The current volume, a special issue of Visual Cognition, brings together an eclectic group of investigators, all of whom study critical issues in the perception of true real-world scenes. Topics include the rapid acquisition of scene gist; scene recognition; spatial layout and spatial scale; distance perception in scenes; updating of scene views over time; visual search for meaningful objects in scenes; scene context effects on object perception; scene representation in memory; the allocation of attention including eye fixations during scene viewing; and the neural implementation of these representations and processes in the brain. Because the study of real-world scene perception benefits from an interdisciplinary approach, contributors to the volume use a variety of research methods including psychophysical and behavioral techniques, eyetracking, functional neuroimaging (including fMRI and ERP), and mathematical and computational modeling. While much has been learned from studying simplified visual stimuli, many of the articles in this volume make the important point that understanding the functional and neural architectures of the visual system requires studying how that system operates when faced with the types of real-world stimuli that evolution crafted it to handle.

This book examines the current and expected states of the electronic communications technology and considers the societal impact and policy issues arising from new technological developments. It focuses on technology assessments of criminal justice and tax administration systems.

Electronic communications technology and services permeate every aspect of national life. This book examines the current and expected states of the technology and considers the societal impact and policy issues arising from new technological developments. Particular attention is paid to evaluation of computerized conferencing for enhanced communication among researchers in specialized and interdisciplinary fields and to technology assessments of criminal justice and tax administration systems.

Highlighting the work of 17 distinguished national authors, this special issue suggests a new course for the field of gifted education -- one that emphasizes the individual and suggests that the focus of gifted education be dynamic and contextual. From legal perspectives to changing concepts of giftedness, talent, and assessement; from using new technologies to identify differences in brain structures to using new research paradigms to reveal the nature of giftedness; from compelling reasons for early intervention to tailoring opportunities for college-ready gifed persons, this two-part issues of PJE exposes new dimensions along which paths between previously held beliefs and practices and new courses for thought and action can be forged. A parental perspective is also included.

This volume was designed to identify the current limits of progress in the psychology of reading and language processing in an information processing framework. Leaders in their fields of interest, the chapter authors couple current theoretical analyses with new, formally presented experiments. The research -- cutting-edge and sometimes controversial -- reflects the prevailing analysis that language comprehension results in numerous levels of representation, including surface features, lexical properties, linguistic structures, and idea networks underlying a message as well as the situations to which a message refers. As a group, the chapters highlight the impact that input modality -- auditory or written -- has on comprehension. Finally, the studies also capture the evolution of new topic matter and ongoing debates concerning the competing paradigms, global proposals, and methods that form the foundation of the enterprise.
The book presents current accounts of research on word-, sentence-, and text-processing. It will prove informative for experimental psychologists as well as investigators in cognitive science disciplines such as computer science, linguistics, and educational psychology. The book will also be very helpful to graduate students who wish to develop expertise in the psychology of language processes. For them, it collects, in a single volume, readings that are representative of progress concerning many central problems in the field. As such, it is distinct from the numerous collected volumes that concentrate on a single issue. Complete author and subject indexes facilitate effective use of the volume.

Highlighting the work of 17 distinguished national authors, this special issue suggests a new course for the field of gifted education -- one that emphasizes the individual and suggests that the focus of gifted education be dynamic and contextual. From legal perspectives to changing concepts of giftedness, talent, and assessement; from using new technologies to identify differences in brain structures to using new research paradigms to reveal the nature of giftedness; from compelling reasons for early intervention to tailoring opportunities for college-ready gifed persons, this two-part issues of PJE exposes new dimensions along which paths between previously held beliefs and practices and new courses for thought and action can be forged. A parental perspective is also included.

This volume was designed to identify the current limits of progress in the psychology of reading and language processing in an information processing framework. Leaders in their fields of interest, the chapter authors couple current theoretical analyses with new, formally presented experiments. The research -- cutting-edge and sometimes controversial -- reflects the prevailing analysis that language comprehension results in numerous levels of representation, including surface features, lexical properties, linguistic structures, and idea networks underlying a message as well as the situations to which a message refers. As a group, the chapters highlight the impact that input modality -- auditory or written -- has on comprehension. Finally, the studies also capture the evolution of new topic matter and ongoing debates concerning the competing paradigms, global proposals, and methods that form the foundation of the enterprise. The book presents current accounts of research on word-, sentence-, and text-processing. It will prove informative for experimental psychologists as well as investigators in cognitive science disciplines such as computer science, linguistics, and educational psychology. The book will also be very helpful to graduate students who wish to develop expertise in the psychology of language processes. For them, it collects, in a single volume, readings that are representative of progress concerning many central problems in the field. As such, it is distinct from the numerous collected volumes that concentrate on a single issue. Complete author and subject indexes facilitate effective use of the volume.

Formed in 2003 on the request of the federal government, the National Preparedness Leadership Initiative at Harvard's Kennedy School of Government has trained political leaders, government officials, members of the armed forces and senior leaders all over the world on how to handle crisis situations. Managing crisis well is at the very heart of good leadership. Here, the NPLI team draws on a deep well of research as well as their experience working with leaders to respond to crisis events of all kinds, from the COVID-19 pandemic and the Boston Marathon bombings, to more everyday crises like a product recall or media controversy that can hit corporate operations, risking terrible PR and outrage from customers. You're It distills the wisdom the NPLI have gained from observing the way the most effective leaders take charge of situations with real authority, marshal and connect different networks together, and bring their organizations, cities and countries out through the other side of crisis into recovery. It outlines their theories of crisis leadership-as well as lessons on how to apply them every day so you're prepared when the unexpected happens. Filled with true life stories of danger and risk, You're It is an essential book for anyone potentially facing a crisis or a wrenching change.

Joe Henderson offers a critique of the assumption that poetic form in the book of Jeremiah indicates authenticity. This assumption undergirds Bernhard Duhm's reconstructions (1901) of the prophet's biography and the book's composition, the basic components of the dominant paradigm for twentieth-century Jeremiah scholarship. Henderson argues that Duhm's model is best understood as an attempt to bring the book into conformity with nineteenth-century systems of aesthetics, historiography, and theology-and with the Grafian reconstruction of the history of Israel's religion. The accord between these systems and Duhm's assumption about poetic form has less to do with their common grasp of the historical reality of Hebrew prophecy than with their common roots in the Romantic theory of prophetic and poetic inspiration-a theory forged by Robert Lowth in his exposition (1752) of the poetry he found in the prophetic books. Henderson contends that continued adherence to Duhm's foundational assumption has held back recent attempts to "move beyond Duhm" and overcome the fragmentation of the book entailed by his model. Rhetorical critics, who maintain that Jeremiah 2-10 is unified by the structural devices of the historical prophet, and redaction critics, who maintain that Jeremiah 11-20 is unified by the theological agenda of Deuteronomistic editors, both rely on the assumed authenticity of the poetry. Henderson observes that although these scholars have uncovered evidence of dramatic presentation in Jeremiah 2-20, they have failed to see that the dramatic nature of these chapters undermines their use for Duhm's historical-critical projects and reveals what actually unifies them-narrative progression.