Reading is a unique human ability that has become very pivotal for functioning in our world today. As modern societies rely extensively on literacy skills, and as reading disabilities have profound personal, economic and social consequences, it is surprising that we have a very underdeveloped scientific understanding of the neural basis of reading and visual word recognition in the normal brain. A better understanding of normal reading processes could help individuals with developmental dyslexia and other reading disabilities, and also inform our strategies for improving early learning and carrying out effective interventions. Neuroimaging offers a unique window on reading through which we have achieved profound insights into its neural correlates in both health and disease, and has also raised important questions that have generated much scientific debate.
This book addresses some of the fundamental questions in reading research. Piers Cornelissen, Peter Hansen, Morten Kringelbach, and Ken Pugh have brought together some of the leading scientists to provide comprehensive articles that shed light on the neural basis of reading. Its broad-yet-integrative treatment is divided into three parts: 1) behavioural data and modelling (with direct implications for neuroimaging), 2) neuroimaging, and 3) impaired reading. The book will be a useful resource for everyone interested in the reading brain, particularly those in neuroimaging, cognition and attention, sensation and perception, language, development and aging, education, and computational modelling.

A new academic field, neuroeconomics, has emerged at the border of the social and natural sciences. In Foundations of Neuroeconomic Analysis, Paul Glimcher argues that a meaningful interdisciplinary synthesis of the study of human and animal choice is not only desirable, but also well underway, and so it is time to formally develop a foundational approach for the field. He does so by laying the philosophical and empirical groundwork and integrating the theory of choice and valuation with the relevant physical constraints and mechanisms.
While there has been an intense debate about the value and prospects of neuroeconomics, Glimcher argues that existing data from neuroeconomics' three parent fields, neuroscience, psychology and economics, already specify the basic features of the primate choice mechanism at all three levels of analysis. His central argument is that combining these three disciplines gives us enough insight to define many of the fundamental features of decision making that have previously eluded scholars working within each individual field.
With this in mind, Glimcher provides a comprehensive overview of the neuroscience, psychology, and economics of choice behavior, which will help readers from many disciplines to grasp the rich interconnections between these fields and see how their data and theory can interact to produce new insights, constraints, and questions. The book is divided into four main sections that address key barriers to interdisciplinary cohesion. The first section defines the central philosophical issues that neuroeconomics must engage. The theory of knowledge already tells us much about how different disciplines interact, and in this section, Glimcher reviews those constraints and lays a philosophical foundation for future neuroeconomic discourse. This section concludes with both a defense of neoclassical economics and a spirited attack on Milton Friedman's insistence that economics must not be constrained by the study of mechanism. Glimcher argues instead for the development of "hard-economic theories," which postulate that choosers behave the way they do because of the underlying representations that occur in their brains.
The second section describes what is known about the primate choice mechanism-the physical structures in our brains that actively select among the options available to the chooser. By reviewing and integrating economic theory of choice, neurobiological studies of the frontal and parietal cortices, and psychological models of selection, Glimcher creates an interdisciplinary structure for understanding how we choose. This interdisciplinary synthesis leads to several novel insights into the causes of human irrational behavior and recasts many of these so-called irrationalities as neurobiological optimizations in the face of physical constraints.
The third section describes the neural circuits for valuation-the physical mechanisms by which we learn, store, and represent the values of the many options from which we choose. In this section, Glimcher combines studies from computer science and neuroscience with representational frameworks from economics to provide novel assessments of both the strengths and weaknesses of modern economic theory. The section ends with a discussion of behavioral neuroeconomics and the ultimate limits of the neoclassical economic program.
The book concludes with a description of a new model for human choice behavior that harvests constraints from each of neuroeconomics' parent disciplines and encapsulates the key insights from current research, as well as a review of the major accomplishments and opportunities that await the new field of neuroeconomics.

