Key Thinkers in Neuroscience provides insight into the life and work of some of the most significant minds that have shaped the field. Studies of the human brain have been varied and complex, and there have been many pioneers who have broken new ground in neuroscience research. Adopting a chronological and multi-disciplinary approach to each Key Thinker, the book highlights their extraordinary contributions to neuroscience. Beginning with Santiago Ramon y Cajal and finishing with Patricia Churchland and Paul Churchland, this book provides a comprehensive look at the new ideas and discoveries that have shaped neuroscientific research and practice, and the people that have been invaluable to this field. This book will be an indispensable companion for all students of neuroscience and the history of psychology, as well as anyone interested in how we have built our knowledge of the brain.

Human cognitive processes and defense mechanisms, as described in psychoanalysis, bring about new notions and paradigms for artificial intelligence systems. One key reason is that the human cognitive processes and defense mechanisms in question can accomplish conflict detection functionalities, filter functionalities, and other system stabilizing tasks within artificial intelligence systems. Yet artificial cognitive architectures lack the capability to analyze complex situations as well as the universal competencies needed to orientate themselves in complex environments in various domains. Psychoanalytic Defense Mechanisms in Cognitive Multi-Agent Systems addresses this dilemma by exploring how to describe, model, and implement psychoanalytic defense mechanisms in the course of a project that provides a functional model of the human mind. With discussions focusing on the development of a mathematical description for the implementation of conflict detection, the activation and selection of defense mechanisms, and the processing of defense mechanisms, Psychoanalytic Defense Mechanisms in Cognitive Multi-Agent Systems describes the decisive points for the application of defense mechanisms in artificial intelligence. Formulae that treat defense mechanisms as transformations are also provided. Interdisciplinary cooperation between the scientific fields of psychoanalysis and artificial intelligence is highlighted as the foundation of new research findings throughout the book. Innovative and exciting, this book will be of great interest to academics, researchers, and postgraduates in the fields of cognitive science, artificial intelligence, and psychoanalysis.

This volume presents a rare occasion where scholars from Europe, North Africa and North America share their research programs and findings revolving around an important theme: integration. Despite different research foci and methodologies, there is a strong consensus that we need to understand a psychological phenomenon in all its complexity, involving its neural, psychological, and social dimensions, involving perception and conception, and decision processes, involving motivation, emotion, and cognition - all in complex interaction. This volume is intended to reach out to basic and applied psychological researchers, cognitive and affective scientists, learning scientists, biologists, sociologists, neuropsychological researchers, and philosophers, who have an interest in an integrated understanding of the mind at work, particularly pertaining to explanations of real-life phenomena that have social and practical significance. A distinct feature of this volume is that most research involved is heavily built on neuropsychological evidence, while loyal to the experimental tradition with its focus on functional behavior in various situations and conditions that mimic or resemble real life. The viability of this approach to doing cutting-edge research that is relevant and applicable to many real-life phenomena should also make this body of research useful for a wide range of human endeavor, from religion, education, to industrial and organizational psychology.

Why does a large proportion of the population engage in some form of gambling, although they know they are most likely to lose, and that the gambling industry makes huge profits? Do gamblers simply accept their losses as fate, or do they believe that they will be able to overcome the negative odds in some miraculous way? The paradox is complicated by the fact that those habitual gamblers who are most aware that systematic losses cannot be avoided, are the least likely to stop gambling. Detailed analyses of actual gambling behaviour have shown gamblers to be victims of a variety of cognitive illusions, which lead them to believe that the general statistical rules of determining the probability of loss do not apply to them as individuals. The designers of gambling games cleverly exploit these illusions in order to promote a false perception of the situation. Much of the earlier interest in gambling behaviour has been centred on the traditional theories of human decision-making, where decisions are portrayed as choices among bets. This led to a tradition of studying decision-making in experiments on betting. In this title, originally published in 1988, the author argues that betting behaviour should not be used as a typical example of human decision-making upon which a general psychological theory could be founded, and that these traditional views can in no way account for the gambling behaviour reported in this book.

This book presents the idea that innovative ways of teaching and learning are very essential to retention and growth. Presented in 15 sections, the book starts with the common sense training on education and moves on to neural network operation. Throughout the book, the art of learning, associative, cognitive, and creative learning are stated and defined. Learning simplicity, information content as related to neural network learning are discussed. The author also discusses neural plasticity and adaptability in smarter neural networks. If we know our human brain's basic abilities and limitation then a better educational methods can be implemented. Presents the idea that innovative ways of teaching and learning are very essential to retention and growth Discusses major differences and constraints between neural network and computer Presents the significances of learning simplicity and information content as related to neural network learning are included Stresses the neural network learning capabilities and limitations and their role in developing more efficient learning techniques

