Cognitive Psychology takes students to the forefront of the field and introduces them to key discoveries of cognitive psychology. With accessible and clear explanations, Anderson shows students how mental processes are investigated and how we know what we know about the mind. This book introduces students to both the cutting edge findings of cognitive neuroscience and classic behavioural studies. Experimental data, sample stimuli, brain images, and research tasks woven throughout the text give students a real understanding of how research is conducted and the excitement of discovery. Fascinating examples and applications of cognitive theory keep students engaged.

'In a time when too many minds seem closed, this is a masterful analysis of what it takes to open them' Adam Grant, author of the bestselling Think Again 'Optimistic, illuminating and even inspiring' Guardian As the world is increasingly polarised, it feels impossible to change the mind of someone with a conflicting view. But this book shows that you could be one conversation away from changing someone's mind about something, maybe a lot of things. Self-delusion expert and psychology nerd David McRaney sets out to discover not just what it takes to influence others, but why we believe in the first place. Along the way he meets a former Westboro Baptist Church member who was deradicalised on Twitter, goes deep canvassing to see how quickly people will surrender their character-defining views, finds a 9/11 Truther who turns his back on it all, and reveals how, within a few years, half a country can go from opposing the 'gay agenda' to happily attending same-sex weddings. Distilling the latest research in psychology and neuroscience, How Minds Change reveals how beliefs take hold, not over hundreds of years, but in less than a generation, in less than a decade, and sometimes in an instant.

Aging is a subject of concern to everyone, but is widely misunderstood. If we view it as inevitable, we miss the fact that not everyone is able to grow to an old age. Realization of this reality helps us to understand that aging presents a wonderful opportunity - an opportunity to make choices about how we live which can enhance the aging process and offer a chance to live to our potential. This book clearly presents the four, multiple reserve, factors (cognitive, physical, psychological and social) which impact our ability to have healthy responses to the stresses of aging. By giving the biological basis for the advice given, you will learn the steps to take in your activities, diet and mental outlook to grasp the opportunity that aging offers. Everyone must know that what we do makes a difference.

Previously published as "Dirty Minds: How Our Brains Influence Love, Sex, and Relationships."
PHILOSOPHERS, THEOLOGIANS, ARTISTS, AND BOY BANDS HAVE WAXED poetic for centuries about the nature of love. But what does the "brain "have to say about the way we carry our hearts? In the wake of a divorce, science writer and single mother Kayt Sukel made herself a guinea pig in the labs of some unusual love experts to find out. "This Is Your Brain on Sex "is her lively and hilarious examination of the big questions about love and sex, previously published in hardcover as "Dirty Minds."
Each chapter of this edgy romp through the romantic brain looks at a different aspect of love above the belt. What in your brain makes you love someone--or simply lust after them? Why do good girls like bad boys? Is monogamy practical? How thin is that line between love and hate? After reading this gimlet-eyed look at love, sex, and the brain, you'll never look at romance the same way again.

In a world dominated by half-truths, illogic, and intellectual laziness, Think Better helps readers understand what reason is and how to use it well. Reason is a powerful tool not only for finding our way in an increasingly complex world but also for growing intellectually and emotionally. This short, accessible volume unlocks the dynamics of human reason, helping readers to think critically and to use reason confidently to solve problems. It enables readers to think more clearly and precisely about the world, and it tackles a number of profound philosophical questions without getting bogged down with jargon. Topics include knowledge, identity, leadership, creativity, and empathy. Written in an accessible style that integrates philosophy, illustrations, personal anecdotes, and statistical data, this book is well suited for use in undergraduate, classical school, and home school contexts. It is an invaluable guide for anyone interested in gaining better reasoning skills and a more rational approach to life.

Despite the negative impact of anxiety in children, theories and research have lagged behind their adult counterparts. This special issue arose from an Economic and Social Research Council funded seminar series (Child Anxiety Theory and Treatment, CATTS). It highlights four themes in theories and research into child anxiety: the appropriateness of applying adult models to children, the need to isolate causal variables, the need to take a developmental perspective, and the importance of parents. This issue aims to stimulate debate about theoretical issues that will inform future child anxiety research.