The human visual system is particularly attuned to and remarkably efficient at processing social cues. We can effectively "read" others' mental and emotional states and make snap judgments about their characters and dispositions, simply by watching them. Given what is clearly a close relationship between vision and social interaction, it has become increasingly clear to social psychologists seeking to better understand the functional and neuroanatomical mechanisms underlying social perception that vision plays a critical role in the development and maintenance of social exchange. Likewise, vision scientists have come to appreciate the profound impact people, as social agents, have had on the visual system, acknowledging just how important it is to consider the socially adaptive functions that system evolved to perform.
The Science of Social Vision explores the biologically determined to the culturally shaped influences on social vision. Four themes emerge throughout the 25 chapters from leaders in the field. These include:
1) Visually mediated attention moderates complex social interactions and plays a critical role in the development of social cognition;
2) Visual features perceptually determine categorical thinking and have profound downstream consequences including stereotype activation;
3) Perceptual experiences can be directly triggered by visual cues, in which case, visual and social perception are essentially equivalent processes;
4) Social factors exert powerful top-down influences on even low-level visual perception, at some times biasing, while at others fine-tuning perceptual acuity.
This book heralds the new field of social vision, and showcases the cutting edge and broadly interdisciplinary research that is currently at its forefront. Together the perspectives drawn from these various fields offer unique insight into the origin, adaptive purpose, and cognitive, cultural, and biological underpinnings of social vision that will help to shape and guide the way we think about and examine social visual perception. The Science of Social Vision will provide a valuable resource for students and scholars across a wide range of fields, including cognitive, developmental, and social psychology, vision science, cognitive neuroscience, social neuroscience, and ethology.

Contents:
S. Chiat, Mapping Theories of Developmental Language Impairment: Premises, Predictions and Evidence. M.S.C. Thomas, J. Grant, Z. Barham, M. Gsodl, E. Laing, L. Lakusta, L.K. Tyler, S. Grice, S. Paterson, A. Karmiloff-Smith, Past Tense Formation in Williams Syndrome. H.K.J. van der Lely, M.T. Ullman, Past Tense Morphology in Specifically Language Impaired and Normally Developing Children. V. Volterra, O. Capirci, M.C. Caselli, What Atypical Populations Can Reveal about Language Development: The Contrast Between Deafness and Williams Syndrome. K. Nation, C.M. Marshall, M.J. Snowling, Phonological and Semantic Contributions to Children's Picture Naming Skill: Evidence from Children with Developmental Reading Disorders. J.E. Dockrell, D. Messer, R. George, Patterns of Naming Objects and Actions in Children with Word Finding Difficulties. M.M. Kjelgaard, H. Tager-Flusberg, An Investigation of Language Impairment in Autism: Implications for Genetic Subgroups. J.L. Evans, M.W. Alibali, N.M. McNeil, Divergence of Verbal Expression and Embodied Knowledge: Evidence from Speech and Gesture in Children with Specific Language Impairment.

The everyday capacity to understand the mind, or 'mindreading', plays an enormous role in our ordinary lives. Shaun Nichols and Stephen Stich provide a detailed and integrated account of the intricate web of mental components underlying this fascinating and multifarious skill. The imagination, they argue, is essential to understanding others, and there are special cognitive mechanisms for understanding oneself. The account that emerges has broad implications for longstanding philosophical debates over the status of folk psychology.
Mindreading is another trailblazing volume in the prestigious interdisciplinary Oxford Cognitive Science series.

The cognitive revolution in the 1950s and 1960s led researchers to view the human mind--like a computer--as an information-processing system that encodes, represents, and stores information and is constrained by limits on hardware (the brain) and software (learning strategies and rules). The emergence of new behavioral, computational, and neuroscience methodologies, has deeply expanded psychologists' understanding of the workings of the infant, child, and adult mind. One result is that research has focused on mechanisms of change, over developmental time, in the information-processing mind.
In this book, Lisa Oakes, Cara Cashon, Marianella Casasola, and David Rakison bring together the recent findings and theories about the origins and early development of the information-processing mind, and provide insight into the future directions in the study of infant perception and cognition. The contributors represent a wide-range of research areas in the study of infant perception and cognition, who emphasize the use of diverse methodological techniques to address key questions about development. Their chapters demonstrate how the combination of historical perspectives on the information-processing approach to cognition and recent advances in behavioral, computational, and neuroscience approaches to cognition has contributed to our understanding of how abilities ranging from visual attention to face processing to object categorization have developed during infancy. Across this broad range of topics, it is clear that much of our modern understanding of infant perceptual and cognitive development emerges from the foundation of classic information-processing models of development, such as that of Leslie B. Cohen (1991). The recent advances illustrated in this book show how researchers have built on this foundation to uncover the mechanisms that drive developmental change.

