This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 16th annual meeting of the Cognitive Science Society.

Learning to read and the teaching of reading have long been surrounded with controversy. Originally published in 1969, this book takes the view that the subject is best approached via linguistic theory. The relationship between reading and spoken language is clearly brought out in the author's attempt to define more closely the area in which the teacher has to operate when teaching children to read. His analysis of reading problems in children up to the age of 11 will encourage experienced teachers to question constructively their own beliefs and practices, while the book as a whole provides a valuable introduction to the psychology of reading for the student of education.

Contents:
Contents. Preface. Part I: The Outer Me/Inner Me Dichotomy. The Birth of an Idea. The Outer Me. The Inner Me. Part II: Other Conscious/Unconscious Distinctions. Psychodynamic Distinctions. Cognitive Distinctions. Part III: The Human Objectives. Survival. Reproduction. Relating. Part IV: The Receptive and Responsive Me. Sensory Input. Emotion. Memory. Part V: The Active Me. Motor Action. Communication and Language. Mental Activity. Part VI: The Complex Me. Deception and Self-Deception. Delusions and Hallucinations. Dreams. Part VII: The Social Me. The Arts. Humour. Religion. Bibliography. Author Index. Subject Index.

This book is one of the shortest and clearest of the many popular books upon modern psychology which have been published. The beginner would find this book, with its clear explanations of technical terms, a useful companion to more advanced treatises.

This volume presents a series of studies that expand laws, invariants, and principles of psychophysics beyond its classical domain of sensation. This book's goal is to demonstrate the extent of the domain of psychophysics, ranging from sensory processes, through sensory memory and short-term memory issues, to the interaction between sensation and action. The dynamics and timing of human performance are a further important issue within this extended framework of psychophysics: Given the similarity of the various cortical areas in terms of their neuroanatomical structure, it is an important question whether this similarity is paralleled by a similarity of processes. These issues are addressed by the contributions in the present volume using state-of-the-art research methods in behavioral research, psychophysiology, and mathematical modeling. The book is divided into four sections. Part I presents contributions concerning the classical domain of psychophysical judgment. The next two parts are concerned with elementary and higher-order processes and the concluding section deals with psychophysical models. The sections are introduced by guest editorials contributed by independent authors. These editorials present the authors' personals view on the respective section, providing an integrated account of the various contributions or highlighting their focus of interest among them. While also voicing their own and sometimes different point of view, they contribute to the process of discussion that makes science so exciting. This volume should be of great interest to advanced students in neuroscience, cognitive science, psychology, neuropsychology, and related areas who seek to evaluate the range and power of psychological work today. Established scientists in those fields will also appreciate the variety of issues addressed within the same methodological framework and their multiple interconnections and stimulating "cross-talk."

How is it possible to think new thoughts? What is creativity and can science explain it? And just how did Coleridge dream up the creatures of The Ancient Mariner?

When The Creative Mind: Myths and Mechanisms was first published, Margaret A. Boden's bold and provocative exploration of creativity broke new ground. Boden uses examples such as jazz improvisation, chess, story writing, physics, and the music of Mozart, together with computing models from the field of artificial intelligence to uncover the nature of human creativity in the arts.

The second edition of The Creative Mind has been updated to include recent developments in artificial intelligence, with a new preface, introduction and conclusion by the author. It is an essential work for anyone interested in the creativity of the human mind.

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.

This special issue of "Mind, Culture, and Activity" revisits Rommetveit's ideas in admiration for his quest to understand meaning, language, and mind. It also reflects the inspiration he has provided for those struggling with these issues. Written by those studying Rommetveit and one by Rommetveit himself, all three articles are attempts to spell out, extend, and apply ideas that Rommetveit outlined in his writings at some point early in his career. Rommetveit, however has moved ahead in his struggle to understand the ethical dimensions of communication--including the communication involved in the study of communication--which represents his newest project.

Cognitive Science, Literature, and the Arts is the first student-friendly introduction to the uses of cognitive science in the study of literature, written specifically for the non-scientist. Patrick Colm Hogan guides the reader through all of the major theories of cognitive science, focusing on those areas that are most important to fostering a new understanding of the production and reception of literature. This accessible volume provides a strong foundation of the basic principles of cognitive science, and allows us to begin to understand how the brain works and makes us feel as we read.

