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Books > Social sciences > Psychology > Cognition & cognitive psychology > General
Psychology and philosophy have long studied the nature and role of
explanation. More recently, artificial intelligence research has
developed promising theories of how explanation facilitates
learning and generalization. By using explanations to guide
learning, explanation-based methods allow reliable learning of new
concepts in complex situations, often from observing a single
example.
Since the publication of Vygotsky's Thought and Language in the United States, a number of North American and European investigators have conducted systematic observations of children's spontaneous private speech, giving substantial support to Vygotsky's major hypotheses - particularly those regarding the social origins of higher psychological functions. However, there still remain many vital questions about the origins, significance, and functions of private speech: How can social and private speech be validly differentiated? What kinds of social interactions promote the use of private speech? What are the sources of individual differences in the use of private speech? This unique volume addresses these and many other important questions. Characterized by a strong emphasis on original data, it reports on systematic observations of spontaneous private speech in children and adults in both laboratory and naturalistic settings. In addition to its systematic analysis of common methodological problems in the field, the book contains the most comprehensive bibliography of the private speech literature currently available.
First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.
This volume celebrates the 50th anniversary of the famous and
influential work of Jean Piaget and Alina Szeminska, "The Child's
Conception of Number." It is a tribute to those two authors as well
as to the entire Geneva school that pioneered the genetic study of
cognitive structures in children. Dealing with the process of the
child's construction of the notion of number -- a very important
subject for the child as well as for the teacher, the researcher,
and the practicing psychologist -- it summarizes the progress that
has been made and outlines new research directions in this area.
The book is a compilation of the work of the foremost international
researchers in this area and includes a wide spectrum of viewpoints
and schools of thought. It also introduces several new authors from
Europe, including students of Piaget, to the American academic
community.
This volume contains perspectives from a collection of cognitive
scientists on the psychological, philosophical, and educational
issues surrounding the meanings of words and how these meanings are
learned and accessed. It features chapters covering the nature and
structure of word meaning, how new word meanings are acquired in
childhood and later on in life, and how research in word processing
may tell us something about the way in which word meanings are
represented and how they relate to the language processor.
The past decade has witnessed an explosion of interest and research on close relationships and social cognition. In both areas, numerous handbooks, textbooks, and journal articles have been published. However, it is the editors' impression that although cognitive theories and concepts have filtered through to research dealing with close relationships, much of this research reflects a relatively untutored understanding of the theoretical and empirical work in social cognition. Conversely, the research literature that provides a more sophisticated perspective on the role of cognition in close relationships typically reveals a relatively limited knowledge of the literature on close relationships. As researchers who have worked in both social cognitive processes and close relationships, Fletcher and Fincham are convinced that each field has much to offer the other. In fact, their book is based on two important postulates: first, that a social cognitive framework offers a valuable resource for developing our understanding of close relationships; and, second, that studying cognition within close relationships has the potential to inform our understanding of basic social cognitive processes.
The publication of this unique three-volume set represents the culmination of years of work by a large number of scholars, researchers, and professionals in the field of moral development. The literature on moral behavior and development has grown to the point where it is no longer possible to capture the "state of the art" in a single volume. This comprehensive multi-volume Handbook marks an important transition because it provides evidence that the field has emerged as an area of scholarly activity in its own right. Spanning many professional domains, there is a striking variety of issues and topics surveyed: anthropology, biology, economics, education, philosophy, psychology, psychiatry, sociology, social work, and more. By bringing together work on diverse topics, the editors have fostered a mutually-beneficial exchange not only between alternative approaches and perspectives, but also between "applied" and "pure" research interests. The Theory volume presents current and ongoing theoretical advances focusing on new developments or substantive refinements and revisions to existing theoretical frameworks. The Research volume summarizes and interprets the findings of specific, theory-driven, research programs; reviews research in areas that have generated substantial empirical findings; describes recent developments in research methodology/techniques; and reports research on new and emerging issues. The Application volume describes a diverse array of intervention projects - educational, clinical, organizational, and the like. Each chapter includes a summary report of results and findings, conceptual developments, and emerging issues or topics. Since the contributors to this publication are active theorists, researchers, and practitioners, it may serve to define directions that will shape the emerging literature in the field.
