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Books > Social sciences > Psychology > Cognition & cognitive psychology > General
In our high technology society, there is a growing demand for a better understanding of decision making in high risk situations in order to improve selection, training and operational performance. Decision Making Under Stress presents a state-of-the-art review of psychological theory, in research and practice, on decision making in high pressure and emergency situations. It focuses on the experienced decision makers who deal with such risks, principally on flight decks, at civil emergencies, in industrial settings and military environments. The 29 chapters cover a wide range of perspectives and applications from aviation, military, industry and the emergency services. The authors, all international invited experts in their field, are based in research centers and universities from Europe, North America and Australia. Their common interest is in the theories and methods of a new research domain called NDM (naturalistic decision making). This volume comprises the edited contributions to the Third International NDM conference, sponsored by the US Army Research Institute and the US Naval Air Warfare Center, which was held in Aberdeen, Scotland in September 1996. The NDM researchers are interested in decision making in situations characterised by high risk, time pressure, uncertain goals, ambiguous information and teamwork. The extent to which the NDM approach can explain and predict human performance in such settings is a central theme, discussed with many practical examples and applications. This book is essential reading for applied psychologists, pilots, emergency commanders, military officers, high hazard managers, safety and emergency response professionals.
Cognitive education brings together the disciplines of cognitive psychology and education. This book provides an accessible introduction to the field. It explains the concepts commonly found in the cognitive psychology and cognitive education literatures, theories and models of human thinking and intelligent behaviour, and how these have been applied to psychoeducational assessment, instruction, and the adaption of student behavior. The book includes numerous examples to explain the concepts, theories, and applications, and includes supplementary reading lists and study questions.
Cognitive education brings together the disciplines of cognitive psychology and education. This book provides an accessible introduction to the field. It explains the concepts commonly found in the cognitive psychology and cognitive education literatures, theories and models of human thinking and intelligent behaviour, and how these have been applied to psychoeducational assessment, instruction, and the adaption of student behavior. The book includes numerous examples to explain the concepts, theories, and applications, and includes supplementary reading lists and study questions.
The past fifteen years have witnessed an increasing interest in the
cognitive study of the bilingual. A major reason why psychologists,
psycholinguists, applied linguists, neuropsychologists, and
educators have pursued this topic at an accelerating pace
presumably is the acknowledgment by increasingly large numbers of
language researchers that the incidence of monolingualism in
individual language users may be lower than that of bilingualism.
This alleged numerical imbalance between monolinguals and
bilinguals may be expected to become larger due to increasing
international travel through, for instance, tourism and trade, to
the growing use of international communication networks, and to the
fact that in some parts of the world (i.e., Europe), the borders
between countries are effectively disappearing.
SEE SHORT BLURB FOR ALTERNATE COPY... A complex, intriguing, and
important verbal entity, the proverb has been the subject of a vast
number of opinions, studies, and analyses. To accommodate the
assorted possible audiences, this volume outlines seven views of
the proverb -- personal, formal, religious, literary, practical,
cultural, and cognitive. Because the author's goal is to provide a
scientific understanding of proverb comprehension and production,
he draws largely on scholarship stemming from the formal, cultural,
and cognitive views.
Research in collective memory is a relatively new area capturing
the interest of scholars in social psychology, memory, sociology,
and anthropology. The core idea is that collective attitudes and
behaviors are created and shared through common experiences and
communication among a cohort of people. For example, people born
between 1940 and 1960 are often defined via the JFK assassination
and the Vietnam War. Their parents typically experienced lesser
impact from these events.
One of the most profound insights of the dynamic systems
perspective is that new structures resulting from the developmental
process do not need to be planned in advance, nor is it necessary
to have these structures represented in genetic or neurological
templates prior to their emergence. Rather, new structures can
emerge as components of the individual and the environment
self-organize; that is, as they mutually constrain each other's
actions, new patterns and structures may arise. This theoretical
possibility brings into developmental theory the important concept
of indeterminism--the possibility that developmental outcomes may
not be predictable in any simple linear causal way from their
antecedents.
