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Books > Social sciences > Psychology > Cognition & cognitive psychology > Learning
In the past 20 years, neuroimaging has provided us with a wealth of
data regarding human memory. However, to what extent can
neuroimaging constrain, support or falsify psychological theories
of memory? To what degree is research on the biological bases of
memory actually guided by psychological theory?
In looking at the close interaction between neuroimaging research
and psychological theories of human memory, this book presents a
state-of-the-art exploration of imaging research on human memory,
along with accounts of the significance of these findings with
regard to fundamental psychological questions. The book starts with
a summary of some of the conceptual problems we face in
understanding neuroimaging data. It then looks at the four areas of
human memory research that have been most intensively studied with
modern brain imaging tools - Learning and consolidation, Working
memory control processes and storage, Long-term memory
representations, and Retrieval control processes. Throughout, the
book shows how brain imaging methods, such as functional magnetic
resonance imaging (fMRI) and electroencephalography (EEG), can help
us increase our knowledge of how human memory is organized, how
memory representations are stored, consolidated and retrieved, and
how access to memory contents is controlled. With all chapters
written by leading researchers in the field, the book will be
essential for all those interested in the psychology and
neuroscience of memory.
The cognitive and neural sciences have been on the brink of a
paradigm shift for over a decade now. The traditional
information-processing framework in psychology, with its computer
metaphor of the mind, is still considered to be the mainstream
approach. However, the dynamical-systems perspective on mental
activity is now receiving a more rigorous treatment, allowing it to
move beyond the trendy buzzwords that have become associated with
it. The Continuity of Mind will help to galvanize the forces of
dynamical systems theory, cognitive and computational neuroscience,
connectionism, and ecological psychology that are needed to
complete this paradigm shift.
In this book, Michael Spivey lays bare the fact that comprehending
a spoken sentence, understanding a visual scene, or just thinking
about the day's events involves the coalescing of different
neuronal activation patterns over time, i.e., a continuous
state-space trajectory that flirts with a series of point
attractors. As a result, the brain cannot help but spend most of
its time instantiating patterns of activity that are in between
identifiable mental states rather than in them. When this scenario
is combined with the fact that most cognitive processes are richly
embedded in their environmental context in real time, the state
space (in which brief visitations of attractor basins are your
'thoughts') suddenly encompasses not just neuronal dimensions, but
extends to biomechanical and environmental dimensions as well. As a
result, your moment-by-moment experience of the world around you,
even right now, can be described as a continuous trajectory through
a high-dimensional state space that comprises diverse mental
states.
Spivey has organized The Continuity of Mind to present a systematic
overview of how perception, cognition, and action are partially
overlapping segments of one continuous mental flow, rather than
three distinct mental systems. As a result, the apparent partitions
that were once thought to separate mental constructs inevitably
turn out, upon closer inspection, to be fuzzy graded transitions.
The initial chapters provide first-hand demonstrations of the 'gray
areas' in mental activity that happen in between discretely labeled
mental events, as well as geometric visualizations of attractors in
state space that make the dynamical-systems framework seem less
mathematically abstract. The middle chapters present scores of
behavioral and neurophysiological studies that portray the
continuous temporal dynamics inherent in categorization, language
comprehension, visual perception, as well as attention, action, and
reasoning. The final chapters discuss what the mind itself must
look like if its activity is continuous in time and its contents
are distributed in state space. The Continuity of Mind is essential
reading for those in the cognitive and neural sciences who want to
see where the Dynamical Cognition movement is taking us.
While Experiential Learning has been one of the most influential
methods in the education and development of managers and management
students, it has also been one of the most misunderstood. This
Handbook offers the reader a comprehensive picture of current
thinking on experiential learning; ideas and examples of
experiential learning in practice; and it emphasises the importance
of experiential learning to the future of management education.
Contributors include:
Chris Argyris, Joseph Champoux, D. Christopher Kayes, Ruth
Colquhoun, John Coopey, Nelarine Cornelius, Elizabeth L. Creese,
Gordon Dehler, Andrea Ellinger, Meretta Elliott, Silvia Gherardi,
Jeff Gold, Steve G. Green, Kurt Heppard, Anne Herbert, Robin Holt,
Martin J. Hornyak, Paula Hyde, Tusse Sidenius Jensen, Sandra Jones,
Anna Kayes, Kirsi Korpiaho, Tracy Lamping, Tony Lingham, Enrico
Maria Piras, Sallyanne Miller, Amar Mistry, Dale Murray, Jean
Neumann, Barbara Poggio, Keijo Rasanen, Peter Reason, Michael
Reynolds, Bente Rugaard Thorsen, Burkard Sievers, Stephen Smith,
Sari Stenfors, Antonio Strati, Elaine Swan, Jane Thompson, Richard
Thorpe, Kiran Trehan, Russ Vince, Jane Rohde Voight, Tony Watson,
and Ann Welsh.
