Search

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest work—extracts from books, key articles, salient research findings and their major theoretical and practical contributions.This volume of self-selected papers recognises Professor Barbara A. Wilson's major contribution to the study of neuropsychology. Published over a 25-year period, the papers included here address the assessment, treatment and evaluation of rehabilitation provided to people who have memory difficulties arising from an injury or illness affecting the brain. This selection of papers includes work on errorless learning, the natural history of the development of compensatory memory systems, paging systems developed to enhance independent daily living for memory impaired people and single-case experimental designs to appraise the response of individual patients. The final section includes a practical framework for understanding compensatory behaviour, a model of cognitive rehabilitation and a discussion of the dilemmas created by the different aims of neuroscience as opposed to those of clinicians.This book will be of great interest to clinical psychologists, neuropsychologists, occupational therapists and speech and language therapists, along with anyone who is interested in reducing the impact of memory problems on people who have suffered brain injury.

Since 1991, the edited book series Studies in Perception and Action has appeared in conjunction with the biennial International Conference of Perception and Action (ICPA). ICPA provides a forum for researchers and academics who share a common interest in ecological psychology to come together, present new research, and foster ideas towards the advancement of the field. This volume highlights research presented at the 17th ICPA meeting in the summer of 2013. The short papers and empirical articles presented in this book represent the contributions of researchers and laboratories from across the globe. The reader will find new, cutting-edge research on a wide variety of topics in perception and action. This volume will especially appeal to those that are interested in James J. Gibson's ecological approach to psychology, as well as, more broadly, students and researchers of visual and haptic perception, perceptual development, human movement dynamics, human factors, and social processes.

The Biological and Social Determinants of Child Development stimulates cross-disciplinary communication and research collaboration in the field of child development. While the papers in this issue seem diverse in terms of topic and discipline, there are a number of common themes: •critical period for brain development and the importance of specific environmental input during this period; •importance of early brain development and enriched environments is supported in articles describing findings from human studies; •potential for brain plasticity following specialized retraining is found in a compelling paper demonstrating different profiles of brain activation for normal readers vs. those who have dyslexia and younger children at high risk for development of reading disabilities; and •critical period, brain plasticity, and parallel changes in developing behavior and brain structure and functioning. As a number of papers in this issue describe potential interventions, one is relevant because it describes the numerous factors that make results of such studies have the potential to generalize to larger populations. Putting the described papers in a broad perspective, the last article argues that we cannot understand the health status of a society without understanding the health-determining influences across the life course.

The focus of Sports Medicine and Neuropsychology is the question of what role the neuropsychologist should have in the diagnosis, treatment, and management of sports-related concussions. The goal of this special issue is to examine the most current issues facing this growing and dynamic field of neuropsychology. The first article is dedicated to reviewing current issues in the neuropsychological assessment of concussions in sports-related events. The next paper examines data on over six million practice-and-game-exposures among athletes participating in the NCAA's Injury Surveillance System. Two contributions examine the empirical role that neuropsychologists can have in the area of concussion research. The final two papers review the advantages and limitations on computer-based assessment of sports-related concussions and discuss neuropsychology's role in return-to-play decisions following them.

Schizophrenia is being increasingly viewed as a neurological disorder. The Neuropsychology of Schizophrenia addresses the key questions in modern schizophrenia research. How do abnormalities of the brain produce the characteristic signs and symptoms of this most severe and mysterious mental malady? Where are these abnormalities? How do they develop? How can we detect them? What clinical and cognitive effects do they have? This new book is the first of its kind to tackle these questions in a systematic way from a number of allied perspectives: from phenomenology to physiology, animal behaviour to metacognition and from PET scans to paper and pencil tests. A number of authors from the United Kingdom and the United States have made contributions; all are acknowledged experts in the field. The chapters each contain a concise review of the particular topic, empirical data and also a theoretical overview. The Neuropsychology of Schizophrenia will be required reading for all serious students of schizophrenia from both medical and psychology backgrounds.

First Published in 1988. A collection of papers, presentations and poster summaries from the tenth annual conference of the Cognitive Science Society in Montreal, Canada August 1988.

Originally published in 1985, this title was a retrospective appreciation of the late Richard L. Solomon. His pre- and postdoctoral students from past years presented the 22 papers which are published in this volume. The book reflects the breadth of Solomon's impact through his teaching and research.The first part contains a chapter that provides a bit of history in a retrospective appreciation of the several foci of Solomon's research career. This chapter sets the stage for those that follow and reduces their diversity by providing a degree of historical understanding. The second part on the role of properties of fear contains chapters that address various issues associated with the role of conditioned fear. The third part contains papers that address cognitive, information-processing issues in the context of Pavlovian conditioning of appetitive and aversive events, reasoning and timing. The fourth part continues the exploration of the phenomenon of learned helplessness first discovered in Solomon's laboratory. The fifth part addresses various issues associated with the Solomon and Corbit opponent-process theory of motivation and affect. The final part, on applications to human and cultural issues, contains chapters on such diverse subjects as cross-cultural analyses of aggressive behavior in children, the analysis of resistance to change in industrial organizations, the concept of liberty in formulating research issues in developmental psychology, and the status of free will in modern American psychology.