Based on a collection of chapters of leading scholars in the field, the purpose of this book is to intervene in current debates on the scientific foundation of psychological theory, methodology and research practice, and to offer an in-depth, situated and contextual understanding of psychological generalization. This book aims to contribute to a theoretical and methodological vocabulary which includes the subjective dimension of human life in psychological inquiry, and roots processes of generalization in persons' common, social, cultural and material practices of everyday living. The volume is directed to students, professors, and researchers in psychology as well as to scholars in other branches of the humanities and social science where psychology and especially subjectivity, everyday practice and the development of psychological knowledge is an issue. The volume will be of particular interest to scholars in the field of cultural psychology, critical psychology, psychology of everyday life as well as psychological methodology and qualitative studies of everyday life including the various critical undergraduate, graduate, master, and PhD programs. The book will also be of special interest for scholars working in social psychology, history of psychology, general psychology, theoretical psychology, environmental psychology and political psychology.

Several studies have suggested that education and/or literacy may protect not only against the effects of biological aging but also against the clinical manifestation of cerebral neuropathology.

In clinical neuro-psychology, much debate has centered on whether the brain is more likely to degenerate as a result of overuse or underuse. There is a popular belief that an active mental life may delay the cognitive deterioration associated with normal aging. Animal studies also support the concept that environment can influence brain development.

This special issue brings together data from neuro-psychology and neuro-imaging studies, and evoked potentials that analyse the impact of literacy on the functional organization of the adult brain. Discussion of how specific life experiences such as learning how to read and write can change patterns of brain activation and implications of these findings for the theory of cognitive and brain reserve are presented.

This book brings together ideas from experts in cognitive science, mathematics, and mathematics education to discuss these issues and to present research on how mathematics and its learning and teaching are evolving in the Information Age. Given the ever-broadening trends in Artificial Intelligence and the processing of information generally, the aim is to assess their implications for how math is evolving and how math should now be taught to a generation that has been reared in the Information Age. It will also look at the ever-spreading assumption that human intelligence may not be unique-an idea that dovetails with current philosophies of mind such as posthumanism and transhumanism. The role of technology in human evolution has become critical in the contemporary world. Therefore, a subgoal of this book is to illuminate how humans now use their sophisticated technologies to chart cognitive and social progress. Given the interdisciplinary nature of the chapters, this will be of interest to all kinds of readers, from mathematicians themselves working increasingly with computer scientists, to cognitive scientists who carry out research on mathematics cognition and teachers of mathematics in a classroom.

In this book, the authors Bruce J. Diamond, Amy E. Lear, and Katherine Makarec argue that there is an inner world within all of us that profoundly impacts our lives and that memories, perceptions, tastes, preferences, biases, and beliefs are encoded and expressed on an unaware, largely non-conscious level. Many aspects of our lives and actions are guided and influenced by factors about which we may know very little but which nevertheless alter the quality, substance, and trajectory of our lives, our loves, our likes, and our dislikes. Drawing on novel experimental designs and computer and imaging-based technologies, the authors demonstrate that people can react to faces and places in measurable ways, despite the fact that they may profess to having never seen or visited these faces or places. The authors show that these unaware phenomena are not isolated instances, but rather that they permeate and influence virtually every aspect of our lives.

This book discusses the development of Edward Tolman's purposive behaviourism from the 1920s to the 1950s, highlighting the tension between his references to cognitive processes and the dominant behaviourist trends. It shows how Tolman incorporated concepts from European scholars, including Egon Brunswik and the Gestalt psychologists, to justify a more purposive form of behaviourism and how the theory evolved in response to the criticisms of his contemporaries. The manuscript also discusses Tolman's political activities, culminating in his role in the California loyalty oath controversy in the 1950s. Tolman was involved in a number of progressive causes during his lifetime, activities that drew the attention of both state legislators in California and the Federal Bureau of Investigation. It treats Tolman's theoretical and political activities as emanating from the same source, a desire to understand the learning process in a scientific manner and to apply these concepts to improve the human condition.

