Rom Harre's career spans more than 40 years of original contributions to the development of both psychology and other human and social sciences. Recognized as a founder of modern social psychology, he developed the microsociological approach 'ethogenics' and facilitated the discursive turn within psychology, as well as developed the concept of positioning theory. Used within both philosophy and social scientific approaches aimed at conflict analysis, analyses of power relations, and narrative structures, the development and impact of positioning theory can be understood as part of a second cognitive revolution. Whereas the first cognitive revolution involved incorporating cognition as both thoughts and feelings as an ineliminable part of psychology and social sciences, this second revolution released this cognition from a focus on individuals, and towards a focus of understanding individuals as participating in public practices using public discourses as part of their cognition. This edited volume adds to the scholarly conversation around positioning theory, evaluates Rom Harre's significance for the history and development of psychology, and highlights his numerous theoretical contributions and their lasting effects on the psychological and social sciences. Included among the chapters: What is it to be a human being? Rom Harre on self and identity The social philosophy of Harre as a philosophy of culture The discursive ontology of the social world Ethics in socio-cultural psychologies Discursive cognition and neural networks The Second Cognitive Revolution: A Tribute to Rom Harre is an indispensable reader for anyone interested in his cognitive-historical turn, and finds an audience with academics and researchers in the social and human science fields of cognitive psychology, social psychology, discursive psychology, philosophy, sociology, and ethnomethodology.

Our sense of smell, as Trygg Engen reminds us early in this definitive work, has been neglected as a research area. This neglect belies the very critical role that the sense plays in human adaptation to the environment through the monitoring of odors. Smell is learned through experience and results, Engen maintains, in a schema of memory system that enables individuals to process and categorize odors. There are closer relationships between the individual detecting an odor, the circumstances or environment, and the reaction of pleasure or aversion than with the other senses. When future occasions present the same or similar odors, memory will bring back the early experience and directly affect the reaction to the new stimuli. Engen sees odor perception as mainly psychological, unlike the traditional approach which sees the sense largely as an innate mechanism with a direct physiological basis. The research underlying this book is the most current in sensory cognition, reminding the reader of the importance of the sense of smell through examples of what deprivation entails.

The author develops an appreciation of the odor-sensing ability mankind has and explores the uses to which that sense is applied. The ability to relate past to present perception--odor memory--and the gradations of odor impact are discussed, as well as the engaging questions of fragrances effects on behavior, odors and sexuality, mother-infant bonding, and pollution. This book is essential reading for all who work in areas relating to sensory perception and cognition.

Research on students' media use outside of education is just slowly taking off. Influences of information and communication technologies (ICT) on human information processing are widely assumed and particularly effects of dis- and misinformation are a current threat to democracies. Today, higher education competes with a very diverse (online) media landscape and domain-specific content from sources of varying quality, ranging from high-quality videographed lectures by top-level university lecturers, popular-scientific video talks, collaborative wikis, anonymous forum comments or blog posts to YouTube remixes of discipline factoids and unverified twitter feeds. Self-organizing learners need more knowledge, skills, and awareness on how to critically evaluate quality and select trustworthy sources, how to process information, and what cognitive, affective, attitudinal, behavioral, and neurological effects it can have on them in the long term. The PLATO program takes on the ambitious goal of uniting strands of research from various disciplines to address these questions through fundamental analyses of human information processing when learning with the Internet. This innovative interdisciplinary approach includes elements of ICT innovations and risks, learning analytics and large-scale computational modelling aimed to provide us with a better understanding of how to effectively and autonomously acquire reliable knowledge in the Information Age, how to design ICTs, and shape social and human-machine interactions for successful learning. This volume will be of interest to researchers in the fields of educational sciences, educational measurement and applied branches of the involved disciplines, including linguistics, mathematics, media studies, sociology of knowledge, philosophy of mind, business, ethics, and educational technology.

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.