First published in 1976. This volume presents the collected papers of the Eleventh Annual Symposium on Cognition, held at Carnegie-Mellon University in April, 1975. These papers are unique in the history of these symposia for their orientation toward the study of social behavior. This symposium brings together the two fields of social psychology and cognitive psychology in response to a growing desire among many social psychologists to seek out or develop a more systematic body of theory, and a corresponding desire among many cognitive psychologists to study the everyday affairs of people outside the laboratory.

Originally published in 1978, the contributors to this volume offer here chapters and position papers concerned with children's memory. The chapters represent in-depth reports on children's sensory memory, rehearsal processes, and organizational processes, as well as treatments of constructive aspects of children's memory, the representational-development hypothesis, and memory in pre-schoolers. The position papers address critical issues confronting researchers in memory development, including the developmental implications of multistore and levels-of-processing models of memory, as well as distinctions between semantic and episodic memory, recall and recognition, and deliberate and nondeliberate aspects of children's memory. An historical overview provides an introduction to the volume, leading the reader to the very latest in new directions of research in this area at the time. This volume will be of interest to all concerned with the development of memory in children.

This special issue collects enhanced and extended versions of papers that were presented at the Symposium on Spatial Vagueness, Uncertainty, and Granularity held in October 2001. The contributions examine fundamental problems in the analysis of spatial vagueness and uncertainty, and the editors hope this selection stimulates further investigation in this growing subfield of the theory of spatial information.

Continuity and change have been major concerns of the social and behavioral sciences -- in the study of human development and in the study of processes that unfold in various ways across time. There has been a veritable explosion of techniques for studying change over time which have fundamentally changed how we need to think of and study change. Unfortunately, many of the old precepts and beliefs are still among us. The field of methodology for the study of change is itself ready to change. Recently, there have been many analytic and conceptual developments questioning our cherished beliefs about the study of change. As such, how are individuals to think about issues and correctly analyze change? The chapters in this volume address these issues. Divided into two sections, this book deals with designs that analyze change in multiple subjects, and with change in single subjects and an interacting system. Papers presented in this volume are accessible to scientists who are not methodologists. The character of the papers are more like primers than basic treatises on methodology, written for other methodologists. It is time that people stop thinking in rigid ways about how to study change and be introduced to a range of many possibilities. Change, stability, order and chaos are elusive concepts. The pursuit of the laws of change must be approached in as flexible and creative a fashion as possible. This book should help to lead the way.

This volume contains a collection of papers written by former students, postdoctoral fellows, and colleagues of Richard Thompson and represent written versions of papers presented at the Festschrift symposium. The Festschrift provided an excellent opportunity for the participants to recount their memories and experiences of working with one of the leading figures in behavioral neuroscience, and to place their current research in the context of earlier research conducted in the Thompson laboratory. As a Festschrift volume, the various chapters contain numerous and sometimes very personal references to Richard Thompson's influence on the careers of the authors, as well as summaries of past and present work being conducted in the authors'laboratories. Part I includes studies of spinal cord plasticity and the involvement of the hippocampus and related structure in classical eyeblink conditioning. Part II explores the critical role of the cerebellum and associated areas in classical eyeblink conditioning. Part III focuses on a continued exploration of the involvement of the cerebellum in classical eyeblink conditioning using standard procedures as well as innovative molecular biology and genetic techniques. It also includes studies aimed at delineating modulatory influences on learning such as stress and hormonal factors. The incredible influence that Richard Thompson has had on the fields of experimental psychology and neuroscience should be evident on reading the contributions made by the various authors to this volume. The research conducted in Thompson's laboratory over the years has been cutting-edge, comprehensive, and influential. Therefore, this volume is dedicated to Richard F. Thompson a productive, innovative scientist and outstanding mentor.

This special issue provides a set of articles written by former colleagues and friends of Jan Hawkins--a member of a talented group of graduate students who participated in the weekly seminars held in what was then referred to as the Institute for Comparative Development during the mid-1970s. The single theme that brought together this diverse group of scholars and that dominates the papers in this issue is the belief in the value of human diversity not only as a resource for understanding human nature, but as a necessity for continued human development. The articles and commentaries testify that the ideas, practices, and values that Jan Hawkins helped to create in the mid-1970s are now found around the world.

