The principles of game theory apply to a wide range of topics in biology. This book presents the central concepts in evolutionary game theory and provides an authoritative and up-to-date account. The focus is on concepts that are important for biologists in their attempts to explain observations. This strong connection between concepts and applications is a recurrent theme throughout the book which incorporates recent and traditional ideas from animal psychology, neuroscience, and machine learning that provide a mechanistic basis for behaviours shown by players of a game. The approaches taken to modelling games often rest on idealized and unrealistic assumptions whose limitations and consequences are not always appreciated. The authors provide a novel reassessment of the field, highlighting how to overcome limitations and identifying future directions. Game Theory in Biology is an advanced textbook suitable for graduate level students as well as professional researchers (both empiricists and theoreticians) in the fields of behavioural ecology and evolutionary biology. It will also be of relevance to a broader interdisciplinary audience including psychologists and neuroscientists.

A recent study indicates that 20 million people in the United States have significant sensorineural hearing loss. Approximately 95% of those people have partial losses, with varying degrees of residual hearing. These percentages are similar in other developed countries. What changes in the function of the cochlea or inner ear cause such losses? What does the world sound like to the 19 million people with residual hearing? How should we transform sounds to correct for the hearing loss and maximize restoration of normal hearing? Answers to such questions require detailed models of the way that sounds are processed by the nervous system, both for listeners with normal hearing and for those with sensorineural hearing loss. This book contains chapters describing the work of 25 different research groups. A great deal of research in recent years has been aimed at obtaining a better physiological description of the altered processes that cause sensorineural hearing loss and a better understanding of transformations that occur in the perception of those sounds that are sufficiently intense that they can still be heard. Efforts to understand these changes in function have lead to a better understanding of normal function as well. This research has been based on rigorous mathematical models, computer simulations of mechanical and physiological processes, and signal processing simulations of the altered perceptual experience of listeners with sensorineural hearing loss. This book provides examples of all these approaches to modeling sensorineural hearing loss and a summary of the latest research in the field.

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.

This volume reflects the pressure to develop useful models and methodologies to study executive behaviour - the ability to update information in working memory in order to control selective attention to formulate plans of action and to monitor their efficient execution. Many models are based on the concept of a single "central executive" that manges these functions; others propose a number of independent "working memory systems" that each serve one task or activity but not others.; This book is a collection of essays by active researchers who discuss their own work on the definition of "executive" or "controlled" behaviours, and on the relation of these behaviours to specific areas of the frontal cortex. The papers are particularly concerned with logical difficulties that arise in defining these functions that lead, in turn, to methodological difficulties in studying them. In particular, they discuss such problems as the low test-re-test reliability of tasks that have been used to define and explore "executive" behaviours, the limited validity of these tasks in predicting performance deficits, the poor localization of the changes observed with respect to underlying brain function, and the relation of performance on these tasks to individual difference in performance on measures of "global" or "general" intellectual ability such as Spearman's 1927 gf.; The authors discuss their own research on the relations between cognitive function and neuropsychology, on changes in executive competence in conditions such as closed head injuries or dementias that may diffusely affect the whole brain, and on changes in executive function in normal old age.

The papers in this volume consider the role of sensory-motor processes and their neural structures in higher cognitive functions such as visual and motor imagery, iconic memory and temporal judgment. The evidence brought to bear on this issue comes from behavioral studies of brain-damaged subjects and fMRI and TMS studies with normal subjects. The issue also includes several theoretical reviews and discussions.

