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Books > Academic & Education > Professional & Technical > Psychology
This work presents the first serious attempt to impose rigor on the
definition and measurement of quality of life among the elderly.
The book uses a conference to develop background but goes well
beyond the meeting in terms of depth of reviews of the literature
and of integration among the chapters.
This book represents the research efforts of individuals whose scientific expertise lies in reflection on what Sartre described as reflective acts. Theory in the cognitive psychology of mental imagery, endeavors not only being able to describe the contents and nature of mental imagery, but also being able to understand the underlying functional cognition. Psychologists need not solely rely on the techniques of introspection, and the last two decades have seen highly creative developments in techniques for eliciting behavioural data to be complemented by introspective reports. This level of sophistication has provided singular insights into the relationship between imagery and other consequential and universal aspects of human cognition: perception, memory, verbal processes and problem solving. The recognition that imagery, despite its ubiquitous nature, differs between individuals both in prevalence and in kind, and the dramatic rise in cognitive science has provided the additional potential for integrating our understanding of cognitive function with our understanding of neuroanatomy and of computer science.All of these relationships, developments and issues are dealt with in detail in this book, by some of the most distinguished authors in imagery research, working at present in both Europe and the U.S.A.
A large number of volumes have been produced summarizing the work on generation and control of rhythmic movements, in particular locomotion. Unfortunately most of them focus on locomotor studies done on animals. This edited volume redresses that imbalance by focusing completely on human locomotor behaviour. The very nature of the problem has both necessitated and attracted researchers from a wide variety of disciplines ranging from psychology, neurophysiology, kinesiology, engineering, medicine to computer science. The different and unique perspectives they bring to this problem provide a comprehensive picture of the current state of knowledge on the generation and regulation of human locomotor behaviour. A common unifying theme of this volume is studying the adaptability of human gait to obtain insights into the control of locomotion. The intentional focus on "adaptability" is meant to draw attention to the importance of understanding the generation and regulation of "skilled locomotor behaviour" rather than just the generation of basic locomotor patterns which has been the major focus of animal studies. The synthesis chapter at the end of the volume examines how the questions posed, the technology, and the experimental and theoretical paradigms have evolved over the years, and what the future has in store for this important research domain.
This book is a new interdisciplinary work which presents the
proceedings of the third international conference on Vision in
Vehicles, the aim of which was to provide an international forum
for the exchange of information on current work on all aspects of
vision and its relationship to vehicle design. This includes both
the internal and external design of the vehicle and its
environmental displays, as well as the perceptual and cognitive
capabilities of the vehicle controllers.
This volume is sponsored by Division 9 of the American
Psychological Association: The Society for the Psychological Study
of Social Issues.****This is an essential reference book for any
social scientist or student who uses measuresof attitude or
personality in his or her research. The earlier version, published
twenty years ago, was to be found on the shelf of virtually
everyone who worked in the field.
Difficulties in motor behavior are commonly associated with a
variety of disabilities. Early research efforts focused on
descriptions of specific groups of people or on evaluations of
intervention programs. Only recently have investigators begun to
explore questions from a variety of theoretical positions in an
attempt to build a more fundamental understanding of the disabled
person. The present volume represents views of major methodological
issues, current research fronts and selected applied concerns from
the perspective of the disabled performer. Authors write from a
number of theoretical viewpoints and sketch future research
directions in these chapters.
This book is unique in that it gives equal weight to the
psychological and neurological approaches to the study of cognitive
deficits in patients with brain lesions. The result is a balanced
and comprehensive analysis of cognitive skills and abilities that
departs from the more usual syndrome approach favored by
neurologists and the anti-localizationist perspective of cognitive
psychologists.
Discussed in this book is the association between speech and movements, especially those of the preferred hand. Both are skilled motor activities that appear to depend upon a similar neural organization that is available in the left hemisphere of the brain. The nature of this association of the cerebral control of speech and skilled manual performance is discussed in four sections: 1. Motor control and speech examines speech as a motor activity; 2. Language and gesture examines the correspondence between spoken language and manual gesture; 3. Motor performance and aphasia examines the motor impairments associated with aphasias; 4. Interactions of speech and manual performance examines the interactions that occur between concurrent verbal and manual activities.
This volume is an historically based critical evaluation of Freud's personality theory. In it the observations Freud made are described and the theoretical ideas he put forward for explaining them are set out. The adequacy of Freud's explanations are judged against the logical and scientific standards of Freud's own time. The historical perspective will give the reader a sound basis on which to make a judgement about psycho-analysis as a method of investigation and a theory of personality as well as a sense of what Freud was about from Freud's own standpoint. Freud's endeavour is sited in the psychological and psychiatric context of the time, a period not previously given the critical attention it warrants. All of Freud's important assumptions and characteristic modes of thought are to be found in this formative period. The placement also brings out more clearly the basis of a number of the unresolved problems of contemporary psycho-analytic theory, such as the place of affect and the instinctual drives, the role of the ego, and the basis of treatment.
During the past two decades, there has been a dramatic increase in interest in the study of ageing-related changes in cognitive abilities. In this volume researchers from a variety of theoretical perspectives discuss adult age differences in a wide range of cognitive skills. Of special interest is the extent to which ageing effects on performance are related to variations in the representation, organization and utilization of knowledge, broadly defined. Recent research and theory in the field of ageing has emphasized the need to examine such processes more closely in order to provide a more complete understanding of ageing effects on cognitive behaviour.