For years now, learning has been at the heart of research within
cognitive psychology. How do we acquire new knowledge and new
skills? Are the principles underlying skill acquisition unique to
learning, or similar to those underlying other behaviours? Is the
mental system essentially modular, or is the mental system a simple
product of experience, a product that, inevitably, reflects the
shape of the external world with all of its specialisms and
similarities? This new books takes the view that learning is a
major influence on the nature of the processes and representations
that fill our minds. Throughout, the authors review and consider
the psychological research areas of skill acquisition and lexical
representation to illustrate the effects that practice can have on
cognitive phenomena. They also draw parallels between theories in
physical and biological domains to not only propose a new theory of
mental function but also demonstrate that the mind is subject to
the same natural laws as the physical world. In so doing Speelman
and Kirsner present a new perspective on Psychology--one that
identifies universal principles underlying all behaviours and one
which contrasts markedly from our current focus on highly specific
behaviours. Accessibly written, Beyond the Learning Curve is a
thought provoking and challenging new text for students and
researchers in the cognitive sciences.
The intellectual distance between education and cognitive
neuroscience will be significantly shortened for all who read about
the contributions of cognitive neuroscience to teaching and
learning initiatives. This book integrates the ideas of the major
theorists and focuses on the six significant domains of
neuroscience (experience, attention, perception, knowledge,
acquisition, memory, and retrieval) relationships to information
processing. Explanatory vignettes are inserted throughout the text
to provide practical examples of how learners acquire, organize,
and use knowledge.
Expertise, Pedagogy and Practice takes as its focus recent work on
situated and embodied cognition, the concepts of expertise, skill
and practice, and contemporary pedagogical theory. This work has
made important steps towards overcoming traditional intellectualist
and individualist models of cognition, group interaction and
learning, but has in turn generated a number of important questions
about the shape of a model that emphasizes learning and interaction
as situated and embodied. Bringing together philosophers, cognitive
scientists and education theorists, the collection asks and
explores a variety of different questions. Can a group learn? Is
expertise distributed? How can we make sense of a normative
dimension of expertise or skill? How situation-specific is
expertise? How can groups shape or generate expert practice?
Through these lenses, this collection advances a more
experientially holistic approach to the characterisation and growth
of human expertise. This book was originally published as a special
issue of Educational Philosophy and Theory.
What are the mental processes involved in listening to, performing, and composing music? What is involved in 'understanding' a piece of music? How are such skills acquired? Questions such as these form the basis of the cognitive psychology of music. The author addresses these questions by surveying the growing experimental literature on the subject. The topics covered will be of interest to psychologists, as windows onto a human cognitive skill of some complexity that is only now beginning to receive the attention devoted to such skills as language. They are also relevant to musicians who are seeking to understand the psychological bases of their skills. The author does not simply review existing research, but takes a critical look at what has been achieved in the subject, introducing such topics as composition and musical skill in non-literate cultures. He draws freely on his own knowledge and experience as a practising musician, as well as a psychologist, to provide an overview that is scholarly and also accessible to the general reader.
'Dr Bob was our pediatrician. If we could trust him with our kids,
you can trust him with how to learn better. I discovered many
surprising truths about learning in this book, so follow the
scientific research and become a better learner.'Guy
KawasakiBestselling book author, chief evangelist of Canva and
creator of the 'Remarkable People' podcast Most 'how to learn'
books focus only on study techniques. However, knowing these study
techniques doesn't guarantee they will be successfully implemented.
Based on Professor Kamei's popular undergraduate course at the
National University of Singapore, the author shares his unique
perspective as an educator and physician to provide a strategic
approach to learning that will benefit all students looking to
optimize their learning.His extensive experience with helping
students with their studies has identified a wide variety of
reasons why they were not learning properly. What throws many
learners off is that they hold certain myths that result in poor
study habits. Learners who understand the truth behind these myths
can use this knowledge to better plan their study and have an
advantage over others that don't.Furthermore, modifying your study
methods won't make much difference if you are too sleepy to learn
or lack the motivation and self-discipline to pick up a book. These
foundational aspects of learning also need to be solidly in place.