This book is a practical resource designed for clinicians, researchers, and advanced students who wish to learn about single-case research designs. It covers the theoretical and methodological underpinnings of single-case designs, as well as their practical application in the clinical and research neurorehabilitation setting. The book briefly traces the history of single-case experimental designs (SCEDs); outlines important considerations in understanding and planning a scientifically rigorous single-case study, including internal and external validity; describes prototypical single-case designs (withdrawal-reversal designs and the medical N-of-1 trial, multiple-baseline designs, alternating-treatments designs, and changing-criterion designs) and required features to meet evidence standards, threats to internal validity, and strategies to address them; addresses data evaluation, covering visual analysis of graphed data, statistical techniques, and clinical significance; and provides a practical ten-step procedure for implementing single-case methods. Each chapter includes detailed illustrative examples from the neurorehabilitation literature. Novel features include: A focus on the neurorehabilitation setting, which is particularly suitable for single-case designs because of the complex and often unique presentation of many patients/clients. A practical approach to the planning, implementation, data analysis, and reporting of single-case designs. An appendix providing a detailed summary of many recently published SCEDs in representative domains in the neurorehabilitation field, covering basic and instrumental activities of daily living, challenging behaviours, disorders of communication and cognition, mood and emotional functions, and motor-sensory disabilities. It is valuable reading for clinicians and researchers in several disciplines working in rehabilitation, including clinical and neuropsychology, education, language and speech pathology, occupational therapy, and physical therapy. It is also an essential resource for advanced students in these fields who need a textbook for specialised courses on research methodology and use of single-case design in applied clinical and research settings.

Originally published in 1980, recent research had produced new insights into how, at the biochemical level, alcohol and other drugs of abuse can impair metabolic and neuropsychiatric functions. Epidemiological studies were also demonstrating that even moderate drinking or drug abuse can produce significant brain damage. This book draws together the latest biochemical, physiological and clinical research on these topics at the time. The initial chapters discuss how alcohol can interfere with various functions: the adaptability of metabolic processes as governed by the ability of the liver to synthesise new enzymes, cell membrane transport, nervous transmission and the transport of nutrients into the brain. It is suggested that opiates, and possibly alcohol, may affect the endorphin system by blocking the uptake of specific amino acids. The second half of the book reports clinical investigations using biochemical studies, psychological tests, EEG investigations and Computerised Axial Tomography (CAT) scanning. It gives the first report of a long-term study by Lishman and co-workers using an improved tomography technique to assess brain damage in alcoholics. These studies give convincing evidence that heavy drinking, even at socially-acceptable levels, can cause serious brain damage in vulnerable people.

Catalyzed by the development of new neurobiological and behavioral techniques as well as new conceptual and theoretical approaches to the study of the relationship between brain and behavior, research exploring brain functions enabling learning and memory has greatly accelerated in recent years. The chapters in this book reflect current theoretical approaches to the study of brain and memory and provide new insights concerning the cellular bases of memory and the differential involvement of brain systems in different forms of memory. By presenting up-to-date summaries of research investigating brain mechanisms underlying learning and memory, these chapters help to place current findings in appropriate theoretical context, and further stimulate research inquiry attempting to understand how the brain makes memory. Divided into three sections, coverage in this volume includes: * a discussion of pharmacological approaches to the study of brain and memory; * a review of experiments using a variety of techniques, including brain lesions, brain grafting, and electrophysiological recording to investigate the role of different brain regions in learning and memory; and * an examination of molecular analyses of events associated with memory formation.

ADD/ADHD is not as easily diagnosed or clear-cut as many believe; in fact it very often acts as a masking agent for other underlying, contributing disorders. It's important that we understand ADD/ADHD better. What You Think ADD/ADHD Is, It Isn't: Symptoms and Neuropsychological Testing Through Time is the culmination of the author's years of research involving clinical experience and testing, resulting in the first all-encompassing examination of the ADD/ADHD disorder. Debunking common myths and shedding light upon the way this disorder truly impacts people, this volume: Presents the results of the largest clinical research study for ADD/ADHD, compiling 20 years of testing Distinguishes the inattentive form of ADD from ADHD and additional disorders using neuropsychological testing Provides statistical analysis from neuropsychological evaluations and self-reporting questionnaires from parents, teachers, adolescents, and adults Demonstrates how anxiety frequently masks itself as hyperactivity and increases through the lifespan Addresses the issue of ADHD misdiagnosis Explains the importance of diagnosing additional comorbid disorders that impact medication management and treatment Offers statistics showing the manner in which ADHD symptoms and additional issues affect people differently through the lifespan

This book, the second of three volumes, concentrates on peripheral nervous system disorders. Examining the effects of neurotoxicants on nerve, muscle and the neuromuscular junction, it builds on the scientific principles outlined in volume 1 by looking at the application of the methods discussed, particularly in terms of the evaluation and diagnosis of individual patients and the related process of establishing causation. Neurobehavorial Toxicology, Volume 2 will be of interest to practicing neurologists and neuropsychologists, as well as to occupational medicine physicians and medical toxicologists.

