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 Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints. Volume 32 discusses cultural contributions in development, infants' representation of objects and events, the impacts of affluence, mechanisms of early categorization and induction, attentional inertia, the early development of pictoral competence, and classroom competence.

Motivation is the energizing force that drives much of our attention, conscious effort, and achievement in life. Yet this important driving force may be absent, low, or problematic in persons with mental retardation. This special thematic volume in the "International Review of Research in Mental Retardation" focuses on motivation within this special population. The book explores several theoretical models of motivation, as well as discussing issues of goal orientation, self-regulated academic learning, the setting and monitoring of realistic goals, and social competence for people with mental retardation. Additional chapters discuss the measurement of subjective well-being and quality of life in this population, and strategies for empowering students with developmental difficulties as well as instructional practices and contexts that can enhance motivation, learning, and achievement.

'Representation in Mind' is the first book in the new series 'Perspectives on Cognitive Science' and includes well known contributors in the areas of philosophy of mind, psychology and cognitive science.
The papers in this volume offer new ideas, fresh approaches and new criticisms of old ideas. The papers deal in new ways with fundamental questions concerning the problem of mental representation that one contributor, Robert Cummins, has described as "THE problem in philosophy of mind for some time now." The editors' introductory overview considers the problem for which mental representation has been seen as an answer, sketching an influential framework, outlining some of the issues addressed and then providing an overview of the papers.
Issues include: the relation between mental representation and public, non-mental representation; misrepresentation; the role of mental representations in intelligent action; the relation between representation and consciousness; the relation between folk psychology and explanations invoking mental representations

This book presents theories and clinical practices for dealing with children diagnosed with pervasive developmental disability or PDD. These are children who have a wide range of disabilities that affect their participation in even the most routine events of daily life, such as eating, dressing, bathing, and so on. Unlike many who are diagnosed with classic autism, however, these children seem to have normal social behavior, normal physical appearance, the ability to learn, hear, see, and move their bodies at will in other words, none of the well-known reasons that cause autistic and other children to develop differently. These children have the use of all their senses, but their brains are unable to process the information that is fed through them. While much new research is being done in genetics and neurobiology to explain why something in these children has gone fundamentally wrong with their development, clinicians and therapists who deal with them on a daily basis have needed to develop practical therapies based on how the children react to their environments.
Movement and Action in Learning and Development suggests that when therapists plan treatment strategies, children's experiences and interactions with the world should be given the same consideration as the limits of their biological makeups. Too often children diagnosed with PDD are lumped into therapy groups for the classically autistic, where the focus tends to be on the distance senses hearing and vision. Case studies presented in the first half of the book suggest that for children with PDD, there is a disconnect between the brain and the tactile-kinesthetic senses that involve body movement and physical interaction with the world. Movement, in turn, seems to be connected to perception, interpretation of the world around, and ultimately, the acquisition of knowledge. For children with PDD, "normal" learning seems to be limited not only by their tactile-kinesthetic sense but also by the lack of collaboration between all the senses. The second half of the book demonstrates how these new theories translate into clinical practices."

The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter provides a thoughtful integration of a body of work.

The first title to be published in the "BRAT Series on Clinical Psychology", this book presents a critical analysis of the theories and empirical evidence to date regarding the origins of phobias and anxiety disorders, and the reasons why more women than men suffer from them. The book moves from a discussion of non-specific temperament to specific risk factors for each anxiety disorder, assuming a hierarchical aetiological model throughout. At each level of analysis, the issue of gender differences is addressed. For example, broad temperamental factors such as traits of negative affectivity and poor emotional regulation are reviewed in terms of their relevance to the group of disorders with which anxiety disorders tend to cluster, such as depression and substance abuse. Biological contributions are covered, along with early life experiences including parenting styles and expectations, and early stressors. The components of anxiety - hypervigilance, threat-laden belief systems and avoidant style - are presented as being common across the anxiety disorders and self-perpetuating. Types of ongoing life experiences that influence the development of one type of anxiety disorder over another are reviewed. Each anxiety disorder is then addressed in detail after considering general principles of fear acquisition and persistence.

