Jean-Louis Dessalles explores the co-evolutionary paths of biology, culture, and the great human edifice of language, linking the evolution of the language to the general evolutionary history of humankind. He provides searchingly original answers to such fundamental paradoxes as to whether we acquired our greatest gift in order to talk or so as to be able to think, and as to why human beings should, as experience constantly confirms, contribute information for the well-being of others at their own expense and for no apparent gain: which if this is one of language's main functions appears to make its possession, in Darwinian terms, a disadvantage. Dr Dessalles looks for solutions in the early history of human species and considers the degree to which language evolved as a means of choosing profitable coalition partners and maximizing individual success within a competitive social environment. The author opens with a discussion of the differences between animal and human communication and the biological foundations of language. He looks at the physiological preconditions for language evolution and the early evolution of meaning and communication. He then embarks on an important and original account of the natural history of conversation. Here he considers the roles of language in supporting social cohesion and information exchange. This challenging and original account will appeal to all those interested in the origins of language and the evolution of human behaviour.

In recent years, Peter N. Stearns has established himself as the foremost historian of American emotional life. In books on anger, jealousy, "coolness," and body image, he has mapped out the basic terrain of the American psyche.

Now Stearns crowns his work of the past decade with this powerful volume, in which he reveals the fundamental dichotomy at the heart of the national character: a self-indulgent hedonism and the famed American informality on the one hand, and a deeply imbedded repressiveness on the other.

Whether hunting and gathering tribe or complex industrial civilization, every social group is governed by explicit and implicit guidelines on how to behave. But these definitions vary widely. The Japanese worry less about public drunkenness than Americans. Northern Europeans adhere to stricter standards than Americans when it comes to littering. Today, we swear more now and spit less, discuss sex more and death less.

With an emphasis on sex, culture, and discipline of the body, Stearns traces how particular anxieties take root, and how they express inherent tension in contemporary standards and a stubborn nostalgia for the previous nineteenth century regime.

Battleground of Desire explodes common wisdom about Americans in the twentieth century as normless and tolerant, emphasizing that most of us follow a litany of rules, governing everything from adultery to bad breath.

This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners. By highlighting this relatively young field of research at an international level, the book advances the research-based knowledge of the field and promotes international research relationships and partnerships to better support the education of multilingual learners and their teachers. The chapters represent high-quality empirical qualitative, quantitative, and mixed methods studies about pre-service and in-service teachers. Comprising four sections, each represents a critical aspect of the equitable teaching of multilingual learners. All the research was conducted in countries that belong to OECD (Organisation for Economic Co-operation and Development) and the PISA (Programme for International Student Assessment) enabling the reader to compare contexts and outcomes. This book will be of particular interest to academics, researchers, and post-graduate students in the fields of language education, teacher education, and education for multilingual learners. It will be of great value to anyone concerned with equity and social justice for multilingual learners whose languages, cultural practices, and resources are often overlooked and/or marginalized in the schools they attend.

The articles collected here are foundational contributions to integrating behavioural research and risk analysis. They include seminal articles on three essential challenges. One is ensuring effective two-way communication between technical experts and the lay public, so that risk analyses address lay concerns and provide useful information to people who need it. The second is ensuring that analyses make realistic assumptions about human behaviours that affect risk levels (e.g., how people use pharmaceuticals, operate equipment, or respond to evacuation orders). The third is ensuring that analyses recognize the strengths and weaknesses of experts' understanding, using experts' knowledge, while understanding its limits. The articles include overviews of the science, essays on the role of risk in society, and applications to domains as diverse as environment, medicine, terrorism, human rights, chemicals, pandemics, vaccination, HIV/AIDS, xenotransplantation, sexual assault, energy, and climate change. The work involves collaborations among scientists from many disciplines, working with practitioners to produce and convey the knowledge needed help people make better risk decisions.

In the grand tradition of Freud, this work endeavors to describe the nature of human nature. However, in light of scientific discoveries unknown in Freud's time, a new conceptual framework is introduced which includes a new approach to theory formation.

