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Books > Social sciences > Psychology > Cognition & cognitive psychology > Intelligence
This is the true story of the kidnapping of Adolf Eichmann in Argentina by the Mossad, Israel's secret intelligence service. In a daring operation, a team of elite Mossad agents, under the personal command of Isser Harel, kidnapped Eichmann and smuggled him to Israel. Eichmann was found guilty of genocide and was executed two years later. This is Harel's account, revised and updated. The real names and details of all Mossad personnel are revealed, shedding new light on the politica acceptability of kidnapping.
Eternal Vigilance? seeks to offer reinterpretations of some of the major established themes in CIA history such as its origins, foundations, its treatment of the Soviet threat, the Iranian revolution and the accountability of the agency. The book also opens new areas of research such as foreign liaison, relations with the scientific community, use of scientific and technical research and economic intelligence. The articles are both by well-known scholars in the field and young researchers at the beginning of their academic careers. Contributors come almost equally from both sides of the Atlantic. All draw, to varying degrees, on recently declassified documents and newly-available archives and, as the final chapter seeks to show, all point the way to future research.
In this volume, originally published in 1970, an attempt is made to examine the more logical aspects of thinking, such as the ability to abstract and the manner in which concepts develop. The author describes the features that had long been regarded as central to thinking by experimental and theoretical psychologists of the time and he places more emphasis on the part played by language in cognitive activity. In the second part the author points out how such basic features of thinking as concept and hypothesis formation, inference making and the use of ordinary English are essentially things that can be carried out by a computer. His use of theories and his methods of modelling the human brain and the way it works comprise an intriguing and highly sophisticated attempt to provide an appropriate framework in which problems of thinking can be studied. Professor George was the author of several books, the best known of which at the time were The Brain as a Computer and Cybernetics and Biology. His writings covered many aspects of psychology, philosophy and logic, as well as cybernetics. At the time of original publication he was Professor of Cybernetics at Brunel University and Chairman of the Bureau of Information Science.
This volume brings together many of the leading researchers on
human intelligence and cognition to address issues including
definition, measurement, and instructional design. Its publication
is a result of the Inaugural Spearman Seminar recently held at the
University of Plymouth -- a seminar that is slated to become a
regularly scheduled event providing a major international forum for
the presentation of work on human abilities. To properly inaugurate
this series, scientific experts in this field were asked to reflect
on various issues raised but not resolved in Charles Spearman's
classic work, "The Abilities of Man: Their Nature and Measurement,
" published in 1927.
Excellence and the highest levels of performance in the arts and
sciences, sports, and games have always been an object of
fascination to both scientists and lay people. Only during the last
20 years have scientists studied these levels of performance in the
laboratory in order to identify their mediating mechanisms.
Contrary to the common belief that innate talents are the critical
factors for exceptional performance, investigators have found that
acquired skills, knowledge, and physiological adaptations in
response to intense practice are the primary mechanisms, mediating
the highest levels of performance.
Of the many functions carried out by intelligence agencies, analysis and assessment has received comparatively little scholarly attention. In October 1994 the Canadian Association for Security and Intelligence Studies (CASIS) and the Intelligence Section of the International Studies Association (ISA) attended to this deficit by holding a special international conference on the subject in Ottawa. This volume is the product of that conference. The essays may be divided into four self-contained sets. The first examines critically the assessment systems now in place in Britain, the USA, Germany and Australia. The second looks at the bureaucratic dynamics of analysis and assessment. The changing ground that intelligence is currently experiencing is the focus of the third section. Finally, the volume considers the impact of new technologies and modes of communication on intelligence gathering and analysis.
Excellence and the highest levels of performance in the arts and
sciences, sports, and games have always been an object of
fascination to both scientists and lay people. Only during the last
20 years have scientists studied these levels of performance in the
laboratory in order to identify their mediating mechanisms.
