Cognitive task analysis is a broad area consisting of tools and techniques for describing the knowledge and strategies required for task performance. Cognitive task analysis has implications for the development of expert systems, training and instructional design, expert decision making and policymaking. It has been applied in a wide range of settings, with different purposes, for instance: specifying user requirements in system design or specifying training requirements in training needs analysis. The topics to be covered by this work include: general approaches to cognitive task analysis, system design, instruction, and cognitive task analysis for teams. The work settings to which the tools and techniques described in this work have been applied include: 911 dispatching, faultfinding on board naval ships, design aircraft, and various support systems.
The editors' goal in this book is to present in a single source a comprehensive, in-depth introduction to the field of cognitive task analysis. They have attempted to include as many examples as possible in the book, making it highly suitable for those wishing to undertake a cognitive task analysis themselves. The book also contains a historical introduction to the field and an annotated bibliography, making it an excellent guide to additional resources.

Stream of Consciousness is about the phenomenology of conscious experience. Barry Dainton shows us that stream of consciousness is not a mosaic of discrete fragments of experience, but rather an interconnected flowing whole. Through a deep probing into the nature of awareness, introspection, phenomenal space and time consciousness, Dainton offers a truly original understanding of the nature of consciousness.

What is the nature of subjectivity, intersubjectivity, and objectivity? And what is the relation of brain studies to individual experience? How can we avoid the mysteries of dualism and the implausibilities of reductionism? How do Eastern and Western conceptions of mind, consciousness, and self differ? These are the kind of dizzying questions that are asked by those working in consciousness studies. They are foundational for psychological science and now, to meet the need for an authoritative reference work to make sense of the subject's vast literature and the continuing explosion in interdisciplinary and cross-cultural research output, Routledge announces a new title in its Critical Concepts in Psychology series. Edited by Max Velmans, a leading authority, Consciousness is a new four-volume collection of the canonical and the very best cutting-edge scholarship in the field. It provides a synoptic view of all the key issues and current debates, as well as guidance to likely future developments. With comprehensive introductions, newly written by the editor, which place the collected materials in their historical and intellectual context, Consciousness is an essential work of reference. It is destined to be valued by psychologists and neuroscientists-as well as those working in related areas of philosophy-as a vital research resource.

Contents:
1. Cognitive mapping Rob Kitchin and Scott Freundschuh
2. Collecting and analysing cognitive mapping data Rob Kitchin
3. Levels and structure of spatial knowledge Barbara Tversky
4. Cognitive mapping and spatial decision making Tommy Gärling and Reginald G Golledge
5. Route learning and way finding Edward H. Cornell and C. Donald Heth
6. Understanding and learning maps Robert Lloyd
7. Understanding and learning virtual spaces Patrick Peruch, Florence Gaunet, Catherine Thinus-Blanc and Jack Loomis
8. Micro and macro spaces Scott Freundschuh
9. Cognitive mapping in childhood David Uttal and Lisa Tan
10. Ageing and spatial behaviour in the elderly adult K.C. Kirasic
11. A view of space through language Holly Taylor
12. Sex, gender and cognitive mapping Carole Self and Reg Golledge
13. Cognitive mapping without visual experience Simon Ungar
14. The future of cognitive mapping research Rob Kitchin and Scott Freundschuh

This book works through some of the theoretical issues that have been accumulating in informal logic over the past 20 years. At the same time, it defines a core position in the theory of argument in which those issues can be further explored. The underlying concern that motivates this work is the health of practice of argumentation as an important cultural artifact. A further concern is for logic as a discipline. Argumentative and dialectical in nature, this book presupposes some awareness of the theory of argument in recent history, and some familiarity with the positions that have been advanced. It will be of interest to academics, researchers, and advanced undergraduate and graduate students in the disciplines of logic, rhetoric, linguistics, speech communication, English composition, and psychology.

This book brings together both theoretical and empirical research directed toward the role of strategies in deductive reasoning. It offers the first systematic attempt to discuss the role of strategies for deductive reasoning. The empirical chapters correspond well with the main issues in the study of deduction, namely propositional reasoning, spatial reasoning, and syllogistic reasoning. In addition, several chapters present a theoretical analysis of deduction, related to the concept strategy. The book also presents data about the role of strategies for statistical and social reasoning.
This book will be of interest to researchers and students of cognitive psychology. It will also be of value to people working in Artificial Intelligence, because it highlights results on how humans use strategies while tackling deductive puzzles.