Recently, there has been a renewal of interest in the broad and
loosely bounded range of phenomena called deception and
self-deception. This volume addresses this interest shared by
philosophers, social and clinical psychologists, and more recently,
neuroscientists and cognitive scientists. Expert contributors
provide timely, reliable, and insightful coverage of the normal
range of errors in perception, memory, and behavior. They place
these phenomena on a continuum with various syndromes and
neuropsychiatric diseases where falsehood in perception,
self-perception, cognition, and behaviors are a peculiar sign.
Leading authorities examine the various forms of "mythomania,"
deception, and self-deception ranging from the mundane to the
bizarre such as imposture, confabulations, minimization of
symptomatology, denial, and anosognosia. Although the many diverse
phenomena discussed here share a family resemblance, they are
unlikely to have a common neurological machinery. In order to reach
an explanation for these phenomena, a reliable pattern of lawful
behavior must be delineated. It would then be possible to develop
reasonable explanations based upon the underlying neurobiological
processes that give rise to deficiencies designated as the
mythomanias. The chapters herein begin to provide an outline of
such a development. Taken as a whole, the collection is consistent
with the emerging gospel indicating that neither the machinery of
"nature" nor the forces of "nurture" taken alone are capable of
explaining what makes cognition and behaviors aberrant.
Psychophysical theory exists in two distinct forms -- one ascribes
the explanation of phenomena and empirical laws to sensory
processes. Context effects arising through the use of particular
methods are an unwanted nuisance whose influence must be eliminated
so that one isolates the "true" sensory scale. The other considers
psychophysics only in terms of cognitive variables such as the
judgment strategies induced by instructions and response biases.
Sensory factors play a minor role in cognitive approaches.
Metacognition is a term that spans many sub-areas in psychology and
means different things to different people. A dominant view has
been that metacognition involves the monitoring of performance in
order to control cognition; however, it seems reasonable that much
of this control runs implicitly (i.e., without awareness). Newer
still is the field of implicit memory, and it has different
connotations to different sub-groups as well. The editor of this
volume takes it to mean that a prior experience affects behavior
without the individual's appreciation (ability to report) of this
influence.
The first book to provide an accessible introduction to neuropsychoanalysis. Covers the theoretical foundations and history of the field, along with an overview of current models relevant to psychoanalysis. It presents the state-of-the-art in neuropsychoanalytic research and theory as well as suggestions for future research and clinical-therapeutic implications.
With an accessible, easy-to-understand writing style, COGNITIVE PSYCHOLOGY, Sixth Edition will give you the tools you need to be successful in the course This book covers cognitive neuroscience, attention and consciousness, perception, memory, knowledge, representation, language, problem solving and creativity, decision making and reasoning, cognitive development, and intelligence. A review of key themes at the end of every chapter will help you spend more time studying important information and less time trying to figure out what you need to know. The author provides a "from lab to life" approach that covers theory, lab and field research, and applications to everyday life.
Intuitive Imagery puts the discoveries of modern science to work
through a
Panpsychism is the view that consciousness - the most puzzling and strangest phenomenon in the entire universe - is a fundamental and ubiquitous feature of the world, though in a form very remote from human consciousness. At a very basic level, the world is awake. Panpsychism seems implausible to most, and yet it has experienced a remarkable renaissance of interest over the last quarter century. The reason is the stubbornly intractable problem of consciousness. Despite immense progress in understanding the brain and its relation to states of consciousness, we still really have no idea how consciousness emerges from physical processes which are presumed to be entirely non-conscious. The Routledge Handbook of Panpsychism provides a high-level comprehensive examination and assessment of the subject - its history and contemporary development. It offers 28 chapters, appearing in print here for the first time, from the world's leading researchers on panpsychism. The chapters are divided into four sections that integrate panpsychism's relevance with important issues in philosophy of mind, philosophy of science, metaphysics, and even ethics: Historical Reflections Forms of Panpsychism Comparative Alternatives How Does Panpsychism Work? The volume will be useful to students and scholars as both an introduction and as cutting-edge philosophical engagement with the subject. For anyone interested in a philosophical approach to panpsychism, the Handbook will supply fascinating and enlightening reading. The topics covered are highly diverse, representing a spectrum of views on the nature of mind and world from various standpoints which take panpsychism seriously.
