The impact of public narratives has been so broad (including effects on beliefs and behavior but extending beyond to emotion and personality), that the stakeholders in the process have been located across disciplines, institutions, governments, and, indeed, across epochs. "Narrative Impact" draws upon scholars in diverse branches of psychology and media research to explore the subjective experience of public narratives, the affordances of the narrative environment, and the roles played by narratives in both personal and collective spheres. The book brings together current theory and research presented primarily from an empirical psychological and communications perspective, as well as contributions from literary theory, sociology, and censorship studies.
To be commensurate with the broad scope of influence of public narratives, the book includes the narrative mobilization of major social movements, the formation of self-concepts in young people, banning of texts in schools, the constraining impact of narratives on jurors in the court room, and the wide use of education entertainment to affect social changes.
Taken together, the interdisciplinary nature of the book and its stellar list of contributors set it apart from many edited volumes. "Narrative Impact" will draw readership from various fields, including sociology, literary studies, and curriculum policy.
Providing new explanatory concepts, this book:
*is the first account on the psychology of narrative persuasion and brings together the relevant conceptualizations from within various sectors of psychology together with the major issues that concern cognate disciplines outside of psychology;
*focuses on understanding the mechanisms that underlie the power of public narratives to achieve broad historical and social changes;
*offers breakthroughs to the future: the role of "presence" in virtual reality narratives; the role of "zines" in females' fashioning of their selves; and the central role of imagery in transportation into narrative worlds;
*explains varying roles of emotion in narrative immersion; and
*addresses the growing blurring of fact and fiction: mechanisms and implications for beliefs and behavior.

This book examines the rehabilitation of language disorders in adults, presenting new research, as well as expert insights and perspectives, into this area. The first chapter presents a study on personalised cueing to enhance word finding. Cynthia K. Thompson and her colleagues contribute a chapter describing The Northwestern Naming Battery and its use in examining for verb and noun deficits in stroke-induced and primary progressive aphasia. Heather Harris-Wright and Gilson J. Capilouto examine a multi-level approach to understanding the maintenance of global coherence in aphasia. Kathryn M. Yorkston and colleagues provide discussion on the training of healthcare professionals, and what speech and language pathology and medical education can learn from one another. Yorkston also presents a systematic review asking whether principles of motor learning can enhance retention and transfer of speech skills. Connie A. Tompkins present a single-participant experiment examining generalization of a novel treatment for coarse coding deficit in right hemisphere damage. Finally, Chris Code returns to the topic of apportioning time for aphasia treatment. This book was originally published as a special issue of Aphasiology.

This book pulls together new research and theory on the verbal communication of emotions by an international, cross-disciplinary group of recognized experts in affective communication. The book's goal is to provide readers with a comprehensive view of current research and encourage cross-disciplinary interaction. Topics include analyses of literal and figurative expressions for emotions, studies of the use of metaphor and other figurative expressions for emotion, analysis of the role of conversational partners in creating emotional meaning, and the effects of culture on emotional communication.
The chapters are organized into three broad areas: background theory, figurative language use, and social/cultural aspects of emotional communication. Part I reviews fundamental issues in the verbal communication of emotion. Part II examines the role of metaphor and other figures of speech in emotional communication in both everyday language and psychotherapeutic contexts. Part III looks at ways emotions are embedded in larger socio-culture processes. Taken as a whole, the chapters provide a comprehensive look at the current state of research on the use of language in affective communication and suggest a number of interesting directions for future research.

Ritual has long been a central concept in anthropological theories of religious transmission. Ritual, Performance and the Senses offers a new understanding of how ritual enables religious representations - ideas, beliefs, values - to be shared among participants.Focusing on the body and the experiential nature of ritual, the book brings together insights from three distinct areas of study: cognitive/neuroanthropology, performance studies and the anthropology of the senses. Eight chapters by scholars from each of these sub-disciplines investigate different aspects of embodied religious practice, ranging from philosophical discussions of belief to explorations of the biological processes taking place in the brain itself. Case studies range from miracles and visionary activity in Catholic Malta to meditative practices in theatrical performance and include three pilgrimage sites: the Church of the Holy Sepulchre in Jerusalem, the festival of Ramlila in Ramnagar, India and the mountain shrine of the Lord of the Shiny Snow in Andean Peru. Understanding ritual allows us to understand processes at the very centre of human social life and humanity itself, making this an invaluable text for students and scholars in anthropology, cognitive science, performance studies and religious studies.

