A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child's development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology, language acquisition, and memory.

This book is an autobiographical account of George Mandler--born in 1924--who grew up in a middle class Jewish family in Vienna. It details the fears and attempts to find a safe haven when Austria was invaded and absorbed into Nazi Germany in 1938, followed by Mandler's escape to England and residence in a small boarding school. The threat of the holocaust and reaction to anti-semitism are explored and the author describes the life of an emigre youth group run by a branch of the Austrian communist party. Drafted in 1943, Mandler is trained in military intelligence and ends up as a front line interrogator with the 7th army in Germany. The training and function of military intelligence and the role of German and Austrian refugees in it are described for the first time in detail. Military intelligence and counter-intelligence work in post-war Germany follows, including the evacuation of a scientific establishment before the arrival of the Soviets. Returning to New York in 1946, Mandler begins his college training at New York University and the University of Basel, Switzerland. This is followed by graduate training in psychology at Yale and a first position at Harvard for seven years. Highlights of the period include a short episode of peripheral involvement in a Soviet spy scandal. After five years at the University of Toronto, Mandler is given the opportunity of a lifetime--to start a department at the prestigious new San Diego branch of the University of California. He describes the process of building a department and a university in the context of the 1960s, as well as academic life and actions during the turbulent 60s and 70s. Mandler's successful career as a writer and researcher in psychology is described in lay language, as is the professional/scientific bifurcation of the field. The final chapter comments on and describes current academic life and problems.

A festschrift to honor Jean Mandler, this volume contains contributions from leading scholars focusing on the child's development of memory, visual representation, and language. It is appropriate for students and researchers in cognitive psychology, language acquisition, and memory.

This book is an autobiographical account of George Mandler--born in 1924--who grew up in a middle class Jewish family in Vienna. It details the fears and attempts to find a safe haven when Austria was invaded and absorbed into Nazi Germany in 1938, followed by Mandler's escape to England and residence in a small boarding school. The threat of the holocaust and reaction to anti-semitism are explored and the author describes the life of an emigre youth group run by a branch of the Austrian communist party. Drafted in 1943, Mandler is trained in military intelligence and ends up as a front line interrogator with the 7th army in Germany. The training and function of military intelligence and the role of German and Austrian refugees in it are described for the first time in detail. Military intelligence and counter-intelligence work in post-war Germany follows, including the evacuation of a scientific establishment before the arrival of the Soviets.
Returning to New York in 1946, Mandler begins his college training at New York University and the University of Basel, Switzerland. This is followed by graduate training in psychology at Yale and a first position at Harvard for seven years. Highlights of the period include a short episode of peripheral involvement in a Soviet spy scandal. After five years at the University of Toronto, Mandler is given the opportunity of a lifetime--to start a department at the prestigious new San Diego branch of the University of California. He describes the process of building a department and a university in the context of the 1960s, as well as academic life and actions during the turbulent 60s and 70s. Mandler's successful career as a writer and researcher in psychology is described in lay language, as is the professional/scientific bifurcation of the field. The final chapter comments on and describes current academic life and problems.

This reference work provides broad and up-to-date coverage of the major perspectives--ethological, neurobehavioral, developmental, dynamic systems, and componential--on facial expression. The text reviews Darwin's legacy in the context of Izard and Tomkins' new theories as well as Fridlund's recently proposed Behavioural Ecology theory. Other contributions explore continuing controversies on universality and innateness, and update the research guidelines of Ekman, Friesen and Ellsworth. This book anticipates emerging research questions, such as the role of culture in children's understanding of faces, the precise ways faces depend on the immediate context, and the ecology of facial expression. The Psychology of Facial Expression is aimed at students, researchers, and educators in psychology, anthropology, and sociology who are interested in the emotive and communicative uses of facial expression.

The evolution of cognitive psychology, traced from the beginnings of a rigorous experimental psychology at the end of the nineteenth century to the "cognitive revolution" at the end of the twentieth, and the social and cultural contexts of its theoretical developments. Modern psychology began with the adoption of experimental methods at the end of the nineteenth century: Wilhelm Wundt established the first formal laboratory in 1879; universities created independent chairs in psychology shortly thereafter; and William James published the landmark work Principles of Psychology in 1890. In A History of Modern Experimental Psychology, George Mandler traces the evolution of modern experimental and theoretical psychology from these beginnings to the "cognitive revolution" of the late twentieth century. Throughout, he emphasizes the social and cultural context, showing how different theoretical developments reflect the characteristics and values of the society in which they occurred. Thus, Gestalt psychology can be seen to mirror the changes in visual and intellectual culture at the turn of the century, behaviorism to embody the parochial and puritanical concerns of early twentieth-century America, and contemporary cognitive psychology as a product of the postwar revolution in information and communication. After discussing the meaning and history of the concept of mind, Mandler treats the history of the psychology of thought and memory from the late nineteenth century to the end of the twentieth, exploring, among other topics, the discovery of the unconscious, the destruction of psychology in Germany in the 1930s, and the relocation of the field's "center of gravity" to the United States. He then examines a more neglected part of the history of psychology-the emergence of a new and robust cognitive psychology under the umbrella of cognitive science.