Contents:
Martin, Caramazza, Neuropsychological and Neuroimaging Perspectives on Conceptual Knowledge: An Introduction. Capitani, Laiacona, Mahon, Caramazza, What are the Facts of Semantic Category-specific Deficits? A Critical Review of the Clinical Evidence. Humphreys, Riddoch, A Case Series Analysis of 'Category-specific' Deficits of Living Things: The HIT Account. Lambon Ralph, Patterson, Garrard, Hodges, Semantic Dementia with Category Specificity: A Comparative Case Series Study. Borgo, Shallice, Category-specificity and Feature Knowledge: Evidence from New Sensory-quality Categories. Crutch, Warrington, The Selective Impairment of Fruit and Vegetable Knowledge: A Multiple Processing Channels Account of Fine-grain Category Specificity. Samson, Pillon, A Case of Impaired Knowledge for Fruit and Vegetables. Farah, Rabinowitz, Genetic and Environmental Influences on the Organisation of Semantic Memory in the Brain: Is "Living Things" an Innate Category? Tranel, Kemmerer, Adolphs, Damasio, Damasio, Neural Correlates of Conceptual Knowledge for Actions. Mahon, Caramazza, Constraining Questions about the Organisation and Representation of Conceptual Knowledge. Kyle, Simmons, Barsalou, The Similarity-in-topography Principle: Reconciling Theories of Conceptual Deficits. Dehaene, Piazza, Pinel, Cohen, Three Parietal Circuits for Number Processing. Gauthier, James, Curby, Tarr, The Influence of Conceptual Knowledge on Visual Discrimination. Kan, Barsalou, Solomon, Minor, Thompson-Schill, Role of Mental Imagery in a Property Verification Task: fMRI Evidence for Perceptual Representations of Conceptual Knowledge. Tyler, Bright, Tavares, Pilgrim, Fletcher, Greer, Moss, Do Semantic Categories Activate Distinct Cortical Regions? Evidence for a Distributed Neural Semantic System. Price, Noppeney, Phillips, Devlin. How Is the Fusiform Gyrus Related to Category-specificity? Martin, Weisberg, Neural Foundations for Understanding Social and Mechanical Concepts.

Therapists Kathleen Burns Kingsbury and Mary Ellen Williams have treated hundreds of people with eating disorders in their many years of practice, from slender seven-year old Madeline who 'feels fat', to Clare, an overwhelmed mother who can only cope with stress by bingeing three times a day.

In Weight Wisdom, they draw on their vast experience to illuminate a clear and practical path to recovery, offering a unique collection of daily affirmations that focus on the irrational beliefs, thoughts, and fears behind eating disordered behaviour. In this powerful guide, Kingsbury and Williams equip readers with simple reflections, vignettes, and everyday analogies that they have successfully used with their own clients to counter destructive feelings and shatter distorted ideas of food and weight. Pithy and positive statements replace compulsive, perfectionist rules with new strategies to cope with blame, guilt, vulnerability, and self-criticism. Concrete activities help people with eating problems get off the scale, get in touch with their feelings, and make friends with their bodies. Written by experienced therapists who understand the needs and fears of people with eating problems, the book is a refreshing guide to lasting change and recovery.

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Narrative Gravity explores the anti-foundationalist, anti-essentialist idea that our stories make us up, rather than we make up our stories.
The cognitive scientist Daniel C. Dennett has suggested that human beings tell stories as compulsively as beavers build dams or birds nests. Our basic identities are conferred on us by the myriad takes we hear and narrate throughout our lifetimes. All 'selves' are 'centres of narrative gravity'.
But even if it is true that we are born to weave stories, why is it that we are so 'programmed'? Narrative Gravity attempts to answer this question by carrying the important but embryonic notion that stories are obsessive self-constructions, to its logical conclusion. The book argues that narrative - a universal form found in every known human culture - functions as a 'species of natural theory'.
This is a foundational text for students of linguistics, philosophy and literary theory.

Pointing has captured the interest of scholars from various fields who study communication. However, ideas and findings have been scattered across diverse publications in different disciplines, and opportunities for interdisciplinary exchange have been very limited. The editor's aim is to provide an arena for such exchange by bringing together papers on pointing gestures from disciplines, such as developmental psychology, psycholinguistics, sign-language linguistics, linguistic anthropology, conversational analysis, and primatology.
Questions raised by the editors include:
*Do chimpanzees produce and comprehend pointing gestures in the same way as humans?
*What are cross-cultural variations of pointing gestures?
*In what sense are pointing gestures human universal?
*What is the relationship between the development of pointing and language in children?
*What linguistic roles do pointing gestures play in signed language?
*Why do speakers sometimes point to seemingly empty space in front of them during conversation?
*How do pointing gestures contribute to the unfolding of face-to-face interaction that involves objects in the environment?
*What are the semiotic processes that relate what is pointed at and what is actually "meant" by the pointing gesture (the relationship between the two are often not as simple as one might think)?
*Do pointing gestures facilitate the production of accompanying speech?
The volume can be used as a required text in a course on gestural communication with multidisciplinary perspectives. It can also be used as a supplemental text in an advanced undergraduate or graduate course on interpersonal communication, cross-cultural communication, language development, and psychology of language.