This book offers a survey of the state of the art in the field of motion sickness. It begins by describing the historical background and the current definition of motion sickness, then discusses the prevalence among individuals, along with the physiological and psychological concomitants of the disorder. It reviews the incidence of motion sickness in numerous provocative motion environments and discusses various personal factors that appear to influence this aspect. Various characteristics of provocative motion stimuli are also described, together with the results of studies conducted in the laboratory, on motion simulators and at sea. Laboratory tests that could potentially be used to assess an individual's susceptibility to motion sickness and his or her ability to adapt to motion environments are presented in detail, together with the ways in which individuals might be trained to prevent motion sickness or more effectively cope with motion environments. In closing, the book reports on the cognitive-behavioral approach developed by the author (Dobie, 1963) as well as the various desensitization programs employed in military settings, and discusses the relative effectiveness of these methods in comparison to cognitive-behavioral counseling.

This book provides a detailed example of an eye-tracking method for comparing the reading experience of a literary source text readers with readers of a translation at stylistically marked points. Drawing on principles, methods and inspiration from fields including translation studies, cognitive psychology, and language and literary studies, the author proposes an empirical method to investigate the notion of stylistic foregrounding, with 'style' understood as the distinctive manner of expression in a particular text. The book employs Raymond Queneau's Zazie dans le metro (1959) and its English translation Zazie in the Metro (1960) as a case study to demonstrate the proposed methods. This book will be of particular interest to students and scholars of translation studies, as well as those interested in literary reception, stylistics and related fields.

A Guide to Clinical Supervision: The Supervision Pyramid provides a combined view of theory and research-based, step-by-step guidelines for conducting supervision. This book focuses on one main tool, The Supervision Pyramid, a clear and dynamic model covering multifacets of the supervisory process. It provides readers with a system of competencies within the current framework of competency based learning and evaluations within training standards. Case examples, sample forms, questions for reflection and group activities are included throughout the book. Each chapter connects the Supervision Pyramid with practical activities, while also providing a detailed summary at the end of each chapter.

This handbook offers an authoritative, one-stop reference work for the dynamic and expanding field of language learning motivation. The 32 chapters have been specially commissioned from the field's most influential researchers and writers. Together they present a compelling picture of the motivations people have for learning languages, the diverse ways we can research motivation, and the implications for promoting and sustaining learners' motivation. The first section outlines the main theoretical approaches to language learning motivation; the next section presents ways in which motivation theory has been applied in practice; the third section showcases examples of motivation research in particular contexts and with particular types of language learners; and the final section describes the exciting directions that contemporary research is taking, promising important new insights for academics and practitioners alike.

This book presents a comprehensive survey of perceptual expertise in visual object recognition, and introduces a novel collaborative model, codified as the "Perceptual Expertise Network" (PEN). This unique group effort is focused on delineating the domain-general principles of high-level visual learning that can account for how different object categories are processed and come to be associated with spatially localized activity in the primate brain. PEN's approach brings together different traditions and techniques to address questions such as how expertise develops, whether there are different kinds of experts, whether some disorders such as autism or prosopagnosia can be understood as a lack or loss of expertise, and how conceptual and perceptual information interact when experts recognize and categorize objects. The research and results that have been generated by these questions are presented here, along with a variety of other questions, background information, and extant issues that have emerged from recent studies, making this book a complete overview on the topic.

Some mental events are conscious, some are unconscious. What is the difference between the two? Uriah Kriegel offers an answer. His aim is a comprehensive theory of the features that all and only conscious mental events have. The key idea is that consciousness arises when self-awareness and world-awareness are integrated in the right way. Conscious mental events differ from unconscious ones in that, whatever else they may represent, they always also represent themselves, and do so in a very specific way. Subjective Consciousness is a fascinating new move forward towards a full understanding of the mind.