Marriage and Family Therapy: A Sociocognitive Approach is a comprehensive and clearly written introduction to sociocognitive therapy. It is rich with transcripts and case examples, culled from the authors'more than thirty-five years of practice, providing you with valuable background information on helping difficult-to-reach and hard-to-help populations. In practical language, this volume takes you step-by-step through methods of assessment and change that are useful in traditional and nontraditional families and couples. With clear language and taxonomy for family troubles and their resolution, Marriage and Family Therapy provides conceptual handles to guide you in learning intervention strategies, enabling you to work effectively with, most notably, lower working-class and poor inner-city, African-American families. A highlight of the book is the detailed look at terminal and instrumental interaction hypotheses and how they can be applied in actual therapy situations. With Marriage and Family Therapy as a guide, you will develop multiple skills and methods that equip you to better handle the challenging task of helping troubled families and couples.The first two chapters present the theoretical framework of the sociocognitive approach. In the third chapter, the assessment and change concepts central to Dr. Hurvitz's approach are introduced. The last four chapters show how these humanist principles are applied through the phases of opening, change-producing, and termination in therapy, creating an invaluable book for marriage and family therapists, social workers, psychologists, and educators.
Foundations of Embodied Learning advances learning, instruction, and the design of educational technologies by rethinking the learner as an integrated system of mind, body, and environment. Body-based processes-direct physical, social, and environmental interactions-are constantly mediating intellectual performance, sensory stimulation, communication abilities, and other conditions of learning. This book's coherent, evidence-based framework articulates principles of grounded and embodied learning for design and its implications for curriculum, classroom instruction, and student formative and summative assessment for scholars and graduate students of educational psychology, instructional design and technology, cognitive science, the learning sciences, and beyond.
This text presents the basic concepts of modern cognitive psychology in a succinct and accessible manner. Empirical results, theoretical developments, and current issues are woven around basic concepts to produce coherent accounts of research areas. Barsalou's primary goal is to equip readers with a conceptual vocabulary that acquaints them with the general approach of cognitive psychology and allows them to follow more technical discussions elsewhere. In meeting this goal, he discusses the traditional work central to modern thinking and reviews current work relevant to cognitive science. Besides focusing on research and theory in cognitive psychology, Barsalou also addresses its fundamental assumptions. Because the cognitive approach to psychology is somewhat subtle, often misunderstood, and sometimes controversial, it is essential for a text on cognitive psychology to address the assumptions that underlie it. Therefore, three of the eleven chapters address the "meta- assumptions" that govern research and theory in cognitive psychology. These meta-chapters provide a deeper understanding of the content areas and a clearer vision of what cognitive psychologists are trying to accomplish. The remaining eight "content" chapters cover the central topics in cognitive psychology. This book will be of value to a variety of audiences. Ideal for researchers in computer science, linguistics, philosophy, anthropology, and neuroscience who wish to acquaint themselves with cognitive psychology, it may also be used as a text for courses in cognitive science and cognitive psychology. Lay readers who wish to learn about the cognitive approach to scientific psychology will also find the volume useful.
Bringing together the latest research from world-leading academics, this edited volume is an authoritative resource on the psycholinguistic study of language production, exploring longstanding concepts as well as contemporary and emerging theories. Hartsuiker and Strijkers affirm that although language production may seem like a mundane everyday activity, it is in fact a remarkable human accomplishment. This comprehensive text presents an up-to-date overview of the key topics in the field, providing important theoretical and empirical challenges to the traditional and accepted modal view of language production. Each chapter explores in detail a different aspect of language production, covering traditional methods including written and signed production alongside emerging research on joint action production. Emphasising the neurobiological underpinnings of language, chapter authors showcase research that moves from a monologue-only approach to one that that considers production in more ecologically valid circumstances. Written in an accessible and compelling style, Language Production is essential reading for students and researchers of language production and psycholinguistics, as well as anyone that wishes to learn more about the fascinating topic of how humans produce language.
This unique contribution to the field of education offers a comparative look at the application of cognitive theory to instruction. Six leading researchers, representing the three theoretical positions which guide the study of cognition -- socio- cultural, information processing, and neo-Piagetian approaches -- discuss their theories and present empirical evidence in support of cognitively-based instructional practice. An introductory chapter describes the basic tenets of each tradition and its general educational posture, and a concluding chapter compares the contributors' views and draws implications for key educational issues. These open-ended discussions of the contrasts and overlaps in the various positions should stimulate readers to formulate personal opinions on cognitively-based instruction.
This volume is a festschrift dedicated to James J. Jenkins, a
pioneer in many areas of experimental psychology. It has three
major goals: to provide a forum for debate on current theoretical
issues in cognitive psychology, to capture the "state of the art"
in reviews of research methods and results, and to generate ideas
for new research directions and methodologies. Contributors --
including Jenkins' former students and present colleagues -- ponder
fundamental questions such as:
This book is a result of a study group that met to discuss the
child's theory of mind. A topic whose effects span cognitive,
language, and social development, it may bring a unifying influence
to developmental psychology. New studies in this area acknowledge
children's conceptions of intention and belief, as well as
intention and belief themselves, and consider the explanations they
provide for children's developing abilities. The contributors to
this important volume examine several aspects of the child's theory
of mind, and present significant research findings on the theory
itself and how it changes and develops for each child. Discussions
of the utility of a theory of mind to the child, and to
developmental psychologists trying to understand children, are
provided. Finally, new explanations are offered for how children
acquire a theory of mind in the first place.