Choice, Behavioural Economics and Addiction is about the theory, data, and applied implications of choice-based models of substance use and addiction. The distinction between substance use and addiction is important, because many individuals use substances but are not also addicted to them. The behavioural economic perspective has made contributions to the analysis of both of these phenomena and, while the major focus of the book is on theories of addiction, it is necessary also to consider the behavioural economic account of substance use in order to place the theories in their proper context and provide full coverage of the contribution of behavioural economics to this field of study.
The book discusses the four major theories of addiction that have been developed in the area of economic science/behavioural economics. They are:
- hyperbolic discounting
- melioration
- relative addiction
- rational addiction
The main objective of the book is to popularise these ideas among addiction researchers, academics and practitioners. The specific aims are to articulate the shared and distinctive elements of these four theories, to present and discuss the latest empirical work on substance abuse and addiction that is being conducted in this area, and to articulate a range of applied implications of this body of work for clinical, public health and public policy initiatives.
The book is based on an invitation-only conference entitled, Choice, Behavioural Economics and Addiction: Theory, Evidence and Applications held at the University of Alabama at Birmingham, March 30 - April 1, 2001. The conference was attended by prominent scientists and scholars, representing a rangeof disciplines concerned with theories of addiction and their consequences for policy and practice. The papers in the book are based on the papers given at the above conference, together with commentaries by distinguished experts and, in many cases, replies to these comments by the presenters.

Language and communication problems have long figured prominently in the definition of mental retardation. Volume 27 of the International Review of Research in Mental Retardation focuses exclusively on these language and communication issues. The pace of research on language learning and use in mental retardation has increased in recent years and taken new direction. This revitalization has been fueled by three factors: 1) advances in genetic technologies allowing investigation of the behavioral phenotypes of well-defined syndromes, 2) an increased emphasis on maximizing abilities of individuals with mental retardation to live and succeed in a broader range of contexts and settings, and 3) theoretical debates concerning the mechanisms of language development and the nature of the human mind.
Contents in Language and Communication in Mental Retardation include syndromes (e.g., Down syndrome, Williams syndrome), domains of language skill (e.g., reading), and intervention strategies.
* Contains the most current research on genetic syndromes, including Williams syndrome, Down syndrome, and fragile X syndrome
* Outlines the most current research on language and communication intervention for persons with mental retardation
* Authors consider the implications of the research reviewed for both theory and clinical practice
* Authors bring state-of-the-art knowledge of cognitive science, developmental science, linguistic, and behavioral genetics to bear on important questions about language and mental retardation
* Includes new research on long-studied conditions (e.g., Down syndrome) and disorders that are of only recent interest to child language researchers (e.g., fetal alcohol syndrome)
* Includes a consideration of nonverbal, as well as verbal, communication

Practitioners seeking the most current advances in the field of ADHD and LD must often bridge the gap between research and practice. The Therapist's Guide to Learning and Attention Disorders provides that bridge through the authors, who are both researchers and practitioners with extensive experience in providing direct services to children and adults with ADHD and LD.
Practitioners are often faced with the choice of reading research or consulting text that suggest strategies or techniques for serving children and adults with ADHD that are not base on research. This book provides practitioners a translation of research to practice in one source.
This book provides practical forms, illustrations, and rating scales that can be readily incorporated into practice. The last chapter takes a fascinating look into the role of various practitioners twenty years into the future.
* Contains innovative strategies for assessment of ADHD and LD
* Provides practical and useful illustrations, forms, and rating scales for use in practice
* Provides discussions of future practice and developments in the field of ADHD and LD
* Presents case studies illustrating best practices

Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints. Volume 31 discusses chidren's understanding of photographs as spatial and expressive representations, school relationships and their influence on behavior, literacy and the role of letter names, emotion, morality, and self, working memory in infancy, differentiated sense of the past and the future, cognitive flexibility and language abilities, understanding children with medical and physical disorders, bio-ecological environment and development, and early literacy.

The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter provides a thoughtful integration of a body of work.