For undergraduate level courses in Cognition and Theories of Learning. The psychology of human memory and cognition is fascinating, dealing with questions and ideas that are inherently interesting, such as how we think, reason, remember, and use language. Using a first person narrative, posing direct questions to the reader, and balancing classic research with cutting edge topics, the author draws in the reader and conveys the excitement of the field. Reflecting the increasing use of new technologies to study memory and cognition, Ashcraft and the new co-author, Gabriel Radvansky, continue to integrate sections on neurosciences within individual chapter topics.

What do you do when you’re under pressure, overwhelmed, and ready to get what you really want? As one of the first female F-14 Tomcat fighter pilots in the US Navy, as well as a mom, wife, business consultant, Wall Street Journal bestselling author, and global speaker, author Carey Lohrenz knows that the stress we experience can be just as intense as the stress in the cockpit of a fighter jet going Mach 2. But she’s got a secret weapon to prevail: years of training to overcome the specific natures of uncertainty, stress, burnout, anxiety, and pressure.

At our core, we know we’ve lost control. We’ve lost our grip on what we really want and who we really want to be. In order to solve the challenges of chaos and make our goals, dreams, and commitments a reality, we have to understand that in order to succeed when the pressure is on and to improve our performance overall, we’ve got to know what we can and cannot control.

In Span of Control, Lohrenz walks us through the fundamentals of surviving and succeeding during times of crisis. Weaving together eye-opening science, gripping personal stories, insightful interviews, prescriptive advice, and a high-octane dose of encouragement and practicality, Span of Control helps leaders recognize how to focus on what matters most, formulate a plan for success, and communicate what’s possible.

Drawing on classical antiquity and Western and Eastern philosophy, Richard Sorabji tackles in" Self" the question of whether there is such a thing as the individual self or only a stream of consciousness. According to Sorabji, the self is not an undetectable soul or ego, but an embodied individual whose existence is plain to see. Unlike a mere stream of consciousness, it is something that owns not only a consciousness but also a body.
Sorabji traces historically the retreat from a positive idea of self and draws out the implications of these ideas of self on the concepts of life and death, asking: Should we fear death? How should our individuality affect the way we live? Through an astute reading of a huge array of traditions, he helps us come to terms with our uneasiness about the subject of self in an account that will be at the forefront of philosophical debates for years to come. "There has never been a book remotely like this one in its profusion of ancient references on ideas about human identity and selfhood . . . . Readers unfamiliar with the subject also need to know that Sorabji breaks new ground in giving special attention to philosophers such as Epictetus and other Stoics, Plotinus and later Neoplatonists, and the ancient commentators on Aristotle (on the last of whom he is the world's leading authority)."--Anthony A. Long, "Times Literary Supplement"

How much can we learn about normal visual perception and cognition from a malfunctioning visual system? Quite a lot, as Michael McCloskey makes abundantly clear in this book. McCloskey presents his work with AH, a college student who has an extraordinary deficit in visual perception. When AH looks at an object, she sees it clearly and identifies it readily; yet she is often dramatically mistaken about where the object is or how it is oriented. For example, she may reach out to grasp an object that she sees on her left, but miss it completely because it is actually on her right; or she may see an arrow pointing up when it is really pointing down. AH's errors, together with many other clues, lead McCloskey to some very interesting conclusions about how we perceive the world. He develops theoretical claims about visual subsystems, the nature of visual location and orientation representations, attention and spatial representations, the role of the visual system in mental imagery, and the levels of the visual system implicated in awareness. Visual Reflections makes a fascinating and compelling case that we can often learn more about a process when it goes awry than when it functions flawlessly.

Originally published in 1992, this is a wide-ranging text concerned with the principles and practice of neuropsychological assessment in adults. It combines a flexible hypothesis testing approach to assessment with information on specialised test batteries. The book covers the major areas of memory, language, perception, attention, and executive dysfunctions, and includes chapters on dementia, alcohol, drug and toxic conditions, stroke and closed head injury. Assessment of dysfunction in cases involving claims for compensation and chapters on specialised assessment techniques, including automated test procedures, are provided. The book presents a sound introduction to this complex area and gives guidelines for the clinician who may need concise information on a specialised topic.