Sound Teaching is written for vocal and instrumental music teachers, music performers with a portfolio career and music students at conservatoires and universities. Music students undertaking practice-related research will find examples of research methodologies and projects that are informative for their studies. Musical participants of all kinds - students, teachers, performers, and audiences - will find new ways of understanding their practice and experience through research.
Recognizing the characteristics of children with learning
disabilities and deciding how to help them is a problem faced by
schools all over the world. Although some disorders are fairly
easily recognizable (e.g., mental retardation) or very specific to
single components of performance and quite rare (e.g.,
developmental dyscalculia), schools must consider much larger
populations of children with learning difficulties who cannot
always be readily classified. These children present high-level
learning difficulties that affect their performance on a variety of
school tasks, but the underlying problem is often their difficulty
in understanding written text. In many instances, despite good
intellectual abilities and a superficial ability to cope with
written texts and to use language appropriately, some children do
not seem to grasp the most important elements, or cannot find the
pieces of information they are looking for. Sometimes these
difficulties are not immediately detected by the teacher in the
early school years. They may be hidden because the most obvious
early indicators of reading progress in the teacher's eyes do not
involve comprehension of written texts or because the first texts a
child encounters are quite simple and reflect only the difficulty
level of the oral messages (sentences, short stories, etc.) with
which the child is already familiar. However, as years go by and
texts get more complex, comprehension difficulties will become
increasingly apparent and increasingly detrimental to effective
school learning. In turn, studying, assimilating new information,
and many other situations requiring text comprehension -- from
problem solving to reasoning with linguistic contents -- could be
affected.
Due to the requirements of automatic system design, and new needs for the training of complex tasks, Cognitive Task Analysis (CTA) has been used with increasing frequency in recent years by the airline industry and air traffic control community. Its power is reflected in the literature on professional training and systems design, where CTA is often cited as one of the most promising new technologies, especially for the complex cognitive tasks now confronting those working in aviation. The objective of this book is to bridge the gap between research and practice, to make what we know about CTA available to practitioners in the field. The book focuses on cognitive psychology and artificial intelligence analyses of aviation tasks. It is designed to help readers identify and solve specific design and training problems, in the flight deck, air traffic control and operations contexts. Distilling experience and guidelines from the best aviation cognitive analyses in accessible form, it is the first comprehensive volume on CTA, and is written for practitioners of cognitive analysis in aviation. It provides an overview of analyses to date; methods of data collection; and recommendations for designing and conducting CTA for use in instructional design, systems development, and evaluation. The first part of the book provides the principles and foundations of CTA, describing traditional approaches to task analysis and ways that cognitive analyses can be integrated with the analysis and development processes. The next part details how to: select the appropriate method or methods; determine job tasks that can be trained for automatic performance; extract knowledge structures; analyse mental models; and identify the decision-making and problem-solving strategies associated with experienced job performance. The authors also describe when to use and how to design and conduct a cognitive task analysis; how to use CTA along with traditional task analysis and ISD; and how to use CTA in training program development and systems design, as well as in personnel selection and evaluation. The current demand for cognitive analyses makes this a timely volume for those in aviation and, more generally, the industrial development and training communities. Readers will find this a thorough presentation of cognitive analyses in aviation and a highly usable guide in the design, implementation and interpretation of CTA. The book will be useful to instructional developers, aviation equipment and systems designers, researchers, government regulatory personnel, human resource managers, instructors, pilots, air traffic controllers, and operations staff.
The term "skill" encompasses an array of topics and issues. For
example, individuals are skilled in a variety of domains such as
chess, typing, air traffic control, or knitting; researchers study
skill in a variety of ways, including speed of acquisition,
accuracy of performance, and retention over time; and there are a
variety of approaches to the study of skill such as computer
modeling or experimental analysis. Contributing to the
understanding of whether, how, when, and why skills may decline as
a function of age is the goal of this volume.