Contrary to the common belief that innate talents are the critical
factors for exceptional performance, investigators have found that
acquired skills, knowledge, and physiological adaptations in
response to intense practice are the primary mechanisms, mediating
the highest levels of performance.
This unique volume returns in its second edition, revised and updated with the latest advances in problem solving research. It is designed to provide readers with skills that will make them better problem solvers and to give up-to-date information about the psychology of problem solving. Professor Hayes provides students and professionals with practical, tested methods of defining, representing, and solving problems. Each discussion of the important aspects of human problem solving is supported by the most current research on the psychology problem solving. The Complete Problem Solver, Second Edition features: *Valuable learning strategies; *Decision making methods; *Discussions of the nature of creativity and invention, and *A new chapter on writing. The Complete Problem Solver utilizes numerous examples, diagrams, illustrations, and charts to help any reader become better at problem solving. See the order form for the answer to the problem below.
Recent concerns with the evaluation of argumentation in informal
logic and speech communication center around nondemonstrative
arguments that lead to tentative or defeasible conclusions based on
a balance of considerations. Such arguments do not appear to have
structures of the kind traditionally identified with deductive and
inductive reasoning, but are extremely common and are often called
"plausible" or "presumptive," meaning that they are only
provisionally acceptable even when they are correct. How is one to
judge, by some clearly defined standard, whether such arguments are
correct or not in a given instance? The answer lies in what are
called argumentation schemes -- forms of argument (structures of
inference) that enable one to identify and evaluate common types of
argumentation in everyday discourse.
In recent years the psychology of reasoning has undergone radical change, which can only be seen as a Kuhn-style scientific revolution. This shift has been dubbed 'New Paradigm'. For years, psychologists of reasoning focused on binary truth values and regarded the influence of belief as a bias. In contrast to this, the new paradigm puts probabilities, and subjective degrees of belief, centre stage. It also emphasises subjective psychological value, or utility; the way we reason within our own social environment ('social pragmatics'); and the crucial role of dual process theories. Such theories distinguish between fast, intuitive processes, and effortful processes which enable hypothetical thinking. The new paradigm aims to integrate the psychology of reasoning with the study of judgement and decision making, leading to a much more unified field of higher mental processing. This collection showcases these recent developments, with chapters on topics such as the difference between deduction and induction, a Bayesian formulation of faint praise, the role of emotion in reasoning, and the relevance of psychology of reasoning to moral judgement. This book was originally published as a special issue of Thinking & Reasoning.
This volume presents a state-of-the-science review of the most
promising current European research -- and its historic roots of
research -- on complex problem solving (CPS) in Europe. It is an
attempt to close the knowledge gap among American scholars
regarding the European approach to understanding CPS. Although most
of the American researchers are well aware of the fact that CPS has
been a very active research area in Europe for quite some time,
they do not know any specifics about even the most important
research. Part of the reason for this lack of knowledge is
undoubtedly the fact that European researchers -- for the most part
-- have been rather reluctant to publish their work in
English-language journals.
During the past two or three decades, research in cognitive science
and psychology has yielded an improved understanding of the
fundamental psychological nature of knowledge and cognitive skills
that psychological testing attempts to measure. These theories have
reached sufficient maturity, making it reasonable to look upon them
to provide a sound theoretical foundation for assessment,
particulary for the content of assessments. This fact, combined
with much discontentedness over current testing practices, has
inspired efforts to bring testing and cognitive theory together to
create a new theoretical framework for psychological testing -- a
framework developed for diagnosing learners' differences rather
than for ranking learners based on their differences.
