This practical teaching resource has been designed to give children aged 9-12 the basic tools required to challenge some of the conflicting information which they may encounter in everyday life. With increasing exposure to modern information technology and social media, amongst other things, children are increasingly exposed to misleading information that can seriously influence their worldview and self-esteem. The sooner they are helped to approach some of this material with a critical eye, the better they will be able to make independent judgements and resist undue persuasion. Key features of this book include: * Short texts designed to give opportunities for critical examination, created to be points of discussion with individuals, groups or whole classes * Topics covering seven areas of critical thought, ordered in level of difficulty, including finding contradictions, and detecting bias and fake news * Supporting teacher prompts and questions, as well as photocopiable resources without prompts The ability to question and evaluate information is an essential life skill, as well as a key skill for academic learning, yet it remains one of the most challenging aspects of comprehension to teach. This is a vital text for teachers, teaching assistants and other professionals looking to develop critical thinking skills in their students.

Connections between genes and molecules, neurons and hormones, thinking and language, people and organizations create a continuous flow of synchronized interactions. These intermingled interactions form dynamical networks across many scales, from molecular, to biological, to cognitive and social. In a sequence of cycles, the reader is guided in this heterogeneous hypernetwork to discover the fields and landscapes of Mind Force. Mind, brain, body and society emerge from the same stream through the complexity of nature: the energy of Mind Force and human attractions.

In Our Biosocial Brains, Michele Lewis underscores culture, brain, behavior, and social problems to advocate for a more inclusive cultural neuroscience. Traditional neuroscientists to-date have not prioritized studying the impact of power, bias, and injustice on neural processing and the brain's perception of marginalized humans. The author explains current events, historical events, and scientific studies, in Our Biosocial Brains. Readers will be drawn to the relevancy of brain science to examples of injustices and social bias. Lewis also argues that incorporating non-western African-Centered Psychology is vital to diversifying research questions and diversifying interpretations of existing brain science because African-Centered Psychology is not rooted in racist, classist, and exclusionary hegemonic methods. The author argues for attention to marginalized populations, regarding the impact of violence, disrespect, othering, slurs, environmental injustice, health, and general disregard on humans' brains and behavior. Using hundreds of peer-reviewed studies and original research, the author presents scientific studies that are integrated with sociocultural explanations to foster wider understanding of how our sociocultural world shapes our brains, and how our brains' responses influence how humans perceive and treat one another.

Many contemporary neuropsychology texts focus on neuropathology, the description of specific tests, and the differential diagnosis of central nervous system disorders. However, increasingly sophisticated neuroradiological techniques, managed care factors, and the growth of rehabilitation necessitates that rehabilitation professionals provide more functionally (versus diagnostically) useful evaluations to improve the neuropsychological functioning and community integration of persons with brain injuries or diseases. This book aims to fill this gap and to provide an overview of standard neuropsychological treatment strategies for specific cognitive impairments that are identified on testing. The new edition enhances this goal with three chapters outlining important recommendations, services, and issues for rehabilitation professionals. Written by a team of experienced scientists and professionals, the volume provides a universal taxonomy of neuropsychological abilities (emphasizing relatively simple terms), with a list of basic rehabilitation strategies to improve impairments identified in general cognitive domains. Specific chapters are included on the neuropsychological remediation of memory, attention, language, visual-spatial skills, and executive function impairments. Each chapter proposes a taxonomy of relatively unitary cognitive constructs (e.g., divided attention, sustained attention, focused attention), lists tests which may be used to assess each cognitive construct, and provides specific rehabilitation strategies to improve or accommodate the identified neuropsychological impairments. The final chapters cover basic resources and issues of which the rehabilitation professional needs to be aware (vocational rehabilitation, disability determination, and guardianship issues). This new edition provides a wealth of useful information for family members, rehabilitation professionals, and others who work with persons with brain injury in improving the community functioning for those with brain dysfunction. An accompanying website facilitates access to the resources and strategies from the book, allowing the practitioner to cut and paste these recommendations into their clinical reports.