The empirical and theoretical analysis of executive control processes, dormant for many years, has grown to become one of the most fertile areas of research in cognitive psychology and cognitive neuroscience. Because executive functions are thought to have a pervasive role in maintaining optimal information processing across many processing situations, issues related to executive control cut across many traditional research divides. Unique among many other areas of research in cognition, questions about the influence of ageing have figured prominently in executive control research. There is accumulating evidence of age-related changes in frontal/executive functions. The union of research on executive functioning with research on the cognitive effects of ageing could provide the theoretical framework for understanding the widespread influence of ageing on cognition. This special issue brings together well-known researchers in cognitive psychology and cognitive neuroscience who approach the question of executive control using a wide range of methods from traditional behavioural studies, quantitative and computational modelling, and functional neuroimaging. The emphasis of these contributions is on a concise overview and integration of relevant theoretical ideas and empirical findings. By bringing together a diverse group of contributors, this special issue can serve researchers and students both as a summary of current research and as a starting point toward further explorations on the relations between executive control and the cognitive influences of ageing.

Since its publication in 1949, D.O. Hebb's, The Organization of Behavior has been one of the most influential books in the fields of psychology and neuroscience. However, the original edition has been unavailable since 1966, ensuring that Hebb's comment that a classic normally means "cited but not read" is true in his case. This new edition rectifies a long-standing problem for behavioral neuroscientists--the inability to obtain one of the most cited publications in the field. The Organization of Behavior played a significant part in stimulating the investigation of the neural foundations of behavior and continues to be inspiring because it provides a general framework for relating behavior to synaptic organization through the dynamics of neural networks. D.O. Hebb was also the first to examine the mechanisms by which environment and experience can influence brain structure and function, and his ideas formed the basis for work on enriched environments as stimulants for behavioral development. References to Hebb, the Hebbian cell assembly, the Hebb synapse, and the Hebb rule increase each year. These forceful ideas of 1949 are now applied in engineering, robotics, and computer science, as well as neurophysiology, neuroscience, and psychology--a tribute to Hebb's foresight in developing a foundational neuropsychological theory of the organization of behavior.

• Provides readers with the tools to overcome personal obstacles to enhance productivity, completion, and promotion of their work, remedying resistance to their own creative nature. • Identifies four major internal obstacles to creative progress and, in turn, explores and offers solutions. • Written and structured in a clear and accessible style. • Interweaves examples from the authors personal life and private practice, providing practical exercises along with coaching theory throughout

Parent’s Quick Start Guide to Dyslexia provides parents and caregivers with an immediate overview of dyslexia and steps they can take to support and encourage their child. Each chapter is packed with detailed and helpful information, covering identification, public schools versus private settings, and how (and when) to seek professional help. Summary and resource sections at the end of each chapter give quick guidance to busy readers. Topics include a wealth of research-backed activities, nurturing talent and creativity, motivating your child to read, and more. Offering straightforward, easy to understand, and evidence-based information, this book is a go-to resource for caregivers parenting a child with dyslexia.

"The Origins and History of Consciousness" draws on a full range of world mythology to show how individual consciousness undergoes the same archetypal stages of development as human consciousness as a whole. Erich Neumann was one of C. G. Jung's most creative students and a renowned practitioner of analytical psychology in his own right. In this influential book, Neumann shows how the stages begin and end with the symbol of the Uroboros, the tail-eating serpent. The intermediate stages are projected in the universal myths of the World Creation, Great Mother, Separation of the World Parents, Birth of the Hero, Slaying of the Dragon, Rescue of the Captive, and Transformation and Deification of the Hero. Throughout the sequence, the Hero is the evolving ego consciousness.

Featuring a foreword by Jung, this Princeton Classics edition introduces a new generation of readers to this eloquent and enduring work.

