These two volumes consist of chapters written by students and colleagues of W.K. Estes. The books' contributors -- themselves eminent figures in the field -- reflect on Estes' sweeping contributions to mathematical as well as cognitive and experimental psychology. As indicated by their titles, Volume I features mathematical and theoretical essays, and Volume II presents cognitive and experimental essays. Both volumes contain insightful literature reviews as well as descriptions of exciting new theoretical and empirical advances. Many of the essays also incorporate personal reminiscences reflecting the authors' fond affection for their illustrious mentor.

The ninth volume in this highly acclaimed series discusses the computational and clinical approaches to pattern recognition and concept formation regarding: visual and spatial processing models; computational models, templates and hierarchical models. An ideal reference for students and professionals in experimental psychology and behavioral analysis.

Many topics have inspired significant amounts of neuroimaging research in recent years, and the study of mental imagery was one of the earliest to receive a thorough empirical investigation. Twenty years later, the goal of understanding this pervasive but elusive phenomenon continues to motivate a number of sustained research programs on the part of cognitive psychologists and neuroscientists. The issues at stake are easy to formulate, even if the answers sometimes may be difficult to obtain: Which parts of the human brain are active when a person generates a memory image of an absent object? To what extent does mental imagery activate cortical structures known to subserve perceptual visual experience? If imagery and like-modality perception produce similar patterns of brain activation, what sorts of theories should cognitive scientists develop about the underlying mechanisms? How can we best understand why people differ in their imagery abilities? These are questions to which the contributors to the special issue "Neuroimaging of Mental Imagery" offer answers, through seven original studies based on the use of modern neuroimaging techniques, primarily positron emission tomography (PET) and functional magnetic resonance imaging (fMRI). These techniques are used in the context of a variety of cognitive tasks involving memory, problem solving, and other processes. Unlike most research in psychology, much of the work reported here explicitly addresses individual differences, which must be considered carefully in order to provide comprehensive accounts of the results of imagery experiments. Although these investigations were planned and carried out independently, we find a remarkable convergence among them. And this may be the surest sign that a field is indeed moving forward.

Many topics have inspired significant amounts of neuroimaging research in recent years, and the study of mental imagery was one of the earliest to receive a thorough empirical investigation. Twenty years later, the goal of understanding this pervasive but elusive phenomenon continues to motivate a number of sustained research programs on the part of cognitive psychologists and neuroscientists. The issues at stake are easy to formulate, even if the answers sometimes may be difficult to obtain: Which parts of the human brain are active when a person generates a memory image of an absent object? To what extent does mental imagery activate cortical structures known to subserve perceptual visual experience? If imagery and like-modality perception produce similar patterns of brain activation, what sorts of theories should cognitive scientists develop about the underlying mechanisms? How can we best understand why people differ in their imagery abilities? These are questions to which the contributors to the special issue "Neuroimaging of Mental Imagery" offer answers, through seven original studies based on the use of modern neuroimaging techniques, primarily positron emission tomography (PET) and functional magnetic resonance imaging (fMRI). These techniques are used in the context of a variety of cognitive tasks involving memory, problem solving, and other processes. Unlike most research in psychology, much of the work reported here explicitly addresses individual differences, which must be considered carefully in order to provide comprehensive accounts of the results of imagery experiments. Although these investigations were planned and carried out independently, we find a remarkable convergence among them. And this may be the surest sign that a field is indeed moving forward.

The ninth volume in this highly acclaimed series discusses the computational and clinical approaches to pattern recognition and concept formation regarding: visual and spatial processing models; computational models, templates and hierarchical models. An ideal reference for students and professionals in experimental psychology and behavioral analysis.

These two volumes consist of chapters written by students and colleagues of W.K. Estes. The books' contributors -- themselves eminent figures in the field -- reflect on Estes' sweeping contributions to mathematical as well as cognitive and experimental psychology. As indicated by their titles, Volume I features mathematical and theoretical essays, and Volume II presents cognitive and experimental essays. Both volumes contain insightful literature reviews as well as descriptions of exciting new theoretical and empirical advances. Many of the essays also incorporate personal reminiscences reflecting the authors' fond affection for their illustrious mentor.

A comprehensive overview of the current state of research on memory and mind, this book captures the career and influence of Gordon H. Bower (as told by 22 of his students and colleagues), showing how Bower's research and mentoring of students has broadly and deeply affected modern research. In addition to many personal reminisces about Bower's research and graduate training in the 1950s through 1990s, this book illustrates how Bower's early research and ideas lay the groundwork for much of modern psychological studies of memory, expertise, psychological assessment, and mental imagery.