This volume of papers grew outof a research project on "Cross-Linguistic Quantification" originated by Emmon Bach, Angelika Kratzer and Barbara Partee in 1987 at the University of Massachusetts at Amherst, and supported by National Science Foundation Grant BNS 871999. The publication also reflects directly or indirectly several other related activ ities. Bach, Kratzer, and Partee organized a two-evening symposium on cross-linguistic quantification at the 1988 Annual Meeting of the Linguistic Society of America in New Orleans (held without financial support) in order to bring the project to the attention of the linguistic community and solicit ideas and feedback from colleagues who might share our concern for developing a broader typological basis for research in semantics and a better integration of descriptive and theoretical work in the area of quantification in particular. The same trio organized a six-week workshop and open lecture series and related one-day confer ence on the same topic at the 1989 LSA Linguistic Institute at the University of Arizona in Tucson, supported by a supplementary grant, NSF grant BNS-8811250, and Partee offered a seminar on the same topic as part of the Institute course offerings. Eloise Jelinek, who served as a consultant on the principal grant and was a participant in the LSA symposium and the Arizona workshops, joined the group of editors for this volume in 1989."

This book tries to sort out the different meanings of uncertainty and to discover their foundations. It shows that uncertainty can be represented using various tools and mental guidelines. Coverage also examines alternative ways to deal with risk and risk attitude concepts. Behavior under uncertainty emerges from this book as something to base more on inquiry and reflection rather than on mere intuition.

In this important work twelve eminent scholars review the latest theoretical work on human aggressive behavior. Emerging theories of aggression; peers, sex-roles, and aggression; environmental investigation and mitigation of aggression; development of adult aggression; and group aggression in adolescents and adults are all discussed in detail to provide clinicians, researchers, and students with a cutting-edge overview of the field.

A style is any pattern we see in a person's way of accomplishing a particular type of task. The "task" of interest in the present context is education-learning and remembering in school and transferring what is learned to the world outside of school. Teachers are expressing some sort of awareness of style when they observe a particular action taken by a particular student and then say something like: "This doesn't surprise me That's just the way he is. " Observation of a single action cannot reveal a style. One's impres sion of a person's style is abstracted from multiple experiences of the person under similar circumstances. In education, if we understand the styles of individual students, we can often anticipate their perceptions and subsequent behaviors, anticipate their misunderstandings, take ad vantage of their strengths, and avoid (or correct) their weaknesses. These are some of the goals of the present text. In the first chapter, I present an overview of the terminology and research methods used by various authors of the text. Although they differ a bit with regard to meanings ascribed to certain terms or with regard to conclusions drawn from certain types of data, there is none theless considerable agreement, especially when one realizes that they represent three different continents and five different nationalities."

It is widely believed that people have privileged and authoritative access to their own thoughts, and many theories have been proposed to explain this supposed fact. The Opacity of Mind challenges the consensus view and subjects the theories in question to critical scrutiny, while showing that they are not protected against the findings of cognitive science by belonging to a separate "explanatory space." The book argues that our access to our own thoughts is almost always interpretive, grounded in perceptual awareness of our own circumstances and behavior, together with our own sensory imagery (including inner speech). In fact our access to our own thoughts is no different in principle from our access to the thoughts of other people, utilizing the conceptual and inferential resources of the same "mindreading" faculty, and relying on many of the same sources of evidence. Peter Carruthers proposes and defends the Interpretive Sensory-Access (ISA) theory of self-knowledge. This is supported through comprehensive examination of many different types of evidence from across cognitive science, integrating a diverse set of findings into a single well-articulated theory. One outcome is that there are hardly any kinds of conscious thought. Another is that there is no such thing as conscious agency.
Written with Carruthers' usual clarity and directness, this book will be essential reading for philosophers interested in self-knowledge, consciousness, and related areas of philosophy. It will also be of vital interest to cognitive scientists, since it casts the existing data in a new theoretical light. Moreover, the ISA theory makes many new predictions while also suggesting constraints and controls that should be placed on future experimental investigations of self-knowledge.