This book celebrates two triumphs in modern psychology: the successful development and application of a solid measure of general intelligence; and the personal courage and skills of the man who made this possible - Arthur R. Jensen from Berkeley University.
The volume traces the history of intelligence from the early 19th century approaches, to the most recent analyses of the hierarchical structure of cognitive abilities, and documents the transition from a hopelessly confused concept of intelligence to the development of an objective measure of psychometric g. The contributions illustrate the impressive power g has with respect to predicting educational achievement, getting an attractive job, or social stratification.
The book is divided into six parts as follows: Part I presents the most recent higher-stream analysis of cognitive abilities, Part II deals with biological aspects of g, such as research on brain imaging, glucose uptake, working memory, reaction time, inspection time, and other biological correlates, and concludes with the latest findings in g-related molecular genetics. Part III addresses demographic aspects of g, such as geographic-, race-, and sex-differences, and introduces differential psychological aspects as well. Part IV concentrates on the g nexus, and relates such highly diverse topics as sociology, genius, retardation, training, education, jobs, and crime to g. Part V contains chapters critical of research on g and its genetic relationship, and also presents a rejoinder. Part VI looks at one of the greatest contemporary psychologists, Professor Emeritus Arthur R. Jensen as teacher and mentor.

Increasingly, psychologists are becoming aware of sensitivity needs with respect to treating patients from differing cultures. Culture can play an important role both in what a patient discloses about themselves, how likely they are to follow a therapist's advice, and whether specific therapies are likely to be effective for them. Following on the heels of Tseng's "Handbook of Cultural Psychiatry" comes this "Clinical Application of Cultural Psychiatry."
This more concise book focuses on information most relevant to treating patients. The book discusses how culture plays a role in specific disorders (depression, anxiety, eating and sexual disorders, substance abuse, schizophrenia, etc.). relevant sensitivities to keep in mind in treating specific patient populations (age groups, differing religions, and differing ethnicity's).
* Written by a nationally and internationally recognized scholar, clinician, and author
* Has the proper combination of knowledge, skill, and conceptual discussion for clinical practicalities
* Provides comprehensive and systematic coverage of major topics for clinical application
* Enhanced by more than 120 tables and figures and nearly 30 case illustrations
* Will serve as a major textbook in the training of psychiatric residents and clinical psychologists

The aim of Advances in the Study of Behavior remains as it has been since the series began: to serve the increasing number of scientists who are engaged in the study of animal behavior by presenting their theoretical ideas and research to their colleagues and to those in neighboring fields. We hope that the series will continue its "contribution to the development of the field," as its intended role was phrased in the Preface to the first volume in 1965. Since that time, traditional areas of animal behavior have achieved new vigor by the links they have formed with related fields and by the closer relationship that now exists between those studying animal and human subjects.

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.

This book provides a comprehensive overview of the emotional, behavioral and cognitive characteristics of adolescents who have attempted suicide. Each chapter opens with a case study vignette from the author's extensive clinical files followed by a summary of the empirical literature. Assessment and treatment practices close each chapter. While suicide is the third largest killer of adolescents, most suicide attempts do not result in death. Therefore the treatment of the suicide attempter following the attempt becomes a significant part of the clinician's work with these adolescents. Moreover, the precursors and behavioral markers for a suicide attempt become important signals for the school counselor, youth worker, or therapist. This book also include assessment measures to use when evaluating an adolescent who has attempted suicide.

KEY FEATURES
* Includes an outline form of an assessment battery for adolescents who have attempted suicide
* Analyzes and discusses treatment and case studies
* Presents detailed descriptions of specific therapy techniques useful with adolescents who attempt suicide
* Includes succinct reviews of the literature, ways to measure relevant factors related to suicidal behavior, tips for clinicians, and reviews of pertinent assessment measures

The chapters in this collection address a variety of concerns in organizational theory, ranging from the evolution of organizations and cross-cultural analyses of managerial behavior to the micro-sociology of knowledge brokering within organizations and the etiology of organizational messes. Swaminathan, examines resource partitioning theory, an important theoretical perspective in population ecology. The next three chapters, broadly construed, address issues of organizational innovation, learning, and adaptation in complex environments. The next contribution, by John Carroll, Jenny Rudolph, and Sachi Hatakenaka examines how high-hazard organizations learn from experience. As with all organizations, high-hazard organizations such as nuclear power plants and chemical plants attempt to learn from experience in order to improve performance and, of course, to avoid catastrophic failure. Unlike many other kinds of organizations, however, failure to learn from prior experience-especially with respect to learning effectively from errors and mishaps-can prove extremely costly and even fatal. Hence, these organizations must balance between learning and control, and must do so under conditions of considerable oversight and scrutiny. provocative analysis of the role disorganization plays in organizational life. The two following chapters in this volume provide important overviews of theory and research on classic phenomena within organizational theory, followed by original theoretical syntheses. Robert Baron's chapter then undertakes a fresh and useful examination of the burgeoning literature on entrepreneurship and the two final chapters in the volume examine essential issues related to our understanding of organizations and the cultural environments in which they are embedded.

Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints. Volume 30 discusses early recall memory, balance and motor learning, sexual selection, emotion-related regulation, maternal sensitivity and attachment, and influences of friends.

In 1998, approximately 30 million people worldwide were living with HIV/AIDS, about 5 million of whom became infected that year. The epidemic continues to expand, with an estimated doubling time of 10 years, making AIDS the leading infectious cause of death ahead of tuberculosis and malaria. Even in the U.S.A. where the death rate from AIDS is declining as a result of effective drug therapies, HIV infection rates continue to climb in several population groups. The prevalence of AIDS among people over the age of 50 is steadily increasing, and most older people are unprepared to address it for a number of reasons, including the widespread discomfort with matters sexual and homosexual and the belief that elderly people are not sexually active and therefore not at risk.
This guide for care providers seeks to educate and inform readers about the difficulties and complications that accompany the disease in older people. Thus, while the appendix includes technical descriptions of methodology, data, and results, the narratives in the chapters describing the findings and their practical implications are written in layman's language. Topics covered include biomedical aspects, demographics, sexuality, stressors, mental health, older women, and patient care, all of which are supported by case studies.

This text offers practicing clinicians strategies, interventions, suggestions, guidance and ideas to work with adults struggling with Attention Deficit Hyperactivity Disorder, and is intended as a reference to which clinicians will turn time and time again as issues or problems present themselves. The text will also provide a comprehensive review of the scientific literature and expand the development of an ongoing model to treat Attention Deficit Hyperactivity Disorder.

This text reference provides state-of-the-art information on juvenile firesetters and reviews the current research on youthful firesetters and arsonists. The work illustrates methods of fire scene investigation and assessment relating to child-parent and family factors. This information is then used to prescribe interventions with the individual along with community-wide programs. The work also provides current information on fire safety education and curricula, with explicit training materials. Finally, the book addresses the need for residential treatment centers and training schools on methods for handling firesetting youth and maintaining a fire safe environment.
Key Features
* Presents a multidisciplinary approach
* Describes and illusrates current tools and techniques
* Includes materials encouraging both fire safety and mental health intervention
* Contributors are nationally known experts in their field
* Covers a full range of topics - content has both depth and breadth

The Psychology of Learning and Motivation publishes empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning to complex learning and problem solving. Each chapter provides a thoughtful integration of a body of work. Volume 41 includes in its coverage chapters on multimedia learning, brain imaging, and memory, among others.

Obsessive compulsive disorder (OCD) has perplexed clinicians and researchers for many years. Despite recent advances in our understanding of and ability to treat this debilitating problem, many people with OCD do not benefit or benefit only marginally from existing treatments. Newer approaches and a better understanding of the pathogenesis of OCD are needed. One such approach that has shown considerable promise in recent years is cognitive therapy. Recent studies have found cognitive therapy to be an effective treatment for OCD, and research on cognitive theory for OCD is rapidly expanding. This volume assembles nearly all of the major investigators responsible for the development of cognitive therapy (and theory) for OCD, as well as other major researchers in the field to write about cognitive phenomenology, assessment, treatment, and theory related to OCD. Each chapter of the book is written by an expert in the area. The first section of the book describes the domains of cognition in OCD and the subsequent section outlines measurement strategies where the efforts of an international working group of scholars to develop measures of OCD cognition are described. Reviews of OCD cognitions in OCD spectrum disorders and in specific populations (for example, the elderly and children) are reviewed in following sections. Finally, the role of these cognitions and cognitive processes in treatment is described.

Advances in Child Development and Behavior is intended to ease the task faced by researchers, instructors, and students who are confronted by the vast amount of research and theoretical discussion in child development and behavior. The serial provides scholarly technical articles with critical reviews, recent advances in research, and fresh theoretical viewpoints. Volume 29 discusses working memory, parent-adolescent relationships, maternal responsiveness and early language acquisition, early knowledge acquisition, schooling as a cultural process, and pre-adolescent peer relations.