Proposing a new paradigm for Computer Supported Cooperative Work (CSCW), this ground-breaking book presents a research agenda for developing and testing that paradigm. It constitutes the first attempt to outline a comprehensive model of collaboration that integrates the cognitive/conceptual and social dynamics of groups. br br The challenge faced by all groups engaged in intellectual work is, on the one hand, to divide the task so that efforts of i individual members /i may proceed in parallel and, on the other hand, to synthesize their separate contributions to form a coherent whole. Addressing this challenge, Smith examines the general form of a theory of computer-based collaboration that extends across different tasks and working situations. He uses the work of Newell, Simon, and Anderson as a base from which to consider a group as a form of distributed information processing system. Within groups, there are constructs analogous to human long-term and short-term memory, conceptual processes, and problem solving and knowledge-construction strategies. He discusses two metacognitive issues -- awareness and control -- as they occur in collaborative behavior. And he reviews a number of advanced computer systems that support collaboration, focusing on their impact on the thinking and behavior of groups. br br Smith's theoretical framework combines elements of Information Processing System theory -- and its detailed process models of cognitive behavior -- with the situated perspective of activity theory. The book suggests new and useful ways of conceiving problems and solutions to all those interested in the ways in which people interact with each other and with computers to achievegoals. br
Highlights of the volume include pioneering essays on the methodology of intelligence studies by Michael Fry and Miles Hochstein, and the future perils of the surveillance state by James Der Derian. Two leading authorities on the history of Soviet/Russian intelligence, Christopher Andrew and Oleg Gordievsky, contribute essays on the final days of the KGB. Also, the mythology surrounding the life of Second World War intelligence chief, Sir William Stephenson, The Man Called Intrepid', is penetrated in a persuasive revisionist account by Timothy Naftali. The collection is rounded off by a series of essays devoted to unearthing the history of the Canadian intelligence service.
Highlights of the volume include pioneering essays on the methodology of intelligence studies by Michael Fry and Miles Hochstein, and the future perils of the surveillance state by James Der Derian. Two leading authorities on the history of Soviet/Russian intelligence, Christopher Andrew and Oleg Gordievsky, contribute essays on the final days of the KGB. Also, the mythology surrounding the life of Second World War intelligence chief, Sir William Stephenson, The Man Called Intrepid', is penetrated in a persuasive revisionist account by Timothy Naftali. The collection is rounded off by a series of essays devoted to unearthing the history of the Canadian intelligence service.
Children face an overwhelming amount of information and a range of different choices every day, and so there has never been a more important time to understand how children learn to make judgments and decisions in our modern world. Individual Differences in Judgment and Decision-Making presents cutting-edge developmental research to advance our knowledge and understanding of how these competencies emerge. Focusing on the role of individual differences, the text provides a complementary theoretical approach to understanding the development of judgment and decision-making skills, and how and why these competencies vary within and between different periods of development. Sampling a diverse set of developmental paradigms and measures, as well as considering typical and atypically developing samples, this volume provokes thinking about how we can support our children and youth to help them make better choices. Drawing on the expertise of a range of international contributors, this book will be of interest to students and researchers of thinking and reasoning from both cognitive and developmental psychology backgrounds.
The field of thinking has undergone a revolution in recent years, opening itself up to new perspectives and applications. The traditional focus on laboratory-based thinking has transformed as theoretical work is now being applied to new contexts and real-world issues. This volume presents a state-of-the-art survey of human thinking in everyday life, based around, and in tribute to, one of the field's most eminent figures: Ken Manktelow. In this collection of cutting-edge research, Manktelow's collaborators and colleagues review a wide range of important and developing areas of inquiry. This book explores modern perspectives on a variety of traditional and contemporary topics, including Wason's reasoning tasks, logic, meta-reasoning, and the effect of environment and context on reasoning. The Thinking Mind offers a unique combination of breadth, depth, theoretical exploration and real-world applications, making it an indispensable resource for researchers and students of human thinking.
This is a major survey and assessment of U.S. intelligence activities over the last forty-five years. It offers a systematic and authoritative evaluation of American intelligence-gathering machinery: how it has been used, misused, and on occasion, ignored. The book has been hailed as "a splendid work, reflective and penetrating" by James R. Schlesinger; while Zbigniew Brzezinski describes Laqueur as "a man who understands the relationships between history and the world of secret services." Henry S. Rowen noted that Laqueur "brings a rare degree of analytical power to this important subject."