For the past forty years, the ideas and findings of George Mandler -- and George Mandler himself -- have been highly influential throughout the field of experimental psychology. Not only has he helped to advance the study of cognition and emotion in many ways, but he also offered assistance and encouragement to numerous young researchers who may expand on the knowledge acquired thus far. The editors of this festschrift feel that one of the greatest strengths of Mandler's work is the blend of European theorizing and American empiricism. This volume contains contributions from friends and colleagues who have been influenced in one way or another by this accomplished psychologist.
This unique volume focuses on computing systems that exhibit
intelligent behavior. As such, it discusses research aimed at
building a computer that has the same cognitive architecture as the
mind -- permitting evaluations of it as a model of the mind -- and
allowing for comparisons between computer performance and
experimental data on human performance. It also examines
architectures that permit large, complex computations to be
performed -- and questions whether the computer so structured can
handle these difficult tasks intelligently.
This book describes a variety of programs -- firmly based in
psychological theory and modern decision analysis -- that are
suitable for teaching adolescents how to improve both their own
decision making skills and their understanding of the decision
making of others. Providing practical advice as well as theoretical
analysis, this volume addresses general questions such as the
nature and rationale of the enterprise, its implementation, and its
evaluation. Relevant to several current adolescent problems
including drug abuse, this is an excellent source, either as
research, new curriculum, or enrichment of old curriculum.
The theory of information integration provides a unified, general
approach to the three disciplines of cognitive, social, and
developmental psychology. Each of these volumes illustrates how the
concepts and methods of this experimentally-grounded theory may be
productively applied to core problems in one of these three
disciplines.
The theory of information integration provides a unified, general
approach to the three disciplines of cognitive, social, and
developmental psychology. Each of these volumes illustrates how the
concepts and methods of this experimentally-grounded theory may be
productively applied to core problems in one of these three
disciplines.
This book sets out to integrate recent exciting research on the precursors of reading and early reading strategies adopted by children in the classroom. It aims to develop a theory about why early phonological skills are crucial in learning to read, and shows how phonological knowledge about rhymes and other units of sound helps children learn about letter sequences when beginning to be taught to read. The authors begin by contrasting theories which suggest that children's phonological awareness is a result of the experience of learning to read and those that suggest that phonological awareness precedes, and is a causal determinant of, reading. The authors argue for a version of the second kind of theory and show that children are aware of speech units, called onset and rime, before they learn to read and spell. An important part of the argument is that children make analogies and inferences about these letter sequences in order to read and write new words.
The papers presented in this volume seek to illuminate
relationships among the cognitive style of field dependence-
independence and biological, psychological, and sociocultural
aspects of human functioning across the life span. The book begins
by addressing fundamental issues concerning the role of cognitive
style in human development. The remainder of the text treats
cognitive style in relation to biological, psychological, and
sociocultural functioning. Also included is a summary of directions
for future research.
Presenting the work of researchers who are at the forefront of the
study of memory mechanisms, this volume addresses a wide range of
topics including: physiological and biophysical studies of synaptic
plasticity, neural models of information storage and recall,
functional and structural considerations of amnesia in
brain-damaged patients, and behavioral studies of animal cognition
and memory. The book's coverage of diverse approaches to memory
mechanisms is intended to help dissolve the borders between
behavioral psychology, cognitive neuropsychology, and
neurophysiology.
The chapters in this new book span the range of reading processes
from early visual analysis to semantic influences on word
identification, thus providing a state-of-the-art summary of
current work and offering important contributions to prospective
reading research.
This pertinent book assists occupational therapists and other health care providers in developing up-to-date psychogeriatric programs and understanding details of treating the cognitively impaired elderly. There exists a significant demand for occupational therapy in psychogeriatrics now. As the elderly population increases, especially elderly requiring rehabilitative care, the need for occupational therapy in psychogeriatrics will increase markably. Evaluation and Treatment of the Psychogeriatric Patient emphasizes the expertise of leading psychogeriatric occupational therapists, focusing on transitional programming, treating cognitive deficits, and recognizing the malignant cultural myths which continue to disenfranchise and denigrate the elderly.Appropriate diagnosis and management of the elderly population is vital to their ability to function independently. Through detailed, operationally useful descriptions of current geriatric day care hospitals and psychogeriatric transitional programs, this book will be an invaluable aid for social workers, nurses, geriatric counselors, and physical therapists. These helping professionals will be better equipped to develop up-to-date psychogeriatric programs and will better understand the details involved in treating the mentally impaired elderly. |
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