This book takes learners through the author's holistic method to
help students learn better and meet whatever learning challenges
they face.Learners of all ages who wish to optimize their learning
will benefit from this book, as well as educators seeking an
approach to help their students learn better.Related Link(s)
Rooted in the experience of a professional choral conductor, this
book provides a guide to practical issues facing conductors of
choral ensembles at all levels, from youth choruses to university
ensembles, church and community choirs, and professional vocal
groups. Paired with the discussion of practical challenges is a
discussion of over fifty key works from the choral literature, with
performance suggestions to aid the choral conductor in directing
each piece. Dealing with often-overlooked yet vital considerations
such as how to work with composers, recording, concert halls, and
choral tours, A Practical Guide to Choral Conducting offers a
valuable resource for both emerging choral conductors and students
of choral conducting at the undergraduate and graduate levels.
Slow Looking provides a robust argument for the importance of slow
looking in learning environments both general and specialized,
formal and informal, and its connection to major concepts in
teaching, learning, and knowledge. A museum-originated practice
increasingly seen as holding wide educational benefits, slow
looking contends that patient, immersive attention to content can
produce active cognitive opportunities for meaning-making and
critical thinking that may not be possible though high-speed means
of information delivery. Addressing the multi-disciplinary
applications of this purposeful behavioral practice, this book
draws examples from the visual arts, literature, science, and
everyday life, using original, real-world scenarios to illustrate
the complexities and rewards of slow looking.
String Methods for Beginners is designed for students to receive
the essential playing and teaching skills on all orchestral string
instruments. The goal of this textbook is to be truly methodical in
its approach, and to assist the instructor, completely eliminating
the need to do additional research, or reorganization in
preparation to teach this class. Students will gain the basic
knowledge and experience to teach bowed stringed instruments in
public schools. String Methods for Beginners covers the necessary
topics to learn and teach the violin, viola, cello, and string
bass. It explores the fundamentals of those instruments and
teaching considerations, utilizing a heterogeneous approach. As the
primary resource to any college- and university-level String
Techniques, String Methods, or Instrumental Methods class, this
course book fits into a standard semester, comprised of 25 lessons,
which correspond with two hourly classes per week for the term. It
provides the instructor with the tools to teach a classroom of
non-majors or string education majors, or a mixed classroom of
both. FEATURES Offers a blueprint for a semester long string
methods course. For beginning students, and also comprehensive for
more in-depth study or for reference. Logical, step-by-step
"recipe-like" approach.
INTRODUCTION TO LEARNING AND BEHAVIOR, 5th Edition provides you
with a clear introduction to the basic principles of behavior
presented in an accessible, engaging manner. Using examples derived
from both animals and humans, the text vividly illustrates the
relevance of behavioral principles to understanding and improving
human behavior. The authors demonstrate the application of
behavioral principles to such relevant issues as improving your
study behavior, reducing procrastination, raising children, and
managing relationships. To help you maximize your learning, the
text is packed with innovative study and review tools to further
your understanding of key concepts.
Developmental and Educational Psychology for Teachers brings
together a range of evidence drawn from psychology to answer a
number of critical educational questions, from basic questions of
readiness - for example, when is a child ready for school, through
to more complex matters, such as how does a teacher understand and
promote good peer relationships in their classroom? The answers to
these and other questions discussed draw here on the interplay
between a teachers' craft expertise and their knowledge of evidence
and theory from developmental and educational psychology.
Presenting a range of classic theories and contemporary research to
help readers understand what the key issues are for teachers and
other professionals, this book aides informed educational decisions
in situations such as: inclusion, ability grouping, sex
differences, developing creativity, home and peer influences on
learning, and developing effective learners. Teachers in early
years, primary and secondary settings are routinely faced with
questions regarding the development of children. This not only
relates to the planning and delivery of lessons, but also to the
mental and physical wellbeing of the children and adolescents that
they teach. The pedagogical features of this book are accessible
and clearly presented, including focus questions that direct the
reader's attention to key issues, activity posts that point the
reader to meaningful and relevant research and show the practical
applications of material covered, and extension material that gives
depth to many of the topics covered. This book aims to inform the
practice of both in-service and trainee teachers, addressing issues
that are relevant to their practice. With no other detailed and
accessible text presenting this evidence and theory specifically
for an audience of practicing and trainee teachers currently on the
market, this book will be of essential reading to practicing and
trainee teachers for early years, primary and secondary education
and other related educational contexts such as educational
psychologists, counsellors, paediatric and child doctors and
nurses.
