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 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 a critical reimagining of education and educational research in addressing practices of representation and their relation to epistemology, subjectivity and ontology in the context of early childhood education. Drawing on posthumanist perspectives and the immanent materialism of Deleuze & Guattari to conceive of early childhood education, childhood and indeed, adult life, in new ways, it highlights the powerful role of language in subjectivity and ontology, and introduces affectensity as a concept which can be put to work to undo habitual relations and meanings. It proposes that ethical becomings require the engagement of an expansion and intensification of a body's affect or capacity, and offers readers a provocation for enhancing creative capacity as an ethic. This book is an important contribution to the discussions on methods for living and of ways of thinking commensurate with the orientation of a posthuman turn.

How Creativity Happens In The Brain is about the brain mechanisms of creativity, how a grapefruit-sized heap of meat crackling with electricity manages to be so outrageously creative. It has a sharp focus: to stick exclusively to sound, mechanistic explanations and convey what we can, and cannot, say about how brains give rise to creative ideas.

This book uncovers the important issues in language learning and teaching in the intelligent, digital era. "Social connectivity" is a contemporary style of learning and living. By engaging in the connectivity of physical and digital worlds, how essential parts of language learning and teaching can be achieved? How can the advanced technologies, such as virtual reality and artificial intelligent, be used to solve the problems encountered by language learners? To answer the above mentioned question, plenty of inspiring studies are included in the book. It is a platform of exchange for researchers, educators, and practitioners on the theory and/or application of state-of-the-art uses of technology to enhance language learning.

Panpsychism is the view that consciousness - the most puzzling and strangest phenomenon in the entire universe - is a fundamental and ubiquitous feature of the world, though in a form very remote from human consciousness. At a very basic level, the world is awake. Panpsychism seems implausible to most, and yet it has experienced a remarkable renaissance of interest over the last quarter century. The reason is the stubbornly intractable problem of consciousness. Despite immense progress in understanding the brain and its relation to states of consciousness, we still really have no idea how consciousness emerges from physical processes which are presumed to be entirely non-conscious. The Routledge Handbook of Panpsychism provides a high-level comprehensive examination and assessment of the subject - its history and contemporary development. It offers 28 chapters, appearing in print here for the first time, from the world's leading researchers on panpsychism. The chapters are divided into four sections that integrate panpsychism's relevance with important issues in philosophy of mind, philosophy of science, metaphysics, and even ethics: Historical Reflections Forms of Panpsychism Comparative Alternatives How Does Panpsychism Work? The volume will be useful to students and scholars as both an introduction and as cutting-edge philosophical engagement with the subject. For anyone interested in a philosophical approach to panpsychism, the Handbook will supply fascinating and enlightening reading. The topics covered are highly diverse, representing a spectrum of views on the nature of mind and world from various standpoints which take panpsychism seriously.

This book analyzes the philosophical foundations of sensorimotor theory and discusses the most recent applications of sensorimotor theory to human computer interaction, child s play, virtual reality, robotics, and linguistics.

Why does a circle look curved and not angular? Why does red not sound like a bell? Why, as I interact with the world, is there something it is like to be me? An analytic philosopher might suggest: if we ponder the concept of circle we find that it is the essence of a circle to be round . However, where does this definition come from? Was it set in stone by the Gods, in other words by divine arbiters of circleness, redness and consciousness? Particularly, with regard to visual consciousness, a first attempt to explain why our conscious experience of the world appears as it does has been attributed to Kevin O Regan and Alva Noe, who published their sensorimotor account of vision and visual consciousness in 2001.

Starting with a chapter by Kevin O Regan, "Contemporary Sensorimotor Theory" continues by presenting fifteen additional essays on as many developments achieved in recent years in this field. It provides readers with a critical review of the sensorimotor theory and in so doing introduces them to a radically new enactive approach in cognitive science."

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.

Cerebellum and Cerebrum in Homeostatic Control and Cognition presents a ground-breaking hybrid-brain psychology, proposing that the cerebellum and cerebrum operate in a complementary manner as equal cognitive partners in learning based control. The book synthesises contemporary neuroscience and psychology in terms of their common underlying control principle, homeostasis. Drawing on research and theory from neuroscience, psychology, AI and robotics, it provides a hybrid control systems interpretation of consciousness and self; unconscious mind; REM dream sleep; emotion; self-monitoring and self-control; memory, infantile amnesia; and, cognitive development. This is used to investigate different elements of cerebellum-cerebrum offline interaction; including attention and working memory, and explores cerebellar and cerebral contributions to various aspects of a number of disorders; including ADHD, ASD and schizophrenia. Presenting original ideas around neuropsychological architecture, the book will be of great interest to academics, researchers, and post-graduate students in the fields of neuropsychology, cognitive psychology, neuroscience and clinical psychology.

