Knowledge and Vision, Volume 70, the latest release in the Psychology of Learning and Motivation, features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving. Topics in this new release include Memorability: How what we see influences what we remember, The impact of prior knowledge on visual memory, Neural dynamics of visual and semantic object processing, Comprehending and developing the meaning of visual narratives, Attention and vision, The role of learning and memory in early visual development, The Information Content of Visual Categories, What do neurons really want?, and more.

Speaking, Writing and Communicating, Volume 78 of The Psychology of Learning and Motivation, the latest release in this ongoing series, features empirical and theoretical contributions in cognitive and experimental psychology.

Visual masking is a technique used in cognitive research to understand pre-conscious processes (priming, for example), consciousness, visual limits, and perception issues associated with psychopathology. This book is a short format review of research using visual masking: how it has been used, and what these experiments have discovered.Topics covered include concepts, varieties, and theories of masking; masking and microgenetic mechanisms and stagesof visual processing; psychopharmacological and genetic factors in masking, and more.
Provides succinct information about the widely dispersed masking studies and points out some new trends in masking research Reviews transcranial magnetic stimulation (TMS) as an alternative to the traditional psychophysical masking methodsComments on the methodological pitfalls hidden in the practice of masking, helping to improve the quality of future research where masking is used as a tool Informs readers about recent developments in theoretical attempts to understand masking

Another Way...Choosing to Change: Facilitator Guide is a victim-centered, research-informed curriculum that addresses criminogenic risk and needs in order to achieve transformational learning and promote empathy building. The psychoeducational format, which features a trauma-informed approach and uses such promising practices as motivational interviewing and ACEs research, helps practitioners lead groups through an innovative, highly relational, and skills-based batterer intervention program. The facilitator guide begins with a comprehensive overview of the program, including discussions of its philosophy, design, and theoretical framework, as well as implementation strategies and tips for retention. The guide progresses in tandem with the curriculum, providing facilitators with step-by-step instructions, suggested timeframes, and key strategies so they can confidently and competently lead participants through each lesson and each critical stage of intervention and recovery. At the end of each lesson, Facilitator Helps sections provides suggestions for how to explain specific parts of the lesson, references to helpful websites for further research and knowledge building, and cautions about potential issues that may arise during group discussions. Another Way...Choosing to Change is an exemplary curriculum to rehabilitate domestic violence offenders and, in doing so, increase safety and empathy for victims of violence.

Shows that the myth that mental illness is strongly linked to violence makes us all less safe Mass shootings have become a defining issue of our time. Whenever the latest act of newsworthy violence occurs, mental illness is inevitably cited as a preeminent cause by members of the news media and political sphere alike. Violence and Mental Illness: Rethinking Risk Factors and Enhancing Public Safety exposes how mental illness is vastly overemphasized in popular discussion of mass violence, which in turn makes us all less safe. The recurring and intense focus on mental illness in the wake of violent tragedy is fueled by social stigma and cognitive bias, strengthening an exaggerated link between violence and mental illness. Yet as Eric B. Elbogen and Nico Verykoukis clearly and compellingly demonstrate in this book, a wide array of empirical data show that this link is much weaker than commonly believed—numerous other risk factors have been proven to be stronger predictors of violence. In particular, the authors argue that overweighting mental illness means underweighting more robust risk factors, which are external (e.g., poverty, financial strain, inadequate social support), internal (e.g., younger age, anger, substance abuse), or violence-defining (e.g., lacking empathy, gun access, hate group membership). These risk factors need to be taken into consideration when crafting policies that concern public safety, with emphasis on strategies for reducing the viability and acceptability of violence as a choice.

Most of us laugh at something funny multiple times during a typical day. Humor serves multiple purposes, and although there is a sizable and expanding research literature on the subject, the research is spread in a variety of disciplines. The Psychology of Humor, 2e reviews the literature, integrating research from across subdisciplines in psychology, as well as related fields such as anthropology, biology, computer science, linguistics, sociology, and more. This book begins by defining humor and presenting theories of humor. Later chapters cover cognitive processes involved in humor and the effects of humor on cognition. Individual differences in personality and humor are identified as well as the physiology of humor, the social functions of humor, and how humor develops and changes over the lifespan. This book concludes noting the association of humor with physical and mental health, and outlines applications of humor use in psychotherapy, education, and the workplace. In addition to being fully updated with recent research, the second edition includes a variety of new materials. More graphs, tables, and figures now illustrate concepts, processes, and theories. It provides new brief interviews with prominent humor scholars via text boxes. The end of each chapter now includes a list of key concepts, critical thinking questions, and a list of resources for further reading.

A book for learners of all ages containing the best and most updated advice on learning from neuroscience and cognitive psychology. Do you spend too much time learning with disappointing results? Do you find it difficult to remember what you read? Do you put off studying because it's boring and you're easily distracted? This book is for you. Dr. Barbara Oakley and Olav Schewe have both struggled in the past with their learning. But they have found techniques to help them master any material. Building on insights from neuroscience and cognitive psychology, they give you a crash course to improve your ability to learn, no matter what the subject is. Through their decades of writing, teaching, and research on learning, the authors have developed deep connections with experts from a vast array of disciplines. And it's all honed with feedback from thousands of students who have themselves gone through the trenches of learning. Successful learners gradually add tools and techniques to their mental toolbox, and they think critically about their learning to determine when and how to best use their mental tools. That allows these learners to make the best use of their brains, whether those brains seem "naturally" geared toward learning or not. This book will teach you how you can do the same.