Addiction research has a long history, but it is only recently that experimental psychologists and neuroscientists have begun to investigate the cognitive aspects of addictive behaviours. This has revealed a complex inter-play of cognitive mechanisms that subserve subjective experiences associated with addiction, such as drug craving. This has led to a marked increase in interest in the potential of such research to elucidate, for example, the processes that may lead to relapse following abstinence. Although research into the relationship between cognitive processes and addictive behaviours is currently an area of substantial growth and interest, this book has brought together the state-of-the-art in this research. As the field matures such a monograph is timely and will serve to capture the current state of knowledge, as well as identifying directions for future research. Within the book, current research and theoretical models have been synthesised by leading authors in the field of cognition and addiction, with a particular emphasis on widely investigated substances of abuse such as alcohol, nicotine, cocaine and opiates. The individual authors, all of whom are high profile researchers of international standing, have provided a series of chapters that cover mechanisms that underpin cognitive processes in addiction and their application to specific addictive behaviours.

Computers have transformed how we think, discuss and learn-as individuals, in groups, within cultures and globally. However, social media are problematic, fostering flaming, culture wars and fake news. This volume presents an alternative paradigm for computer support of group thinking, collaborative learning and joint knowledge construction. This requires expanding concepts of cognition to collectivities, like collaborative groups of networked students. Theoretical Investigations explores the conditions for group cognition, supplying a philosophical foundation for new models of pedagogy and methods to analyze group interaction. Twenty-five self-contained investigations document progress in research on computer-supported collaborative learning (CSCL)-both in Stahl's own research and during the first decade of the CSCL journal. The volume begins with two new reflections on the vision and theory that result from this research. Representing both ethnomethodological and social-constructivist research paradigms, the investigations within this volume comprise a selection of seminal and influential articles and critical commentaries that contribute to an understanding of concepts and themes central to the CSCL field. The book elaborates an innovative theory of group cognition and substantiates the pedagogical potential of CSCL. Theoretical Investigations: Philosophical Foundations of Group Cognition is essential as a graduate text for courses in educational theory, instructional design, learning and networked technologies. The investigations will also appeal to researchers and practitioners in those areas.

This book adopts an interdisciplinary approach to investigate the development of mathematical reasoning in both children and adults and to show how understanding the learner's cognitive processes can help teachers develop better strategies to teach mathematics. This contributed volume departs from the interdisciplinary field of psychology of mathematics education and brings together contributions by researchers from different fields and disciplines, such as cognitive psychology, neuroscience and mathematics education. The chapters are presented in the light of the three instances that permeate the entire book: the learner, the teacher, and the teaching and learning process. Some of the chapters analyse the didactic challenges that teachers face in the classroom, such as how to interpret students' reasoning, the use of digital technologies, and their knowledge about mathematics. Other chapters examine students' opinions about mathematics, and others analyse the ways in which students solve situations that involve basic and complex mathematical concepts. The approaches adopted in the description and interpretation of the data obtained in the studies documented in this book point out the limits, the development, and the possibilities of students' thinking, and present didactic and cognitive perspectives to the learning scenarios in different school settings. Mathematical Reasoning of Children and Adults: Teaching and Learning from an Interdisciplinary Perspective will be a valuable resource for both mathematics teachers and researchers studying the development of mathematical reasoning in different fields, such as mathematics education, educational psychology, cognitive psychology, and developmental psychology.

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"

Functional Analysis: A Practitioner's Guide to Implementation and Training provides practitioners with the most updated information about applying the wide span of current functional analysis (FA) methodologies geared specifically to applied service settings. The book serves as a self-instructional implementation to a broad-base of trainees and care-providers within schools, clinics, centers and human services organizations. Adopting a Behavioral Skills Training and competency-based training outcomes approach, the learning materials and activities featured in the book include suggested slideshow presentations, role-play exercises, pre- and post-training quizzes, natural setting evaluation methods, data recording forms, instructional scripts and reproducible handouts.

'Motor Cognition' describes the field of motor cognition - one to which the author's contribution has been seminal. The book examines how the motor actions we perform and watch others perform play a pivotal role in the construction of the 'self' - our ability to acknowledge and recognise our own identity.

