The years 1945-61 saw the greatest transformation in weaponry that has ever taken place, as atomic and thermonuclear bombs, intercontinental ballistic missiles and chemical and biological weapons were developed by the superpowers. It was also a distinct era in Western intelligence collection. These were the years of the Germans. Mass interrogation in West Germany and spying in East Germany represented the most important source of intelligence on Soviet war-related science, weapons development and military capability until 1956 and a key one until 1961. This intelligence fuelled the arms race and influenced Western scientific research, weapons development, and intelligence collection. Using intelligence and policy documents held in British and US archives and records of the Ministry of State Security (MfS) of the former German Democratic Republic (GDR), this book is the most penetrating study of the scientific intelligence-gathering and subversive operations of the British, US, and West German intelligence services in the period to date. East Germany's scientific potential was contained by inducing leading scientists and engineers to defect to the West, and Paul Maddrell shows that the US Government's policy of 'containment' was more aggressive than has hitherto been accepted. He also demonstrates that the Western secret services' espionage in the GDR was very successful, even though the MfS and KGB achieved triumphs against them. George Blake twice did appalling damage the MI6's spy networks. The book reveals the identity of the most distinguished scientist to spy for the CIA as yet uncovered.

Why do recent depictions of government secrecy and surveillance so often use images suggesting massive size and scale: gigantic warehouses, remote black sites, numberless security cameras? Drawing on post-War American art, film, television, and fiction, Matthew Potolsky argues that the aesthetic of the sublime provides a privileged window into the nature of modern intelligence, a way of describing the curiously open secret of covert operations. The book tracks the development of the national security sublime from the Cold War to the War on Terror, and places it in a long history of efforts by artists and writers to represent political secrecy.

The mysterious life and career of Desmond Morton, Intelligence officer and personal adviser to Winston Churchill during the Second World War, is exposed for the first time in this study based on full access to official records. After distinguished service as artillery officer and aide-de-camp to General Haig during the First World War, Morton worked for the Secret Intelligence Service from 1919-1934, and the fortunes of SIS in the interwar years are described here in unprecedented detail. As Director of the Industrial Intelligence Centre in the 1930s, Morton s warnings of Germany s military and industrial preparations for war were widely read in Whitehall, though they failed to accelerate British rearmament as much as Morton - and Churchill - considered imperative. Morton had met Churchill on the Western Front in 1916 and supported him throughout the wilderness years, moving to Downing Street as the Prime Minister s Intelligence adviser in May 1940. There he remained in a liaison role, with the Intelligence Agencies and with Allied resistance authorities, until the end of the war, when he became a troubleshooter for the Treasury in a series of tricky international assignments. Throughout Morton s career, myth, rumour and deliberate obfuscation have created a misleading picture of his role and influence. This book shines a light into many hitherto shadowy corners of British history in the first half of the twentieth century.

This book will be of great interest to scholars and informed lay readers with an interest in the Second World War, intelligence studies and the life of Winston Churchill.

In recent years, a psychological perspective has gained increasing acceptance in the education provided to musicians: teachers, performers, and "creatives" alike. Research in music psychology has revealed how musicians acquire the ability to convey emotional intentions as sounded music, how listeners perceive it as feelings and moods, and how this powerful process relates to social and cultural dynamics. Of course, people who identify as musicians have special interest in these matters. A well-cited volume ever since its initial publication in 2007, Psychology for Musicians is now brought up-to-date in a second edition, particularly in expanding outside the exclusive context of Western formal/academic settings. This new edition draws on insights from recent research in music psychology, combining academic rigor with accessibility to offer readers research-supported ideas that they can readily apply in their musical activities.