Concern with stress and coping has a long history in biomedical, psychological and sociological research. The inadequacy of simplistic models linking stressful life events and adverse physical and psychological outcomes was pointed out in the early 1980s in a series of seminal papers and books. The issues and theoretical models discussed in this work shaped much of the subsequent research on this topic and are reflected in the papers in this volume. The shift has been away from identifying associations between risks and outcomes to a focus on factors and processes that contribute to diversity in response to risks. Based on the Family Research Consortium's fifth summer institute, this volume focuses on stress and adaptability in families and family members. The papers explore not only how a variety of stresses influence family functioning but also how family process moderates and mediates the contribution of individual and environmental risk and protective factors to personal adjustment. They reveal the complexity of current theoretical models, research strategies and analytic approaches to the study of risk, resiliency and vulnerability along with the central role risk, family process and adaptability play in both normal development and childhood psychopathology.
Early emotional development, emotional regulation, and the links
between emotion and social or cognitive functioning in atypically
developing children have not received much attention. This lack is
due in part to the priorities given to the educational and
therapeutic needs of these children. Yet an understanding of the
basic emotional processes in children with atypical development can
only serve to promote more effective strategies for teaching and
intervening in the lives of these children and their families and
may contribute to our understanding of basic emotional processes as
well.
Signal detection theory--as developed in electrical engineering and
based on statistical decision theory--was first applied to human
sensory discrimination 40 years ago. The theoretical intent was to
provide a valid model of the discrimination process; the
methodological intent was to provide reliable measures of
discrimination acuity in specific sensory tasks. An analytic method
of detection theory, called the relative operating characteristic
(ROC), can isolate the effect of the placement of the decision
criterion, which may be variable and idiosyncratic, so that a pure
measure of intrinsic discrimination acuity is obtained. For the
past 20 years, ROC analysis has also been used to measure the
discrimination acuity or inherent accuracy of a broad range of
practical diagnostic systems. It was widely adopted by
methodologists in the field of information retrieval, is
increasingly used in weather forecasting, and is the generally
preferred method in clinical medicine, primarily in radiology. This
book attends to both themes, ROC analysis in the psychology
laboratory and in practical diagnostic settings, and to their
essential unity.
Recently, research on the ways in which goals, affect, and
self-regulation influence one another has enjoyed an upsurge. New
findings are being published and new theories are being developed
to integrate these findings. This volume reports on the latest of
this work, including a substantial amount of data and theory that
has not yet been published. Emanating from a conference exploring
affect as both a cause and effect in various social contexts, this
book examines some of the complex and reciprocal relationships
among goals, self structures, feelings, thoughts, and behavior. The
chapters address:
The recent evolution of western societies has been characterized by
an increasing emphasis on information and communication. As the
amount of available information increases, however, the user --
worker, student, citizen -- faces a new problem: selecting and
accessing relevant information. More than ever it is crucial to
find efficient ways for users to interact with information systems
in a way that prevents them from being overwhelmed or simply
missing their targets. As a result, hypertext systems have been
developed as a means of facilitating the interactions between
readers and text. In hypertext, information is organized as a
network in which nodes are text chunks (e.g., lists of items,
paragraphs, pages) and links are relationships between the nodes
(e.g., semantic associations, expansions, definitions, examples --
virtually any kind of relation that can be imagined between two
text passages). Unfortunately, the many ways in which these
hypertext interfaces can be designed has caused a complexity that
extends far beyond the processing abilities of regular users.
Therefore, it has become widely recognized that a more rational
approach based on a thorough analysis of information users' needs,
capacities, capabilities, and skills is needed. This volume seeks
to meet that need.
Focusing on the principles and applications of chaotic thinking, this text seeks to promote a more general understanding and acceptance of this cognitive style. It may help people deal more effectively with chaotic situations, such as economic crises, career changes, and relationship skills. |
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