Unlike the competing texts, which focus on luxury branding and marketing, this book considers luxury from a strategic decision-making, creative and competitive perspective; Each chapter is illustrated by cases and examples from well-known international luxury firms, as well as chapter objectives, summaries, and reflective questions; Provides a framework to understand and assess value creation when creativity is relevant

The research described in Student Learning and Academic Understanding had its origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two complementary lines of development. The first line extended the ideas of Marton on approaches to learning through an inventory designed to assess these approaches among large samples of students and using in-depth interviews with students about their experiences of academic understanding. The second line drew on a range of studies to explore the influences of university teaching and the whole teaching-learning environment on the quality of student learning. Taking the research as a whole shows the value of complementary research approaches to describing student learning, while the findings brought together in the final chapter suggest ways of supporting deep approaches and the development of personal academic understanding among students. Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education.

The way we make sense of emotional situations has long been considered a foundation for the construction of our emotional experiences. Sometimes emotional meanings become distorted and so do our emotional experiences become disturbed. In the last decades, an embodied construction of emotional meanings has emerged. In this book, the embodied simulation framework is introduced for distorted emotional and motivational appraisals such as irrational beliefs, focusing on hyper-reactive emotional and motivational neural embodied simulations as core processes of cognitive vulnerability to emotional disorders. By embodying distorted emotional cognition we can extend the traditional views of the development of distorted emotional appraisals beyond learning from stress-sensitization process. Conclusions for the conceptualization of distorted emotional appraisals and treatment implications are discussed. Distorted emotional cognitions such as rigid thinking (I should succeed), awfulizing (It's awful) and low frustration tolerance (I can't stand it) are both vulnerabilities to emotional disorders and targets of psychotherapy. In this book, I argue that distorted emotional cognitions which act as proximal vulnerability to emotional disorders are embodied in hyper-reactive neural states involved in dysregulated emotions. Traditionally, excessive negative knowledge has been considered the basis of the cognitive vulnerability to emotional disorders. I suggest that the differences in the affective embodiments of distorted cognition confer its vulnerability status, rather than the differences in dysfunctional knowledge. I propose that negative knowledge and stress-induced brain changes conflate each other in building cognitive vulnerability to disturbed emotion. This model of distorted emotional cognition suggests new integration of learning and medication interventions in psychotherapy. This book is an important contribution to the literature given that a new model for the conceptualization of cognitive vulnerability is presented which extends the way we integrate biological, behavioral, and memory interventions in cognitive restructuring. This work is part of a larger project on embodied clinical cognition.

This book provides a corpus-led analysis of multi-word units (MWUs) in English, specifically fixed pairs of nouns which are linked by a conjunction, such as 'mum and dad', 'bride and groom' and 'law and order'. Crucially, the occurrence pattern of such pairs is dependent on genre, and this book aims to document the structural distribution of some key Linked Noun Groups (LNGs). The author looks at the usage patterns found in a range of poetry and fiction dating from the 17th to 20th century, and also highlights the important role such binomials play in academic English, while acknowledging that they are far less common in casual spoken English. His findings will be highly relevant to students and scholars working in language teaching, stylistics, and language technology (including AI).

The second edition of this book brings together a cutting edge international team of contributors to critically review the current knowledge regarding the effectiveness of training interventions designed to improve cognitive functions in different target populations. Since the publication of the first volume, the field of cognitive research has rapidly evolved. There is substantial evidence that cognitive and physical training can improve cognitive performance, but these benefits seem to vary as a function of the type and the intensity of interventions and the way training-induced gains are measured and analyzed. This book will address the new topics in psychological research and aims to resolve some of the currently debated issues. This book offers a comprehensive overview of empirical findings and methodological approaches of cognitive training research in different cognitive domains (memory, executive functions, etc.), types of training (working memory training, video game training, physical training, etc.), age groups (from children to young and older adults), target populations (children with developmental disorders, aging workers, MCI patients etc.), settings (laboratory-based studies, applied studies in clinical and educational settings), and methodological approaches (behavioral studies, neuroscientific studies). Chapters feature theoretical models that describe the mechanisms underlying training-induced cognitive and neural changes. Cognitive Training: An Overview of Features and Applications, Second Edition will be of interest to researchers, practitioners, students, and professors in the fields of psychology and neuroscience.

This book assembles fifteen original, interdisciplinary research chapters that explore methodological and conceptual considerations as well as user and usage studies to elucidate the relation between the translation product and translation/post-editing processes. It introduces numerous innovative empirical/data-driven measures as well as novel classification schemes and taxonomies to investigate and quantify the relation between translation quality and translation effort in from-scratch translation, machine translation post-editing and computer-assisted audiovisual translation. The volume addresses questions in the translation of cognates, neologisms, metaphors, and idioms, as well as figurative and cultural specific expressions. It re-assesses the notion of translation universals and translation literality, elaborates on the definition of translation units and syntactic equivalence, and investigates the impact of translation ambiguity and translation entropy. The results and findings are interpreted in the context of psycho-linguistic models of bilingualism and re-frame empirical translation process research within the context of modern dynamic cognitive theories of the mind. The volume bridges the gap between translation process research and machine translation research. It appeals to students and researchers in the fields.