Twenty-four of the most eminent researchers on emotion from the fields of psychology, neuroscience, sociology, philosophy, and economics provide an overview of the current status of emotion theory at the turn of the century. Their essays encompass up-to-date views on the nature of feelings and emotions; basic processes involved in feelings and emotions; the role of pleasure, feelings and emotions in a sociocultural context; and the relationships between emotions and morality.

This special issue brings together developments in neurological, psychological and social understanding of sense of self and identity in neuropsychological rehabilitation. Following brain injury and in the context of neurological illness, both the individual and their loved ones report changes in personality, sense of self or identity. This issue is intended to be a key resource for clinicians trying to tackle these challenges, as well as researchers interested in the self and identity in clinical populations. New theoretical perspectives on the self, as well as quantitative and qualitative research studies, and clinical and service issues are covered.

Are emotions becoming more conspicuous in contemporary life? Are the social sciences undergoing an an 'affective turn'? This Reader gathers influential and contemporary work in the study of emotion and affective life from across the range of the social sciences. Drawing on both theoretical and empirical research, the collection offers a sense of the diversity of perspectives that have emerged over the last thirty years from a variety of intellectual traditions. Its wide span and trans-disciplinary character is designed to capture the increasing significance of the study of affect and emotion for the social sciences, and to give a sense of how this is played out in the context of specific areas of interest. The volume is divided into four main parts: universals and particulars of affect embodying affect political economies of affect affect, power and justice. Each main part comprises three sections dedicated to substantive themes, including emotions, history and civilization; emotions and culture; emotions selfhood and identity; emotions and the media; emotions and politics; emotions, space and place, with a final section dedicated to themes of compassion, hate and terror. Each of the twelve sections begins with an editorial introduction that contextualizes the readings and highlights points of comparison across the volume. Cross-national in content, the collection provides an introduction to the key debates, concepts and modes of approach that have been developed by social scientist for the study of emotion and affective life.

Clinical neuropsychologists frequently evaluate individuals within a forensic context, and therefore must address questions regarding the possible presence of reduced effort, response bias and/or malingering. This volume offers a wide range of instructive real-world case examples involving the complex differential diagnosis where symptom exaggeration and/or malingering cloud the picture. Written by expert forensic neuropsychologists, the scenarios described provide informed, empirically-based and scientifically-derived opinions on the topic. Issues related to malingering, such as response bias and insufficient effort, are discussed thoroughly with regard to a large number of clinical conditions and assessment instruments. Test data and non-test information are considered and integrated by the numerous experts. Expert guidance for clinicians who must address the issue of malingering is provided in a straightforward and well-organized format. To date, there has not been a comparable collection of rich case material relevant to forensic practice in clinical neuropsychology.

Desire, Self, Mind, and the Psychotherapies unifies psychological science with contemporary relational psychoanalysis, arguing that the disciplines can be integrated if the concept of repression is understood as motivated forgetting, creative aspects of unconscious processes are taken into account in cognitive science, and a "new experiences" model of change is acknowledged by psychoanalysts. Such a model of change allows for integration of behavioral, cognitive, visual, and other techniques into a psychoanalytically-informed psychotherapy. This book will be of interest to mental health professionals, psychoanalysts, psychologists, and psychotherapists.

Research has suggested that childhood experiences confer risk/resilience for reactions to trauma in adulthood, and predictors and correlates of posttraumatic stress disorder (PTSD) appear to differ developmentally. Research in PTSD has typically been conducted by either child or adult researchers with relatively little overlap or communication between the two camps. Developmental models of PTSD are necessary to fully understand the complex constellation of responses to trauma across the lifespan. Such models can inform study designs and lead to novel, developmentally-appropriate interventions. To this end, this book is organized in such a way as to present and integrate research into child, adult, and older adult trauma samples in an attempt to culminate in a testable model of PTSD risk and resilience across the lifespan. Each author incorporates a developmental slant to their individual chapter, and the chapters are organized to highlight potential differences in our understanding of risk and resiliency between children and adults. Initial chapters concerning pre- and peri-traumatic risk factors for PTSD lead into chapters reviewing specific risk and resilience factors in adults and children. Additional chapters focus on the impact of childhood trauma on adult functioning and the biology of PTSD in children, adults, and older adults. As PTSD rarely occurs in a 'pure' form, specific chapters focus on the impact of comorbid disorders in our understanding of PTSD, and the final chapters consider both psychosocial and pharmacological treatments for PTSD in children and adults.