This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995). The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts. The volume foregrounds the concepts of critical digital literacy and social justice in relation to language learner and teacher autonomy and illustrates how this approach may contribute to institutional objectives for equality, diversity and inclusion in higher education around the world and will be useful for researchers and teachers alike.

This book is the third in a three-volume set that celebrates the career and achievements of Cliff Goddard, a pioneer of the Natural Semantic Metalanguage approach in linguistics. This third volume explores the potential of Minimal English, a recent offshoot of the Natural Semantic Metalanguage, with special reference to its use in Language Teaching and Intercultural Communication. Often considered the most fully developed, comprehensive and practical approach to cross-linguistic and cross-cultural semantics, Natural Semantic Metalanguage is based on evidence that there is a small core of basic, universal meanings (semantic primes) that can be expressed in all languages. It has been used for linguistic and cultural analysis in such diverse fields as semantics, cross-cultural communication, language teaching, humour studies and applied linguistics, and has reached far beyond the boundaries of linguistics into ethnopsychology, anthropology, history, political science, the medical humanities and ethics.

Languages differ from one another in bewildering and seemingly arbitrary ways. For example, in English, the verb precedes the direct object ('understand the proof'), but in Japanese, the direct object comes first. In some languages, such as Mohawk, it is not even possible to establish a basic word order. Nonetheless, languages do share certain regularities in how they are structured and used. The exact nature and extent of these "language universals" has been the focus of much research and is one of the central explanatory goals in the language sciences.
During the past 50 years, there has been tremendous progress, a few major conceptual revolutions, and even the emergence of entirely new fields. The wealth of findings and theories offered by the various language-science disciplines has made it more important than ever to work toward an integrated understanding of the nature of human language universals. This book is the first to examine language universals from a cross-disciplinary perspective. It provides new insights into long standing questions such as: What exactly defines the human capacity for language? Are there universal properties of human languages and, if so, what are they? Can all language universals be explained in the same way, or do some universals require different kinds of explanations from others? Language Universals is unique in starting with the assumption that the best way to approach these and related questions is through a dialogue between a wide range of disciplines, including linguistics, cognitive neuroscience, philosophy, computer science and biology.

The Oxford Handbook of Comparative Evolutionary Psychology ambitiously brings together an eclectic and provocative body of work from some of the brightest minds in comparative psychology and evolutionary psychology, highlighting the strengths and insights of each field. Across chapters, readers will come to appreciate the new field of "comparative evolutionary psychology," which successfully combines laboratory and field approaches, drawing on diverse methodologies and theoretical viewpoints to elucidate the mysteries of animal behavior and cognition. This comprehensive volume includes coverage of:
- Unique specializations in a wide range of taxa from insects, cephalopods, reptiles, corvids, canines, cetaceans, and primates
- Communication, cooperation, social learning, memory and cognitition in different species
- Controversial theories about the evolution of sometimes surprising abilities in species, both phylogenetically close to and distant from humans.
Suitable for seasoned researchers and graduate students alike, this volume reflects a range of views on human and non-human behavior and cognition, and advances these topics in a wide range of species.

For undergraduate courses of beginning graduate courses in Introductory Cognitive Psychology. Using a unique question-and-answer format, this text comprehensively addresses many of the overarching questions that confront and motivate today's cognitive scientists. When Daniel Willingham first approached the prospect of creating his own cognitive psychology text, he did so with the knowledge that his years of teaching experience had brought him: while many texts were relatively adequate in coverage, his students never liked them. Usually underexposed to social sciences in pre-college courses, he found his students often struggled with understanding how and why cognitive psychologists approach the problems that they do. Here, by using a unique question-and-answer format, he is able to start with questions frequently asked by students, relate those to questions cognitive scientists ask in their own research, present clear answers, and frame those answers in an interesting, lively, and comprehensive coverage of the core material. Through this accessible narrative style, Willingham shows the logical connections between each section and, by means of several new pedagogical features, encourages students to apply what they have learned in their daily lives.