This book honors Naomi Weisstein's foreshortened span of work published from 1964 to 1992. Naomi Weisstein was a pioneer in the areas we now call visual neuroscience, visual cognition, and cognitive neuroscience. Her enthusiastic pursuit of the mind was infectious, inspiring many others to take up the challenge. Despite her time as an active researcher being cut short, Weisstein's impact was far reaching and long lasting, and many of her ideas and insights foreshadowed today's active areas of inquiry into the inner workings of the mind. Comprising contributions from leading scholars in the field, Pioneer Visual Neuroscience outlines Weisstein's many contributions to the study of visual perception and processing and their effects on the field today. This volume will be of interest to anyone interested in visual perception, visual cognition, and cognitive neuroscience.

This book pulls together new research and theory on the verbal communication of emotions by an international, cross-disciplinary group of recognized experts in affective communication. The book's goal is to provide readers with a comprehensive view of current research and encourage cross-disciplinary interaction. Topics include analyses of literal and figurative expressions for emotions, studies of the use of metaphor and other figurative expressions for emotion, analysis of the role of conversational partners in creating emotional meaning, and the effects of culture on emotional communication.
The chapters are organized into three broad areas: background theory, figurative language use, and social/cultural aspects of emotional communication. Part I reviews fundamental issues in the verbal communication of emotion. Part II examines the role of metaphor and other figures of speech in emotional communication in both everyday language and psychotherapeutic contexts. Part III looks at ways emotions are embedded in larger socio-culture processes. Taken as a whole, the chapters provide a comprehensive look at the current state of research on the use of language in affective communication and suggest a number of interesting directions for future research.

In this book, Carl Bereiter--a distinguished and well-known cognitive, educational psychologist--presents what he calls "a new way of thinking about knowledge and the mind." He argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational challenges and opportunities of the times. Two things are required: first, to replace the mind-as-container metaphor with one that envisions a mind capable of sustaining knowledgeable, intelligent behavior without actually containing stored beliefs; second, to recognize a fundamental difference between knowledge building and learning--both of which are essential parts of education for the knowledge age. Connectionism in cognitive science addresses the first need; certain developments in post-positivist epistemology address the second. The author explores both the theoretical bases and the practical educational implications of this radical change in viewpoint.
The book draws on current new ways of thinking about knowledge and mind, including information processing, cognitive psychology, situated cognition, constructivism, social constructivism, and connectionism, but does not adhere strictly to any "camp." Above all, the author is concerned with developing a way of thinking about the mind that can usher education into the knowledge age. This book is intended as a starting point.

Embodiment of Musical Creativity offers an innovative look at the interdisciplinary nature of creativity in musical composition. Using examples from empirical and theoretical research in creativity studies, music theory and cognition, psychology and philosophy, performance and education studies, and the author's own creative practice, the book examines how the reciprocity of cognition and performativity contributes to our understanding of musical creativity in composition. From the composer's perspective the book investigates the psychological attributes of creative cognition whose associations become the foundation for an understanding of embodied creativity in musical composition. The book defines the embodiment of musical creativity as a cognitive and performative causality: a relationship between the cause and effect of our experience when composing music. Considering the theoretical, practical, contextual, and pedagogical implications of embodied creative experience, the book redefines aspects of musical composition to reflect the changing ways that musical creativity is understood and evaluated. Embodiment of Musical Creativity provides a comparative study of musical composition, in turn articulating a new perspective on musical creativity.

Originally published in 1988, neuropsychology had evolved considerably in the decade prior to publication. Methods of research had changed, new topics of interests had emerged, and there had also been an ongoing debate as to the objectives of the field. This evolution had most radically affected the study of cognitive disorders - an area that had developed particularly rapidly in the years before and that ultimately became a field of inquiry in its own right, that of cognitive neuropsychology. The contributors to this volume all share a fascination with the new perspectives for understanding how the mind works that have arisen from the study of impaired cognition. Yet, and this was very characteristic of the state of the art in cognitive neuropsychology at the time, they disagreed on many important issues, even those pertaining to the most basic assumptions of their discipline. Therefore, the first part of this book is devoted to an attempt to define and clarify these basic issues and to the confrontation of alternative views. The remaining parts present original studies on several topics of particular interest in cognitive neuropsychology.

In this book, Carl Bereiter--a distinguished and well-known cognitive, educational psychologist--presents what he calls "a new way of thinking about knowledge and the mind." He argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational challenges and opportunities of the times. Two things are required: first, to replace the mind-as-container metaphor with one that envisions a mind capable of sustaining knowledgeable, intelligent behavior without actually containing stored beliefs; second, to recognize a fundamental difference between knowledge building and learning--both of which are essential parts of education for the knowledge age. Connectionism in cognitive science addresses the first need; certain developments in post-positivist epistemology address the second. The author explores both the theoretical bases and the practical educational implications of this radical change in viewpoint.
The book draws on current new ways of thinking about knowledge and mind, including information processing, cognitive psychology, situated cognition, constructivism, social constructivism, and connectionism, but does not adhere strictly to any "camp." Above all, the author is concerned with developing a way of thinking about the mind that can usher education into the knowledge age. This book is intended as a starting point.