The book's first three chapters-by Sheehan and Robertson; Wagstaff; Council, Kirsch, and Grant - conclude that three different factors turn imagination into hypnosis. The next three chapters-by Lynn, Neufeld, Green, Rhue, and Sandberg; Rader, Kunzendorf, and Carrabino; and Barrett-explore the hypnotic and the clinical significance of absorption in imagination. Three subsequent chapters-by Coe; Gwynn and Spanos; and Gorassini-examine the role of compliance and imagination in various hypnotic phenomena. Pursuing the possibility that some hypnotic hallucinations are experienced differently from normal images, the following two chapters-by Perlini, Spanos, and Jones; and Kunzendorf and Boisvert-focus on negative hallucinating, which reportedly "blocks out" perceptual reality. The remaining three chapters-by Wallace and Turosky; Crawford; and Persinger-pursue other physiological differences, and possible physiological connections, between hypnosis and imagination.

Originally published in 1992, this is a wide-ranging text concerned with the principles and practice of neuropsychological assessment in adults. It combines a flexible hypothesis testing approach to assessment with information on specialised test batteries. The book covers the major areas of memory, language, perception, attention, and executive dysfunctions, and includes chapters on dementia, alcohol, drug and toxic conditions, stroke and closed head injury. Assessment of dysfunction in cases involving claims for compensation and chapters on specialised assessment techniques, including automated test procedures, are provided. The book presents a sound introduction to this complex area and gives guidelines for the clinician who may need concise information on a specialised topic.

The latest title in the Cognitive Science and Second Language Acquisition series presents a comprehensive review of connectionist research in second language acquisition (SLA). Second language reseachers and the cognitive science community will find accessible discussions of the relevance of connectionist research to SLA and hands-on guidance on how to run network simulations, including information on the various simulation software programs and resources available. This important volume is key reading for any student or researcher interested in how second language acquisition can be better understood from a connectionist perspective.

Global climate change policy has failed us all, but what is the reasoning that underlies this failure? Why are some people more disposed to reflect on confounding issues like climate change, recognise the danger, seek a solution, and act accordingly, more than others? This book is concerned with how we think and act in response to climate change. In particular, faced with deep uncertainty and the multifaceted complexities that characterise the climate change conundrum, how the various actors and institutions involved in the policymaking process make decisions that both aid and impede in the design and implementation of climate change policy. This book focuses on how these actors and institutions frame and use the knowledge available - under conditions of competing ideologies and interests - and synthesise it to form often-disparate mental models, or worldviews, that inspire them to become firm advocates of meaningful climate change action or indeed, sceptics that continue to downplay the threat, and hence the need for urgency. By exploring how we think about climate change and the disparate mental models we hold as a result, this book explores why humankind has thus far failed in its endeavours to solve the climate change problem. This book will be of great interest to students and scholars of climate change, environmental policy and environmental psychology.

The latest title in the Cognitive Science and Second Language Acquisition series presents a comprehensive review of connectionist research in second language acquisition (SLA). Second language reseachers and the cognitive science community will find accessible discussions of the relevance of connectionist research to SLA and hands-on guidance on how to run network simulations, including information on the various simulation software programs and resources available. This important volume is key reading for any student or researcher interested in how second language acquisition can be better understood from a connectionist perspective.

This book presents an introduction to strategies for qualitative digital social research on emotions in a digital world. The book emphasizes the connections that exist between emotional ecologies, emotions as texts, and the virtual / mobile / digital world that brings us closer to a hermeneutics of the practices of feeling. In the context of 'Society 4.0', the book explores: Changes in the organization of daily life and work in virtual, mobile and digital environments. The impact of apps and social networks on sensations, emotions and sensibilities. Necessary changes in social research to employ the power of these apps and networks for social enquiry. As such, this book shares a set of social inquiry practices developed and applied to capture and understand emotions today. It should be considered as a first step in a long journey of exploring the close connections between sensibilities, emotions, and social research methodology. The book will appeal to students and instructors of emotion studies from across the social sciences, including sociology, psychology, organization studies, ethnography, history, and political science.

What makes us laugh? Why is comedy so important? How does comedy affect our behaviour? The Psychology of Comedy provides a unique insight into the role of laughter and humour in our lives. From the mechanics of comedy and what makes a good joke, to the health benefits of laughter, the book delves into different types of comedy, from slapstick to complex puns, and the physiological response it provokes. The dark side of comedy is also considered, confronting the idea that what is funny to some can be offensive to others, making this universal experience also highly subjective. In a time when comedy continues to be one of the most popular and enduring forms of art, The Psychology of Comedy reminds us that laughter really is good for the soul.

