* The first book of its kind to approach the topic of humor from a social psychological perspective. * Includes contributions from leading international scholars to offer a broad, global overview of the social psychology of humor. * Focuses on current, cutting-edge research to provide future directions in the field for years to come.

* The first book of its kind to approach the topic of humor from a social psychological perspective. * Includes contributions from leading international scholars to offer a broad, global overview of the social psychology of humor. * Focuses on current, cutting-edge research to provide future directions in the field for years to come.

This book frames our biological and psychological capacity to make friends as an evolved ability, comparing friendship to other evolved traits of human beings such as walking upright on two legs, having opposable thumbs and a prominent chin, and possessing the capacity for speech and complex abstract reasoning. Professor John Terrell investigates how the human brain has evolved to perform two functions essential to friendship that, at first glance, appear to be at odds with one another: remaking the outside world to suit our collective needs, and escaping into our own inner thoughts and imagining how things might and ought to be. We must all deal with our species' hereditary legacy-that we are social animals who need to include others in our lives for our biological and psychological survival. Yet we are also able to exercise the cognitive freedom to detach from the adaptive realities and demands of life. These thought patterns have important consequences for how we understand aggression and cooperation. Terrell claims that conflict is best understood in terms of friendship-as challenges that emerge when we are forced to reconcile the inner, private worlds of our imaginations with the experienced realities of our daily lives and each other.

The Multi-Skilled Designer presents and analyzes different approaches to contemporary architectural design and interprets them through the theory of multiple intelligences. The book establishes a systematic framework that uses the lens of cognitive psychology and developments in psychometric and brain research to analyze the unique cognitive thought processes of architectural designers and compiles design projects that could serve as a pedagogical companion for the reader. The book is aimed at design practitioners and students interested in examining their own thinking styles as well as those involved in design cognition research.

This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners. By highlighting this relatively young field of research at an international level, the book advances the research-based knowledge of the field and promotes international research relationships and partnerships to better support the education of multilingual learners and their teachers. The chapters represent high-quality empirical qualitative, quantitative, and mixed methods studies about pre-service and in-service teachers. Comprising four sections, each represents a critical aspect of the equitable teaching of multilingual learners. All the research was conducted in countries that belong to OECD (Organisation for Economic Co-operation and Development) and the PISA (Programme for International Student Assessment) enabling the reader to compare contexts and outcomes. This book will be of particular interest to academics, researchers, and post-graduate students in the fields of language education, teacher education, and education for multilingual learners. It will be of great value to anyone concerned with equity and social justice for multilingual learners whose languages, cultural practices, and resources are often overlooked and/or marginalized in the schools they attend.

In Transformational Journaling for Coaches, Therapists, and Clients: A Complete Guide to the Benefits of Personal Writing, more than 50 coaches, therapists, and journaling experts from around the world share their best practices and explain in detail how they use journaling to improve their work with clients. This edited collection brings together the leading voices of the journaling world into one ground-breaking volume, providing practical techniques and tools to use with clients. Applicable and accessible, over 50 journaling luminaries share their experiences and insights across eight sections, including the logic of journaling, techniques and applications, using journaling with clients, journaling in groups, journaling for mental health and wellness, growth and healing, spirituality, creativity, and more. Through theoretical and practical applications, it illustrates the transformational process of journaling in helping clients grow, heal, and achieve their goals. This book is essential reading for coaches, therapists, and other mental health professionals, as well as those interested in using personal writing for growth and self-awareness.

Blending the insights of musicians and psychologists from D.W. Winnicott to Gregory Bateson to Ornette Coleman, Jazz and Psychotherapy is a groundbreaking exploration of improvisation that reveals its potential to transform our experience of ourselves and the challenges we face as a species. What we all share with the professional improvisers known as "psychotherapists" and "jazz musicians" is the reality of not knowing what those around us-or even we ourselves-are going to do next. Rather than avoiding it, however, these practitioners have learned to revere our inherent unpredictability as precisely the feature of human living that makes transformative change possible, fully incorporating it into the theories and practices that constitute their disciplines. Jazz and Psychotherapy provides a sophisticated but accessible overview of the revolutionary approaches to human development and creative expression embodied in these two seemingly disparate twentieth-century cultural traditions. Readers interested in music, psychotherapy, social psychology and contemporary theories of complexity will find Jazz and Psychotherapy engaging and useful. Its colorful synthesis of perspectives and multidimensional scope make it an essential contribution to our understanding of improvisation in music and in life.