Originally published in 1992, this book presents original psychophysiological research based on computerized techniques of recording and evaluating event-related brain potentials. The application of multichannel magnetoencephalography greatly contributes to exact localization of corresponding neuronal generators responsible for attention. The book contains a bulk of information concerning data obtained by cognitive psychology in the area of study of attention. These results are closely linked with neurophysiological investigation of attention.

This volume represents major research issues in language production today, presenting readers with a picture of the breadth of current research in the field. Contributors have focused on models of visual word processing, aphasic speech, object recognition and language production in children. Many chapters highlight the need for psychological models of language production to learn from theoretical linguistics in order to become better informed about the structure of language itself. Therefore, this volume also includes chapters written by linguists for psychologists which serve to remind us of the complexity of structure and process in the languages of the world.

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This is an introduction to cognitive science intended for use as a textbook for advanced undergraduate and/or graduate-level courses. In it, the author presents the major experiments and theoretical arguments in cognitive psychology in some detail. Where appropriate, alternative theoretical arguments are offered, and in some cases the author explains that there are interesting questions to which psychologists do not yet have the answers.
This book is packaged in an innovative manner. The 170-page printed textbook is actually a precis of a much longer manuscript, which is produced in the form of a CD-ROM bound into the back of the book. Each chapter of the precis references the more detailed coverage and full-color illustrations which are contained on the CD-ROM, which is provided for readers who wish to delve more deeply into the material.

This double issue of Discourse Processes discusses argumentation in psychology. Topics covered include: the origins and nature of arguments; the development of argumentative discourse skill; the influence of oral discussion on written argument; changing stances on abortion during case-based reasoning tasks; and student evaluations of scientific arguments. The contributors include N.L. Stein, E.R. Albro, S.K. Brem, R.S. Bernas, M. Felton and R.C. Anderson.

Originally published in 1993, the previous decade had seen considerable development in the field of neuropsychological rehabilitation following brain damage, and the use of computerized methods attracted attention and stimulated controversy. This practically-oriented text reviews representative examples from the literature at the time relating to the training of cognitive systems with the emphasis on studies describing the use of computerized methods. The topic is discussed in context and the contents include sections on cognitive change in neurological disorders, assessment techniques, the interaction between cognition and behaviour and the advantages and disadvantages of the use of microcomputers. The authors describe the evaluation of a computerized cognitive retraining programme run at the Regional Neurological Centre in Newcastle-upon-Tyne and draw on their experience of running such programmes to give practical guidance to those wishing to set up cognitive retraining programmes.

Infant Development is written by British and North American infancy researchers. The Chapters are organised along conventional lines in sections which cover perceptual, cognitive and social development, relating new findings on infant perception to both old and new accounts of cognitive development. Links are also drawn between these topics and the development of social interaction and language. Attention is given to both traditional approaches such as Piagetian theory, and more recent approaches such as direct perception and dynamic systems theory. There is also a chapter devoted to interpreting infant development from a psychoanalytic perspective

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The con artist: from Bernie Madoff to Clark Rockefeller to Lance Armstrong. How do they get away with it? And what keeps us falling for them, over and over again? In The Confidence Game, Maria Konnikova investigates the psychological principles that underlie each stage of the swindle, from the put-up all the way to the fix, and how we can train ourselves to spot a story that isn't all it seems.

This book aims to show the centrality of a proper ontology of properties in thinking about consciousness. Philosophers have long grappled with what is now known as the hard problem of consciousness, i.e., how can subjective or qualitative features of our experience-such as how a strawberry tastes-arise from brain states? More recently, philosophers have incorporated what seems like promising empirical research from neuroscience and cognitive psychology in an attempt to bridge the gap between measurable mental states on the one hand, and phenomenal qualities on the other. In Consciousness and the Ontology of Properties, many of the leading philosophers working on this issue, as well as a few emerging scholars, have written 14 new essays on this problem. The essays address topics as diverse as substance dualism, mental causation, the metaphysics of artificial intelligence, the logic of conceivability, constitution, extended minds, the emergence of consciousness, and neuroscience and the unity and neural correlates of consciousness, but are nonetheless unified in a collective objective: the need for a proper ontology of properties to understand the hard problem of consciousness, both on non-empirical and empirical grounds.

First published in 1999, this book provides answers to many of the problems associated with the design and application of auditory warnings. It represents the position of contemporary auditory warnings research and development in a single unique volume. Application domains include air traffic control, aviation, emergency services, manufacturing, medicine, military and nuclear power. The contributors constitute many key experts in this area, some of whom are psychoacousticians, some psychologists and some ergonomists. Correspondingly, the chapters range from those covering basic topics such as audibility and localization of warnings, through psychological issues concerned with the relationship between design, understanding and the behavioural response, to the more general ergonomic issues of implementing the warnings in a particular context. Although each of the chapters takes a slightly different perspective, they all balance theoretical underpinning with practical application. The editors have undertaken to draw all of the contributions together by providing an overview of warnings research at the beginning of the book and summary of the contributions at the end. This book will appeal to all involved in the research, development, design and implementation of auditory warnings.