With real-world examples, fascinating applications and clear explanations, this textbook helps uninitiated students understand the basic ideas and human impact of groundbreaking learning and memory research. Its unique organization into three sections-Behavioral Processes, Brain Substrates, and Clinical Perspectives-allows students to make connections across chapters while giving instructors the flexibility to easily assign the material that matches their course. The new edition again offers the book's signature inclusion of human and animal studies with an engaging full-colour design and images. You'll find even more meaningful real-life examples; new coverage of learning and memory research and brain-imaging; an expanded discussion of the role of genetics in producing individual differences; new material on the role of sleep in memory, and more.

Now in its fifth edition, this accessible and comprehensive text highlights the most important theoretical, conceptual and methodological issues in cognitive neuroscience. Written by two experienced researchers who excel at teaching, the consistent narrative ensures that concepts are linked across chapters, and the careful selection of topics enables readers to grasp the big picture without getting distracted by details. Clinical applications such as developmental disorders, brain injuries and dementias are highlighted. In addition, the analogies and examples, opening case studies, and 'In Focus' boxes both engage and demonstrate the relevance of the material to real-world concerns. Revised for even greater clarity, the fifth edition features new and updated artwork, 'Key Questions' to review concepts, and 'Thought Questions' which develop the critical thinking skills needed to evaluate future developments in this fast-moving field. An expanded set of online resources is also available.

This original study, published initially in 1959, introduces students of philosophy and of theology to a treatment of religion based upon the methods of modern philosophy - particularly logical empiricism and existentialism. Above and beyond the importance of its point of view, this book is distinguished by its clarity and by its objective and understanding presentation of diverse points of view.

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.

Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.

Bringing together the results of experiments on discovery and invention in visualization conducted by the author over a three year period, this book reports new findings on the generation of creative inventions and concepts using mental imagery, and proposes a reconceptualization of the creative process. Creative Imagery introduces the concept of "preinventive forms" and describes an approach to creative invention differing from those typically used in problem-solving studies. There are two unique features of this book. First, it combines the experimental methods of cognitive science with the opportunity to explore and discover creative inventions in imagination. Second, it provides readers with numerous opportunities to use the creative imagery techniques to develop their own inventions and conceptual discoveries. This text is of particular interest to scientists working in the fields of experimental psychology, cognitive psychology, and cognitive science. The techniques for generating creative inventions will also be of interest to people working in engineering, architectural design, and the visual arts.

This important volume examines the phenomena of cognition from an adaptive perspective. Rather than adhering to the typical practice in cognitive psychology of trying to predict behavior from a model of cognitive mechanisms, this book develops a number of models that successfully predict behavior from the structure of the environment to which cognition is adapted. The methodology -- called rational analysis -- involves specifying the information-processing goals of the system, the structure of the environment, and the computational constraints on the system, allowing predictions about behavior to be made by determining what behavior would be optimal under these assumptions. The Adaptive Character of Thought applies this methodology in great detail to four cognitive phenomena: memory, categorization, causal inference, and problem solving.

This important volume defines the state of the art in the field of emotion and memory by offering a blend of research review, unpublished findings, and theory on topics related to its study. As the first contemporary reference source in this area, it summarizes findings on implicit and explicit aspects of emotion and memory, addresses conceptual and methodological difficulties associated with different paradigms and current procedures, and presents broad theoretical perspectives to guide further research. This volume articulates the accomplishments of the field and the points of disagreement, and gives the brain, clinical, and cognitive sciences an invaluable resource for 21st-century researchers. Citing and analyzing the results of experiments as well as field and case studies, the chapters are organized around methodological approaches, biological-evolutionary perspectives, and clinical perspectives, and bring together experts in neuroscience, and both cognitive and clinical psychology. Questions addressed include: * What is the nature of emotional events and what do we retain from them? * Is there something about emotional events that causes them to be processed differently in memory? * Do emotional memories have special characteristics that differ from those produced by "ordinary" memory mechanisms or systems? * Do people with emotional disturbances remember differently than normal people? * Which factors play the most crucial role in functional amnesia?

