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Books > Social sciences > Psychology > Cognition & cognitive psychology > General
Recent work in cognitive science, much of it placed in opposition
to a computational view of the mind, has argued that the concept of
representation and theories based on that concept are not
sufficient to explain the details of cognitive processing. These
attacks on representation have focused on the importance of context
sensitivity in cognitive processing, on the range of individual
differences in performance, and on the relationship between minds
and the bodies and environments in which they exist. In each case,
models based on traditional assumptions about representation have
been assumed to be too rigid to account for the effects of these
factors on cognitive processing. In place of a representational
view of mind, other formalisms and methodologies, such as nonlinear
differential equations (or dynamical systems) and situated
robotics, have been proposed as better explanatory tools for
understanding cognition.
This new monograph presents Dr. Luce's current understanding of the
behavioral properties people exhibit (or should exhibit) when they
make selections among alternatives and how these properties lead to
numerical representations of those preferences. It summarizes, and
places in historical perspective, the research Dr. Luce has done on
utility theory for over 10 years. Included are axiomatic
theoretical formulations, experiments designed to test individual
assumptions, and analyses of the fit to bodies of data of numerical
representations derived from the theory.
Beginning from the scientist-philosopher Michael Polanyi's theory of tacit knowing, and drawing upon a remarkably original model of the mind and its workings, Edward Moss develops the thesis that all consciousness is grammatically structured. Comparison is made in detail with the theories of Daniel Dennett, based on the computer analogy, and with the neurophysiological theories of Gerald Edelman. It is suggested that Moss's top-down psychological model can be integrated with Edelman's bottom-up analysis. Two final chapters explore the philosophical implications of this discussion.
Based on the formal concept of "knowledge structures" originally
proposed by Jean-Claude Falmagne and Jean-Paul Doignon, this book
contains descriptions of methodological developments and
experimental investigations as well as applications for various
knowledge domains. The authors address three main topics:
Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.
Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.
"I wake in the night and the emotions are there. I am afraid of the future, alone. I am tormented by my incapacity to meet what is expected of me. It would be easier just to be dead". What is the meaning of such emotions? What is emotion itself? What is really happening in therapy when people "express their emotions"? As James Hillman writes in his new preface to this sweeping study, he intends nothing less than "to vitalize a standard topic of academic psychology by making the theory of emotion as crucial as is emotion itself in our lives". The central part of the book offers an informative and readable survey of a range of theories of emotion. Although Hillman focuses on the twentieth century, he moves with ease from Greek thought to early Christianity to nineteenth-century German physiology. Hillman's "phenomenology of theories" uncovers the intellectual heritage that underlies the concepts used by therapists today. Whenever we conceive of emotion in terms of equilibrium and disturbance, tension and release, or conflict and resolution, we are taking part in complex traditions which for the most part remain unspoken or misunderstood. Hillman's work challenges us to rethink our concepts and thereby to re-experience emotional phenomena. Hillman reunites the insights he has discovered into an integrated understanding of emotion. Drawing fruitfully on Aristotle and Jung, he describes emotion as a bodily condition, as a process that is intrinsically directed toward a beneficial transformation, and as the result of symbolic stimulus. Eschewing all reductionism, Hillman creates a powerful approach to a problem that ultimately "remains perennial and its solution ineffable". This learned studyfrom a versatile psychologist and analyst contributes to today's renewed interest in the history of the body. Furthermore, his understanding of emotions in terms of epiphany makes a stimulating contribution to phenomenology. This book is equally thought-provoking for the therapist, the philosopher, the intellectual historian, and the general reader.
Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.
Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.
First Published in 1999. This is Volume VIII of ten in the Physiological Psychology series. Written in 1930, is a look at the works of Frederic Paulhan, a leading French contemporary psychologist whose main theories are that feeling and emotion are due to an arrest of tendencies and that all forms of feeing, including both pleasure and pain, are implicit in the very broad bio-physical conception of man as an un-adapted animal which also underlies his theory of consciousness and personality.
Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.
Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.
Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.
This book focuses on how statistical reasoning works and on
training programs that can exploit people's natural cognitive
capabilities to improve their statistical reasoning. Training
programs that take into account findings from evolutionary
psychology and instructional theory are shown to have substantially
larger effects that are more stable over time than previous
training regimens. The theoretical implications are traced in a
neural network model of human performance on statistical reasoning
problems. This book apppeals to judgment and decision making
researchers and other cognitive scientists, as well as to teachers
of statistics and probabilistic reasoning.
In one of his most important philosophical writings, Henri Bergson here discusses how the matter of the brain and the world external to the body create mental impressions and memories. Matter and Memory, first published in 1912, introduced the current selectionist theories of memory, which postulate that there is a part of the brain that generates all possible images to be stored in memory and a part of the brain that chooses which images to store. Crossing academic disciplines and touching on matters that concern us all-how do we remember, and why?-this essential work will enthrall students of philosophy and psychology and lay readers alike. French philosopher HENRI BERGSON (1859-1941) was awarded the Nobel Prize for Literature in 1927, and is said to have influenced thinkers such as Marcel Proust, William James, Santayana, and Martin Heidegger. Among his works are Matter and Memory (1896), An Introduction to Metaphysics (1903), and The Two Sources of Morality and Religion (1932).
This collection of 33 papers represents the most current thinking and research on the study of cognitive processing in bilingual individuals. The contributors include well-known figures in the field and promising new scholars, representing four continents and work in dozens of languages. Instead of the social, political, or educational implications of bilingualism, the focus is on how bilingual people (mostly adults) think and process language.
This volume presents in-depth investigations of the processes of
meaning-making during reading at both local (discourse) and global
(general knowledge) levels. It considerably extends our knowledge
of how mental representations are constructed and updated during
reading. The book also provides insight into the process of
representation construction by using online measures and relating
this process with final memory representations; provides detailed
models of these processes; pays attention to the coordination of
multiple representations constructed; focuses on the monitoring and
updating of mental representations; and applies all this knowledge
to richer and more complicated texts than are often used in
laboratories.
In this volume, distinguished neurologist Jason W. Brown extends the microgenetic theory of the mind by offering a new approach to the problem of time and free will. Brown bases his work on a unitary process model of brain and behavior. He examines the problem of subjective time and free will, the experiential present, the nature of intentionality, and the creative properties of physical growth and mental process.
In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented, scientifically. Instead of theoretical convergence towards a generally accepted set of principles, there remains a vast diversity of models of what knowledge and reasoning are, and how they develop. Courses and books tend to deal with this perplexing situation by simply presenting students with either a specific, favoured line, or by offering selections from the theoretical salad. As a result, students have great difficulty in obtaining a cohesive picture of the area. They are frequently bewildered by the diversity of schools, frameworks and approaches, with seemingly little connection between them. More seriously, they are deprived of a critical grasp of the area, and thus forced into a habit of early selectivity, rote memory of specific models in isolation, and regurgitation at exams. This in turn deprives the area of cognitive development of important critical impetus for future improvement. Models of Cognitive Development is an attempt to overcome these problems. It does this by arguing that the vast diversity of theories or models can be organised into groups according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, students may be helped to find their way more confidently around the area as a whole, to see the 'wood' as well as the theoretical forest, and thus find themselves in a position to react to individual models more positively and more critically. Such criticism may, in turn, assist theoretical progress and unity in the future. Models of Cognitive Development covers all the contemporary theoretical and research strands in the area, with numerous examples, in a clear and straightforward manner, and should be useful to all students, researchers, and comparative theoreticians in the area.
"Validation in Language Assessment" contributes to the variety of
validation approaches and analytical and interpretive techniques
only recently adopted by language assessment researchers. Featuring
selected papers from the 17th Language Testing Research Colloquium,
the volume presents diverse approaches with an international
perspective on validation in language assessment. |
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