The book comprises biographical notes, of about 1000 words each, with a portrait photo, of 90 influential figures of the famous prewar Viennese school of neuropsychiatry, appearing together for the first time in a single volume. The entries focus on the academic lives and scientific contributions of pioneers in the neurological sciences viewed from a modern perspective. These updated profiles are based on substantial new research. The book includes a wide range of people, some famous Nobel laureates, and others less well known, from the era when Vienna was the epicenter of brain research. Despite the tragic circumstances of two World Wars, these pioneers remained resilient, willing to help others with an admirable dignity against adversity that leaves an indelible lesson to the later generations. Some fell victim of the Holocaust. Others overcame the constraints of National Socialism and ultimately settled overseas to nurture their ambitions and pursue their intellectual goals as physicians, researchers, and teachers. The monograph is a useful source for scholars interested in the evolution of ideas in basic neuroscience, clinical neurology, and neuropsychiatry, and the investigators who effected them.

Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes-direct physical, social, and environmental interactions-are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book's coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.

Nearly one million people take their own lives each year world-wide - however, contrary to popular belief, suicide can be prevented. While suicide is commonly thought to be an understandable reaction to severe stress, it is actually an abnormal reaction to regular situations. Something more than unbearable stress is needed to explain suicide, and neuroscience shows what this is, how it is caused and how it can be treated. Professor Kees van Heeringen describes findings from neuroscientific research on suicide, using various approaches from population genetics to brain imaging. Compelling evidence is reviewed that shows how and why genetic characteristics or early traumatic experiences may lead to a specific predisposition that makes people vulnerable to triggering life events. Neuroscientific studies are yielding results that provide insight into how the risk of suicide may develop; ultimately demonstrating how suicide can be prevented.

Offers the best, practical approach to motor learning available which is written in language that is easy to understand. Includes market-leading ancillary material, such as an instructors' manual, lecture slides, laboratory activities and a test bank, to aid student learning Fully updated pedagogical features-Cerebral Challenges, Exploration Activities, Putting it into Practice and Research Notes-helping students to contextualise theory in practice and provides interactivity through online resources. Offers exceptional layout of the chapter with online resources, charts and outline of chapter and videos to include in the lecture

There has recently been a renewed interest in both casual use of psychedelics as well as experimental use and attempts to discover therapeutic value. There is an effort to recapture the achievements and failures of past work to guide present use. This book is based around material derived from unpublished scientific research from Dr. Robert Mogar's laboratory and built upon by forty years of field research by the author. The author Niccolo Caldararo participated in a number of studies of perception, including sensory deprivation and psychotropic drugs, some of recent manufacture or discovery and some of primitive or traditional societies. He places this analysis of the physiological aspects of hallucinations, delusions, visions and dreamsn context through an , as well as cross cultural data on dreams, dreaming and drug use and the social value of hallucinations, dreams and visions. The book reviews ethnographic literature in this area and contributes to a comprehensive evaluation of past work done in this area.

In Question and Insight in Everyday Life: A Blueprint for Transformative Problem Solving, Richard Grallo examines the nature and patterns of human problem solving. Grallo identifies four patterns of problem solving that together result in complex human learning and growth. The four patterns constitute a cycle that is transformative not only of problematic situations but of the problem solvers themselves. The book also explores the roles of questions, insights, the desire to know, and social trust in problem solving. The book's conclusions apply equally to the problems of everyday life as well as to challenges that arise in educational, counseling, political, engineering, and science fields.

Synthesizing decades of research, The Conscious Brain advances a theory of the psychological and neurophysiological correlates of conscious experience. In the first part of the book, Prinz argues that consciousness always arises at a particular stage of perceptual processing, the intermediate level, and that consciousness depends on attention. Attention changes the flow of information and that gives rise to experience. The resulting account is called the AIR Theory, for attended intermediate-level representations. Objections to the theory are addressed. In the second part of the book, Prinz argues that all consciousness is perceptual: there is no cognitive phenomenology, no experience of motor commands, and no experience of a conscious self. This conclusions challenge popular theories in consciousness studies: the view that we can directly experience our thoughts, the view that consciousness essentially involves action, and the view that every experience includes awareness of the subject having that experience. In the third part of the book, Prinz explores the neural correlates of consciousness. He argues attention-hence consciousness-arises when populations of neurons fire in synchrony, and he responds to those who deny that consciousness could be a process in the brain. Along the way, Prinz also advances novel theories of qualia, the function of consciousness, the unity of consciousness, and the mind-body relation, defending a view called neurofunctionism. Each chapter in The Conscious Brain brings neuroscientific evidence to bear on enduring philosophical questions. Major philosophical and scientific theories of consciousness are surveyed, challenged, and extended.

The Social Cognition and Object Relations Scale-Global Rating Method (SCORS-G) is a clinician rated measure that can be used to code various forms of narrative material. It is comprised of eight dimensions which are scored using a seven-point Likert scale, where lower scores are indicative of more pathological aspects of object representations and higher scores are suggestive of more mature and adaptive functioning. The volume is a comprehensive reference on the 1) validity and reliability of the SCORS-G rating system; 2) in depth review of the empirical literature; 3) administration and intricacies of scoring; and 4) the implications and clinical utility of the system across settings and disciplines for clinicians and researchers.