How does experience change the way we perceive the world? This Element explores the interaction between perception and experience by studying perceptual experts, people who specialize in recognizing objects such as birds, automobiles, dogs. It proposes perceptual expertise promotes a downward shift in object recognition where experts recognize objects in their domain of expertise at a more specific level than novices. To support this claim, it examines the recognition abilities and brain mechanisms of real-world experts. It discusses the acquisition of expertise by tracing the cognitive and neural changes that occur as a novice becomes an expert through training and experience. Next, it looks "under the hood" of expertise and examines the perceptual features that experts bring to bear to facilitate their fast, accurate, and specific recognition. The final section considers the future of human expertise as deep learning models and artificial intelligence compete with human experts in medical diagnosis.

Available for the first time in English! Winner of the Prix Medicis Essai! Marginalized by the scientific age with its metaphysical and philosophical systems, the lessons of the senses have been overtaken by the dominance of language and the information revolution. Exploring the deleterious effects of the systematic downgrading of the senses in Western philosophy, Michel Serres - a member of the Academie Francaise and one of France's leading philosophers - traces a topology of human perception. Writing against the Cartesian tradition and in praise of empiricism, he demonstrates repeatedly, and lyrically, the sterility of systems of knowledge divorced from bodily experience. The fragile empirical world, long resistant to our attempts to contain and catalog it, is disappearing beneath the relentless accumulations of late capitalist society and information technology. Data has replaced sensory pleasure, we are less interested in the taste of a fine wine than in the description on the bottle's label. What are we, and what do we really know, when we have forgotten that our senses can describe a taste more accurately than language ever could?

For the 25 years before publication a form of therapy known as the 'Doman-Delacato Techniques' had been applied to children with disabilities. The therapy originated from the work of Glen Doman and Carl Delacato who established the Institutes for the Achievement of Human Potential in Philadelphia. The institutes claim to be able to treat a wide range of disabilities, and their best known technique is called 'Patterning' and is prescribed for children who have no capacity for voluntary movement. Yet many professional bodies and associations have denounced the approach as overly-expensive, ineffective, creating false hopes, being destructive to family life and based on false theoretical assumptions. Originally published in 1988, this book was the first to offer a detailed analysis and critique of the Doman-Delacato approach. The author draws on data from evolution, neuroanatomy and neurophysiology to challenge its theoretical assumptions. He shows that there is no sound scientific basis to the techniques. Any improvements in a child's condition can be attributed to the increased energy and attention given to that child, rather than the content of the programme. At the same time parents become emotionally ransomed and deluded by false expectations. Written in a style that will be accessible to non-specialists, the book is an important work for both parents and professionals concerned with the welfare of neurologically-impaired children.

Originally published in 1992, this is a wide-ranging text concerned with the principles and practice of neuropsychological assessment in adults. It combines a flexible hypothesis testing approach to assessment with information on specialised test batteries. The book covers the major areas of memory, language, perception, attention, and executive dysfunctions, and includes chapters on dementia, alcohol, drug and toxic conditions, stroke and closed head injury. Assessment of dysfunction in cases involving claims for compensation and chapters on specialised assessment techniques, including automated test procedures, are provided. The book presents a sound introduction to this complex area and gives guidelines for the clinician who may need concise information on a specialised topic.

1. Unique format (myth-busting) which emphasizes the application of empirical skepticism. 2. Broad range of topical subjects written by globally renowned academics. 3. Number of Pseudoscience in Psychology modules are on the rise, and there is a need for a core textbooks - this book seeks to fill that gap.

Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.