A hallmark of much of the research on children's thinking in the 1970s had been the focus on explicit content domains. Much of this research had been represented by an eclectic collection of studies sampled from a variety of disciplines and content areas. However, in the few years before this publication, research in several content domains has begun to coalesce into a coherent body of knowledge. Originally published in 1982, the chapters in this work represent one of the first attempts to bring together the perspectives of a variety of different researchers investigating a specific, well defined content domain. This book presents theoretical views and research findings of a group of international scholars who are investigating the early acquisition of addition and subtraction skills by young children. Together, the contributors bring a blend of psychology, educational psychology, and mathematics education to this topic. Fields of interest such as information processing, artificial intelligence, early childhood, and classroom teaching and learning are included in this blend.

This comprehensive volume addresses the important question of whether and how the current transformation of targeted killing is transforming the global international order. The age-old practice of targeted killing has undergone a profound transformation since the turn of the millennium. States resort to it more frequently, especially in the context of counter-terrorism operations. The rapid development of surveillance and drone technologies facilitates targeted-killing missions, and states are starting to slowly abandon their policies of secrecy and denial with regard to this form of violence. To answer this question, the volume introduces a theoretical framework that conceives the maintenance and transformation of international order as a dynamic, triangular process between violence, discourse, and the institutions that make up the international order. It then sheds light on different parts of this triangular process: the reinterpretation of international law to legitimize targeted killing, the contestation between state and non-state actors over the development of a new targeted-killing norm, the emergence of targeted killing in the context of changes in the broader normative context of international order, and the impact of new technologies, in particular autonomous weapons systems, on the future of targeted-killing practices and international order. This book was originally published as a special issue of Contemporary Security Policy.

One of the most exciting recent innovations in the social sciences has been the emergence of behaviour economics', which extends the notion of rational choice to allow for both motivation beyond self-interest and intuitions that cannot be reduced to the logic of a situation. This new book by Howard Margolis demonstrates how an account of widely-discussed topics, from tipping points in social choice to cognitive illusions and experimental anomalies, can be brought within a coherent framework.

Starting from Darwin's own comments on the origins of moral concerns and from a review of notorious cognitive illusions, Margolis shows how rational choice theory can be extended to incorporate social as well as self-interested motivation, but allowing for the cognitive complications that can be expected in domains well-outside familiar experience. This yields a coherent account of many otherwise mystifying results from cooperation experiments. A concluding chapter illustrates how the argument can be applied to the salient empirical topic of jihadist terrorism.

This book will be of great interest not only to students and researchers in behavioural and experimental economics but across the social sciences.

One of the most exciting recent innovations in the social sciences has been the emergence of behaviour economics', which extends the notion of rational choice to allow for both motivation beyond self-interest and intuitions that cannot be reduced to the logic of a situation. This new book by Howard Margolis demonstrates how an account of widely-discussed topics, from tipping points in social choice to cognitive illusions and experimental anomalies, can be brought within a coherent framework.

Starting from Darwin's own comments on the origins of moral concerns and from a review of notorious cognitive illusions, Margolis shows how rational choice theory can be extended to incorporate social as well as self-interested motivation, but allowing for the cognitive complications that can be expected in domains well-outside familiar experience. This yields a coherent account of many otherwise mystifying results from cooperation experiments. A concluding chapter illustrates how the argument can be applied to the salient empirical topic of jihadist terrorism.

This book will be of great interest not only to students and researchers in behavioural and experimental economics but across the social sciences.

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes - enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement. Three key issues are addressed:
*First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.
*Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.
*Third, most of the attention to examining intellectual enhancement, and in accounting forand closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.
"Extending Intelligence: Enhancement and New Constructs" is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.

" A truly extraordinary book The range of knowledge revealed by the author is quite astonishing and the material presented is done so in a clear and unambiguous writing style. The book includes astonishingly varied perspectives on issues that will impact the hoped-for positive consequences of globalization. I felt I was being informed by an expert who grasps the complexity of the issues involved in ways that make them clear and useful. If I was teaching a course that had anything to do with globalization and/or culture, I would assign this book and if I knew of someone who was being assigned to another country, I would require him or her to read this book. " Benjamin Schneider, " Valtera Corporation and Professor Emeritus, University of Maryland"

What is a paradox? Why are cross-cultural paradoxes essential for understanding the changes that are occurring because of globalization? Encompassing a wide variety of areas including leadership, cross-cultural negotiations, immigration, religion, economic development, and business strategy, Paradoxes of Culture and Globalization developscross-cultural paradoxes essential for understanding globalization.

