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Books > Social sciences > Psychology > Cognition & cognitive psychology > General
Control processes are those mental functions that allow us to
initiate, monitor, and prioritize mental activities. They are
crucial to normal mental functioning. A better understanding of the
nature of control processes and their deficits is important for
clinical work and for an adequate theory of consciousness.
During the past decades, literacy has gradually become a major
concern all over the world. Though there is a great diversity in
both the distribution and degree of literacy in different
countries, there has been an increasing awareness of the number of
illiterates and the consequences of being illiterate. However,
literacy is no longer seen as a universal trait. When one focuses
on culturally-sensitive accounts of reading and writing practices,
the concept of literacy as a single trait does not seem very
feasible. A multiplicity of literacy practices can be distinguished
which are related to specific cultural contexts and associated with
relations of power and ideology. As such, literacy can be seen as a
lifelong context-bound set of practices in which an individual's
needs vary with time and place.
During the past decades, literacy has gradually become a major
concern all over the world. Though there is a great diversity in
both the distribution and degree of literacy in different
countries, there has been an increasing awareness of the number of
illiterates and the consequences of being illiterate. However,
literacy is no longer seen as a universal trait. When one focuses
on culturally-sensitive accounts of reading and writing practices,
the concept of literacy as a single trait does not seem very
feasible. A multiplicity of literacy practices can be distinguished
which are related to specific cultural contexts and associated with
relations of power and ideology. As such, literacy can be seen as a
lifelong context-bound set of practices in which an individual's
needs vary with time and place.
Knowledge, Concepts and Categories brings together an overview of recent research on concepts and knowledge that abstracts across a variety of specific fields of cognitive psychology. Readers will find data from many different areas: developmental psychology, formal modelling, neuropsychology, connectionism, philosophy, and so on. The book can be divided into three parts. Chapters 1 to 5 each contain a thorough and systematic review of a significant aspect of research on concepts and categories. Chapters 6 to 9 are concerned primarily with issues related to the taxonomy of human knowledge. Finally, Chapters 10 to 12 discuss formal models of categorization and function learning. The purpose of these three chapters is to provide a few examples of current formal modelling of conceptual behaviour. Knowledge, Concepts and Categories will be welcomed by students and researchers in cognitive psychology and related areas as an unusually wide-ranging and authoritative review of an important subfield of psychology.
This volume is an attempt to synthesize the understandings we have
about reading to learn. Although learning at all ages is discussed
in this volume, the main focus is on middle and high school
classrooms--critical spaces of learning and thinking.
This volume is an attempt to synthesize the understandings we have
about reading to learn. Although learning at all ages is discussed
in this volume, the main focus is on middle and high school
classrooms--critical spaces of learning and thinking.
A child with developmental dyslexia or an adult with a reading disorder following brain damage might read the word shoe as 'show', why does this happen? Most current information processing models of reading distinguish between two alternative procedures for the pronunciation of a printed word. The difference between these concerns the level at which orthography is translated to phonology in one, the word-level procedure, a word is read aloud with reference to knowledge specific to that whole word. In the other, the sub-word-level procedure, a printed word is pronounced with reference to knowledge about smaller segments which occur in many different words. Both procedures contribute to normal skilled reading and its acquisition. But if one of the procedures is disrupted, then oral reading will be forced to rely on the alternative routine. Surface dyslexia is a general label for any disorder of reading which results from inadequate functioning of the word-level procedure and in consequence abnormal reliance on sub-word level translation from orthography to phonology. Originally published in 1985, this book provides new evidence about the diverse manifestations of surface dyslexia in adult neurological patients and in children with developmental disorders of reading. The data are drawn from speakers of a range of languages with distinct orthographies. Process models for the pronunciation of print are elaborated, and an appendix gives neurological information on the patients reported.
Drawing together research and theory in ethology and psychology,
this book offers a clear and provocative account of the ways in
which living organisms learn. Throughout, the authors' focus is on
the importance of operational definition.
Historically, the social aspects of language use have been
considered the domain of social psychology, while the underlying
psycholinguistic mechanisms have been the purview of cognitive
psychology. Recently, it has become increasingly clear that these
two dimensions are highly interrelated: cognitive mechanisms
underlying speech production and comprehension interact with social
psychological factors, such as beliefs about one's interlocutors
and politeness norms, and with the dynamics of the conversation
itself, to produce shared meaning. This realization has led to an
exciting body of research integrating the social and cognitive
dimensions which has greatly increased our understanding of human
language use.
The problems of studying families arise from the difficulty in
studying systems where there are multiple elements interacting with
each other and with the child. How should this system be described?
