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Books > Academic & Education > Professional & Technical > Psychology
This book contains a number of chapters on the control and execution of skilled movements, as well as more general chapters on theoretical issues in skilled performance. The contributors have summarised their most recent research, and general themes and issues are presented in discussion chapters at the end of each section, thus providing a good general summary of the kind of research and theoretical frameworks developing in this area. The first section is concerned with the theoretical issues of programming and co-ordination. Issues raised in the second section are basic to much of the research reviewed in the volume. This section summarises the various theoretical positions in the recent debates on the role of cognitive processes in motor control and the usefulness of the ``psychomotor'' approach, and contains chapters based on individual papers which present relevant empirical findings. The third section deals with the learning and performance of skilled movements, containing papers with practical implications for everyday skills. The final section contains chapters on cognitive processes in skilled performance.
An integrated approach to the problems of vision and vehicle
control is presented in this volume.
Two fields of interest are combined in this volume: the history of
science and the theory, or philosophy, of science (metascience).
The result is a history of psychology with emphasis placed upon a
metascientific analysis of the work of fourteen psychologists from
various periods.
The major focus of this book is on the differences between ecological approaches to action (`action theories'), and theories on motor control and learning couched in terms of information processing (`motor theories'). Proponents of both approaches express their views in Part 1 and the differences between the approaches are further analysed. Part 2 presents empirical studies, while in Part 3, methodological, philosophical and scientific implications are discussed and the possibility of a solution is considered.
Real advances are not made in blind alleys (or culs-de-sac). In Social Psychology, as in every branch of science, the paths which appear to offer progress do not always result in theoretical elegance. Certain basic problems persistently defy final solution. This volume surveys the foundations and methods of Social Psychology with the aim of identifying ways out of the research maze. It examines the history and traditions of the field, looks at methodology and conceptual schemes, and discusses the actual research methods used.
This book is a collection of contemporary applications of psychological insights into practical human factors issues. The topics are arranged largely according to an information processing/energetic approach to human behavior. Consideration is also given to human-computer interaction and organizational design.
This volume is the outcome of an international symposium held in Berlin, FRG, which brought together researchers in the field of infant development. The contributors are from Europe and North America, and have as their primary professional interest either pediatrics, biology or psychology. These fields, in spite of common involvement and large overlap, still have to overcome communication problems and differences in scientific approaches. The emphasis of this book is on the efforts of the participants towards reaching a mutual understanding. In spite of disciplinary diversity, the papers in this book complement each other, and set the scene for future multidisciplinary research and exchange in the field of infant development.
Spatial Neglect is one of the few areas in Neuropsychology where clinicians, psychologists and animal experimenters have succeeded in adopting a common language. The result of interaction between these three approaches has been some important new advances, which are presented in this volume. Apart from its clinical significance in neuropsychology, Spatial Neglect raises important questions in the field of behavioral neurosciences. In this volume, three aspects are examined: a) normal subjects, where new findings on spatial behavior are described. b) brain-lesioned subjects, where the classical studies on neglect are reconsidered in the light of new findings. c) animals, where new experimental situations allow a deeper understanding of the neural substrate.
Our lives are informed by perceptual and cognitive processes at all levels, from instrumental learning to metaphorical discourse to memorial representation. Yet, historically, these two branches of experimental psychology, perception and cognition, have developed separately using independent methods of experimentation and analysis. This volume is motivated by the assumption that a fundamental integration of the two fields is fruitful methodologically and indispensable theoretically. It explores how the notion of psychophysics aligned with cognitive processes shapes the study of perception and cognition, and illuminates a variety of contemporary research issues from a novel theoretical perspective. The papers raise conceptual and metatheoretical issues against the background of relevant empirical data. The authors provide a virtually narrative account of the most recent developments in their respective fields of expertise in psychophysics and cognitive psychology. Hence, this volume gives the interested reader an opportunity to reflect critically upon some of the current issues defining the two domains and their conjunction. Topics discussed include the psychology and psychophysics of similarity, the psychophysics of visual memory and cognitive factors in judgment. The emerging notion of cognitive psychophysics may well warrant the attention of experts in the field.
The "Psychology of Learning and Motivation" series publishes
empirical and theoretical contributions in cognitive and
experimental psychology, ranging from classical and instrumental
conditioning to complex learning and problem solving.
Education and cognitive psychology are natural companions-they
both are focused on how people think and learn. Although
collaborations have occurred for many years, recently there has
been a much greater interest in collaborations that bring cognitive
principles into classroom settings. This renewed collaborative
research has led both to new evidence-based instructional practices
and to a better understanding of cognitive principles. This volume
contains overviews of research projects at the intersection of
cognitive science and education. The prominent
contributors-cognitive psychologists, developmental psychologists,
educational psychologists, and science educators-were chosen both
for the quality of their work and the variety of their
contributions-general principles; influence of affect and
motivation; and focus on math and science education.