Arguments over the developmental origins of human knowledge are ancient, founded in the writings of Plato, Aristotle, Descartes, Hume, and Kant. They have also persisted long enough to become a core area of inquiry in cognitive and developmental science. Empirical contributions to these debates, however, appeared only in the last century, when Jean Piaget offered the first viable theory of knowledge acquisition that centered on the great themes discussed by Kant: object, space, time, and causality. The essence of Piaget's theory is constructivism: The building of concepts from simpler perceptual and cognitive precursors, in particular from experience gained through manual behaviors and observation.
The constructivist view was disputed by a generation of researchers dedicated to the idea of the "competent infant," endowed with knowledge (say, of permanent objects) that emerged prior to facile manual behaviors. Taking this possibility further, it has been proposed that many fundamental cognitive mechanisms -- reasoning, event prediction, decision-making, hypothesis testing, and deduction -- operate independently of all experience, and are, in this sense, innate. The competent-infant view has an intuitive appeal, attested to by its widespread popularity, and it enjoys a kind of parsimony: It avoids the supposed philosophical pitfall posed by having to account for novel forms of knowledge in inductive learners. But this view leaves unaddressed a vital challenge: to understand the mechanisms by which new knowledge arises.
This challenge has now been met. The neoconstructivist approach is rooted in Piaget's constructivist emphasis on developmental mechanisms, yet also reflects modern advances in our understanding of learning mechanisms, cortical development, and modeling. This book brings together, for the first time, theoretical views that embrace computational models and developmental neurobiology, and emphasize the interplay of time, experience, and cortical architecture to explain emergent knowledge, with an empirical line of research identifying a set of general-purpose sensory, perceptual, and learning mechanisms that guide knowledge acquisition across different domains and through development.

Continuous Issues in Numerical Cognition: How Many or How Much re-examines the widely accepted view that there exists a core numerical system within human beings and an innate ability to perceive and count discrete quantities. This core knowledge involves the brain's intraparietal sulcus, and a deficiency in this region has traditionally been thought to be the basis for arithmetic disability. However, new research findings suggest this wide agreement needs to be examined carefully and that perception of sizes and other non-countable amounts may be the true precursors of numerical ability. This cutting-edge book examines the possibility that perception and evaluation of non-countable dimensions may be involved in the development of numerical cognition. Discussions of the above and related issues are important for the achievement of a comprehensive understanding of numerical cognition, its brain basis, development, breakdown in brain-injured individuals, and failures to master mathematical skills.

This book presents a journey into how language is put together for speaking and understanding and how it can come apart when there is injury to the brain. The goal is to provide a window into language and the brain through the lens of aphasia, a speech and language disorder resulting from brain injury in adults. This book answers the question of how the brain analyzes the pieces of language, its sounds, words, meaning, and ultimately puts them together into a unitary whole. While its major focus is on clinical, experimental, and theoretical approaches to language deficits in aphasia, it integrates this work with recent technological advances in neuroimaging to provide a state-of-the-art portrayal of language and brain function. It also shows how current computational models that share properties with those of neurons allow for a common framework to explain how the brain processes language and its parts and how it breaks down according to these principles. Consideration will also be given to whether language can recover after brain injury or when areas of the brain recruited for speaking, understanding, or reading are deprived of input, as seen with people who are deaf or blind. No prior knowledge of linguistics, psychology, computer science, or neuroscience is assumed. The informal style of this book makes it accessible to anyone with an interest in the complexity and beauty of language and who wants to understand how it is put together, how it comes apart, and how language maps on to the brain.

The study of mental imagery has been a central concern of modern psychology, but most of what we know concerns visual imagery. A number of researchers, however, have recently begun to explore auditory imagery; this foundation-level volume presents their work. The topics covered are diverse, a reflection of the fact that auditory imagery seems relevant to numerous research domains -- from the ordinary memory rehearsal of undergraduates to the delusional voices of schizophrenics, from music imagery to imagery for speech. The chapters also address the parallels (and contrasts) between visual and auditory imagery, the relations between "inner speech" and overt speech, and between the "inner ear" and actual hearing. This book provides a valuable resource for students in many areas: imagery, working memory, music, speech, auditory perception, schizophrenia, or deafness.

A critical examination of the advancing intellectual developments in artificial intelligence and evaluation of their salient philosophical and psychological implications. This book contains a wealth of research and theory across major domains of cognition that support the broad intellectual artificial intelligence objective of developing a structured and detailed unified science of human and computational intelligence.

The significant philosophical and psychological implications that derive from pursuing an extraordinary intellectual objective of developing an abstract science of intelligence supported by specific theory and research will be of special interest to creative scholars in the disciplines of the sciences of cognition. By considering philosophical and psychological implications derived directly from current theory and research, this book is distinguished from speculative books lacking in intellectual grounding.

Trust in Human-Robot Interaction addresses the gamut of factors that influence trust of robotic systems. The book presents the theory, fundamentals, techniques and diverse applications of the behavioral, cognitive and neural mechanisms of trust in human-robot interaction, covering topics like individual differences, transparency, communication, physical design, privacy and ethics.