Many studies in cognitive psychology have provided evidence of systematic deviations in cognitive task performance relative to that dictated by optimality, rationality, or coherency. The texts in this volume present an account of research into the cognitive biases observed on various tasks: reasoning, categorization, evaluation, and probabilistic and confidence judgments. The authors have attempted to discern the contribution of the study of bias to our understanding of the cognitive processes involved in each case, rather than proposing an inventory of the different types of biases. A special section has been devoted to studies on the correction of biases and cognitive aids.
Left-handedness has been shown to be a possible marker for various psychological and physical abnormalities. This book presents evidence by a number of researchers who evaluate whether there are indeed differences between left- and right-handers which extend into the broader psychological and physiological realms. Several chapters show that left-handedness is found in unexpectedly high proportions in populations that suffer from various immune deficiency diseases, in alcoholics, dyslexics, mental retardates, psychopaths and other clinical groups. The book indicates why left-handedness should be a marker for such conditions. The genetic and environmental pressures on handedness are explored. A model for pathological left-handedness is presented, along with some interesting data which suggests that left-handedness may be associated with reduced life-span. Finally, several chapters discuss the implications of handedness patterns in non-clinical populations.
As indicated by its title A History of Great Ideas in Abnormal Psychology, this book is not just concerned with the chronology of events or with biographical details of great psychiatrists and psychopathologists. It has as its main interest, a study of the ideas underlying theories about mental illness and mental health in the Western world. These are studied according to their historical development from ancient times to the twentieth century. The book discusses the history of ideas about the nature of mental illness, its causation, its treatment and also social attitudes towards mental illness. The conceptions of mental illness are discussed in the context of philosophical ideas about the human mind and the medical theories prevailing in different periods of history. Certain perennial controversies are presented such as those between the psychological and organic approaches to the treatment of mental illness, and those between the focus on disease entities (nosology) versus the focus on individual personalities. The beliefs of primitive societies are discussed, and the development of early scientific ideas about mental illness in Greek and Roman times. The study continues through the medieval age to the Renaissance. More emphasis is then placed on the scientific revolution of the seventeenth century, the enlightenment of the eighteenth, and the emergence of modern psychological and psychiatric ideas concerning psychopathology in the twentieth century.
Since the end of the sixties, Piagetian general theory with its inherent power of unification has gradually given way to a multitude of more specific models which is in evidence today. In this volume the authors concentrate on three perspectives namely cognitive, perceptuo-motor and neuropsychological development and attempt to coordinate these traditionally separated views. Good illustrations of these theoretical connections can be found in different chapters although the persistent isolation of these three domains still remains. However the authors believe efforts in developmental psychology must continue in the direction of domain interaction, for theoretical concepts as well as methodological tools.
The relation between mind and brain can never be understood by science until the nature of consciousness and self-consciousness is clearly perceived as specific system-properties. In this volume the author tackles this problem in a rigorous analysis which begins with the general dynamics of living systems and leads the reader step-by-step towards firm conclusions about the physical processes of consciousness and the main categories of mental events. Finally the author moves from the cognitive to the affective, and proceeds to interpret a number of uniquely human sensibilities in the light of the general biological perspective he has established.
This book reviews current theories and research on adolescent development and their implications for education. It is organized around the theme of the adolescent as decision-maker, and covers areas of normal development that are crucial for the transition to independence. The issues raised by the thoughtful reviews will stimulate discussion and debate and will provide new perspectives on adolescence.
Individuals from diverse disciplines, including neurology, physiology, psychology, mathematics, and engineering have contributed to this volume. Their scientific investigations of volitional action are part of the resurgence of interest in the psychology and physiology of volition which has taken place in recent years. The book comprises a significant sample of their observations, both rational and empirical, which have new practical implications for our understanding of human conduct. The book was designed to serve a threefold purpose: a) to consolidate the gains of the various scholars, relatively isolated in their respective disciplines, b) to foster and help focus future research on conation and self-control and c) to provide practitioners in applied psychology with a broad-based tutorial.
A selection of 15 papers on choice modeling are presented in this volume. These papers result from research in the social and behavioral sciences and in economics. The models, some deterministic, some probabilistic, represent recent developments in the tradition of Thurstone's Law of Comparative Judgement, Coombs' unfolding theory and multidimensional scaling. The theoretical contributions and several applications to voting behaviour, consumer research and preference rankings show the important progress made in psychological choice modeling during the last few years.
Each chapter in this book is written by, and devoted to the original work of a leading researcher in his or her own field. The book presents an integrative approach to the psychological study of time in an attempt to bring to light similarities between bodies of research which have been developed independently within different theoretical frameworks - from Piaget's structuralist-organismic model, to information processing approaches. The chapters are organized in a life-span perspective, with different chapters focusing on different age-levels. It includes analyses of time perception in infancy, temporal systems in the developing language, time conception, time measurement and time reading in middle childhood and adolescence, as well as various models of time perception in the adult, both normal and abnormal. A rich concept such as time sheds light on a wide variety of major topics in psychology; the book will be of value to cognitive, developmental and educational psychologists, as well as to psycholinguists.
This book should enhance the reader's understanding of the contemporary scene in parenting education, including effective programming, important issues, and future trends.
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.
Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning. The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics. The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning. The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction. |
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