Language plays a central role in human life. However, the term 'language' as defined in the language sciences of the 20th century and the traditions these have drawn on, have arguably, limited our thinking about what language is and does. The two inter-linked volumes of Thibault's study articulate crucially important aspects of an emerging new perspective shift on language - the Distributed Language view - that is now receiving more and more attention internationally. Rejecting the classical view that the fundamental architecture of language can be localized as a number of inter-related levels of formal linguistic organization that function as the coded inputs and outputs to each other, the distributed language view argues that languaging behaviour is a bio-cultural organisation of process that is embodied, multimodal, and integrated across multiple space-time scales. Thibault argues that we need to think of human languaging as the distinctively human mode of our becoming and being selves in the extended human ecology and the kinds of experiencing that this makes possible. Paradoxically, this also means thinking about language in non-linguistic ways that break the grip of the conventional meta-languages for thinking about human languaging. Thibault's book grounds languaging in process theory: languaging and the forms of experience it actualizes is always an event, not a thing that we 'use'. In taking a distinctively interdisciplinary approach, the book relates dialogical theories of human sense-making to the distributed view of human cognition, to recent thinking about distributed language, to ecological psychology, and to languaging as inter-individual affective dynamics grounded in the subjective lives of selves. In taking this approach, the book considers the coordination of selves in social encounters, the emergent forms of self-reflexivity that characterise these encounters, and the implications for how we think of and live our human sociality, not as something that is mediated by over-arching codes and systems, but as emerging from the endogenous subjectivities of selves when they seek to coordinate with other selves and with the situations, artefacts, social institutions, and technologies that populate the extended human ecology. The two volumes aim to bring our understanding of human languaging closer to human embodiment, experience, and feeling while also showing how languaging enables humans to transcend local circumstances and thus to dialogue with cultural tradition. Volume 1 focuses on the shorter timescales of bodily dynamics in languaging activity. Volume II integrates the shorter timescales of body dynamics to the longer cultural-historical timescales of the linguistic and cultural norms and patterns to which bodily dynamics are integrated.

Originally published in 1987 this volume presented a comprehensive state-of-the-art account of what was known about the psychology of reading at the time. All the fundamental aspects of reading are considered: visual attention, visual feature analysis, visual masking, letter and word recognition, priming effects, eye movements in reading, phonological processing, working memory and reading, parsing, sentence comprehension, and text integration. The subject of reading is approached from a variety of different theoretical perspectives, including cognitive psychology, connectionism, neuropsychology and linguistics. This broad and comprehensive review will still be of value for undergraduate and graduate teaching as well as research workers engaged in experimental or theoretical investigations of any aspect of the psychology of reading.

Originally published in 1986, this volume was the result of a conference in honor of the 65th birthday of the late Kenneth MacCorquodale, an exceptionally eloquent spokesman for the field of experimental analysis of behaviour at the time. The present volume grew directly out of the issues raised by MacCorquodale and Meehl in their "Excursis: The Response Concept" paper and which MacCorquodale posed so often when he taught. It is a fitting tribute to the man on his 65th birthday that a group of scholars whom he held in the highest regard convened in one place to think out loud about two of the thorniest problems facing behavioral science, namely, the nature of the units of analysis of the subject matter and the mechanisms responsible for their integration.

Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators, as they consider program content to prepare teachers to teach thinking skills. Teachers, as they assess their own abilities to create classroom conditions for thinking and their readiness to implement a curriculum for developing thinking skills. Curriculum Developers, as they decide how the curriculum should be organized and sequenced according to children's developmental levels. Administrators, as they assess and provide leadership for improving the conditions in their schools and classrooms, which allows the stimulating teaching of thinking. Although written some time ago the information is still valid today.

New chapter 10 'Going Forward' which offers career advice on entry level positions Each question now comes with a 'Quick Take' which would be an easy to read lay-person answer to the question, and then a more in-depth 'Technically Speaking' answer that is more challenging Accessible writing style

Cognitive science - which draws on ideas from psychology, philosophy, linguistics and artificial intelligence (AI) - attempts to explain our mental life within a scientific framework. Its goal is, thus, to remove the last major obstacle to a unified scientific account of the natural world. In this title, originally published in 1991, Alan Garnham provides an invaluable introduction to this exciting new development in the study of mind. The Mind in Action focuses on the development of a systematic explanation of cognition, rather than on facts about the way we perceive things, remember them, talk about them, think about them, and interact with them. The author looks in detail at the nature of scientific explanations, the reasons for developing them, and the way they are assessed. He describes the work carried out by cognitive scientists and considers the questions that motivate it. He introduces the computational metaphor for the mind, and explains how flushing out the metaphor might lead to an integrated scientific account of mental phenomena. Designed primarily for people about to embark on courses in cognitive science and related disciplines, The Mind in Action captures the liveliness and excitement of debates about the mind. It is readily accessible to anyone with an interest in how the mind works, avoiding technical terms where possible and explaining them fully where they are necessary.