Volume 38 of the "Advances in Child Development and Behavior"
series is concerned with the development of memory in the first
years of life. It covers an introduction to normative development
of memory during this period andan introduction of a means of
assessing memory in preverbal infants--namely, elicited
imitation.Three chapters each concern a special population in which
we have reason to believe the development of memory will be
affected due to compromised hippocampal development as a result of
maternal gestational diabetes, preterm birth, early deprivation
resulting from institutional (orphanage) care, and abuse and/or
neglect by the caregiver.
Volume 39 of the "Advances in Child Development and Behavior"
series is concerned with Developmental Disorders and Interventions.
Thisvolume provides an overview of contemporary research into
cognitive, neurodevelopmental and genetic disorders of learning.
The social, emotional and cognitive functioning of children with
William s syndrome, Down syndrome, Fragile X and autism, reading
difficulties, mathematical difficulties and working memory problems
are discussed by some of the leading researchers in the field.
Within each chapter, the authors consider current interventions and
methods for remediating difficulties associated with each disorder,
which will be of particular interest to clinical and educational
practitioners.
"Advances in Experimental Social Psychology "continues to be one of
the most sought after and most often cited series in this field.
Containing contributions of major empirical and theoretical
interest, this series represents the best and the brightest in new
research, theory, and practice in social psychology.
"Advances in Experimental Social Psychology "continues to be one of
the most sought after and most often cited series in this field.
Containing contributions of major empirical and theoretical
interest, this series represents the best and the brightest in new
research, theory, and practice in social psychology.
The book includes an examination of sources of law important to
addiction and its treatment. The foundations for forensic work in
professional legal testimony is explored (e.g., legal system, case
law precedent, statutes governing addictions, civil and criminal
procedures). The science of addiction is featured including the
biology of addiction, addiction as a brain disease, responsibility
vs. loss of control, development of addictions, and the role of
genetics and environment. Drug testing, its uses with forensic
populations, what the tests show and do not show, controversies in
using tests in the general population also receives extensive
treatment. Addiction and mental illness in forensic populations is
highlighted for addiction treatment and continuing care. Case
studies and landmark cases illustrate the role of alcohol, drug
use, and addictions in legal decisions.
International Review of Research in Mental Retardation is an
ongoing scholarly look at research into the causes, effects,
classification systems, syndromes, etc. of mental retardation.
Contributors come from wide-ranging perspectives, including
genetics, psychology, education, and other health and behavioral
sciences. Volume 37 of the series focuses mainly on topics relating
to parenting and families, including chapters on biomarkers in the
study of families of individuals with developmental disabilities,
contrasts in parenting across early school age children with
developmental delays, parental contributions to communication
development, and siblings of individuals with intellectual
disabilities. * Provides the most recent scholarly research in the study of mental retardation * A vast range of perspectives is offered, and many topics are covered * An excellent resource for academic researchers
Thisvolume assistspracticing mental health professionals in
expanding their knowledge about nutritional and herbal
interventions that can be attempted as alternatives to prescription
medications. Designed to provide guidance for non-medical
caregivers treating children and adolescents who present with
emotional and/or behavioral difficulties such as such as
depression, anxiety, ADHD, sleep difficulties, impulsivity,
distractibility, and other psychological and psychiatric disorders,
the volume provides a comprehensive discussion of naturopathic
solutions based on existing research. In areas where research is
not extensive, conclusionsare provided about potentially beneficial
effects based on the specific pharmacologic action of the
compounds. Dosage for specific age groups, schedules of
administration, dietary considerations (i.e., whether or not to
take the supplement with food), monitoring for response and adverse
effects, signs of dangerous reactions, and the need to control
interactions with other compounds (i.e., prescription
medications)are thoroughly reviewed with regard to each supplement
discussed in the book. Fully covers assessment, diagnosis & treatment of children
and adolescents, focusing on evidence-based practices
The Psychology of Learning and Motivation series publishes
empirical and theoretical contributions in cognitive and
experimental psychology, ranging from classical and instrumental
conditioning to complex learning and problem solving. Each chapter
thoughtfully integrates the writings of leading contributors, who
present and discuss significant bodies of research relevant to
their discipline. Volume 51 includes chapters on such varied topics
as emotion and memory interference, electrophysiology, mathematical
cognition, and reader participation in narrative. * Volume 51 of the highly regarded Psychology of Learning and Motivation series * An essential reference for researchers and academics in cognitive science * Relevant to both applied concerns and basic research
"Advances in the Study of Behavior" was initiated over 40 years ago to serve the increasing number of scientists engaged in the study of animal behavior. That number is still expanding. This thematic volume, "Vocal Communication in Birds and Mammals, "makes another important "contribution to the development of the field" by presenting theoretical ideas and research to those studying animal behavior and to their colleagues in neighboring fields.