Offering a holistic take on an emerging field, this edited collection examines how heroism manifests, is appropriated, and is constructed in a broad range of settings and from a variety of disciplines and perspectives. Psychologists, educators, lawyers, researchers and cultural analysts consider how heroism intersects with wellbeing, and how we still use-and even abuse-heroism as a vehicle to thrive and prosper in the everyday and in the face of the most unbearable situations. Highlighting some of the most pressing issues in today's world-including genocide, racism, deceitful business practices, bystanderism, mental health, unethical governance and the global refugee crisis-this book applies a critical psychological perspective in synthesizing the social construction of heroism and wellbeing, contributing to the development of global wellbeing indicators and measures.

Play is a paradox. Why would the young of so many species--the very animals at greatest risk for injury and predation--devote so much time and energy to an activity that by definition has no immediate purpose? This question has long puzzled students of animal behavior, and has been the focus of considerable empirical investigation and debate.
In this first comprehensive and state-of-the-art review of what we have learned from decades of research on exploration and play in children and animals, Power examines the paradox from all angles.
Covering solitary activity as well as play with peers, siblings, and parents, he considers the nature, development, and functions of play, as well as the gender differences in early play patterns. A major purpose is to explore the relevance of the animal literature for understanding human behavior. The nature and amount of children's play varies significantly across cultures, so the author makes cross-cultural comparisons wherever possible.
The scope is broad and the range multidisciplinary. He draws on studies by developmental researchers in psychology and other fields, ethologists, anthropologists, sociologists, sociolinguists, early childhood educators, and pediatricians. And he places research on play in the context of research on such related phenomena as prosocial behavior and aggression.
Finally, Power points out directions for further inquiry and implications for those who work with young children and their parents. Researchers and students will find "Play and Exploration in Children and Animals" an invaluable summary of controversies, methods, and findings; practitioners and educators will find it an invaluable compendium of information relevant to their efforts to enrich play experiences.

This book is meant as a part of the larger contemporary philosophical project of naturalizing logico-mathematical knowledge, and addresses the key question that motivates most of the work in this field: What is philosophically relevant about the nature of logico-mathematical knowledge in recent research in psychology and cognitive science? The question about this distinctive kind of knowledge is rooted in Plato's dialogues, and virtually all major philosophers have expressed interest in it. The essays in this collection tackle this important philosophical query from the perspective of the modern sciences of cognition, namely cognitive psychology and neuroscience. Naturalizing Logico-Mathematical Knowledge contributes to consolidating a new, emerging direction in the philosophy of mathematics, which, while keeping the traditional concerns of this sub-discipline in sight, aims to engage with them in a scientifically-informed manner. A subsequent aim is to signal the philosophers' willingness to enter into a fruitful dialogue with the community of cognitive scientists and psychologists by examining their methods and interpretive strategies.

The concept and measurement of intelligence present a curious paradox. On the one hand, scientists, fluent in the complex statistics of intelligence-testing theories, devote their lives to exploration of cognitive abilities. On the other hand, the media, and inexpert, cross-disciplinary scientists decry the effort as socially divisive and useless in practice. In the past decade, our understanding of testing has radically changed. Better selected samples have extended evidence on the role of heredity and environment in intelligence. There is new evidence on biology and behavior. Advances in molecular genetics have enabled us to discover DMA markers which can identify and isolate a gene for simple genetic traits, paving the way for the study of multiple gene traits, such as intelligence. Hans Eysenck believes these recent developments approximate a general paradigm which could form the basis for future research. He explores the many special abilities verbal, numerical, visuo-spatial memory that contribute to our cognitive behavior. He examines pathbreaking work on "multiple" intelligence, and the notion of "social" or "practical" intelligence and considers whether these new ideas have any scientific meaning. Eysenck also includes a study of creativity and intuition as well as the production of works of art and science identifying special factors that interact with general intelligence to produce predictable effects in the actual world. The work that Hans Eysenck has put together over the last fifty years in research into individual differences constitutes most of what anyone means by the structure and biological basis of personality and intelligence. A giant in the field of psychology, Eysenck almost single-handedly restructured and reordered his profession. Intelligence is Eysenck's final book and the third in a series of his works from Transaction.