*Bestselling title with over 100,000 in print, updated: 40% new material reflects over 15 years of advances in the therapy, including findings from controlled studies. *Expanding market: beyond PTSD, EMDR is now being used to effectively treat complex trauma, anxiety, depression, addictions, and more. *Widely studied, EMDR is recognized as effective by the U.S. VA/DOD, American Psychiatric Association, ISTSS, WHO, and health care institutes of Australia, France, Germany, Israel, the Netherlands, Northern Ireland, and the UK. *The definitive clinical reference and training tool; workshops on the therapy are conducted worldwide.

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.

This book argues that contemporary neuroscience compliments, extends, and challenges recent and influential posthuman and new materialist accounts of the relations between rhetoric, affect, and writing pedagogy. Drawing on cutting-edge neuro-philosophy, Comstock re-thinks both historical and current relations between writing and power around questions of affect, attention, and plasticity. In considering the uses and limits of exciting new findings from the neurobiology, this volume both theorizes and offers pedagogical strategies for teaching writing in a digital age characterized by the erosion of wonder and pervasive disaffection. Ultimately, in response to recent critiques transcendental reason and subjectivity, and related calls for the increased inclusion of multi-modal and digital writing and rhetoric, Comstock argues for an embodied pedagogy that values the substantial relations between writing and pedagogical care.

How is creativity understood and facilitated across music education settings? What is the power of creativity in enhancing individual and group learning? How is musical creativity used as a tool for cross-community integration? How can we research the interactions of those engaged in musical activities aimed at creative development? These are just some of the questions addressed in this fascinating new monograph. Musical Creativity Revisited is an authoritative volume of insights from theory, practice-based research and methodological analyses. Its chapters celebrate the diversity of the many different ways in which young and adult learners develop musical creativity. Following on from Musical Creativity: Insights from Music Education Research (Ashgate, 2012) Odena offers novel examples from practice and precise suggestions on how to research it. This book will be an essential point of reference for students, researchers, practitioners and practitioner-researchers interested in music education and creativity across the arts and social sciences. The chapters have been organized into three sections - Foundations, Practices and Research - including examples from in-depth studies focussed on a secondary school in England, higher music education in Spain and out-of-school settings in Northern Ireland. This is a book that will fascinate readers, inspiring them to think deeply about the many different ways in which musical creativity can be developed, its purposes and how to research it.

How does one approach the study of intuition - a complex, cross-disciplinary field, which is still developing? How can intuition be captured in situ? How can researchers harness their own intuition? In this original Handbook, the expert collaborators use method-related themes to help answer these, and other questions, and explore innovative developments in intuition research.This groundbreaking Handbook is organized around six method-related themes: - the question of cognitive systems and capabilities; - the role of emotions and stress; - major quantitative approaches; - qualitative techniques for mapping intuition; - the use of grounded theory; and - the role of the researcher's own expertise and intuition. Academics and researchers of organizational behavior, as well as researchers in business and management, who use quantitative and qualitative research techniques, will find this book to be an informative and invaluable read. It will also be of interest to industry professionals looking to adopt new staff training and development methods. Contributors include: C. Akinci, A. Antonietti, L. Baldacchino, L. Cabantous, J-F Coget, B. Colombo, R. Cooksey, V. Doerfler, S.E. Dreyfus, C. Eden, M. Fenton-O'Creevy, S.L. Grant, S.A. Hamilton, C. Harteis, G.P. Hodgkinson, C. Horvath, O. Hyppanen, P. Iannello, J. Langan-Fox, A. Lockett, C. Petitmengin, P. Ping Li, A.C.R. van Riel, M. Robson, E. Sadler-Smith, M. Sinclair, R.E. Smerek, M Stierand, S. Teerikangas, D. Ucbasaran, L. Valikangas, S. Vohra

Motivation provides an accessible introduction to motivation and emotion, combining classic studies with current research and uses numerous real-world examples to engage the student and make, often difficult, theoretical concepts come to life. By understanding and applying the principles of motivation described in the text, students will not only discover insights into what motivates their own behavior but also how to instigate self-change through goal-setting. Throughout the book the author adopts an evolutionary approach to explore the effect of interpersonal relationships, food preferences, fear, music, and the emotions on motivation, at the same time considering how personality traits and psychological needs are essential for understanding why people are motivated by different things. The motivation of compulsive behavior from addictions, such as drugs, gambling, Internet gaming, and obsessive exercise is also considered, providing a truly comprehensive overview of biological, psychological, and environmental sources of motivation. The sixth edition has been thoroughly updated throughout and is accompanied by an instructor's manual that contains multiple choice questions, essay questions with answers, websites related to motivation and emotion, power point slides, in-class activities, and discussion questions. It is an essential read for all students of motivation.