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.

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.

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.

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.

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.

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.

Narrative comprehension, memory, motion, depth perception, synesthesia, hallucination, and dreaming have long been objects of fascination for cognitive psychologists. They have also been among the most potent sources of creative inspiration for experimental filmmakers. Lessons in Perception melds film theory and cognitive science in a stimulating investigation of the work of iconic experimental artists such as Stan Brakhage, Robert Breer, Maya Deren, and Jordan Belson. In illustrating how avant-garde filmmakers draw from their own mental and perceptual capacities, author Paul Taberham offers a compelling account of how their works expand the spectator's range of aesthetic sensitivities and open creative vistas uncharted by commercial cinema.

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.

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.

Nikolai Aleksandrovich Bernstein was one of the great neuroscientists of the twentieth century and highly respected by Western scientists even though most have never read his most important book entitled On the Construction of Movements. Bernstein's Construction of Movements: The Original Text and Commentaries is the first English translation. It supplements the translated text with a series of commentaries by scientists who knew Bernstein personally, as well as leaders in related fields including physics, motor control, and biomechanics. While written in 1947, Bernstein's book is anything but obsolete, making this English translation and accompanying commentaries an invaluable text. The translated original text presents in detail Bernstein's views on the evolutionary history of biological movement and his multi-level hierarchical scheme of the construction of movements in higher animals, including humans. The following commentaries address Bernstein's personality, the history of the book, and current views on different aspects of neuroscience covered in Bernstein's text. Ultimately, they present "a book within the book" to showcase how Bernstein's heritage has developed over the past years. This classic, available for the first time to an English-speaking audience, will prove beneficial to students, instructors, and experts of neuroscience, physics, neurophysiology, motor control, motor rehabilitation, biomechanics, dynamical systems, and related fields.

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.

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.

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.

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.

This book examines what seems to be the basic challenge in neuroscience today: understanding how experience generated by the human brain is related to the physical world we live in. The 25 short chapters present the argument and evidence that brains address this problem on a wholly trial and error basis. The goal is to encourage neuroscientists, computer scientists, philosophers, and other interested readers to consider this concept of neural function and its implications, not least of which is the conclusion that brains don't "compute."

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.

The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas - transdisciplinarity, design, cognition, and technology - this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.

Evaluation and Treatment of Neuropsychologically Compromised Children: Understanding Clinical Applications Post Luria and Reitan defines what executive functions are, discusses differences in executive functioning between normative children and those with special education needs, identifies how best to perform neuropsychological assessments of executive function using both qualitative and quantitative measures, and presents the best treatment interventions for improvement. The book makes special note of the contributions of A.R. Luria, from Russia, and Ralph M. Reitan, from the US as the "fathers" of modern neuropsychology to help readers understand current advances in theory and clinical applications relating to executive function.

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.

The Science of Religion, Spirituality, and Existentialism presents in-depth analysis of the core issues in existential psychology, their connections to religion and spirituality (e.g., religious concepts, beliefs, identities, and practices), and their diverse outcomes (e.g., psychological, social, cultural, and health). Leading scholars from around the world cover research exploring how fundamental existential issues are both cause and consequence of religion and spirituality, informed by research data spanning multiple levels of analysis, such as: evolution; cognition and neuroscience; emotion and motivation; personality and individual differences; social and cultural forces; physical and mental health; among many others. The Science of Religion, Spirituality, and Existentialism explores known contours and emerging frontiers, addressing the big question of why religious belief remains such a central feature of the human experience.

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.

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.

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.