Obtaining accurate information about behaviors, symptoms, and experiences is critical in many areas of behavioral and biomedical research and in clinical practice. Rigorous methodological techniques have been developed in the last decade to improve the reliability and accuracy of these self reports from research volunteers and patients about their pain, mood, substance abuse history, or dietary habits. This book presents cutting-edge research on optimal methods for obtaining self-reported information for use in the evaluation of scientific hypothesis, in therapeutic interventions, and in the development of prognostic indicators. ALTERNATE BLURB: Self-reports constitute critically important data for research and practice in many fields. As the chapters in this volume document, psychological and social processes influence the storage and recall of self-report information. There are conditions under which self-reports should be readily accepted by the clinician or researcher, and other conditions where healthy scepticism is required. The chapters demonstrate methods for improving the accuracy of self-reports, ranging from fine-tuning interviews and questionnaires to employing emerging technologies to collect data in ways that minimize bias and encourage accurate reporting. Representing a diverse group of disciplines including sociology, law, psychology, and medicine, the distinguished authors offer crucial food for thought to all those whose work depends on the accurate self-reports of others.

For cognitive therapy to be successful, therapists must identify the key factors that contribute to their clients' problems. Effective cognitive case conceptualization necessarily precedes appropriate targeting and intervention selection. It requires the integration of the results of a comprehensive assessment into a strong conceptual foundation.
Solidly grounded in recent research, and focusing particular attention on important new theoretical developments, this book first offers a comprehensive overview of the contemporary cognitive model of therapy. It then lays out detailed, easy-to-follow procedures for assessing within a cognitive framework, developing effective individualized cognitive case conceptualizations, and implementing state-of-the-art interventions based on them. A step-by-step guide for concisely summarizing and representing the salient features of a client's presentation is included. Extensive case histories bring to life the entire process of cognitive therapy--assessment, conceptualization, and intervention--for several clients with a variety of complex clinical problems: panic disorder with agoraphobia, obsessive-compulsive disorder, and chronic or recurrent major depressive disorder.
"Cognitive Case Conceptualization" will become an indispensable desk reference for many experienced clinicians as well as trainees.

Embodied Geographies provides a comprehensive account of different types of life crises which develop our identities and affect how we live our lives. Chapters focus on:
* pregnancy, childbirth, teenagers and parenthood
* migration
* the threat and reality of violence
* illness and disability
* bereavement, the ensuing family responsibilities and death itself.
It includes case studies from the UK, Australia, New Zealand, Singapore, Hong Kong, Canada and the USA.

Early Socialisation looks at sociability and attachment and how they relate to emotional and cognitive development. Topics covered include: bonding, attachment, deprivation, separation and privation, as well as enrichment. Social and cultural variations are considered, and theories of attachment and loss are described and evaluated.

In this collection of essays, the four branches of radical cognitive science-embodied, embedded, enactive and ecological-will dialogue with performance, with particular focus on post-cognitivist approaches to understanding the embodied mind-in-society; de-emphasising the computational and representational metaphors; and embracing new conceptualisations grounded on the dynamic interactions of "brain, body and world". In our collection, radical cognitive science reaches out to areas of scholarship also explored in the fields of performance practice and training as we facilitate a new inter- and transdisciplinary discourse in which to jointly share and explore common reactions of embodied approaches to the lived mind. The essays originally published as a special issue in Connection Science.

Written for those interested in the topic of "shared knowledge" in organizations, this edited volume brings together a variety of themes and perspectives that emerge when multidisciplinary scholars examine this important subject. The papers were presented at a conference designed to bring together behavioral scientists who were interested in the creation, conversation, distribution, and protection of knowledge in organizations.
The editors bring together a distinguished group of social psychologists who have made important contributions to social cognition and group processes. They cast a wide net in terms of the topics covered and challenged the authors to think about how their research applies to the management or mismanagement of knowledge in organizations. The volume is divided into three sections: knowledge systems, emotional-motivational systems, and communication and behavioral systems. A final conclusion chapter discusses and integrates the various contributions.

The behaviorist credo that animals are devices for translating sensory input into appropriate responses dies hard. The thesis of this pathbreaking book is that the brain is innately constructed to initiate behaviors likely to promote the survival of the species, and to sensitize sensory systems to stimuli required for those behaviors. Animals attend innately to vital stimuli (reinforcers) and the more advanced animals learn to attend to related stimuli as well. Thus, the centrifugal attentional components of sensory systems are as important for learned behavior as the more conventional paths. It is hypothesized that the basal ganglia are an important source of response plans and attentional signals.
This reversal of traditional learning theory, along with the rapid expansion of knowledge about the brain, especially that acquired by improved techniques for recording neural activity in behaving animals and people, makes it possible to re-examine some long standing psychological problems. One such problem is how the intention to perform an act selects sensory input from relevant objects and ensures that it alone is delivered to the motor system to control the intended response. This is an aspect of what is sometimes known as the binding problem: how the different features of an observed object are integrated into a unified percept. Another problem that has never been satisfactorily addressed is how the brain stores information concerning temporal order, a requirement for the production of most learned responses, including pronouncing and writing words.
A fundamental process, the association between brain activities representing external events, is surprisingly poorly understood at the neural level. Most concepts have multiple associations but the concept is not unduly corrupted by them, and usually only a single appropriate association is aroused at a time. Furthermore, any arbitrary pair of concepts can be instantly associated, apparently requiring an impossibly high degree of neural interconnection. The author suggests a substitute for the reverberating closed neuronal loop as an explanation for the engram (active memory trace or working memory), which may go some way to resolving these difficulties.
Shedding new light on enduring questions, " The Autonomous Brain" will be welcomed by a broad audience of behavioral and brain scientists.