Still other problems relate to indirect effects; namely the
influence of a particular dyad's interaction on the child when the
child is not a member of the dyad. While all agree that the
mother-father relationship has important bearing on the child's
development, exactly how to study this--especially using
observational techniques--remains a problem. While progress in
studying the family has been slow, there is no question that an
increase in interest in the family systems, as opposed to the
mother-child relationship, is taking place. This has resulted in an
increase in research on families and their effects.
This book, which gathers in one place the theories of 10 leading
cognitive and functional linguists, represents a new approach that
may define the next era in the history of psychology: It promises
to give psychologists a new appreciation of what this variety of
linguistics can offer their study of language and communication. In
addition, it provides cognitive-functional linguists new models for
presenting their work to audiences outside the boundaries of
traditional linguistics. Thus, it serves as an excellent text for
courses in psycholinguistics, and appeal to students and
researchers in cognitive science and functional linguistics.
Capitalism has made rationality into a pervasive feature of human action and yet, far from heralding a loss of emotionality, capitalist culture has been accompanied with an unprecedented intensification of emotional life. This raises the question: how could we have become increasingly rationalized and more intensely emotional? Emotions as Commodities offers a simple hypothesis: that consumer acts and emotional life have become closely and inseparably intertwined with each other, each one defining and enabling the other. Commodities facilitate the experience of emotions, and so emotions are converted into commodities. The contributors of this volume present the co-production of emotions and commodities as a new type of commodity that has gone unseen and unanalyzed by theories of consumption - emodity. Indeed, this innovative book explores how emodity includes atmospherical or mood-producing commodities, relation-marking commodities and mental commodities, all of which the purpose it is to change and improve the self. Analysing a variety of modern day situations such as emotional management through music, creation of urban sexual atmospheres and emotional transformation through psychotherapy, Emotions as Commodities will appeal to scholars, postgraduate students and postdoctoral researchers interested in fields such as Sociology, Cultural Studies, Marketing, Anthropology and Consumer Studies.
Originally published in 1985, the various chapters in this volume give examples of research on all three aspects of text understanding - namely, structure, world knowledge and process. More than this, however, the research described represents a shift in emphasis from studying stories, which dominated the field in the late 1970s, to studying expository text. This focus on stories was probably due to the essential first step in any science of examining the simplest materials possible. However, the editors thought that it was time to shift the research focus from stories to expository text and this volume is their attempt to provide this transition.
This book achieves a goal that was set 25 years ago when the HAM
theory of human memory was published. This theory reflected one of
a number of then-current efforts to create a theory of human
cognition that met the twin goals of precision and complexity. Up
until then the standard for precision had been the mathematical
theories of the 1950s and 1960s. These theories took the form of
precise models of specific experiments along with some informal,
verbally-stated understanding of how they could be extended to new
experiments. They seemed to fall far short of capturing the breadth
and power of human cognition that was being demonstrated by the new
experimental work in human cognition. The next 10 years saw two
major efforts to address the problems of scope. In 1976, the ACT
theory was first described and included a production rule system of
procedural memory to complement HAM's declarative memory. This
provided a computationally adequate system which was indeed capable
of accounting for all sorts of cognition. In 1993, a new version of
ACT--ACT-R--was published. This was an effort to summarize the
theoretical progress made on skill acquisition in the intervening
10 years and to tune the subsymbolic level of ACT-R with the
insights of the rational analysis of cognition.
This edited volume grew out of a conference that brought together
beginning reading experts from the fields of education and the
psychology of reading and reading disabilities so that they could
present and discuss their research findings and theories about how
children learn to read words, instructional contexts that
facilitate this learning, background experiences prior to formal
schooling that contribute, and sources of difficulty in disabled
readers. The chapters bring a variety of perspectives to bear on a
single cluster of problems involving the acquisition of word
reading ability. It is the editors' keen hope that the insights and
findings of the research reported here will influence and become
incorporated into the development of practicable, classroom-based
instructional programs that succeed in improving children's ability
to become skilled readers. Furthermore, they hope that these
insights and findings will become incorporated into the working
knowledge that teachers apply when they teach their students to
read, and into further research on reading acquisition.
This volume describes research and theory concerning the cognitive
neuroscience of attention. Filling a key gap, it emphasizes
developmental changes that occur in the brain-attention
relationship in infants, children, and throughout the lifespan and
reviews the literature on attention, development, and underlying
neural systems in a comprehensive manner.
For knowledge management to be successful, the corporate culture needs to be adapted to encourage the creation, sharing, and distribution of knowledge within the organization. Knowledge Organizations: What Every Manager Should Know provides insight into how organizations can best accomplish this goal. Liebowitz and Beckman provide the information companies need for evaluating and planning the steps and processes that will transform their existing organization infrastructure into a "knowledge-based" organization. This easy-to-read guide includes many vignettes, examples, and short cases of organizations involved in knowledge management.