Indigenous Counseling is based in universal principals/truths that promote a way to think about how to live in the world and with one another that extends beyond the scope of Western European thought. Individual health and wellness is intricately interwoven into the relationships that we establish on multiple levels in our lives, those that we establish with ourselves, with others, and with the external environments with which we live. From an Indigenous perspective, health and wellness in our individual lives, families, community and world, is the result of ancient knowledge that produces action in a way that is beneficial to all beings on the planet for generations to come. The current social and political record of our country now clearly reveals the result of a paradigm that has outlived its time. No longer can we ignore the core values of our fields of study; we must take a deeper look into the academic endeavors that inform the way we pass our cultures' values on to successive generations. While it has taken Western Science decades to catch up to Indigenous/Native Science, we now have ample scientific evidence to support claims of interconnectedness on multiple levels of individual and collective health.

This book covers the basic guidelines of Vittorio Benussi's research during the period at Graz and at Padua. It does so in the light of a thorough study of his Nachlass. The book re-evaluates Benussi's work as a historical piece, and shows how his work is still relevant today, especially in the areas of cognitive psychology and cognitive science. The volume deals with this original and ingenious - though largely ignored - scholar and discusses his work as a leading experimental psychologist. Benussi's contributions as discussed in this book were particularly relevant in the fields of visual and tactile perception, time perception, forensic psychology, hypnosis and suggestion, unconscious, and emotions. His classical papers are impressive in their originality, energy, range of approaches, experimental skill, the wealth of findings, and the quality of theoretical discussions. This book demonstrates that Benussi was ahead of his time and that his themes, experiments and research programmes are highly relevant to contemporary cognitive psychology.

The purpose of the book is to provide a comprehensive overview of hemispheric differences in sensory and perceptual processing. The first section of the book deals directly with the intra- and inter-hemispheric processing of spatial and temporal frequencies in the visual modality. The second section addresses the initial interaction between sensory and cognitive mechanisms, dealing with how the left and right cerebral hemispheres differ in their computation and representation of sensory information. The third section covers how attentional mechanisms modulate the nature of perceptual processing in the cerebral hemispheres. Section four consists of a single chapter which reviews evidence suggesting a functional linkage between upper and right visual field processing, on the one hand, and lower and left visual field processing on the other.

This work challenges the current reliance on "The Three R's" or Replacement, Reduction and Refinement which direct most animal research in the behavioral sciences. The author argues that these principles that were developed in the 1950's to guide the use of animals in research studies are outdated. He suggests that the notions of refinement and reduction are often ill-defined and can be useful only in cases where replacement is impossible.

During the past decade, emotional intelligence has been subjected to both scientific and public scrutiny. Numerous articles have been published on the topic in both academic journals and the popular press, testifying to the potential usefulness of emotional intelligence in psychology, business, education, the home, and the workplace. However, until now, there has been no systematic synthesis that grounds emotional intelligence in contemporary theory, while simultaneously sorting scientific approaches from popular fads and pseudoscience. Bringing together leading international experts from a variety of sub-disciplines, this volume aims to integrate recent research on emotional intelligence. The contributors address a set of focused questions concerning theory, measures, and applications: How does emotional intelligence relate to personality? What is the optimal approach to testing emotional intelligence? How can emotional intelligence be trained? In the final section of the book, the volume editors distill and synthesize the main points made by these experts and set forth an agenda for building a science of emotional intelligence in the future. Science of Emotional Intelligence will be an invaluable resource for researchers and professionals in psychology, education, the health sciences, and business.

Not long ago, projections of how office technologies would revolutionize the production of documents in a high-tech future carriedmany promises. The paper less office and the seamless and problem-free sharing of texts and other work materials among co-workers werejust around the corner, we were told. To anyone who has been involved in putting together a volume of the present kind, such forecasts will be met with considerable skepticism, if not outright distrust. The diskette, the email, the fax, the net, and all the other forms of communication that are now around are powerful assets, but they do not in any way reduce the flow of paper or the complexity of coordinating activities involved in producing an artifact such as a book. Instead, the reverse seems to be true. Obviously, the use of such tools requires considerable skill at the center of coordination, to borrow an expression from a chapter in this volume. As editors, we have been fortunate to have Ms. Lotta Strand, Linkoping University, at the center of the distributed activity that producing this volume has required over the last few years. With her considerable skill and patience, Ms. Strand and her work provide a powerful illustration of the main thrust of most of the chapters in this volume: Practice is a coordination of thinking and action, and many things had to be kept in mind during the production of this volume."