An understanding of the scientific principles underpinning the learning and execution of fundamental and skilled movements is of central importance in disciplines across the sport and exercise sciences. The second edition of Motor Control, Learning and Development: Instant Notes offers students an accessible, clear and concise introduction to the core concepts of motor behavior, from learning through to developing expertise. Including two brand new chapters on implicit versus explicit learning and motor control and aging, this new edition is fully revised and updated, and covers: definitions, theories and measurements of motor control; information processing, neurological issues and sensory factors in control; theories and stages of motor learning; memory and feedback; the development of fundamental movement skills; and the application of theory to coaching and rehabilitation practice. Highly illustrated and well-formatted, the book allows readers to grasp complex ideas quickly, through learning objectives, research highlights, review questions and activities, and encourages students to deepen their understanding through further reading suggestions. This is important foundational reading for any student taking classes in motor control, learning or behavior or skill acquisition, or a clear and concise reference for any practicing sports coach, physical education teacher or rehabilitation specialist.

A study of hedonism could conceivably operate on a massive scale. This book, however, concentrates specifically on the hedonics of taste. The editor notes some important reasons for limiting the argument in this manner. First of all, this is an area of hedonics in which a handful of experimenters continued to do research during a period when hedonism might have been lost altogether. Secondly, the past ten years have seen quite a number of researchers turn their attention to taste preferences, and so it seems appropriate to celebrate the fact that new findings can be incorporated into a very old conceptual framework: the ancient concept of hedonism.
The contributors approach their subject from many different angles. Historical, conceptual, and methodological chapters are presented; developmental aspects, psychological substrates, and the social considerations of hedonics are discussed. This volume offers viewpoints from dataphiles and theorists, mechanists and cognitivists, unifiers and disrupters -- a diversity that reflects the vital state of psychology today.

To understand comedy is to understand humanity, for the comic sense is central to what it means to be human. Nearly all the major issues with which human beings have exercised themselves are touched upon in some manner by the comic spirit. Yet education in the art of comedy and in comic appreciation is given little attention in most societies. The Spirituality of Comedy explores the wisdom of comedy and the comic answer to tragedy (in both popular and classical senses of the term). Tragedy is seen as a fundamental problem of human existence, while comedy is its counterweight and resolution.

Conrad Hyers has taken a fresh look at comedy from the standpoint of comparative mythology and religion, and thus comedy's spiritual significance. In his unique study of the comic tradition, Hyers explains the difficulty in pinning down themes, structures, plots, or characters that are common to all comedy. Instead he argues that there is an essence of comedy in the area of pattern. He draws upon the rich historical ensemble of types of comic figures: the humorist, comedian, comic hero, rogue, trickster, clown, fool, underdog, and simpleton. He shows how each type incarnates a comic heroism in its own unique manner, offering a profound wisdom and philosophy of life.

The approach of this book is broadly interdisciplinary, with materials and interpretations introduced from the various fields of the humanities, social sciences, and natural sciences as they illuminate both the tragic and comic sensibilities. The methodological thread that draws this all together is an analysis of the major types of comic figures in terms of the myths and legends associated with them, the rituals they produce and enact, and the symbolism of the comic figures themselves. Written in a very readable literary style, The Spirituality of Comedy will appeal to psychologists, social scientists, clergy, philosophers, and students of literature.

Conrad Hyers is professor emeritus in the Department of Religion at Gustavus Adolphus College in Minnesota. He is the author of many books on humor, including The Laughing Buddha, And God Created Laughter, and Zen and the Comic Spirit.