Whether you are a student or a working professional, you can
benefit from being better at solving the complex problems that come
up in your life. Strategic Thinking in Complex Problem Solving
provides a general framework and the necessary tools to help you do
so. Based on his groundbreaking course at Rice University, engineer
and former strategy consultant Arnaud Chevallier provides practical
ways to develop problem solving skills, such as investigating
complex questions with issue maps, using logic to promote
creativity, leveraging analogical thinking to approach unfamiliar
problems, and managing diverse groups to foster innovation. This
book breaks down the resolution process into four steps: 1) frame
the problem (identifying what needs to be done), 2) diagnose it
(identifying why there is a problem, or why it hasn't been solved
yet), 3) identify and select potential solutions (identifying how
to solve the problem), and 4) implement and monitor the solution
(resolving the problem, the 'do'). For each of these four steps -
the what, why, how, and do - this book explains techniques that
promotes success and demonstrates how to apply them on a case study
and in additional examples. The featured case study guides you
through the resolution process, illustrates how these concepts
apply, and creates a concrete image to facilitate recollection.
Strategic Thinking in Complex Problem Solving is a tool kit that
integrates knowledge based on both theoretical and empirical
evidence from many disciplines, and explains it in accessible
terms. As the book guides you through the various stages of solving
complex problems, it also provides useful templates so that you can
easily apply these approaches to your own personal projects. With
this book, you don't just learn about problem solving, but how to
actually do it.
Communicative Musicality explores the intrinsic musical nature of
human interaction. The theory of communicative musicality was
developed from groundbreaking studies showing how in mother/infant
communication there exist noticeable patterns of timing, pulse,
voice timbre, and gesture. Without intending to, the exchange
between a mother and her infant follow many of the rules of musical
performance, including rhythm and timing.
This is the first book to be devoted to this topic. In a collection
of cutting-edge chapters, encompassing brain science, human
evolution, psychology, acoustics and music performance, it focuses
on the rhythm and sympathy of musical expression in human
communication from infancy. It demonstrates how speaking and moving
in rhythmic musical ways is the essential foundation for all forms
of communication, even the most refined and technically elaborated,
just as it is for parenting, good teaching, creative work in the
arts, and therapy to help handicapped or emotionally distressed
persons.
A landmark in the literature, Communicative Musicality is a
valuable text for all those in the fields of developmental,
educational, and music psychology, as well as those in the field of
music therapy.
How is language acquired when infants are exposed to multiple
language input from birth and when adults are required to learn a
second language after early childhood? How do adult bilinguals
comprehend and produce words and sentences when their two languages
are potentially always active and in competition with one another?
What are the neural mechanisms that underlie proficient
bilingualism? What are the general consequences of bilingualism for
cognition and for language and thought? This handbook will be
essential reading for cognitive psychologists, linguists, applied
linguists, and educators who wish to better understand the
cognitive basis of bilingualism and the logic of experimental and
formal approaches to language science.
What is immediately clear when meeting individuals with acquired
brain damage is that the patterns of communication impairments vary
in remarkable ways among these individuals. Aphasia and related
communication disorders, while devastating life events for
individuals who acquire brain damage, provide lessons of
considerable interest to many clinicians and researchers trying to
understand the brain's neurological and psychological complexity
and develop methods to facilitate optimum recovery of lost language
and communication functions following brain damage. The Oxford
Handbook of Aphasia and Language Disorders weaves theoretical and
neurological foundations with rational, motivated clinical
approaches to assessment, diagnosis, and intervention for aphasia
and related communication disorders. The contributing authors,
experienced clinicians and scientists with strong backgrounds in
neurological and cognitive neuropsychological theories, bridge
theory to clinical practice, reviewing the extant literature in
each aphasia syndrome while exploring implications for guiding
clinical decision-making. Introductory chapters provide historical
perspectives on the aphasia syndromes following left hemisphere
brain damage, and review aphasia assessment across the decades. The
bulk of the Handbook covers aphasia syndromes, with chapters that
describe each aphasia syndrome in detail, including behavioral,
neural, and cognitive neuropsychological correlates and methods to
assess and treat each syndrome. Additional chapters provide
insights into acquired reading and writing disorders and social and
prosodic communication disorders that follow damage to the right
cerebral hemisphere. The final chapters examine neural perspectives
on aphasia recovery and principles of neuroplasticity in aphasia
treatment. As such, this book integrates neural, cognitive, and
clinical perspectives to provide a broad understanding of the
complexity of language and impairments that can arise following
acquired brain damage, and will be of interest to scholars and
clinicians in the speech-language, neuropsychology, and
rehabilitation professions.
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