A comprehensive overview of the current state of research on memory and mind, this book captures the career and influence of Gordon H. Bower (as told by 22 of his students and colleagues), showing how Bower's research and mentoring of students has broadly and deeply affected modern research. In addition to many personal reminisces about Bower's research and graduate training in the 1950s through 1990s, this book illustrates how Bower's early research and ideas lay the groundwork for much of modern psychological studies of memory, expertise, psychological assessment, and mental imagery.

Our subjective inner life is what really matters to us as human beings--and yet we know relatively little about how it arises. Over a long and distinguished career Benjamin Libet has conducted experiments that have helped us see, in clear and concrete ways, how the brain produces conscious awareness. For the first time, Libet gives his own account of these experiments and their importance for our understanding of consciousness.

Most notably, Libet's experiments reveal a substantial delay--the "mind time" of the title--before any awareness affects how we view our mental activities. If all conscious awarenesses are preceded by unconscious processes, as Libet observes, we are forced to conclude that unconscious processes initiate our conscious experiences. Freely voluntary acts are found to be initiated unconsciously before an awareness of wanting to act--a discovery with profound ramifications for our understanding of free will.

How do the physical activities of billions of cerebral nerve cells give rise to an integrated conscious subjective awareness? How can the subjective mind affect or control voluntary actions? Libet considers these questions, as well as the implications of his discoveries for the nature of the soul, the identity of the person, and the relation of the non-physical subjective mind to the physical brain that produces it. Rendered in clear, accessible language, Libet's experiments and theories will allow interested amateurs and experts alike to share the experience of the extraordinary discoveries made in the practical study of consciousness.

How to rebuild higher education from the ground up for the twenty-first century. Higher education is in crisis. It is too expensive, ineffective, and impractical for many of the world's students. But how would you reinvent it for the twenty-first century-how would you build it from the ground up? Many have speculated about changing higher education, but Minerva has actually created a new kind of university program. Its founders raised the funding, assembled the team, devised the curriculum and pedagogy, recruited the students, hired the faculty, and implemented a bold vision of a new and improved higher education. This book explains that vision and how it is being realized. The Minerva curriculum focuses on "practical knowledge" (knowledge students can use to adapt to a changing world); its pedagogy is based on scientific research on learning; it uses a novel technology platform to deliver small seminars in real time; and it offers a hybrid residential model where students live together, rotating through seven cities around the world. Minerva equips students with the cognitive tools they need to succeed in the world after graduation, building the core competencies of critical thinking, creative thinking, effective communication, and effective interaction. The book offers readers both the story of this grand and sweeping idea and a blueprint for transforming higher education.

From Harvard University, one of the world s preeminent institutions of

liberal education, comes a collection of essays sampling topics at the forefront of academia in the twenty-first century. Written by faculty members at the cutting edge of their fields, including such luminaries as Steven Pinker, Laurel Thatcher Ulrich, and Harry R. Lewis, these essays offer a clear and accessible overview of disciplines that are shaping the culture, and even the world.

The authors, among the most respected members of Harvard s faculty, invite readers to explore subjects as diverse as religious literacy and Islam, liberty and security in cyberspace, medical science and epidemiology, energy resources, evolution, morality, human rights, global history, the dark side of the American Revolution, American literature and the environment, interracial literature, and the human mind. They summarize key developments in their fields in ways that will both entertain and edify those who seek an education beyond the confines of the classroom.

It is sometimes said that youth is wasted on the young. It could also be said that college, too often, is wasted on college students that only after graduating does a former student come to appreciate learning. To those wishing to revisit the college classroom as well as to those who never had the opportunity in the first place this book gives a taste of the modern course at Harvard. The essays are stimulating and informative, and the annotated bibliographies accompanying each chapter provide invaluable guidance to the life-long learner who wants to pursue these fascinating topics in depth.

How do our brains allow us to recognize objects and locate them accurately in space, use mental imagery to remember yesterday's breakfast, read, understand speech, learn to dance, and recall a new telephone number? Recent breakthroughs in brain scanning and computing techniques have allowed researchers to plumb the secrets of the healthy brain's operation; simultaneously, much new information has been learned about the nature and causes of neuropsychological deficits in animals and humans following various sorts of brain damage in different locations. In this first comprehensive, integrated, and accessible overview of recent insights into how the brain gives rise to mental activity, the authors explain the fundamental concepts behind and the key discoveries that draw on neural network computer models, brain scans, and behavioral studies. Drawing on this analysis, the authors also present an intriguing theory of consciousness. In addition, this paperback edition contains an epilogue in which the authors discuss the latest research on emotion and cognition and present new information on working memory.