Hallucinatory phenomena have held the fascination of science since the dawn of medicine, and the popular imagination from the beginning of recorded history. Their study has become a critical aspect of our knowledge of the brain, making significant strides in recent years with advances in neuroimaging, and has established common ground among what normally are regarded as disparate fields. The Neuroscience of Hallucinations synthesizes the most up-to-date findings on these intriguing auditory, visual, olfactory, gustatory, and somatosensory experiences, from their molecular origins to their cognitive expression. In recognition of the wide audience for this information among the neuroscientific, medical, and psychology communities, its editors bring a mature evidence base to highly subjective experience. This knowledge is presented in comprehensive detail as leading researchers across the disciplines ground readers in the basics, offer current cognitive, neurobiological, and computational models of hallucinations, analyze the latest neuroimaging technologies, and discuss emerging interventions, including neuromodulation therapies, new antipsychotic drugs, and integrative programs. Among the topics covered: Hallucinations in the healthy individual. A pathophysiology of transdiagnostic hallucinations including computational and connectivity modeling. Molecular mechanisms of hallucinogenic drugs. Structural and functional variations in the hallucinatory brain in schizophrenia. The neurodevelopment of hallucinations. Innovations in brain stimulation techniques and imaging-guided therapy. Psychiatrists, neurologists, neuropsychologists, cognitive neuroscientists, clinical psychologists, and pharmacologists will welcome The Neuroscience of Hallucinations as a vital guide to the current state and promising future of their shared field.

This empirically based book focuses on typical stressors, individual and family coping strategies, and psychosocial consequences associated with diabetes. Numerous case studies illustrate the difficulty of balancing normative development and adherence to the therapeutic regimen. The combination of theory, research, and practice guarantee the appeal of this book to an international audience of advanced undergraduate and postgraduate students and professionals in developmental and clinical psychology, pediatric medicine and other healthcare professionals concerned with the care of chronically ill adolescents.

In the last ten years the neuroscience of language has matured as a field. Ten years ago, neuroimaging was just being explored for neurolinguistic questions, whereas today it constitutes a routine component. At the same time there have been significant developments in linguistic and psychological theory that speak to the neuroscience of language. This book consolidates those advances into a single reference.
The "Handbook of the Neuroscience of Language" provides a comprehensive overview of this field. Divided into five sections, section one discusses methods and techniques including clinical assessment approaches, methods of mapping the human brain, and a theoretical framework for interpreting the multiple levels of neural organization that contribute to language comprehension. Section two discusses the impact imaging techniques (PET, fMRI, ERPs, electrical stimulation of language cortex, TMS) have made to language research. Section three discusses experimental approaches to the field, including disorders at different language levels in reading as well as writing and number processing. Additionally, chapters here present computational models, discuss the role of mirror systems for language, and cover brain lateralization with respect to language. Part four focuses on language in special populations, in various disease processes, and in developmental disorders. The book ends with a listing of resources in the neuroscience of language and a glossary of items and concepts to help the novice become acquainted with the field.
Editors Stemmer & Whitaker prepared this book to reflect recent developments in neurolinguistics, moving the book squarely into the cognitive neuroscience of language and capturing the developments in the field over the past 7 years.
* History section focuses on topics that play a current role in neurolinguistics research, aphasia syndromes, and lesion analysis
* Includes section on neuroimaging to reflect the dramatic changes in methodology over the past decade
* Experimental and clinical section reflects recent developments in the field

This selection of reviews gives an up-to-date picture of memory research. Great progress has been made in identifying the memory trace at the molecular and cellular level and individual reviews address the major mechanisms by which changes in synaptic strength can persist. Exciting research at the systems level is also reviewed including the growing importance of changes in inhibitory interneurons and how they play a role in memory formation. Finally, reviews present cognitive and neurobiological models of human memory that explain, characterize and organize the act of memory within a coherent framework.
* Provides an unique overview that covers all perspectives and methodological approaches to memory
* Broad coverage of memory research from molecular to human studies in one source
* Up-to-date reviews give the latest important ideas on memory formation