Cognitive science is among the most fascinating intellectual achievements of the modern era. The quest to understand the mind is an ancient one. But modern science has offered new insights and techniques that have revolutionized this enquiry. Oxford University Press now presents a masterly history of the field, told by one of its most eminent practitioners. Psychology is the thematic heart of cognitive science, which aims to understand human (and animal) minds. But its core theoretical ideas are drawn from cybernetics and artificial intelligence, and many cognitive scientists try to build functioning models of how the mind works. In that sense, Margaret Boden suggests, its key insight is that mind is a (very special) machine. Because the mind has many different aspects, the field is highly interdisciplinary. It integrates psychology not only with cybernetics/AI, but also with neuroscience and clinical neurology; with the philosophy of mind, language, and logic; with linguistic work on grammar, semantics, and communication; with anthropological studies of cultures; and with biological (and A-Life) research on animal behaviour, evolution, and life itself. Each of these disciplines, in its own way, asks what the mind is, what it does, how it works, how it develops--and how it is even possible. Boden traces the key questions back to Descartes's revolutionary writings, and to the ideas of his followers-and his radical critics-through the eighteenth and nineteenth centuries. Her story shows how controversies in the development of experimental physiology, neurophysiology, psychology, evolutionary biology, embryology, and logic are still relevant today. Then she guides the reader through the complex interlinked paths along which the study of mind developed in the twentieth century. Cognitive science covers all mental phenomena: not just 'cognition' (knowledge), but also emotion, personality, psychopathology, social communication, religion, motor action, and consciousness. In each area, Boden introduces the key ideas and researchers and discusses those philosophical critics who see cognitive science as fundamentally misguided. And she sketches the waves of resistance and acceptance on the part of the media and general public, showing how these have affected the development of the field. No one else could tell this story as Boden can: she has been a member of the cognitive science community since the late-1950s, and has known many of its key figures personally. Her narrative is written in a lively, swift-moving style, enriched by the personal touch of someone who knows the story at first hand. Her history looks forward as well as back: besides asking how state-of-the-art research compares with the hopes of the early pioneers, she identifies the most promising current work. Mind as Machine will be a rich resource for anyone working on the mind, in any academic discipline, who wants to know how our understanding of mental capacities has advanced over the years.

This book explores the contributions of psychological, neuroscientific and philosophical perspectives to the design of contemporary cities. Pursuing an innovative and multidisciplinary approach, it addresses the need to re-launch knowledge and creativity as major cultural and institutional bases of human communities. Dwelling is a form of knowledge and re-invention of reality that involves both the tangible dimension of physical places and their mental representation. Findings in the neuroscientific field are increasingly opening stimulating perspectives on the design of spaces, and highlight how our ability to understand other people is strongly related to our corporeity. The first part of the book focuses on the contributions of various disciplines that deal with the spatial dimension, and explores the dovetailing roles that science and art can play from a multidisciplinary perspective. In turn, the second part formulates proposals on how to promote greater integration between the aesthetic and cultural dimension in spatial design. Given its scope, the book will benefit all scholars, academics and practitioners who are involved in the process of planning, designing and building places, and will foster an international exchange of research, case studies, and theoretical reflections to confront the challenges of designing conscious places and enable the development of communities.

This book argues that robots are enchanting humans (as potential intimate partners), because humans are enchanting robots (by performing magical thinking), and that these processes are a part of a significant re-enchantment of the "modern" world. As a foundation, the author examines arguments for and against intimate relationships with robots, particularly sex robots and care robots. Moreover, the book provides a consideration of human-robot interactions and philosophical reflections about robots through the lens of magic and magical thinking as well as theoretical and practical re-evaluations of their status and presence. Furthermore, the author discusses the abovementioned issues in the context of disenchantment and re-enchantment of the world, characterizing modernity as a coexistence of these two processes. The book closes with a consideration of future scenarios regarding the meaning of life in the age of rampant automation and the possibility that designing robots becomes a sort of new eugenics as a consequence of recognizing robots as persons.