The mental representations of perceptual and cognitive stimuli vary on many dimensions. In addition, because of quantal fluctuations in the stimulus, spontaneous neural activity, and fluctuations in arousal and attentiveness, mental events are characterized by an inherent variability. During the last several years, a number of models and theories have been developed that explicitly assume the appropriate mental representation is both multidimensional and probabilistic. This new approach has the potential to revolutionize the study of perception and cognition in the same way that signal detection theory revolutionized the study of psychophysics. This unique volume is the first to critically survey this important new area of research.

This volume critically reviews cognitive models of psychological time in order to clarify and enrich what is known about the temporal aspects of cognitive processes. Concentrating on how adult humans experience, remember, and construct time, chapters survey recent work on such topics as mental representations of time, timing in movement sequences, time and timing in music, and the processing of temporal information. Also included are chapters with a broader perspective, such as the impacts of methodological choices, chronobiology and temporal experience, a comparative approach to time and order, and normal and abnormal temporal perspectives. The book makes current research and theories on the psychology of time more accessible to researchers in cognitive psychology.

The focus of this book is on how experts adapt to complexity, synthesize and interpret information in context, and transform or "fuse" disparate items of information into coherent knowledge. The chapters examine these processes across experts (e.g. global leaders, individuals in extreme environments, managers, police officers, pilots, commanders, doctors, inventors), across contexts (e.g. space and space analogs, corporate organizations, command and control, crisis and crowd management, air traffic control, the operating room, product development), and for both individual and team performance. Successful information integration is a key factor in the success of diverse endeavors, including team attempts to climb Mt. Everest, crowd control in the Middle East, and remote drilling operations. This volume is divided into four sections, each with a specific focus on an area of expert performance, resulting in a text that covers a wide range of useful information. These sections present well-researched discussions, such as: the management of complex situations in various fields and decision contexts; technological and training approaches to facilitate knowledge management by individual experts and expert teams; new or neglected perspectives in expert decision making; and the importance of 'modeling' expert performance through techniques and frameworks such as Cognitive Task Analysis, computational architectures based on the notion of causal belief mapping such as 'Convince Me,' or the data/frame model of sensemaking. The volume provides essential reading for researchers and practitioners of Naturalistic Decision Making and those who study Expertise; Organizational and Cognitive Psychologists; and researchers and students in Business and Engineering.

This handbook includes an overview of those areas of cognition and language processing that are relevant to the field of communication disorders, and provides examples of theoretical approaches to problems and issues in communication disorders. The first section includes a collection of chapters that outline some of the basic considerations and areas of cognition and language that underlie communication processing; a second section explains and exemplifies some of the influential theories of psycholinguistic/cognitive processing; and the third section illustrates theoretical applications to clinical populations. There is coverage of theories that have been either seminal or controversial in the research of communication disorders. Given the increasing multi-cultural workload of many practitioners working with clinical populations, chapters relating to bilingual populations are also included. The volume book provides a single interdisciplinary source where researchers and students can access information on psycholinguistic and cognitive processing theories relevant to clinical populations. A range of theories, models, and perspectives are provided. The range of topics and issues illustrate the relevance of a dynamic interaction between theoretical and applied work, and retains the complexity of psycholinguistic and cognitive theory for readers (both researchers and graduate students) whose primary interest is the field of communication disorders.

A collection of the articles written by the author throughout his extensive career, this book achieves three goals. First, it reprints selected research and theory papers on stress and coping from the 1950s to the present produced by Lazarus under five rubrics: his dissertation; perennial epistemological issues including the revolt of the 1940s and 1950s; his transition from laboratory to field research; the clinical applications of stress and coping; and expanding stress to the emotions. Second, it provides a running commentary on the origination of the issues discussed, what was occurring in psychology when the work was done, and where the work led in the present. Third, it integrates various themes about which psychologists debate vociferously, often without recognizing the intellectual bases of these differences.