Touch is the first sense to develop in the womb, yet often it is overlooked. The Senses of Touch examines the role of touching and feeling as part of the fabric of everyday, embodied experience. How can we think about touch? Problems of touch and tactility run as a continuous thread in philosophy, psychology, medical writing and representations in art, from Ancient Greece to the present day. Picking through some of these threads, the book 'feels' its way towards writing and thinking about touch as both sensory and affective experience. Taking a broadly phenomenological framework that traces tactility from Aristotle through the Enlightenment to the present day, the book examines the role of touch across a range of experiences including aesthetics, digital design, visual impairment and touch therapies. The Senses of Touch thereby demonstrates the varieties of sensory experience, and explores the diverse range of our 'senses' of touch.

This volume presents a comprehensive guide to one of the most important goals of neuroscience, establishing precision structure-function relationships in the brain. Progressing from the early stages of research, specifically the advent of computerized tomography and later, magnetic resonance imaging, this invaluable resource will take clinicians on an all encompassing journey into the ways different fields of neurology can work together to advance our understanding of brain disorders.

Complex topics including the neurochemistry of cognition, neuropsychology of aging and dementia, disorders of semantic memory, working memory, and the dysexecutive syndromes, amongst others, are thoroughly discussed and presented.

Clinicians will find a state-of-the-art reference guide that can be used to further understand how the fields of neuropsychology and behavioral neurology can complement each other to produce advancements in the neurosciences.
* Comprehensive information on the ways neuropsychology and behavioral neurology can work together to advance research
* Complex topics that explore the neurochemistry of cognition, the neuropsychology of aging and dementia, and disorders of semantic memory, amongst others
* Important breakthroughs in brain mapping techniques that have advanced diagnosis and patient care management within the neurosciences

Learning disabilities is a subject that is usually associated with school-aged children where the research and intervention strategies are well known. Much less research has been done for assessing and diagnosing older adolescents and adults in this area. This work is an effort to provide a comprehensive review of what we know about certain of these disorders, specifically: language-based learning disorders; nonverbal learning disorders; high-functioning autism; attention-deficit/hyperactivity disorder; and mathematics disorders and how they manifest themselves in the later years of development and maturity. A chapter addresses each one of these disorders of learning. Included in each chapter is a discussion of historical perspectives, definitions and diagnostic criteria, incidence and prevalence data, comorbidity studies, pertinent research from all relevant fields of study, reasonable accommodations in academia as well as the workplace, and outcome data. This much-needed review will be of interest to clinicians in neuropsychology, educational psychology, and psychopharmacology.

A variety of scientific disciplines have set as their task explaining mental activities, recognizing that in some way these activities depend upon our brain. But, until recently, the opportunities to conduct experiments directly on our brains were limited. As a result, research efforts were split between disciplines such as cognitive psychology, linguistics, and artificial intelligence that investigated behavior while disciplines such as neuroanatomy, neurophysiology, and genetics experimented on the brains of non-human animals. In recent decades these disciplines integrated, and with the advent of techniques for imaging activity in human brains, the term cognitive neuroscience has been applied to the integrated investigations of mind and brain. This book is a philosophical examination of how these disciplines continue in the mission of explaining our mental capacities.

Neal E. Miller's pioneering work in experimental psychology has earned him worldwide respect. This second in a two-volume collection of his work brings together forty-three of Miller's most important and representative essays on learning, motivation, and their physiological mechanisms. They were selected on the basis of their current relevance and their historical significance at the time they were published. In order to emphasize the main themes, essays on a given topic have been grouped together.

"Learning, Motivation, and Their Physiological Mechanisms" begins when the author first discovered the thrill of designing and executing experiments to get clear-cut answers concerning the behavior of children and of rats. The first study was one of the earliest ones on the behavioral effects of the recently synthesized male hormone, testosterone. The second was one of the earliest studies demonstrating the value of using a variety of behavioral techniques to investigate the motivational effects of a physiological intervention. The next studies investigated the satisfying and rewarding effects of food or water in the stomach versus in the mouth and the thirst-inducing and reducing effects of hyper- and hypotonic solutions, respectively, injected into the brain. The last study describes a technique devised for extending the analysis of the mechanism of hunger to the effects of humoral factors in the blood.