First published in 1967, this seminal volume by Ulric Neisser was the first attempt at a comprehensive and accessible survey of Cognitive Psychology; as such, it provided the field with its first true textbook. Its chapters are organized so that they began with stimulus information that came 'inward' through the organs of sense, through its many transformations and reconstructions, and finally through to its eventual use in thought and memory. The volume inspired numerous students enter the field of cognitive psychology and some of the today's leading and most respected cognitive psychologists cite Neisser's book as the reason they embarked on their careers.

Rick Soshensky presents a groundbreaking introduction to music's power to heal and transform, weaving collections of uplifting case studies from music therapy practices with ideas from spiritual traditions, philosophies, psychological theorists, and music therapy theorists and researchers. Going beyond just theoretical and clinical information, The Music Therapy Studio centers the stories and experiences of people with disabilities-marginalized people for whom the world allows little time or place but whose extraordinary musical journeys teach us about the unseen depths and indomitably of the human spirit. In conversational language, Soshensky uses these stories to introduce the concept of the music therapy studio and to investigate core concepts in music-centered approaches to music therapy, where the experience of music as a creative art with clients has intrinsic value that supersedes diagnostic labeling and behavioral goal-setting. The result is a unique and inspiring book that leads us towards a deeper understanding and appreciation of music therapy and music's spiritual benefits.

In 1963 an initial attempt was made in my The Psychology of Meaningful Verbal Learning to present a cognitive theory of meaningful as opposed to rote verbal learning. It was based on the proposition that the acquisition and retention of knowl edge (particularly of verbal knowledge as, for example, in school, or subject-matter learning) is the product of an active, integrative, interactional process between instructional material (subject matter) and relevant ideas in the leamer's cognitive structure to which the new ideas are relatable in particular ways. This book is a full-scale revision of my 1963 monograph, The Psychology of Meaningful Verbal Learning, in the sense that it addresses the major aforementioned and hitherto unmet goals by providing for an expansion, clarification, differentiation, and sharper focusing of the principal psychological variables and processes involved in meaningful learning and retention, i.e., for their interrelationships and interactions leading to the generation of new meanings in the individual learner. The preparation of this new monograph was largely necessitated by the virtual collapse of the neobe havioristic theoretical orientation to learning during the previous forty years; and by the meteoric rise in the seventies and beyond of constructivist approaches to learning theory."

Defines the term "cognitive evidence" and describes the process for retrieving reliable evidence in a way that maintains integrity throughout the interviewing process Outlines guidance on developing a mindful—rather than prescriptive or rote—approaches to conducting eyewitness interviews Provides guidance for analyzing interviews and improving the interview process Presents specific procedures to interview an eyewitness for a criminal event for both victims and witnesses

* Compares traditional and new approaches to emotions. * Focuses on emotion analysis in digital environments. * Interdisciplinary critical approaches from social psychology, sociolinguistics, sociology, anthropology and philosophy.

Children feel emotions in many ways. At times the intensity of children's emotions may be create difficulties at school, home, and social settings, and obstruct children's relationships with others in their lives. Dialectical behavioral therapy (DBT) has been proven as an evidencedbased intervention for teenagers and adults with various mental health diagnoses that focus on mindfulness, interpersonal relationships, distress tolerance, and emotional regulation. This helpful workbook will translate DBT principles through play therapy informed activities for children and their parents since children learn best through play. Supportive activities and techniques for use in the therapy room and at home with children are provided to assist children in managing their emotions and strengthen their relationships. Children need mediums to express themselves in order to channel their internal conflicts when posed with varying factors which contribute to a child's inability to conceptualize their world. Blending the facilitative powers of DBT and play therapy will allow children to utilize the needed tools and techniques to process their internal conflicts. DBT techniques such as mindfulness, interpersonal reflective, emotional regulation, and distress tolerance, as well as play therapy techniques will be combined. Utilizing these skills while combining the therapeutic powers of play will allow children to play out these presenting challenges to better understand their world and the contributing factors which lead to their dysregulation and inability to cognitively process that which they cannot verbalize due to their limited cognitive ability.