This book sheds light on processes associated with the construction of cognitive maps, that is to say, with the construction of internal representations of very large spatial entities such as towns, cities, neighborhoods, landscapes, metropolitan areas, environments and the like. Because of their size, such entities can never be seen in their entirety, and consequently one constructs their internal representation by means of visual, as well as non-visual, modes of sensation and information - text, auditory, haptic and olfactory means for example - or by inference. Intersensory coordination and information transfer thus play a crucial role in the construction of cognitive maps. Because it involves a multiplicity of sensational and informational modes, the issue of cognitive maps does not fall into any single traditional cognitive field, but rather into, and often in between, several of them. Thus, although one is dealing here with processes associated with almost every aspect of our daily life, the subject has received relatively marginal scientific attention. The book is directed to researchers and students of cognitive mapping and environmental cognition. In particular it focuses on the cognitive processes by which one form of information, say haptic, is being transformed into another, say a visual image, and by which multiple forms of information participate in constructing cognitive maps.

This volume of Advances in Clinical Child Psychology, which is the second under our editorship and the sixteenth of the series, continues the tradi tion of including a broad range of timely topics on the study and treat ment of children and adolescents. Volume 16 includes contributions per taining to prevention, adolescents, families, cognitive processes, and methodology. The issue of prevention in child clinical psychology is no longer restricted to a few speculative sentences in the future directions part of a discussion section. Prevention research is actually being undertaken, as reflected in two contributions to the volume. Winett and Anderson pro vide a promising framework for the development, evaluation, and dis semination of programs aimed at the prevention of HIV among youth. Lorion, Myers, Bartels, and Dennis address some of the conceptual and methodological issues in preventive intervention research with children. Adolescent development and adjustment is an important area of study in clinical child psychology. Two contributors address key and somewhat related topics, social competence and depression in adoles cence. Inderbitzen critically reviews the assessment methods and meth odologies for social competence and peer relations in adolescence. Reynolds analyzes contemporary issues and perspectives pertaining to adolescent depression."

The book treats two approaches to decision theory: (1) the normative, purporting to determine how a 'perfectly rational' actor ought to choose among available alternatives; (2) the descriptive, based on observations of how people actually choose in real life and in laboratory experiments. The mathematical tools used in the normative approach range from elementary algebra to matrix and differential equations. Sections on different levels can be studied independently. Special emphasis is made on 'offshoots' of both theories to cognitive psychology, theoretical biology, and philosophy.

Practical Ethics for Effective Treatment of Autism Spectrum Disorder, Second Edition is for behavior analysts working directly with, or supervising those who work with, individuals with autism. The book addresses the principles and values that underlie the Behavior Analyst Certification Board's (R) Professional and Ethical Compliance Code for Behavior Analysts and factors that affect ethical decision-making. In addition, the book addresses critical and under-discussed topics, including scope of competence, evidence-based practice in behavior analysis, how to collaborate with professionals within and outside one's discipline, and how to design systems of ethical supervision and training customized to unique treatment settings. Across many of the topics, the authors also discuss errors students and professionals may make during analyses of ethical dilemmas and misapplications of ethical codes within their practice. New to this revision are chapters on Quality Control in ABA Service Delivery, Ethical Issues in ABA Business Management and Standardizing Decision-making in ABA Service Delivery.

This eighth volume in the series discusses such topics as learning disabilities and intelligence, mainstreaming an emotionally handicapped student in science, the success of social skills training with delinquent youth, and the social competence of individuals with learning disabilities.

..". and still we could never suppose that fortune were to be so friendly to us, such as to allow us to be perhaps the first in handling, as it were, the electricity concealed in nerves, in extracting it from nerves, and, in some way, in putting it under everyone's eyes."
With these words, Luigi Galvani announced to the world in 1791 his discovery that nervous conduction and muscle excitation are electrical phenomena. The result of more than years of intense experimental work, Galvani's milestone achievement concluded a thousand-year scientific search, in a field long dominated by the antiquated beliefs of classical science. Besides laying the grounds for the development of the modern neurosciences, Galvani's discovery also brought to light an invention that would forever change humankind's everyday life: the electric battery of Alessandro Volta.
In an accessible style, written for specialists and general readers alike, Shocking Frogs retraces the steps of both scientific discoveries, starting with the initial hypotheses of the Enlightenment on the involvement of electricity in life processes. So doing, it also reveals the inconsistency of the many stereotypes that an uncritical cultural tradition has imparted to the legacies of Galvani and Volta, and proposes a decidedly new image of these monumental figures.