The study is completed with an examination of trial-and-error learning that was motivated by direct electrical stimulation of the brain and rewarded by the termination of such stimulation. Other studies show that the stimulation via such electrodes not only elicits eating, but also has the principal motivational characteristics of normal hunger. The conclusion deals with a series of experiments that overthrows strong traditional beliefs by proving that glandular and visceral responses mediated by the autonomic nervous system are subject to instrumental learning, which can be made quite specific.

A variety of scientific disciplines have set as their task explaining mental activities, recognizing that in some way these activities depend upon our brain. But, until recently, the opportunities to conduct experiments directly on our brains were limited. As a result, research efforts were split between disciplines such as cognitive psychology, linguistics, and artificial intelligence that investigated behavior, while disciplines such as neuroanatomy, neurophysiology, and genetics experimented on the brains of non-human animals. In recent decades these disciplines integrated, and with the advent of techniques for imaging activity in human brains, the term cognitive neuroscience has been applied to the integrated investigations of mind and brain. This book is a philosophical examination of how these disciplines continue in the mission of explaining our mental capacities.

Neuropsychological assessment is a difficult and complicated process. Often, experienced clinicians as well as trainees and students gloss over fundamental problems or fail to consider potential sources of error. Since formal test data on the surface appear unambiguous and objective, they may fall into the habit of overemphasizing tests and their scores and underemphasizing all the factors that affect the validity, reliability, and interpretability of test data. But interpretation is far from straightforward, and a pragmatic application of assessment results requires attention to a multitude of issues.
This long-awaited, updated, and greatly expanded second edition of the "Clinician's Guide to Neuropsychological Assessment, " like the first, focuses on the "clinical practice" of neuropsychology. Orienting readers to the entire multitude of issues, it guides them step by step through evaluation and helps them avoid common misconceptions, mistakes, and methodological pitfalls. It is divided into three sections: fundamental elements of the assessment process; special issues, settings, and populations; and new approaches and methodologies. The authors, all of whom are actively engaged in the clinical practice of neuropsychological assessment, as well as in teaching and research, do an outstanding job of integrating the academic and the practical.
The "Clinician's Guide to Neuropsychological Assessment, Second Edition" will be welcomed as a text for graduate courses but also as an invaluable hands-on handbook for interns, postdoctoral fellows, and experienced neuropsychologists alike. No other book offers its combination of breadth across batteries and approaches, depth, and practicality.

Emotions--fleeting, insubstantial, changeable, and ambiguous--seem to defy study and analysis. Nothing is more complex, mysterious, and subject to conflicting theories and interpretations than human emotion. Yet the central importance of emotion in human affairs is undeniable. Emotions affect all levels of life--personal, organizational, political, cultural, economic, and religious. Emotions give meaning to life. Emotional disturbances can destroy that meaning.

How should emotions be studied? How can an understanding of the inner feelings of individuals illuminate important social interactions and human developments? In his book, Norman Denzin presents a systematic, in-depth analysis of emotion that combines new theoretical advances with practical applications. Based on an intensive, critical examination of classical and modern theoretical research--and on revealing personal interviews in which ordinary people express their emotional lives--he builds a new framework for understanding ordinary emotions and emotional disturbances.

Denzin analyzes how people experience joy and pain, love and hate, anger and despair, friendship and alienation--and examines the personal, psychological, social, and cultural aspects of human emotion to provide new perspectives for understanding human experience and social interactions. He offers new insights on the role of emotions in family violence and recommends ways of helping people escape from recurring patterns of violence. And in criticizing current conceptions of emotionally disturbed people, he reveals the nature of their inner lives and the ways they perceive and relate to others. In sum, this book presents new insights on human relationships and human experience. It is now available in paperback for the first time, with a new introduction by the author.