The brain is a cognitive organ, and regions of the brain that traverse brainstem and cortical sites orchestrate the expression of bodily sensibility: intelligent action. They can appear perfunctory or intimate, calculating a sum or selecting a mate. Schulkin presents neuroscientific research demonstrating that thought is not on one side and bodily sensibility on the other; from a biological point of view, they are integrated. Schulkin further argues that this integration has important implications for judgements about the emotions, art and music, moral sensibilities, attraction and revulsion, and our perpetual inclination to explain ourselves and our surroundings. He begins the book by setting forth a view of the emotions not as a bodily burden to be borne, but rather as a great source of information. He then moves on to other domains, claiming that underlying the experience of aesthetics in at least some instances is the interplay between expectation and disappointment from its infraction, and suggesting that, among other things, repulsion and attraction to the cries and joys of others consitutes moral responsiveness. This book should appeal to researchers in behavioral neuroscience, emotion, and psychophysiology, as well as cognitive and social psychologists and philosophers of mind.

The Social Construction of Mental Illness and Its Implications for Neuroplasticity examines how the current concept of mental illness in society informs the dialogic skills and perspectives of psychotherapists. The common interpretation of unconventional behavior as a symptom of illness has marginalized the creative class and deterred mental health professionals from developing the skills and perspectives needed to empower their clients. Too often the neuroplasticity of the human brain is ignored in favor of the organizing metaphor of chemical imbalance which often results in the relegation of clients' needs to the pharmaceutical industry. Michael T. Walker encourages psychotherapists to evolve their practice by considering the new information available in neuroscience, psychotherapy outcome studies, and postmodern psychotherapies.

The book contains practical and innovative strategies to train clients with Traumatic Brain Injury, Autism, Intellectual Impairment and Behavioural Disorders to compensate for their deficits and to function independently within their environments. The book is a result of 30 years of working directly with clients who are experiencing problems with organization, memory, learning, problem solving and anger management. The book is highly recommended for practitioners working with clients with a range of disability in educational, community or work settings and is a valuable tool to researchers and tertiary institutions to impart this knowledge to future practitioners. The book is highly recommended to be included in a cognitive rehabilitation course for counsellors, neuropsychologists, rehabilitation consultants and vocational rehabilitation consultants. It would be highly relevant for a section in a Special Education course and for school psychologists, special education and mainstream teachers working with children with learning and behavioural disorders.

As our understanding of what constitutes 'good health' grows, so does our need to understand the psychological aspects of medicine and health, as well as the psychological interventions available in healthcare. This new edition of this bestselling textbook provides a comprehensive overview of the research, theory, application and current practices in the field, covering topics from epigenetics to social determinants of health and transdiagnostic approaches to mental health and everything in between. An essential read for all medicine and healthcare students, this text is now accompanied by a suite of online resources for all your learning needs.

This easy-access guide summarizes the dynamic specialty of rehabilitation psychology, focusing on real-world practice in the medical setting. It begins by placing readers at the frontlines of practice with a solid foundation for gathering information and communicating effectively with patients, families, and staff. The book's topics run a wide gamut of patient conditions (neurological, musculoskeletal, cardiovascular), related problems (sleep and fatigue issues, depression) and practitioner responses (encouraging coping and compliance, pediatric and geriatric considerations). Models of disability and adaptation, review of competency concerns, and guidelines for group and individual therapy offer evidence-based insights for helping patients manage their health conditions, benefit from rehabilitation interventions, and prepare for their post-rehabilitation lives and activities. Coverage spotlights these core areas: *Basics and biopsychosocial practicalities, from behavioral medicine and psychopharmacology to ethical and forensic issues. *Populations, problems, and procedures, including stroke, TBI, substance abuse, transplants, and severe mental illness. *Assessment and practical interventions such as pain, anxiety, cognitive functioning, and more. *Consultation, advocacy, and interdisciplinary teams. *Practice management, administration, and professional self-care. *Research, technology, and program evaluation. Practical Psychology in Medical Rehabilitation is an essential professional development tool for novice (and a refresher for veteran) psychologists and neuropsychologists, as well as rehabilitation physicians, nurses, therapists, psychiatrists, and social workers. It presents in depth both the hallmarks of the specialty and the nuts and bolts of being a valuable team player in a medical setting.