Key FeaturesHighlightsover 90paradoxes structured in a question/discussion format to actively engage readers and provide an integrative overview of the bookPresents key issues at a higher and integrative level of analysis to avoid stereotyping particular culturesFacilitates class discussions and the active involvement of class members in the learning process of culture and globalization.Enlarges individuals conceptual understanding of cross-cultural issues Focuses on both traditional and controversial topics including motivation and leadership across cultures, communicating and negotiating across cultures, immigration, religion, geography, economic development, business strategy, and international human resource management

Intended Audience

This is an excellent text for advanced undergraduate and graduate courses in International Management, International Business, Comparative Management, World Business Environment, Cross-Cultural Management, Cross-Cultural Communications, and Cultural Anthropology in the departments of businessand management, communication, and anthropology.

Meet author Martin J. Gannon www.csusm.edu/mgannon

Martin J. Gannon is also the author of the bestselling text "Understanding Global Cultures" (SAGE, Third Edition, 2004) and "Cultural Metaphors: ""Readings"," Research Translations, and Commentary "(SAGE, 2000)."

Problem solving is implicit in the very nature of all science, and virtually all scientists are hired, retained, and rewarded for solving problems. Although the need for skilled problem solvers has never been greater, there is a growing disconnect between the need for problem solvers and the educational capacity to prepare them. "Learning to Solve Complex Scientific Problems "is an immensely useful read offering the insights of cognitive scientists and engineering and science educators who explain methods for helping students solve the complexities of everyday, scientific problems.
 
Important features of this volume include discussions on:
*how problems are represented by the problem solvers and how perception, attention, memory, and various forms of reasoning impact the management of information and the search for solutions;
*how academics have applied lessons from cognitive science to better prepare students to solve complex scientific problems;
*gender issues in science and engineering classrooms; and
*questions to guide future problem-solving research.
 
The innovative methods explored in this practical volume will be of significant value to science and engineering educators and researchers, as well as to instructional designers.

What is meant by the term "intelligence" and, once de- fined, how do we go about achieving a valid measurement of this faculty? This classic textbook, originally published in 1979, and now reissued with a new preface by Sybil Eysenck, incorporates a broad range of findings and reanalyzes much of the existing literature in this area.

In The Structure and Measurement of Intelligence, Hans Eysenck draws on methods for determining the effect of genetics and environment on the development of intelligence and examines the validity of the term as defined in relation to internal as well as external criteria. He tests a number of hypotheses on intelligence against empirical research findings and considers various criticisms in detail. The significance of intelligence and its measurement in society are explored in depth. Eysenck greatly expands upon such questions as: Does IQ measure intelligence? How valid is the nature versus nurture argument? and, How might socioeconomic status influence one's intelligence?

Designed primarily for students and scholars in psychology and education, this text will make thought-provoking reading for all concerned with the development and measurement of intelligence in the individual.

Egyptian efforts to acquire long-range surface-to-surface missiles in the early 1960s carry important lessons for our time, when weapons of mass destruction and charges of politicizing intelligence are key issues. This new study traces the history of the early Egyptian ballistic missile program, which began with the successful recruitment of German scientists who had experience in Hitler's V1 and V2 missile projects. Yet even as these Germans began their work on developing missiles for Egyptian President Gamal Abdel Nasser, Israeli intelligence was busy collecting information on their activities. Indeed, this intelligence sparked a crisis in the Israeli leadership; Prime Minister David Ben-Gurion, Golda Meir, Moshe Dayan, and other top Israeli officials anxiously debated strategies to grapple with this new threat to their national security. Ultimately, they adopted a multifaceted approach that included intimidation of the scientists and their families, appeals to the West German government to order the scientists' recall and, finally, an attempt to involve the U.S. government in the intricacies of the Arab-Israeli conflict. Drawing extensively on material from recently declassified U.S. government documents, this new major work demonstrates how Nasser's missile program played an instrumental role in cementing the U.S.-Israeli national security relationship. The book concludes with several key lessons that can help stem the global proliferation of advanced weapons. This book will be of great interest to scholars of proliferation, international relations, the Middle East, disarmament and security studies in general.