This book introduces a new wellbeing dimension to the theory and practice of learning space design for early childhood and school contexts. It highlights vital, yet generally overlooked relationships between the learning environment and student learning and wellbeing, and reveals the potential of participatory, values-based design approaches to create learning spaces that respond to contemporary learners' needs. Focusing on three main themes it explores conceptual understandings of learning spaces and wellbeing; students' lived experience and needs of learning spaces; and the development of a new theory and its practical application to the design of learning spaces that enhance student wellbeing. It examines these complex and interwoven topics through various theoretical lenses and provides an extensive, current literature review that connects learning environment design and learner wellbeing in a wide range of educational settings from early years to secondary school. Offering transferable approaches and a new theoretical model of wellbeing as flourishing to support the design of innovative learning environments, this book is of interest to researchers, tertiary educators and students in the education and design fields, as well as school administrators and facility managers, teachers, architects and designers.

Social media data contains our communication and online sharing, mirroring our daily life. This book looks at how we can use and what we can discover from such big data: Basic knowledge (data & challenges) on social media analytics Clustering as a fundamental technique for unsupervised knowledge discovery and data mining A class of neural inspired algorithms, based on adaptive resonance theory (ART), tackling challenges in big social media data clustering Step-by-step practices of developing unsupervised machine learning algorithms for real-world applications in social media domain Adaptive Resonance Theory in Social Media Data Clustering stands on the fundamental breakthrough in cognitive and neural theory, i.e. adaptive resonance theory, which simulates how a brain processes information to perform memory, learning, recognition, and prediction. It presents initiatives on the mathematical demonstration of ART's learning mechanisms in clustering, and illustrates how to extend the base ART model to handle the complexity and characteristics of social media data and perform associative analytical tasks. Both cutting-edge research and real-world practices on machine learning and social media analytics are included in the book and if you wish to learn the answers to the following questions, this book is for you: How to process big streams of multimedia data? How to analyze social networks with heterogeneous data? How to understand a user's interests by learning from online posts and behaviors? How to create a personalized search engine by automatically indexing and searching multimodal information resources? .

This book offers a cognitive-semantic insight into the roots of the human decisionmaking process, using the metaphor of CHOICE as CUBE. The areas of key interest are language, culture, and education as forms of social organization. This book addresses issues relevant to a number of fields, including social epistemology, cognitive linguistics, cognitive anthropology, philosophy, culture and education studies, and will be of interest to readers in these and related disciplines.

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.

The biomedical sciences have recently undergone revolutionary change, due to the ability to digitize and store large data sets. In neuroscience, the data sources include measurements of neural activity measured using electrode arrays, EEG and MEG, brain imaging data from PET, fMRI and optical imaging methods. Analysis, visualization and management of these time series data sets is a growing field of research that has become increasingly important both for experimentalists and theorists interested in brain function. Written by investigators who have played an important role in developing the subject and in its pedagogical exposition, the current volume addresses the need for a textbook in this interdisciplinary area. The book is written for a broad spectrum of readers ranging from physical scientists, mathematicians and statisticians wishing to educate themselves about neuroscience, as well as biologists who would like to learn time series analysis methods in particular, and refresh their mathematical and statistical knowledge in general, through self-pedagogy. It could also be used as a supplement for a quantitative course in neurobiology or as a textbook for instruction on neural signal processing. The first part of the book contains a set of essays meant to provide conceptual background which are not technical and should be generally accessible. Salient features include the adoption of an active perspective of the nervous system, an emphasis on function, and a brief survey of different theoretical accounts in neuroscience. The second part is the longest in the book, and contains a refresher course in mathematics and statistics leading up to time series analysis techniques. The third part contains applications of data analysis techniques to the range of data sources indicated above (also available as part of the Chronux data analysis platform from http://chronux.org), and the fourth part contains special topics.