Sentence First, Arguments Afterward collects the most important papers of Lila Gleitman's career, spanning over 50 years of work. These papers explore the nature of linguistic knowledge in children and adults by asking how children acquire language, how language and thought are related, the nature of concepts, and the role of syntax in shaping the direction of word learning. With an exclusive foreword by Noam Chomsky and an essay by Jeffrey Lidz contextualizing Gleitman's work in the emergence of the field of cognitive science, this book promises to be valuable both for its historical perspective on language and its acquisition and for the lessons it offers to current practitioners.

When we think of everyday language use, the first things that come to mind include colloquial conversations, reading and writing e-mails, sending text messages or reading a book. But can we study the brain basis of language as we use it in our daily lives? As a topic of study, the cognitive neuroscience of language is far removed from these language-in-use examples. However, recent developments in research and technology have made studying the neural underpinnings of naturally occurring language much more feasible. In this book, a range of international experts provide a state-of-the-art overview of current approaches to making the cognitive neuroscience of language more 'natural' and closer to language use as it occurs in real life. The chapters explore topics including discourse comprehension, the study of dialogue, literature comprehension and the insights gained from looking at natural speech in neuropsychology.

Analysis of variance is the backbone of experimental research. This book is a clear and straightforward guide to how to do the analyses, with an emphasis on how to interpret statistical results and translate them into prose that will clearly tell the audience what the data are saying. There are plenty of end-of-chapter practice problems, all with suggested answers. Life in the laboratory doesn't always follow the script, so both new and established techniques are presented for coping with non-standard situations. Because data analysis is not a closed subject, pros and cons are presented for various options. The final chapter is the first elementary presentation of functional measurement, a methodology built upon analysis of variance. Initially developed by Norman H Anderson, functional measurement (also known as information integration theory) offers a powerful technology for studying cognitive processes. The accompanying CD contains analysis of variance software that is easy to use (really!), with an interface that greets the user with appropriate requests. In addition to programs for standard analyses, the software includes several specialized routines that have heretofore been presented only in journals. This guide will be an important resource for students and professionals in the social, behavioural and neurosciences.

This open access book provides a comprehensive and informative overview of the current state of research about student perceptions of and student feedback on teaching. After presentation of a new student feedback process model, evidence concerning the validity and reliability of student perceptions of teaching quality is discussed. This is followed by an overview of empirical research on the effects of student feedback on teachers and instruction in different contexts, as well as on factors promoting the successful implementation of feedback in schools. In summary, the findings emphasize that student perceptions of teaching quality can be a valid and reliable source of feedback for teachers. The effectiveness of student feedback on teaching is significantly related to its use in formative settings and to a positive feedback culture within schools. In addition, it is argued that the effectiveness of student feedback depends very much on the support for teachers when making use of the feedback. As this literature review impressively documents, teachers in their work - and ultimately students in their learning - can benefit substantially from student feedback on teaching in schools. "This book reviews what we know about student feedback to teachers. It is detailed and it is a pleasure to read. To have these chapters in one place - and from those most up to date with the research literature and doing the research - is a gift." John Hattie

Promoting Positive Processes After Trauma targets one of the most damaging effects of trauma, ongoing impairment across the whole of "living." Viewing clients with trauma histories from the perspectives of their shared experiences is the foundation for the application of six strengths and virtues studied by positive psychology: hope, positive emotions, resilience, forgiveness, spirituality and religiosity, and meaning-making. The lived trauma experience of the contributing author illustrates actual means of change

Future Thinking in Roman Culture is the first volume dedicated to the exploration of prospective memory and future thinking in the Roman world, integrating cutting edge research in cognitive sciences and theory with approaches to historiography, epigraphy, and material culture. This volume opens a new avenue of investigation for Roman memory studies in presenting multiple case studies of memory and commemoration as future-thinking phenomena. It breaks new ground by bringing classical studies into direct dialogue with recent research on cognitive processes of future thinking. The thematically linked but methodologically diverse contributions, all by leading scholars who have published significant work in memory studies of antiquity, both cultural and cognitive, make the volume well suited for classical studies scholars and students seeking to explore cognitive science and philosophy of mind in ancient contexts, with special appeal to those sharing the growing interest in investigating Roman conceptions of futurity and time. The chapters all deliberately coalesce around the central theme of prospection and future thinking and their impact on our understanding of Roman ritual and religion, politics, and individual motivation and intention. This volume will be an invaluable resource to undergraduate and postgraduate students of classics, art history, archaeology, history, and religious studies, as well as scholars and students of memory studies, historical and cultural cognitive studies, psychology, and philosophy.