This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades. In particular, three major controversial issues in the field are addressed by both empirical findings and literature review: styles as better versus worse or as equal in merit; styles as traits versus styles as states; and styles as different constructs versus styles as similar constructs with different style labels. Educators will find ideas on how to improve their teaching and assessment of student performance. Student development specialists will be interested in the book because intellectual styles, as evidenced by recent studies, play a critical role in many aspects of student development including cognitive, affective, psychosocial, and career development. Psychologists will gain an understanding of an important facet of the field at the interface between cognition and personality. Managers in business will find the book relevant to such issues as effective supervision and staff training and development. The Nature of Intellectual Styles is intended for anyone--particularly researchers and students in the fields of education, psychology, and business management--who is interested in understanding intellectual styles and their effects on daily life.

This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades. In particular, three major controversial issues in the field are addressed by both empirical findings and literature review: styles as better versus worse or as equal in merit; styles as traits versus styles as states; and styles as different constructs versus styles as similar constructs with different style labels. Educators will find ideas on how to improve their teaching and assessment of student performance. Student development specialists will be interested in the book because intellectual styles, as evidenced by recent studies, play a critical role in many aspects of student development including cognitive, affective, psychosocial, and career development. Psychologists will gain an understanding of an important facet of the field at the interface between cognition and personality. Managers in business will find the book relevant to such issues as effective supervision and staff training and development. The Nature of Intellectual Styles is intended for anyone--particularly researchers and students in the fields of education, psychology, and business management--who is interested in understanding intellectual styles and their effects on daily life.

Intelligence - what it is and how it can be measured - is something that has exercised psychologists, educationalists, biologists and philosophers for hundreds of years. For many philosophers of education, justification of the most dominant theory - that intelligence has innately determined upper limits - appears inadequate.
In "Intelligence, Destiny and Education," John White passes the baton from philosophy to history as he traces some of the social and historical influences on modern ideas about human capabilities. He focuses on the influence that he believes puritan ideas and assumptions have had on the psychological conceptions of intelligence as innate. Drawing on the work of Galton, Pearson, Burt, Goddard, Terman, and others, in his search for the truth about intelligence testing, he looks at the personal histories and social religious assumptions and backgrounds of these key psychologists.
John White's concern is that in these test-orientated times a system of intelligence testing based on the eugenicists' theory of intelligence could lead to an educational caste system in which the task of education gives way to the doctrine of predestination. This fascinating book will appeal to all those involved in education.

The "nature versus nurture" controversy dates back to at least the nineteenth century. How much of a role does genetics or environment play in accounting for reasoning skill and other intellectual aptitudes? At a time when the public school system in the United States is under attack, this debate has taken center stage in arguments about what accounts for differences in academic achievement. Maximizing Intelligence convincingly argues that, while both genetics and environment play a role in a child's intelligence, environmental factors, especially at an early age, are of primary importance. Working from this premise, Armor suggests how intelligence may be heightened.

Armor presents four propositions about intelligence. His first is that intelligence exerts a major influence on educational and occupational success, following a chronological sequence, from a child's cognitive skills learned before school, to academic success during the school years, to eligibility for college. His second proposition is that intelligence can be changed, at least within limits. There is ample evidence that a child's intelligence is not fully given at birth, but continues to evolve and change at least through the early elementary school years, although at a declining rate.