What is Thinking? - Trying to Define an Equally Fascinating and Elusive Phenomenon Human thinking is probably the most complex phenomenon that evolution has come up with until now. There exists a broad spectrum of definitions, from subs- ing almost all processes of cognition to limiting it to language-based, sometimes even only to formalizable reasoning processes. We work with a "medium sized" definition according to which thinking encompasses all operations by which cog- tive agents link mental content in order to gain new insights or perspectives. Mental content is, thus, a prerequisite for and the substrate on which thinking operations are executed. The largely unconscious acts of perceptual object stabilization, ca- gorization, emotional evaluation - and retrieving all the above from memory inscriptions - are the processes by which mental content is generated, and are, therefore, seen as prerequisites for thinking operations. In terms of a differentia specifica, the notion of "thinking" is seen as narrower than the notion of "cognition" and as wider than the notion of "reasoning". Thinking is, thus, seen as a subset of cognition processes; and reasoning processes are seen as a subset of thinking. Besides reasoning, the notion of thinking includes also nonexplicit, intuitive, and associative processes of linking mental content. According to this definition, thinking is not dependant on language, i. e. also many animals and certainly all mammals show early forms of thinking.

A study of the concepts, theories, models and social consequences of creativity. It contains articles written by well-known scientists and philosophers. It is not primarily a textbook, but can be used for both undergraduate as well as graduate seminars. It brings together the views of scientists from rather different disciplines on a very important topic - creativity.

This book constitutes the first treatment of C. S. Peirce's unique concept of habit. Habit animated the pragmatists of the 19th and early 20th centuries, who picked up the baton from classical scholars, principally Aristotle. Most prominent among the pragmatists thereafter is Charles Sanders Peirce. In our vernacular, habit connotes a pattern of conduct. Nonetheless, Peirce's concept transcends application to mere regularity or to human conduct; it extends into natural and social phenomena, making cohesive inner and outer worlds. Chapters in this anthology define and amplify Peircean habit; as such, they highlight the dialectic between doubt and belief. Doubt destabilizes habit, leaving open the possibility for new beliefs in the form of habit-change; and without habit-change, the regularity would fall short of habit - conforming to automatic/mechanistic systems. This treatment of habit showcases how, through human agency, innovative regularities of behavior and thought advance the process of making the unconscious conscious. The latter materializes when affordances (invariant habits of physical phenomena) form the basis for modifications in action schemas and modes of reasoning. Further, the book charts how indexical signs in language and action are pivotal in establishing attentional patterns; and how these habits accommodate novel orientations within event templates. It is intended for those interested in Peirce's metaphysic or semiotic, including both senior scholars and students of philosophy and religion, psychology, sociology and anthropology, as well as mathematics, and the natural sciences.

This is a book about hope. Part 1 is a compact but necessarily limited attempt to describe the actual structure and concrete forms of hope and hopelessness; Part 2 is an exploration of a psychology of hope, the beginning of an investigation of what psychic forms and dynamisms move most toward hope and against hopelessness; and Part 3 is an analogous effort to suggest the outlines of a metaphysics of hope.

Written by the author of "Attention Deficit Disorder in Adults", this book is the only one available that addresses the relationship between A.D.D. and creativity. With real-life stories and inspirational affirmations woven throughout, "A.D.D. and Creavity" will motivate those with the disorder to find the courage to apply their creative assets and become happier, more confident people.

The book is written in the framework of a European collaborative research programme, Learning in Humans and Machines, funded by the European Science Foundation. The book's purpose is to collect papers on learning declarative knowledge and problem solving skills that involve multiple representations such as verbal, graphical and mathematical representations, knowledge at different levels of abstraction (e.g. qualitative and quantitative, specific cases or general models). One of the goals of the research programme is to demonstrate existing and to initiate new collaboration between educational sciences, psychology and machine learning.
The first aim of this book is to give an overview of the state of the art of the topic of learning involving different representations in the form of overview chapters. The book covers approaches to this topic from different perspectives: educational, cognitive modelling and machine learning. It includes both theoretical analyses and studies in application contexts. The second aim of the book is to present current research on these topics and to articulate research issues for future research. This is done in the form of a collection of research papers and two reflective chapters.

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.