Developmental changes in cognitive abilities in childhood have long been of interest to researchers across many fields, including behavioral sciences, communications, education, and medicine. With the publication of research findings showing individual differences in the development of children's learning skills has come the realization that models, methodologies, and analysis approaches that include consideration of individual differences are needed. It has brought an increase in research collaborations among experts in different fields who bring different approaches together in studies of cognitive abilities. This work has yielded a growing body of knowledge about how children with normal abilities and those with developmental disorders learn, gain skills in social competency, develop decision making and planning abilities, and acquire language skills and the skills needed for reading and writing. More recently, researchers have sought to use this body of knowledge as a basis for the early identification of children at risk for cognitive delays and for the development and evaluation of intervention approaches. The chapters in this book review literature in five areas of cognition, and provide theory- and research-based information on the applications of research findings and intervention approaches. Throughout the chapters, information on the interactions of different cognitive abilities and the role of individual differences in development that influences development assessments is included.

The quest to understand the role of affect in human affairs represents one of the last frontiers in psychology. Although many people have long been fascinated by the intriguing influence of emotion on our thoughts, memories, beliefs, and judgments, the psychological mechanisms responsible for these effects remained incompletely understood until very recently. Surprisingly, most of what we know about the role of feelings in social thinking and behavior has been discovered only during the last two decades. This book offers a comprehensive review and integration of the most recent research and theories on the role of affect in social cognition and features original contributions from leading researchers active in the field. The applications of this work to areas such as clinical, organizational, forensic, health, marketing, and advertising psychology receive special emphasis throughout. The book is suitable as a core textbook in advanced courses dealing with the role of affect in social cognition and behavior or as a reference tool for those interested in the subject.

Contributors to the volume represent an international "who's who" of research scientists from the fields of psychology and measurement. It offers the insights of these leading authorities regarding cognition and personality. In particular, they address the roles of constructs and values in clarifying the theoretical and empirical work in these fields, as well as their relation to educational assessment. It is intended for professionals and students in psychology and assessment, and almost anyone doing research in cognition and personality.

First published in 1991, this book consists of 13 articles that were originally published in the journal Anxiety Research. They address the topic of anxiety and self-focused attention from a variety of perspectives, representing recent advances in social, clinical and personality psychology at the time. As a whole, the book poses a stimulating theoretical challenge to traditional anxiety research, which had been dominated by psychometric issues, clinical case studies and stable personality constructs. The contributors share the view that anxiety is an emotional state of distress dependent upon specific antecedent cognitive processes such as self-awareness, perceived role discrepancy or unfavourable expectancies.

The unique perspective of Richard E. Snow, in recent years one of the most distinguished educational psychologists, integrates psychology of individual differences, cognitive psychology, and motivational psychology. This capstone book pulls together the findings of his own 35 years of research on aptitudes and those from (especially) European scholars, of which he had exceptional knowledge. A panel of experts and former associates completed this book after his death in 1997, expanding his notes on implications of the theory for instructional design and teaching practice. The panel developed Snow's ideas on where the field should go next, emphasizing promising research strategies.
Viewing intelligence as education's most important product, as well as its most important raw material, Snow stressed the need to consider both cognitive skills and affective-motivational characteristics. In this book, previously unconnected research and scattered theoretical ideas are integrated into a dynamic model of aptitude. Understanding the transaction between person and situation was Snow's primary concern. This volume draws from diverse resources to construct a theoretical model of aptitude as a complex process of unfolding person-situation dynamics. "Remaking the Concept of Aptitude: Extending the Legacy of Richard E. Snow: "
*presents historical and contemporary discussion of aptitude theory, illuminating recent ideas by pointing to their historic antecedents;
*provides evidence of how sound research can have practical ramifications in classroom settings;
*discusses the strengths and weaknesses of prominent research programs, including Gardner's multiple intelligence, meta-analysis, ATI experiments, and information processing;
*describes in detail specific research that has developed important concepts--for example, Czikszentmihalyi on flow; Lambrechts on success in stressful training; Sternberg on componential analysis; and Gibson on tailoring affordances to match motivations; and
*keeps statistical complexities to a minimum, and includes a simply written Appendix that explains the interpretation of key technical concepts.
By characterizing sound research in the field, this volume is useful for psychologists and educational researchers. It will also be instructive for teachers seeking to deepen their knowledge of the whole child and for parents of children facing standardized testing.

This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.