Proposition three is that intelligence is influenced by a series of "risk factors," and most of the influence occurs before a child reaches school age. Risk factors include parent intelligence and education, family income, family structure and size, nutrition, and specific parenting behaviors. The fourth proposition flows from the second and third--that the most promising avenues for maximizing intelligence come from a child's parents. Armor persuasively argues for a "whole family" approach whereby government programs are modified or created to inform parents of risk factors and to reward behaviors that optimize positive outcomes.

Maximizing Intelligence is meticulously researched and reasoned, and will be welcomed by those interested in education, sociology, psychology, social theory, and policy studies.

This book provides a comprehensive state-of-the-art review of personality and intelligence, as well as covering other variables underlying academic and occupational performance. "Personality and Intellectual Competence" is a unique attempt to develop a comprehensive model to understand individual difference by relating major personality dimensions to cognitive ability measures, academic and job performance, and self-assessed abilities, as well as other traditional constructs such as leadership and creativity. It will be essential reading for anyone interested in personality, intelligence, and the prediction of future achievement in general.
"Personality and Intellectual Competence" is an outstanding account of the relationship between major individual differences constructs. With its informative summary of the last century of research in the field, this book provides a robust and systematic theoretical background for understanding the psychological determinants of future achievement. The authors have sought to combine technical expertise with applied interests, making this a groundbreaking theoretical tool for anyone concerned with the scientific prediction of human performance.

The first international handbook to bring the areas of reasoning, judgment and decision making together, now in paperback format. The book brings three of the important topics of thinking together - reasoning, judgment and decision making aACAACA" and discusses key issues in each area. The studies described range from those that are purely laboratory based to those that involve experts making real world judgments, in areas such as medical and legal decision making and political and economic forecasting.* International collection of original chapters by leading researchers in the field* Several chapters contain important new theoretical perspectives* Paperback version is more affordable for individual researchers

New information obtained from the declassification of Ultra intercepts and other Second World War documents as well as from recent scholarly research has credited Allied deception operations with an even more important contribution to winning the war than was previously supposed. Yet deception is only one factor in the achievement of victory; it cannot guarantee success. It must be fully understood and exploited by the highest levels of command. Most histories of deception operations during the Second World War have focused on those that were successful. Instances in which deception operations failed to achieve their objectives are discussed by John Campbell, who describes an early attempt to convince the Germans that the Allies intended to invade at Pas de Calais in the summer of 1943, and by Katherine Herbig, who gives the first detailed description of US deception operations in the Pacific. Klaus-Jurgen Muller questions the actual effectiveness of deception operations against the Germans. He argues that many successes attributed to the Allies' use of deception were in fact achieved by independent considerations on the German side. Professor Muller builds a particularly strong case in challenging the success of Operation Fortitude North, in which the Allies tried to divert German troops to Norway before invading Normandy. Although very little is known of Soviet deception operations on the Eastern Front, it must be remembered that they were conducted on a much larger scale than those of either the British in Europe or the Americans in the Pacific. Colonel David Glantz's account of Soviet deception and covert activities offers a version of the historiography of the war between the USSRand Germany which may explain some of the monumental German failures. Tom Cubbage not only contributes a synthesis of the primary and secondary sources available on the deception operations preceding Overlord, but also reviews the so-called Hesketh Report - Fortitude: A History of Strategic Deception in North Western Europe April 1943 to May 1945, Colonel Roger Hesketh's official report on Allied deception operations against the Germans in north-west Europe which was declassified in 1976, yet remains unpublished. It indicates that Professor Muller's suspicions that the Allies over-estimated the impact of Fortitude are unfounded. Edited and with a comprehensive introduction by Michael Handel, these important and original studies put the entire deception effort during the Second World War into a more balanced and accurate perspective.