Tools and technologies have long complemented and extended our physical abilities: from pre-historic spearheads to steam-propelled ploughs and high-tech prosthetics. While the development of lenses granted us insights into the micro and macrocosms, new sensors and technologies increasingly augment our cognitive abilities, including memory and perception. This book integrates current research efforts, results, and visions from the fields of computer science, neuroscience, and psychology. It provides a comprehensive overview of the state-of-the-art and future applications of how technologies assist and augment human perception and cognition. Experts in the field share their research and findings on: Working memory enhancements Digitization of memories through lifelog archives The consequences of technology-induced disruptions and forgetting The creation and utilization of new human senses Ethical and security concerns that arise with augmentation technologies. As technology weaves itself ever deeper into our lives, careful examination of its capabilities, risks and benefits is warranted. While this book focuses on the complementation and augmentation of human capabilities, it serves as a foundation for students, researchers and designers of technologies that push the boundaries of perception and cognition.

People constantly talk to each other about experience or knowledge resulting from spatial perception; they describe the size, shape, orientation and position of objects using a wide range of spatial expressions. The semantic treatment of such expressions presents particular challenges for natural language processing. The meaning representation used must be capable of distinguishing between fine-grained sense differences and ambiguities grounded in our experience and perceptual structure. While there have been many different approaches to the representation and processing of spatial expressions, most computational characterisations have been restricted to particularly narrow problem domains. The chapters in the present volume reflect a commitment to the development of cognitively informed computational treatments of spatial language and spatial representation. Therefore the chapters present computational work, empirical work, or a combination of both. The book will appeal to all those interested in spatial language and spatial representation, whether they work in artificial intelligence, cognitive science, cognitive psychology or linguistics.

This book explores a central question in the study of depth perception - 'does the visual system rely upon objective knowledge and subjective meaning to specify visual depth?' Linton advances an alternative interpretation to the generally accepted affirmative answer, according to which many of the apparent contributions of knowledge and meaning to depth perception are better understood as contributions to our post-perceptual cognition of depth. In order to defend this position a new account of visual cognition is required, as well as a better understanding of the optical and physiological cues to depth. This book will appeal to students and researchers in psychology, vision science, and philosophy, as well as technologists and content creators working in virtual and augmented reality.

This book provides an overview of theoretical thinking about the communicative scope of emotional expressions as well as an overview of the state of the art research in emotional psychology. For many years, research in emotional psychology has been primarily concerned with the labeling of emotion expressions and the link between emotion expressions and the expresser's internal state. Following recent trends in research devoting specific attention to the social signal value of emotions, contributors emphasize the nature of emotion expressions as information about the person and the situation, including the social norms and standards relevant to the situation. Focusing on the role of emotion expressions as communicative acts, this timely book seeks to advance a line of theoretical thinking that goes beyond the view of emotion expressions as symptoms of an intrapersonal phenomenon to focus on their interpersonal function. The Social Nature of Emotion Expression will be of interest to researchers in emotional psychology, as well as specialists in nonverbal behavior, communication, linguistics, ethology and ethnography.

If creativity is the highest expression of the life impulse, why do creative individuals who have made lasting contributions to the arts and sciences so often end their lives? M.F. Alvarez addresses this central paradox by exploring the inner lives and works of eleven creative visionaries who succumbed to suicide. Through a series of case studies, Alvarez shows that creativity and suicide are both attempts to authenticate and resolve personal catastrophes that have called into question the most basic conditions of human existence.