The design and functioning of an information system improve to the extent that the system can handle the questions people ask. Surprisingly, however, researchers in the cognitive, computer, and information sciences have not thoroughly examined the multitude of relationships between information systems and questions -- both question asking and answering. The purpose of this book is to explicitly examine these relationships. Chapter contributors believe that questions play a central role in the analysis, design, and use of different kinds of natural or artificial information systems such as human cognition, social interaction, communication networks, and intelligent tutoring systems. Their efforts show that data structures and representations need to be organized around the questioning mechanisms in order to achieve a quick retrieval of relevant useful information.
Patients with frontal brain lesions show a striking disorder in arithmetical word problem solving; they tend to give impulsive responses, skipping one or more of the essential solution steps. The research presented here along with its implications for treatment was conducted by the Dutch Institute f
This unique volume returns in its second edition, revised and
updated with the latest advances in problem solving research. It is
designed to provide readers with skills that will make them better
problem solvers and to give up-to-date information about the
psychology of problem solving.
First published in English in 1969, the book opens with a chapter by Pierre Oleron on intellectual activities. These fall into three groups: inductive activities (the apprehension of laws, relations and concepts), reasoning and problem solving. It describes typical methods and essential results obtained by relevant experiments. There are two chapters by Jean Piaget and his collaborator Barbel Inhelder. The first, on mental images, breaks new ground: it describes original experiments carried out by Piaget and associates with children of various ages. Piaget examines the relations between images and motor activity, imitation, drawing and operations. He also classifies images according to their degree of complexity and show why children have inadequate images of some processes. The second chapter is on intellectual operations and Piaget gives a summary of the main findings of a number of his earlier books, on the child's notions of conservation, classification, seriation, number, measurement, time, speed and chance. In the last chapter, Pierre Greco discusses learning and intellectual structures. He describes the work of psychologists with rats in mazes and formulating theories of animal learning. Gestalt psychology and various other interpretations are examined and Greco also pays attention to Piaget's view of 'structural learning' based on experience.
There is a growing acknowledgement of the importance of integrating the study of reasoning with other areas of cognitive psychology. The purpose of this volume is to examine the extent to which we can further our understanding of reasoning by integrating findings, theories and paradigms in the field of memory. Reasoning as Memory consists of nine chapters that make explicit links between basic memory process, and reasoning and decision-making. The contributors address a number of key topics including: the relationship between semantic memory and reasoning the role of expert memory in reasoning recognition memory and induction working memory and reasoning metamemory in reasoning. In addition, the chapters provide broad coverage of the field of thinking, and invite the intriguing question of how much there is left to explain in the field of reasoning when one has extracted the variance due to memory. This book will be of great interest to advanced undergraduates, postgraduates and researchers interested in reasoning or decision making, and to researchers interested in the role played in cognition by a variety of memory processes.
In this volume, originally published in 1970, an attempt is made to examine the more logical aspects of thinking, such as the ability to abstract and the manner in which concepts develop. The author describes the features that had long been regarded as central to thinking by experimental and theoretical psychologists of the time and he places more emphasis on the part played by language in cognitive activity. In the second part the author points out how such basic features of thinking as concept and hypothesis formation, inference making and the use of ordinary English are essentially things that can be carried out by a computer. His use of theories and his methods of modelling the human brain and the way it works comprise an intriguing and highly sophisticated attempt to provide an appropriate framework in which problems of thinking can be studied. Professor George was the author of several books, the best known of which at the time were The Brain as a Computer and Cybernetics and Biology. His writings covered many aspects of psychology, philosophy and logic, as well as cybernetics. At the time of original publication he was Professor of Cybernetics at Brunel University and Chairman of the Bureau of Information Science.
First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company. |
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