In this timely and comprehensive text, Cesare Cornoldi and Tomaso Vecchi describe their recently developed experimental approach to the investigation of visuo-spatial cognition, based upon the analysis of individual differences.
A review of the most influential theoretical advances in the study of visuo-spatial cognition is presented, including both critical analysis and comparisons between the distinct approaches. In addition, the authors describe recent research into memory for spatial configurations, mental manipulation and the active integration of visuo-spatial information. This includes studies on the effects of congenital blindness on mental imagery abilities, developmental and age-related modifications, gender effects, and the role of genetic syndromes in determining visuo-spatial abilities. The authors draw together these distinct areas of research and integrate the findings within an innovative framework of working memory.
This text will be a valuable resource for advanced undergraduate and postgraduate students of psychology, as well as researchers in the fields of cognitive psychology, neuropsychology and neuroscience.

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Much of the groundbreaking work in many fields is now occurring at the intersection of traditional academic disciplines. This development is well demonstrated in this important and unique volume, which offers a multidisciplinary view of current findings and cutting-edge issues involving the relationship between mind, brain, and language. Marie T. Banich and Molly Mack have edited a collection of 11 invited chapters from top researchers (and have contributed two of their own chapters) to create a volume organized around five major topics--language emergence, influence, and development; models of language and language processing; the neurological bases of language; language disruption and loss; and dual-language systems. Topics range from the evolution of language and child-language acquisition to brain imaging and the "bilingual brain." To maintain continuity throughout, care has been taken to ensure that the chapters have been written in a style accessible to scholars across many disciplines, from anthropology and psycholinguistics to cognitive science and neurobiology. Because of its depth and breadth, this book is appropriate both as a textbook in a variety of undergraduate and graduate-level courses and as a valuable resource for researchers and scholars interested in further understanding the background of and current developments in our understanding of the mind/brain/language relationship.

"Group Creativity" explores the unique form of creativity that emerges from collaborating groups. Dr. Sawyer draws on his studies of jazz ensembles and improvisational theater groups to develop a model of creative group processes. He applies this model of group creativity to a wide range of collaborating groups, including group learning in classrooms and innovative teams in organizations.
In group creativity, a group comes together to collaboratively create in real time. The creative inspiration emerges from the interaction and communication among the members, and makes the result more than the sum of its parts. The dynamic, moment-to-moment communication among jazz musicians and improvising actors is the primary topic of the book. Sawyer explores performers' close listening and sensitivity, the submerging of the ego to the group mind, and the ways that performers work together to create something better than and different from what one solitary individual could create alone. These explorations provide insight into all forms of group creativity and collaboration.

Howard E. Gruber has changed the domain of creative studies in several ways: by making it more realistic with his systems theory, introducing the idea of "a theory of the individual" and developing a method to this ends, and positioning the domain of creative studies where it can build on the domain of morality. He has opened more than a few eyes to a new domain--moral creativity--and this special issue shows Gruber's influence in this regard. As a result, this first Festschrift of "Creativity Research Journal" provides readers with unique, novel, and creative ideas.

Cognitive poetics is a new way of thinking about literature, involving the application of cognitive linguistics and psychology to literary texts. This student-friendly book provides a set of case studies to help students understand the theory and master the practice of cognitive poetics in analysis.
In each chapter, contributors present a practical application of the methods and techniques of cognitive poetics, to a range of texts, from Wilfred Owen, to Roald Dahl. This book is critical reading for students on courses in cognitive poetics, stylistics and literary linguistics.

eBook available with sample pages: 0203417739

"Group Creativity" explores the unique form of creativity that emerges from collaborating groups. Dr. Sawyer draws on his studies of jazz ensembles and improvisational theater groups to develop a model of creative group processes. He applies this model of group creativity to a wide range of collaborating groups, including group learning in classrooms and innovative teams in organizations.
In group creativity, a group comes together to collaboratively create in real time. The creative inspiration emerges from the interaction and communication among the members, and makes the result more than the sum of its parts. The dynamic, moment-to-moment communication among jazz musicians and improvising actors is the primary topic of the book. Sawyer explores performers' close listening and sensitivity, the submerging of the ego to the group mind, and the ways that performers work together to create something better than and different from what one solitary individual could create alone. These explorations provide insight into all forms of group creativity and collaboration.