Romantic Love in America: Cultural Models of Gay, Straight, and Polyamorous Relationships introduces the reader to the love and sex lives of two polyamorous, five gay, and eight straight individuals. Coupled with rich interview material, Victor C. de Munck provides a guided tour through the variable geography of love relationships as studied in the social sciences. de Munck describes evolutionary, cognitive, social, prototypical, triadic, and neural theories of romantic love and sex, concluding with an American cultural model of romantic love that also includes its relational properties as a dyad.

Expertise in Jazz Guitar Improvisation is an examination of musical interplay and the ways implicit (sub-conscious) and explicit (conscious) knowledge appear during improvisation. The practice-based research inquiry includes: interviews and interplay with five world-class jazz guitarists, Lage Lund, Jack Wilkins, Ben Monder, Rez Abbasi and Adam Rogers; a modal matrix for analyzing structure, time and form in jazz guitar improvisation, and musical analysis based on cognitive theories. By explaining the cognitive and musical foundations for expertise in jazz guitar improvisation, this book illuminates how jazz guitarists' strategies are crucially dependent on context, style and type of interplay. With accompanying video provided as an e-resource, this material will be of interest to anyone fascinated by Jazz and Psychology of Music.

Examining the improvised relationships among lifelong learning, formal education, and creativity, this volume provides detailed case studies of the creative work of people from a wide variety of fields. Each profile allows readers to explore how real people's distinctive points of view, senses of purpose, and ultimate contributions developed through participation in complex worlds. By looking at creativity as a distributed and participatory process, these cases deconstruct the myth of solitary creative genius, while exploring applications of complexity theory to creative work and raising new questions for creativity research. Providing a framework for thinking about education, agency, and change, this book is valuable for both students and researchers seeking concrete ways to broaden their understanding of creativity in practice.

The book Theory and Practice of Contrast completes, corrects and integrates the foundations of science and humanities, which include: theory of art, philosophy (aesthetics, epistemology, ontology, axiology), cognitive science, theory of information, theory of complexity and physics. Through the integration of these distant disciplines, many unresolved issues in contemporary science have been clarified or better understood, among others: defining impact (contrast) and using this definition in different fields of knowledge; understanding what beauty/art is and what our aesthetic preferences depend on; deeper understanding of what complexity and information are in essence, and providing their general definitions. Complexity means integration, value and goodness - concepts that seem to be neglected today. The book also has a high degree of integration/complexity, although each chapter introduces a new issue. The last chapter: "Binary Model of the Universe" draws attention to the need for including in physics the analysis of our mind and the resulting new possibilities, which include the mentioned (digital) model of the universe. Despite the difficult issues raised here, this study is written in accessible language and may be interesting not only for scientists and academics.

Originally published in 1992, this title reviews seven major subareas in artificial intelligence at that time: knowledge acquisition; logic programming and representation; machine learning; natural language; vision; the design of an AI programming environment; and medicine, a major application area of AI. This volume was an attempt primarily to inform fellow AI workers of recent European work in AI. It was hoped that researchers in 'sister' disciplines, such as computer science and linguistics would gain a deeper understanding of the assumptions, techniques and tools of contemporary AI.

This book demonstrates how the pedagogical decision making of university academics can be shaped by engagement with an educational philosophy known as "relationship-centred education". Beginning with critical analysis of concepts such as student engagement, student satisfaction, and student-centred learning, the author goes on to investigate how literature relating to social justice challenges educators to consider these terms in particular ways. From this basis, the book explores the factors featuring in inclusive, respectful, diverse and student-centred environments. In analysing these factors, the author illuminates the perspectives of university teachers who struggle with the unique challenges of working in the academy; including an increasingly broad set of employment demands and narrower criteria for determining 'impact', all while retaining focus on the transformative potential of higher education. This book will be of interest to students and scholars of transformative learning, as well as social justice within higher education.