This fully updated edition of Developmental Neuropsychology: A Clinical Approach addresses key issues in child neuropsychology with a unique emphasis on evidence-informed clinical practice rather than research issues. Although research findings are presented, they are described with emphasis on what is relevant for assessment, treatment and management of paediatric conditions. The authors focus on a number of areas. First, the text examines the natural history of childhood central nervous system (CNS) insult, highlighting studies where children have been followed over time to determine the impact of injury on ongoing development. Second, processes of normal and abnormal cerebral and cognitive development are outlined and the concepts of brain plasticity and the impact of early CNS insult discussed. Third, using a number of common childhood CNS disorders as examples, the authors develop a model which describes the complex interaction among biological, psychosocial and cognitive factors in the brain-injured child. Finally, principles of evidence-based assessment, diagnosis and intervention are discussed. The text will be of use on advanced undergraduate courses in developmental neuropsychology, postgraduate clinical training programmes and for professionals working with children in clinical psychology, clinical neuropsychology and educational and rehabilitation contexts. The text is also an important reference for those working in paediatric research.

This book argues that contemporary neuroscience compliments, extends, and challenges recent and influential posthuman and new materialist accounts of the relations between rhetoric, affect, and writing pedagogy. Drawing on cutting-edge neuro-philosophy, Comstock re-thinks both historical and current relations between writing and power around questions of affect, attention, and plasticity. In considering the uses and limits of exciting new findings from the neurobiology, this volume both theorizes and offers pedagogical strategies for teaching writing in a digital age characterized by the erosion of wonder and pervasive disaffection. Ultimately, in response to recent critiques transcendental reason and subjectivity, and related calls for the increased inclusion of multi-modal and digital writing and rhetoric, Comstock argues for an embodied pedagogy that values the substantial relations between writing and pedagogical care.

The importance of facial expressions has led to a steadily growing body of empirical findings and theoretical analyses. Every decade has seen work that extends or challenges previous thinking on facial expression. The Science of Facial Expression provides an updated review of the current psychology of facial expression . This book summarizes current conclusions and conceptual frameworks from leading figures who have shaped the field in their various subfields, and will therefore be of interest to practitioners, students, and researchers of emotion in cognitive psychology, neuroscience, biology, anthropology, linguistics, affective computing, and homeland security. Organized in eleven thematic sections, The Science of Facial Expression offers a broad perspective of the "geography" of the science of facial expression. It reviews the scientific history of emotion perception and the evolutionary origins and functions of facial expression. It includes an updated compilation on the great debate around Basic Emotion Theory versus Behavioral Ecology and Psychological constructionism. The developmental psychology and social psychology of facial expressions is explored in the role of facial expressions in child development, social interactions, and culture. The book also covers appraisal theory, concepts, neural and behavioral processes, and lesser-known facial behaviors such as yawing, vocal crying, and vomiting. In addition, the book reflects that research on the "expression of emotion" is moving towards a significance of context in the production and interpretation of facial expression The authors expose various fundamental questions and controversies yet to be resolved, but in doing so, open many sources of inspiration to pursue in the scientific study of facial expression.

This book offers an integrated training and coaching system to facilitate change in systems that serve youth (education, healthcare, and juvenile justice). The integrated training and coaching system combines brain development, cultural responsivity, and trauma-informed practices. The book provides a comprehensive overview of the neurobiology of fear, brain development, trauma, substance use, and mental health, structural bias and environmental factors that pose a threat to healthy brain development. The book employs practical applications/recommendations and case examples that help solidify understanding of key concepts. Each chapter begins with a set of objectives and interactive exercises that builds on the next, thoughtfully challenging the reader (and giving specific, practical ways for the reader) to apply the information presented with the goal of "change". The text is written from the perspective of a trauma-informed addiction psychiatrist who has effectively facilitated systems change. Topics featured in this book include: Common threats to healthy brain development. The neurobiology of trauma. Applying trauma-informed practices and approaches. Cannabis and its impact on the brain. Labeling theory and implicit bias. Exploring the connection between fear and trauma. Rehabilitation versus habilitation. Managing stress through mindfulness. Training for Change will be of interest to graduate and advanced undergraduate students and researchers in the fields of cognitive psychology, criminology, public health, and child and adolescent development as well as parents, teachers, judges, attorneys, preventative medicine and pediatric providers.