentially a hypothesis-testing mechanism, one that attempts to minimise the error of its predictions about the sensory input it receives from the world. It is an attractive theory because powerful theoretical arguments support it, and yet it is at heart stunningly simple. Jakob Hohwy explains and explores this theory from the perspective of cognitive science and philosophy. The key argument throughout The Predictive Mind is that the mechanism explains the rich, deep, and multifaceted character of our conscious perception. It also gives a unified account of how perception is sculpted by attention, and how it depends on action. The mind is revealed as having a fragile and indirect relation to the world. Though we are deeply in tune with the world we are also strangely distanced from it. The first part of the book sets out how the theory enables rich, layered perception. The theory's probabilistic and statistical foundations are explained using examples from empirical research and analogies to different forms of inference. The second part uses the simple mechanism in an explanation of problematic cases of how we manage to represent, and sometimes misrepresent, the world in health as well as in mental illness. The third part looks into the mind, and shows how the theory accounts for attention, conscious unity, introspection, self and the privacy of our mental world.

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.

The book's first three chapters-by Sheehan and Robertson; Wagstaff; Council, Kirsch, and Grant - conclude that three different factors turn imagination into hypnosis. The next three chapters-by Lynn, Neufeld, Green, Rhue, and Sandberg; Rader, Kunzendorf, and Carrabino; and Barrett-explore the hypnotic and the clinical significance of absorption in imagination. Three subsequent chapters-by Coe; Gwynn and Spanos; and Gorassini-examine the role of compliance and imagination in various hypnotic phenomena. Pursuing the possibility that some hypnotic hallucinations are experienced differently from normal images, the following two chapters-by Perlini, Spanos, and Jones; and Kunzendorf and Boisvert-focus on negative hallucinating, which reportedly "blocks out" perceptual reality. The remaining three chapters-by Wallace and Turosky; Crawford; and Persinger-pursue other physiological differences, and possible physiological connections, between hypnosis and imagination.

This book presents strategies and practices for facilitating effective learning for mainland Chinese students in western based education - regarding e.g. the choice of instructional techniques, attention to students' cultural dislocation aspects, comfort, familiarity, and ease of knowledge transfer. It embeds innovativeness at a conceptual level, and argues for a holistic and "engaged" approach to learning effectiveness for mainland Chinese students.