Language, cognition, and memory are traditionally studied together
prior to a researcher specializing in any one area. They are
studied together initially because much of the development of one
can affect the development of the others. Most books available
noweither tend to be extremely broad in the areas of all infant
development including physical and social development, orspecialize
in cognitive development, language acquisition, or memory. Rarely
do you find all threetogether, despite the fact that they all
relate to each other. This volume consists of focused articles from
the authoritative "Encyclopedia of Infant and Early Childood
Development," and specifically targetstheages 0-3. Providingsummary
overviews of basic and cutting edge research, coverageincludes
attention, assessment, bilingualism, categorization skills,
critical periods, learning disabilities, reasoning, speech
development, etc. This collection of articles provides an
essential, affordable reference for researchers, graduate students,
and clinicians interested in cognitive development, language
development, and memory, as well as those developmental
psychologists interested in all aspects of development.
At a time when the mental health difficulties/disorders of the
elderly are coming to the fore of many practitioners' patient
rosters, naming and treating those problems is still too often
handled as an art as much as a science. Inconsistent practices
based on clinical experience and intuition rather than hard
scientific evidence of efficacy have for too long been the basis of
much treatment. Evidence-based practices help to alleviate some of
the confusion, allowing the practitioner to develop quality
practice guidelines that can be applied to the client, identify
appropriate literature that can be shared with the client,
communicate with other professionals from a knowledge-guided frame
of reference, and continue a process of self-learning that results
in the best possible treatment for clients.
This volume presents a variety of perspectives from within and outside moral psychology. Recently there has been an explosion of research in moral psychology, but it is one of the subfields most in need of bridge-building, both within and across areas. Interests in moral phenomena have spawned several separate lines of research that appear to address similar concerns from a variety of perspectives. The contributions to this volume examine key theoretical and empirical issues these perspectives share that connect these issues with the broader base of theory and research in social and cognitive psychology. The first two chapters discuss the role of mental representation in moral judgment and reasoning. Sloman, Fernbach, and Ewing argue that causal models are the canonical representational medium underlying moral reasoning, and Mikhail offers an account that makes use of linguistic structures and implicates legal concepts. Bilz and Nadler follow with a discussion of the ways in which laws, which are typically construed in terms of affecting behavior, exert an influence on moral attitudes, cognition, and emotions. Baron and Ritov follow with a discussion of how people's moral cognition is often driven by law-like rules that forbid actions and suggest that value-driven judgment is relatively less concerned by the consequences of those actions than some normative standards would prescribe. Iliev et al. argue that moral cognition makes use of both rules and consequences, and review a number of laboratory studies that suggest that values influence what captures our attention, and that attention is a powerful determinant of judgment and preference. Ginges follows with a discussion of how these value-related processes influence cognition and behavior outside the laboratory, in high-stakes, real-world conflicts. Two subsequent chapters discuss further building blocks of moral cognition. Lapsley and Narvaez discuss the development of moral characters in children, and Reyna and Casillas offer a memory-based account of moral reasoning, backed up by developmental evidence. Their theoretical framework is also very relevant to the phenomena discussed in the Sloman et al., Baron and Ritov, and Iliev et al. chapters. The final three chapters are centrally focused on the interplay of hot andcold cognition. They examine the relationship between recent empirical findings in moral psychology and accounts that rely on concepts and distinctions borrowed from normative ethics and decision theory. Connolly and Hardman focus on bridge-building between contemporary discussions in the judgment and decision making and moral judgment literatures, offering several useful methodological and theoretical critiques. Ditto, Pizarro, and Tannenbaum argue that some forms of moral judgment that appear objective and absolute on the surface are, at bottom, more about motivated reasoning in service of some desired conclusion. Finally, Bauman and Skitka argue that moral relevance is in the eye of the perceiver and emphasize an empirical approach to identifying whether people perceive a given judgment as moral or non-moral. They describe a number of behavioral implications of people's reported perception that a judgment or choice is a moral one, and in doing so, they suggest that the way in which researchers carve out the moral domain "a priori" might be dubious."
International Review of Research in Mental Retardation is an
ongoing scholarly look at research into the causes, effects,
classification systems, syndromes, etc. of mental retardation.
Contributors come from wide-ranging perspectives, including
genetics, psychology, education, and other health and behavioral
sciences.
"Advances in the Study of Behavior" was initiated over 40 years ago
to serve the increasing number of scientists engaged in the study
of animal behavior. That number is still expanding. This volume
makes another important "contribution to the development of the
field" by presenting theoretical ideas and research to those
studying animal behavior and to their colleagues in neighboring
fields. |
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