This long-awaited work by prominent Harvard psychologist Stephen Kosslyn integrates a twenty-year research program on the nature of high-level vision and mental imagery. "Image and Brain" marshals insights and empirical results from computer vision, neuroscience, and cognitive science to develop a general theory of visual mental imagery, its relation to visual perception, and its implementation in the human brain. It offers a definitive resolution to the long-standing debate about the nature of the internal representation of visual mental imagery.

Kosslyn reviews evidence that perception and representation are inextricably linked, and goes on to show how "quasi-pictorial" events in the brain are generated, interpreted, and used in cognition. The theory is tested with brain-scanning techniques that provide stronger evidence than has been possible in the past.

Known for his work in high-level vision, one of the most empirically successful areas of experimental psychology, Kosslyn uses a highly interdisciplinary approach. He reviews and integrates an extensive amount of literature in a coherent presentation, and reports a wide range of new findings using a host of techniques.

"A Bradford Book"

The only way we can convey our thoughts in detail to another person is through verbal language. Does this imply that our thoughts ultimately rely on words? Is there only one way in which thoughts can occur? This ambitious book takes the contrary position, arguing that many possible "languages of thought" play different roles in the life of the mind.

"Language" is more than communication. It is also a means of representing information in both working and long-term memory. It provides a set of rules for combining and manipulating those representations.

A stellar lineup of international cognitive scientists, philosophers, and artists make the book's case that the brain is multilingual. Among topics discussed in the section on verbal languages are the learning of second languages, recovering language after brain damage, and sign language, and in the section on nonverbal languages, mental imagery, representations of motor activity, and the perception and representation of space.

Cognitive neuroscience has grown into a rich and complex discipline, some 35 years after the term was coined. Given the great expanse of the field, an inclusive and authoritative resource such as this handbook is needed for examining the current state-of-the-science in cognitive neuroscience. Spread across two volumes, the 59 chapters included in this handbook systemically survey all aspects of cognitive neuroscience, spanning perception, attention, memory, language, emotion, self and social cognition, higher cognitive functions, and clinical applications. Additional chapters cover topics ranging from the use of top-down cognitive processes in visual perception to the representation and recognition of objects and spatial relations; attention and its relationship to action as well as visual motor control; language and related core abilities including semantics, speech perception and production, the distinction between linguistic competence and performance, and the capacity for written language. Special coverage is also given to chapters describing the psychopharmacology of cognition, the theory of mind, the neuroscience underlying the regulation of emotion, and neuropsychological and neuroimaging evidence that supports the special status of self-knowledge in memory. This handbook provides a comprehensive compendium of research on cognitive neuroscience that will be widely accessible to students, researchers, and professionals working in this exciting and growing field.

Are images an important means of recalling information from memory and solving problems? Or are images just display lights on the mind's computer? In "Image and Mind," Stephen Kosslyn makes an impressive case for the view that images are critically involved in the life of the mind. In a series of ingenious experiments, he provides hard evidence that people can construct elaborate mental images, search them for specific information, and perform such other internal operations as mental rotation. Kosslyn demonstrates that these results are best explained by a two-tiered model in which images are stored in abstract form in long-term memory and then assembled for internal display in much the way that images on a TV screen can be created from files in a computer memory.

Kosslyn shows how this model can be used to solve many of the persistent questions which have traditionally plagued theories of imagery that attempted to install imagery as the exclusive medium of mental representation.

Unlike any other work on imagery, Image and Mind provides an integrated account of most of the modern empirical results from imagery research within the framework of a coherent theory. The book also introduces a host of new experimental techniques and major hypotheses to guide future research. The result is a landmark book and a major event in the study of the mind.

For today's busy student, we've created a new line of highly portable books at affordable prices. Each title in the Books a la Carte Plus program features the exact same content from our traditional textbook in a convenient notebook-ready, loose-leaf version - allowing students to take only what they need to class. As an added bonus, each Books a la Carte Plus edition is accompanied by an access code to all of the resources found in one of our best-selling multimedia products. Best of all? Our Books a la Carte Plus titles cost less than a used textbook! To be the most comprehensive neuroscience introductory psychology book, every chapter contains much new research and cutting-edge coverage, all accessibly presented with engaging real-world examples that make the material relevant and interesting to students. Students learn the connections between the various fields of psychology in their introductory course by using Kosslyn /Rosenberg 3e. They also understand the science behind psychology while being motivated to learn with student-friendly pedagogy and real world examples. Students will understand the scientific method, how to think critically about research, and how to draw inferences from the results. The research process, the brain in action, sensation and perception, consciousness, learning, memory, language and thinking, types of intelligence, emotion and motivations, personality, developmental psychology, stress and coping, psychological disorders and treatments, social psychology. Introductory Psychology SP 0101