This book develops a new approach to naturalizing phenomenology. The author proposes to integrate phenomenology with the mechanistic framework that offers new methodological perspectives for studying complex mental phenomena such as consciousness. While mechanistic explanatory models are widely applied in cognitive science, their approach to describing subjective phenomena is limited. The author argues that phenomenology can fill this gap. He proposes two novel ways of integrating phenomenology and mechanism. First, he presents a new reading of phenomenological analyses as functional analyses. Such functional phenomenology delivers a functional sketch of a target system and provides constraints on the space of possible mechanisms. Second, he develops the neurophenomenological approach in the direction of dynamic modeling of experience. He shows that neurophenomenology can deliver dynamical constraints on mechanistic models and thus inform the search for an underlying mechanism. Mechanisms and Consciousness will be of interest to scholars and advanced students working in phenomenology, philosophy of mind, and the cognitive sciences.

This book illustrates the link that unites memory, thought, and narration, and explores how the act of telling helps people to understand themselves and others. The structure of the book is divided into two parts. The first part focuses on the aspect of narrative comprehension-the person as narrator. It identifies two different origins of narrative comprehension (memory and play) and argues that the narratives we produce starting from autobiographical memory are intended to give order and meaning to events that happened in the past, in order to be able to interpret the present. Conversely, the narratives we produce starting from play are aesthetically constructed, not forced to respect reality, and because of this create potential new worlds of understanding. The second part of this book is devoted to the study of narrative understanding as an understanding of the other. Chapters examine the different points of view a listener can adopt in order to interpret the text produced by a narrator and how these points of view can interact with each other. The book concludes with a consideration of narrative comprehension in the digital world, and examines the principal effects of stories and narrative on the notion of self in the realm of the "Internet galaxy." Telling to Understand will be of interest to researchers and students in cognitive science, psychology, literary studies, philosophy, education, and educational technology, as well as any reader interested in enlarging their concept of narrative and how narrating modifies the self.

The notions of 'function', 'feature' and 'functional feature' are associated with relatively new developments and insights in several areas of cognition. This book brings together different definitions, insights and research related to defining these notions from such diverse areas as language, perception, categorization and development. Each of the contributors in this book explicitly defines the notion of 'function', 'feature' or 'functional feature' within their own theoretical framework, presents research in which such a notion plays a pivotal role, and discusses the contribution of functional features in relation to their insights in a particular area of cognition. As such, this book not only presents new developments devoted to defining 'function', 'feature' and 'functional feature' in several sub-disciplines of cognitive science, but also offers a focused account of how these notions operate within the cognitive interface linking language and spatial representation. All book chapters are accessible for the interested novice, and offer the specialized researcher new empirical and theoretical insights into defining function, both with respect to the language and space interface and across cognition. The introduction to the book presents the reader with the main issues and viewpoints that are discussed in more detail in each of the book chapters.

Advances in Motivation Science, Volume Six, the latest release in Elsevier's serial on the topic of motivation science, presents articles on a variety of topics, including Motivation, Emotion, Cognition, and Communication: Definitions and Notes toward a Grand Theory, Motivation in the Service of Allostasis: The Role of anterior Mid Cingulate, Climatic Ignition of Motivation, My Journey to the Attribution Fields, Inspiration as optimal motivation: From ancient theory to contemporary science, The development of self-determination theory: The emergence of SDT's six mini theories and their validation, and more. The advent of the cognitive revolution in the 1960 and 70s eclipsed the emphasis on motivation to a large extent, but in the past two decades motivation has returned en force. Today, motivational analyses of affect, cognition and behavior are ubiquitous across psychological literatures and disciplines. This series brings together internationally recognized experts who focus on cutting-edge theoretical and empirical contributions in this important area of psychology.

This book explores the ways in which poetic inspiration came to be associated with madness in early nineteenth-century Britain. By examining the works of poets such as Barrett, Browning, Clare, Tennyson, Townshend, and the Spasmodics in relation to the burgeoning asylum system and shifting medical discourses of the period, it investigates the ways in which Britain's post-Romantic poets understood their own poetic vocations within a cultural context that insistently linked poetic talent with illness and insanity. Joseph Crawford examines the popularity of mesmerism among the writers of the era, as an alternative system of medicine that provided a more sympathetic account of the nature of poetic genius, and investigates the persistent tension, found throughout the literary and medical writings of the period, between the Romantic ideal of the poet as a transcendent visionary genius and the 'medico-psychological' conception of poets as mere case studies in abnormal neurological development.