Lack of ability to think probabilistically makes one prone to a variety of irrational fears and vulnerable to scams designed to exploit probabilistic naivete, impairs decision making under uncertainty, facilitates the misinterpretation of statistical information, and precludes critical evaluation of likelihood claims. Cognition and Chance presents an overview of the information needed to avoid such pitfalls and to assess and respond to probabilistic situations in a rational way. Dr. Nickerson investigates such questions as how good individuals are at thinking probabilistically and how consistent their reasoning under uncertainty is with principles of mathematical statistics and probability theory. He reviews evidence that has been produced in researchers' attempts to investigate these and similar types of questions. Seven conceptual chapters address such topics as probability, chance, randomness, coincidences, inverse probability, paradoxes, dilemmas, and statistics. The remaining five chapters focus on empirical studies of individuals' abilities and limitations as probabilistic thinkers. Topics include estimation and prediction, perception of covariation, choice under uncertainty, and people as intuitive probabilists. Cognition and Chance is intended to appeal to researchers and students in the areas of probability, statistics, psychology, business, economics, decision theory, and social dilemmas.

Originally published in 1976, this title is an edited volume and reflects the major approaches being taken in structural learning at the time. Chapter 1 deals with the basic question of whether competence (knowledge) should be characterized in terms of rules (automata), on the one hand, or associations on the other. The bulk of Chapter 2 is devoted to a series of earlier experiments on rule learning by the editor and his associates. The two contributions in Chapter 3 deal with graph theoretical models. Piagetian models constitute the subject of Chapter 4. Chapter 5 deals with attempts to stimulate human behaviour with a computer. Chapter 6 ranges over a wide variety of competence models, with particular reference to logic and mathematics. In Chapter 7 the editor proposes a new theory of structural learning, together with some empirical results.

Originally published in 1976, this fourth and final volume in a series that met with critical acclaim is concerned with a certain kind of answer to the question "What distinguishes the concepts that are a natural part of human languages from those that are merely expressible in language?" The kind of answers contemplated rely on formal properties of the logics that overlay the two sorts of concepts. The author presents a substantive theory of natural concepts which helps to make concrete the methodological proposals. In order to make the theory more manageable, it is restricted to sentential modifiers expressed in English. Although these proposals are substantive, the methodology they exemplify may be of even more significance. Some of the ideas in the author's approach derive from the work of Chomsky, and several issues relevant to the growth of logical thinking are also treated with data that speak to questions raised in Volume 3, concerning qualitative change through development. This final volume in the series will be essential reading for all concerned with both logical abilities in children, their development, and novel methodological approaches to research bearing on this and related issues.

Originally published in 1975, this volume (3 of 4) presents an expanded model of certain deductive abilities in children and adults. A partial explanation of the growth of these abilities was suggested in Volume 2 of this series, and it is amplified here, both with regard to propositional logic and the logic of class inclusion. A new methodology is employed, the issue of the effect of content in deductive reasoning is covered, and developmental questions are reformulated. Although only data from experiments with adolescents are presented here, the volume sets the stage for potentially illustrating developmental comparisons, a topic pursued in Volume 4 of this novel and inventive series.

A Handbook of Process Tracing Methods demonstrates how to better understand decision outcomes by studying decision processes, through the introduction of a number of exciting techniques. Decades of research have identified numerous idiosyncrasies in human decision behavior, but some of the most recent advances in the scientific study of decision making involve the development of sophisticated methods for understanding decision process-known as process tracing. In this volume, leading experts discuss the application of these methods and focus on the best practices for using some of the more popular techniques, discussing how to incorporate them into formal decision models. This edition has been expanded and thoroughly updated throughout, and now includes new chapters on mouse tracking, protocol analysis, neurocognitive methods, the measurement of valuation, as well as an overview of important software packages. The volume not only surveys cutting-edge research to illustrate the great variety in process tracing techniques, but also serves as a tutorial for how the novice researcher might implement these methods. A Handbook of Process Tracing Methods will be an essential read for all students and researchers of decision making.