Cognitive poetics is a new way of thinking about literature, involving the application of cognitive linguistics and psychology to literary texts. This student-friendly book provides a set of case studies to help students understand the theory and master the practice of cognitive poetics in analysis.
In each chapter, contributors present a practical application of the methods and techniques of cognitive poetics, to a range of texts, from Wilfred Owen, to Roald Dahl. This book is critical reading for students on courses in cognitive poetics, stylistics and literary linguistics.

Metalinguistic Awareness and Second Language Acquisition is the first book to present an in-depth overview of metalinguistic awareness as it relates to SLA. In this volume, Roehr-Brackin discusses metalinguistic awareness in the context of both child and adult language learning, and outlines the various methods that can be used to measure metalinguistic awareness. The author presents different approaches to metalinguistic awareness, including a cognitive-developmental perspective that explains how the concept relates to literacy, and an applied linguistics perspective that understands metalinguistic awareness as explicit or conscious knowledge about language. Roehr-Brackin explores the role of metalinguistic awareness in language education aimed at young learners, as well as in instructed adult SLA. This book is an excellent resource for those researching or taking courses in second language acquisition, bi- and multilingualism, and language teaching.

Language, Literacy, and Cognitive Development addresses the impact of language and literacy on cognitive development.

Top researchers examine the cognitive significance of the growth in children's ability to express themselves symbolically, whether that involves communicating linguistically, mathematically, logically, or through some other symbol system expressed in speech, gesture, notations, or some other means.

The book contributes to refining and answering questions regarding the nature, origin, and development of symbolic communication in all its forms, and their consequences for the cognitive development of the younger child at home and the older child at school.

Originally published in 1980, this is a book about the psychology of figurative language. It is however, eclectic and therefore should be of interest to professionals and students in education, linguistics, philosophy, sociolinguistics, and other concerned with meaning and cognition. The editors felt there was a pressing need to bring together the growing empirical efforts of this topic. In a sense, recognition of the theoretical importance of figurative language symbolized the transition from the psycholinguistics of the 1960s to that of the late 1970s, that is from a linguistic semantics to a more comprehensive psychological semantics with a healthy respect for context, inference, world knowledge, and above all creative imagination. The organization of the volume reflects the more basic, general concerns with cognition - from historical and philosophical background, through problems of mental representation and semantic theory, to developmental trends, and to applications in problem solving.

This textbook provides a tutorial introduction to behavioral applications of control theory. Control theory describes the information one should be sensitive to and the pattern of influence that one should exert on a dynamic system in order to achieve a goal. As such, it is applicable to various forms of dynamic behavior. The book primarily deals with manual control (e.g., moving the cursor on a computer screen, lifting an object, hitting a ball, driving a car), both as a substantive area of study and as a useful perspective for approaching control theory. It is the experience of the authors that by imagining themselves as part of a manual control system, students are better able to learn numerous concepts in this field.
Topics include varieties of control theory, such as classical, optimal, fuzzy, adaptive, and learning control, as well as perception and decision making in dynamic contexts. The authors also discuss implications of control theory for how experiments can be conducted in the behavioral sciences. In each of these areas they have provided brief essays intended to convey key concepts that enable the reader to more easily pursue additional readings. Behavioral scientists teaching control courses will be very interested in this book.

A look at the extraordinary ways the brain turns thoughts into actions-and how this shapes our everyday lives Why is it hard to text and drive at the same time? How do you resist eating that extra piece of cake? Why does staring at a tax form feel mentally exhausting? Why can your child expertly fix the computer and yet still forget to put on a coat? From making a cup of coffee to buying a house to changing the world around them, humans are uniquely able to execute necessary actions. How do we do it? Or in other words, how do our brains get things done? In On Task, cognitive neuroscientist David Badre presents the first authoritative introduction to the neuroscience of cognitive control-the remarkable ways that our brains devise sophisticated actions to achieve our goals. We barely notice this routine part of our lives. Yet, cognitive control, also known as executive function, is an astonishing phenomenon that has a profound impact on our well-being. Drawing on cutting-edge research, vivid clinical case studies, and examples from daily life, Badre sheds light on the evolution and inner workings of cognitive control. He examines issues from multitasking and willpower to habitual errors and bad decision making, as well as what happens as our brains develop in childhood and change as we age-and what happens when cognitive control breaks down. Ultimately, Badre shows that cognitive control affects just about everything we do. A revelatory look at how billions of neurons collectively translate abstract ideas into concrete plans, On Task offers an eye-opening investigation into the brain's critical role in human behavior.