The need to know why as well as how children and youth respond as they do to reading instruction has guided the selection of this book's content. The second edition of this title, originally published in 1990, has retained and elaborated upon the three major themes previously presented: that reading is a linguistic process; that motivation, the affective domain, may be as important in learning to read as the cognitive domain; and that the reality of learning theory is to be found in the mechanisms of the brain where information is mediated and memory traces are stored. The text integrates views from cognitive psychology, psycholinguistics, and neuropsychology as they relate to reading and writing. A learning-motivation model is provided to present associative learning, conceptualization, and self-directed reading in a hierarchical relationship with distinct cognitive and affective components. The distinction between beginning and proficient reading is maintained throughout the text.
In the World Library of Psychologists series, international experts themselves present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major practical theoretical contributions. Glyn Humphreys is an internationally renowned cognitive neuropsychologist with research interests covering object recognition and its disorders, visual word recognition, object and spatial attention, the effects of action on cognition, and social cognition. Within the field of Psychology he has won a number of prestigious awards, including the Spearman Medal, the President's Award of the British Psychological Society, and the Donald Broadbent Prize from the European Society for Cognitive Psychology. This collection reflects the different directions in his work and approaches which have been adopted. It will enable the reader to trace key developments in cognitive neuropsychology in a period of rapid change over the last thirty years. A newly written introduction contextualises the selection in relation to changes in the field during this time. Attention, Perception and Action will be invaluable reading for students and researchers in visual cognition, cognitive neuropsychology and vision neuroscience.
Originally published in 1996. During the author's decade of critical ethnography in Carpinteria, California, she has illuminated the intricate relationships between Latino families as together they build a sociopolitical community to bridge family and school alliances. How they extend their learning from the social networks to the family arena and to the personal, and in reverse, represents their protean responses to the diversity and adversity in their lives. This life-story captures the collective and individual texts of the Latino children, their parents and educators used to empower themselves to transform discontinuity in an age where continuity is increasingly foreign.
Reissuing works originally published between 1937 and 2005, this collection of books on various aspects of learning to read and write is a superb resource for those teaching or those studying education. Some titles look at literacy in a multilingual environment and offer advice and techniques for the world of EFL while others consider the nature of childhood learning strategies and others look at policy in schools. Spanning the worlds of linguistics, psychology and education this set has something to offer for all classrooms.
That which does not kill us makes us stronger. (Nietzsche) The phenomenon of positive personal change following devastating events has been recognized since ancient times, but given little attention by contemporary psychologists and psychiatrists, who have tended to focus on the negative consequences of stress. In recent years, evidence from diverse fields has converged to suggest the reality and pervasive importance of the processes the editors sum up as posttraumatic growth. This volume offers the first comprehensive overview of these processes. The authors address a variety of traumas--among them bereavement, physical disability, terminal illness, combat, rape, and natural disasters--following which experiences of growth have been reported. How can sufferers from posttraumatic stress disorder best be helped? What does "resilience" in the face of high risk mean? Which personality characteristics facilitate growth? To what extent is personality change possible in adulthood? How can concepts like happiness and self-actualization be operationalized? What role do changing belief systems, schemas, or "assumptive worlds" play in positive adaptation? Is "stress innoculation" possible? How do spiritual beliefs become central for many people struck by trauma, and how are posttraumatic growth and recovery from substance abuse or the crises of serious physical illnesses linked? Such questions have concerned not only the recently defined and expanding group of "traumatologists," but also therapists of all sorts, personality and social psychologists, developmental and cognitive researchers, specialists in health psychology and behavioral medicine, and those who study religion and mental health. Overcoming the challenges of life's worst experiences can catalyze new opportunities for individual and social development. Learning about persons who discover or create the perception of positive change in their lives may shed light on the problems of those who continue to suffer. Posttraumatic Growth will stimulate dialogue among personality and social psychologists and clinicians, and influence the theoretical foundations and clinical agendas of investigators and practitioners alike.
The use of social sterotypes as a basis for judgments and
behavioral decisions has been a major focus of social psychological
theory and research since the field began. Although motivational
and cognitive influences on stereotyping have been considered,
these two general types of influence have rarely been conceptually
integrated within a common theoretical framework. Nevertheless,
almost every area of theoretical and empirical concern in social
cognition--areas such as the interpretation of new information,
memory and retrieval processes, impression formation, the use of
heuristic vs. analytic processing strategies, the role of affect in
information processing, and self-esteem maintenance--has
implications for this important social phenomenon.
"Perspectives on Conceptual Change" presents case study excerpts
illustrating the influence on and processes of students' conceptual
change, and analyses of these cases from multiple theoretical
frameworks. |
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