The Clinical Neuroscience of Lateralization gives the first comprehensive transdiagnostic overview of the evidence for changes in hemispheric asymmetries in different psychiatric and neurodevelopmental disorders. Taking a multidisciplinary perspective informed by both basic science and clinical studies, the authors integrate recent breakthroughs on hemispheric asymmetries in psychology, neuroscience, genetics and comparative research. They give a general introduction to hemispheric asymmetries and the techniques used to assess them, and review the evidence for changes in hemispheric asymmetries in different psychiatric and neurodevelopmental disorders. The book also discusses neurological disorders like Parkinson's disease and multiple sclerosis and highlights the importance of open science in clinical laterality research. Offering a fresh perspective on a longstanding issue in clinical neuroscience, this book will be of great interest for academics, researchers, and students in the fields of clinical and developmental neuroscience, biopsychology and neuropsychology.

As a growing area of research, the philosophy of time is increasingly relevant to different areas of philosophy and even other disciplines. This book describes and evaluates the most important debates in philosophy of time, under several subject areas: metaphysics, epistemology, physics, philosophy of language, philosophy of mind, cognitive science, rationality, and art. Questions this book investigates include the following. Can we know what time really is? Is time possible, especially given modern physics? Must there be time because we cannot think without it? What do we experience of time? How might philosophy of time be relevant to understanding the mind-body relationship or evidence in cognitive science? Can the philosophy of time help us understand biases toward the future and the fear of death? How is time relevant to art-and is art relevant to philosophical debates about time? Finally, what exactly could time travel be? And could time travel satisfy emotions such as nostalgia and regret? Through asking such questions, and showing how they might be best answered, the book demonstrates the importance philosophy of time has in contemporary thought. Each of the book's ten chapters begins with a helpful introduction and ends with study questions and an annotated list of further reading. This and a comprehensive bibliography at the end of the book prepare the reader to go further in their study of the philosophy of time.

This book comprehensively introduces Cognitive Linguistics and applies its tools to religious language. Drawing on authentic samples from a range of faiths, text types, and modes of interactive discourse, the authors accessibly define concepts like embodied cognition, agency, metaphor analysis, and Dynamic Systems Theory; illustrate how they can be used in analyzing religious language; and offer thorough pedagogical material to aid learning and application. Advanced students and scholars of linguistics, discourse analysis, cognitive science, and religious and biblical studies will benefit from this practical guide to understanding and conducting research on religious discourse.

Neuroscience has made considerable progress in figuring out how the brain works. We know much about the molecular-genetic and biochemical underpinnings of sensory and motor functions. Recent neuroimaging work has opened the door to investigating the neural underpinnings of higher-order cognitive functions, such as memory, attention, and even free will. In these types of investigations, researchers apply specific stimuli to induce neural activity in the brain and look for the function in question. However, there may be more to the brain and its neuronal states than the changes in activity we induce by applying particular external stimuli. In Volume 2 of Unlocking the Brain, Georg Northoff addresses consciousness by hypothesizing about the relationship between particular neuronal mechanisms and the various phenomenal features of consciousness. Northoff puts consciousness in the context of the resting state of the brain thereby delivering a new point of view to the debate that permits very interesting insights into the nature of consciousness. Moreover, he describes and discusses detailed findings from different branches of neuroscience including single cell data, animal data, human imaging data, and psychiatric findings. This yields a unique and novel picture of the brain, and will have a major and lasting impact on neuroscientists working in neuroscience, psychiatry, and related fields.

This book analyzes the uses of emotive language and redefinitions from pragmatic, dialectical, epistemic and rhetorical perspectives, investigating the relationship between emotions, persuasion and meaning, and focusing on the implicit dimension of the use of a word and its dialectical effects. It offers a method for evaluating the persuasive and manipulative uses of emotive language in ordinary and political discourse. Through the analysis of political speeches (including President Obama's Nobel Peace Prize address) and legal arguments, the book offers a systematic study of emotive language in argumentation, rhetoric, communication, political science and public speaking.

Macrostructures are higher-level semantic or conceptual structures that organize the 'local' microstructures of discourse, interaction, and their cognitive processing. They are distinguished from other global structures of a more schematic nature, which we call superstructures. Originally published in 1980, the theory of macrostructures outlined in this book is the result of research carried out during the previous 10 years in the domains of literary theory, text grammar, the general theory of discourse, pragmatics, and the cognitive psychology of discourse processing. The presentation of the theory is systematic but informal and at this stage was not intended to be fully formalized.