As a parent and teacher Jean Augur learned to cope positively with dyslexia for over 20 years. This book records the stages in the development of the awareness of dyslexia both at home and in the classroom. It concludes by setting out the ways and means to help dyslexics to help themselves.

Series Information:
Critical Geographies

Thinking, Fast and Slow by Daniel Kahneman offers a general audience access to over six decades of insight and expertise from a Nobel Laureate in an accessible and interesting way. Kahneman's work focuses largely on the problem of how we think, and warns of the dangers of trusting to intuition - which springs from "fast" but broad and emotional thinking - rather than engaging in the slower, harder, but surer thinking that stems from logical, deliberate decision-making. Written in a lively style that engages readers in the experiments for which Kahneman won the Nobel, Thinking, Fast and Slow's real triumph is to force us to think about our own thinking.

For cognitive therapy to be successful, therapists must identify the key factors that contribute to their clients' problems. Effective cognitive case conceptualization necessarily precedes appropriate targeting and intervention selection. It requires the integration of the results of a comprehensive assessment into a strong conceptual foundation. Solidly grounded in recent research, and focusing particular attention on important new theoretical developments, this book first offers a comprehensive overview of the contemporary cognitive model of therapy. It then lays out detailed, easy-to-follow procedures for assessing within a cognitive framework, developing effective individualized cognitive case conceptualizations, and implementing state-of-the-art interventions based on them. A step-by-step guide for concisely summarizing and representing the salient features of a client's presentation is included. Extensive case histories bring to life the entire process of cognitive therapy--assessment, conceptualization, and intervention--for several clients with a variety of complex clinical problems: panic disorder with agoraphobia, obsessive-compulsive disorder, and chronic or recurrent major depressive disorder. Cognitive Case Conceptualization will become an indispensable desk reference for many experienced clinicians as well as trainees.

Integrating a decade-long program of empirical research with current cognitive theory, this book demonstrates that psychological research has profound implications for current debates about what it means to be rational. The author brings new evidence to bear on these issues by demonstrating that patterns of individual differences--largely ignored in disputes about human rationality--have strong implications for explanations of the gap between normative and descriptive models of human behavior. Separate chapters show how patterns of individual differences have implications for all of the major critiques of purported demonstrations of human irrationality in the heuristics and biases literature. In these critiques, it has been posited that experimenters have observed performance errors rather than systematically irrational responses; the tasks have required computational operations that exceed human cognitive capacity; experimenters have applied the wrong normative model to the task; and participants have misinterpreted the tasks.
In a comprehensive set of studies, Stanovich demonstrates that gaps between normative and descriptive models of performance on some tasks can be accounted for by positing these alternative explanations, but that not all discrepancies from normative models can be so explained. Individual differences in rational thought can in part be predicted by psychological dispositions that are interpreted as characteristic biases in people's intentional-level psychologies. Presenting the most comprehensive examination of individual differences in the heuristics and biases literature that has yet been published, experiments and theoretical insights in this volume contextualize the heuristics and biases literature exemplified in the work of various investigators.

Types of Thinking provides a basic grounding in the psychology of thinking for undergraduate students with little previous knowledge of cognitive psychology. This clear, well-structured overview explores the practical aspects and applications of everyday thinking, creative thinking, logical and scientific thinking, intelligent thinking and machine thinking. It also explores 'failures of thinking', the biases and shortcuts that sometimes lead our thinking astray.
The author tackles big ideas in an accessible manner and in an entertaining style, ensuring that Types of Thinking will be attractive not only to students but also to teachers organising and planning courses, as well as the lay reader.

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The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment.
Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated.
The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed.
This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on "Cognitive Skills and Learning With Peers."