Wittgenstein's Remarks on the Foundations of AI is a valuable contribution to the study of Wittgenstein's theories and his controversial attack on artifical intelligence, which successfully crosses a number of disciplines, including philosophy, psychology, logic, artificial intelligence and cognitive science, to provide a stimulating and searching analysis.

The twentieth century witnessed the birth of analytic philosophy. This volume covers some of its key movements and philosophers, including Frege and Wittgenstein's Tractatus.

Over the past 15 years, there has been a 300 percent increase in the use of psychotropic medications with girls and boys under the age of 20, and prescriptions for preschoolers have skyrocketed. A stellar group of authors from across disciplines explains this increase, questions the causes, and presents disturbing thoughts regarding this phenomenon as they describe the risks it creates for children. While there are certainly extreme cases where drugs are the only option, medication rather than psychotherapy and counseling has become the first choice for treatment rather than a last resort. The experts who joined forces for this book take an in-depth look at the conditions that have led to "drugging our children," and stress how emotional, social, cultural, and physical environments can both damage and heal young minds. The so-called medical model, one maintaining that psychological disturbance is genetic and thus requires medication, is challenged in this volume. Contributors range from a pediatrician who has testified before Congress and been featured in a Time magazine cover story, to a top child psychiatrist who is an official for the American Academy of Child and Adolescent Psychiatry, along with a well-known child psychiatrist, psychologists, environmentalists, and a public policy consultant. This is riveting reading for all who care about the youngest members of society. Among other issues, this work looks at controversy over whether psychiatric medications are safe or effective for children--and what little we know about their effect on still-developing brains--as well as the role of corporate interests in the increased use of psychotropics for children. Chapters address the roleof environment in both causing and curing disorders more and more often diagnosed in our youngsters: from ADHD, depression, and anxiety to eating disorders. The core questions addressed by this sage group of contributors are these: Why are so many children being diagnosed with "psychiatric" disturbances and given drugs? Why have drugs become the first treatment of choice to deal with those disorders?

Contents:
Introduction. 1. Philosophy of logic 2. Philosophy of mathematics in the 20th century. 3. Frege 4. Wittgenstein's Tractatus 5. Logical postivism 6. The philosophy of physics 7. The philosophy of science 8. Chance, cause and conduct: probability theory and the explanation of human action 9. Cybernetics 10. Descartes' legacy: the mechanist/vitalist debates.

Wittgenstein's Remarks on the Foundations of AI is a valuable contribution to the study of Wittgenstein's theories and his controversial attack on artifical intelligence, which successfully crosses a number of disciplines, including philosophy, psychology, logic, artificial intelligence and cognitive science, to provide a stimulating and searching analysis.

eBook available with sample pages: 0203049020

How do human beings develop and function in relation to the human and natural world? The science of dynamic systems focuses on connections and relationships between people rather than on individual actions alone. This 2007 collection of engaging, non-technical essays, written by dynamic systems scientists in psychology, biology, anthropology, education, and sociology, challenges us to consider novel ways to enhance human development worldwide in the face of poverty, violence, neglect, disease and crises in our families. Focusing specifically on how to think about interventions and policies that will benefit human development from a systems perspective, this book brings research into the realm of application and policy. The authors use real-life examples to propose changes in clinical, educational and policy-making practices that will be of interest to professionals and practitioners alike.

Jerome Bruner is one of the grand figures of psychology. From his role as a founder of the cognitive revolution in the 1950s to his recent advocacy of cultural psychology, Bruner's influence has been dramatic and far-reaching. Such is the breadth of his vision that Bruner's work has inspired thinkers in many of the major areas of psychology and has had a powerful impact on adjacent disciplines. His writings on language acquisition, culture and education are of profound and enduring importance. Focusing on the dominant themes of language, culture and self, this volume provides a comprehensive exploration of Bruner's fertile ideas and a considered appraisal of his legacy.

With a distinguished list of contributors including Jerome Bruner himself, the result is an outstanding volume of interest to students and scholars in psychology, philosophy, cognitive science, anthropology, linguistics, and education.

Among the contributors are Judy Dunn, Howard Gardner, Clifford Geertz, Rom Harré, David Olson, Edward Reed, Talbot Taylor, Michael Tomasello, and John Shotter. The volume is framed by an editorial introduction that considers the distinctively philosophical dimensions of Bruner's thought, and a final chapter by Bruner himself in which he re-examines prominent themes in his work in light of issues raised by the contributors.

The volume will be invaluable to students and researchers in the fields of psychology, cognitive science, education, and the philosophy of mind.

How do human beings develop and function in relation to the human and natural world? The science of dynamic systems focuses on connections and relationships between people rather than on individual actions alone. This 2007 collection of engaging, non-technical essays, written by dynamic systems scientists in psychology, biology, anthropology, education, and sociology, challenges us to consider novel ways to enhance human development worldwide in the face of poverty, violence, neglect, disease and crises in our families. Focusing specifically on how to think about interventions and policies that will benefit human development from a systems perspective, this book brings research into the realm of application and policy. The authors use real-life examples to propose changes in clinical, educational and policy-making practices that will be of interest to professionals and practitioners alike.