One of the liveliest forums for sharing psychological, linguistic, philosophical, and computer science perspectives on psycholinguistics has been the annual meeting of the CUNY Sentence Processing Conference. Documenting the state of the art in several important approaches to sentence processing, this volume consists of selected papers that had been presented at the Sixth CUNY Conference. The editors not only present the main themes that ran through the conference but also honor the breadth of the presentations from disciplines including linguistics, experimental psychology, and computer science. The variety of sentence processing topics examined includes: • how evoked brain potentials reflect sentence comprehension • how auditory words are processed • how various sources of grammatical and nongrammatical information are coordinated and used • how sentence processing and language acquisition might be related. This distinctive volume not only presents the most exciting current work in sentence processing, but also places this research into the broader context of theorizing about it.

This special issue features papers that offer deeply felt, valuable perspectives on diverse aspects of theory construction in social-personality psychology. The goal is to furnish a basis for starting a discussion about the considerable challenges of theorizing, the ways of meeting those challenges, and the great rewards that successful theorizing offers to the discipline as a whole.

Experimental design is important enough to merit a book on its own, without statistics, that instead links methodology to a discussion of how psychologists can advance and reject theories about human behaviour. The objective of this book is to fulfil this role. The first four chapters lay the foundations of design in experimental psychology. The first chapter justifies the prominent role given to methodology within the discipline, whilst chapters two and three describe between-subject and within-subject designs. Chapter four compares and contrasts the traditional experimental approach with that of the quasi-experimental, or correlational approach, concluding that the consequences of not recognizing the value of the latter approach can be far-reaching. The following three chapters discuss practical issues involved in running experiments. The first of these offers a comprehensive guide to the student researcher who wants to construct a good questionnaire, including a discussion of reliability and validity issues. The next chapter considers the basic tools of psychological research, whilst both discussing the theoretical problem of how a sample from a population is chosen and offering useful hints on the practical issue of finding adequate populations from which to select participants. The next chapter considers ethical practice within psychological research, written in large part so that psychology students will be better able to anticipate ethical problems in their studies before they occur. The final two chapters consider reporting and reading psychological papers. Chapter eight details what should and should not be included in a laboratory report. The contributors use their collective experience of marking numerous lab reports to highlight common errors and provide solutions. Finally, chapter nine describes the various elements of a journal article, including tips on how to get the best out of your journal reading.

In the World Library of Psychologists series, international experts themselves present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major theoretical and practical contributions.This volume of self-selected papers recognises Andy Young's major contribution to the study of face perception, for which he received the BPS Lifetime Achievement Award in 2013.Focusing on his work in facial expression recognition, a specially written introduction gives an overview of his work and contextualises the selection in relation to developments in the field during this time. Divided into five distinct sections, the book covers work on both theoretical and experimental approaches to facial expression recognition, neuropsychology, functional brain imaging, and applications of research. This book will be of great interest to students and researchers of cognitive psychology or neuropsychology interested in face perception. It will also appeal to those with an interest in the highly varied applications of the research and provide insight into a number of clinical disorders.

Originally published in 1980, this title was the first of a new monograph series in social psychology. The editor presents a format for showing the progress of social psychology as a viable, exciting and relevant discipline. The papers contained in this volume represent progress in theory and method as well as in basic and applied research. In addition, recognising that not all social psychology is produced by people who label themselves as ‘social psychologists'the volume contains the contributions of scholars who are best known for their work in other areas.

Since 1991, the edited book series Studies in Perception and Action has appeared in conjunction with the biennial International Conference of Perception and Action (ICPA). ICPA provides a forum for researchers and academics who share a common interest in ecological psychology to come together, present new research, and foster ideas towards the advancement of the field. This volume highlights research presented at the 18th ICPA meeting, hosted by the University of Minneapolis in the summer of 2015. The short papers presented in this book represent the contributions of researchers and laboratories from across the globe, on a wide variety of topics in perception and action. This volume will especially appeal to those that are interested in James J. Gibson's ecological approach to psychology, as well as, more broadly, students and researchers of action and coordination, visual and haptic perception, perceptual development, human movement dynamics, human factors, and social processes.

AQA Psychology for AS and A-level Year 1 is the definitive textbook for the new 2015 curriculum. Written by eminent psychologist Professor Michael Eysenck, in collaboration with a team of experienced A-level teachers and examiner, the book enables students not only to pass their exams with flying colours, but also to fully engage with the science of psychology. As well as covering the six core topics students will study, the book includes: Activities which test concepts or hypotheses, bringing theory to life Key research studies explained and explored, showing the basis on which theory has developed Case studies which show how people's lives are affected by psychological phenomena Evaluation boxes which critically appraise key concepts and theories Self-assessment questions which encourage students to reflect on what they've learnt Section summaries to support the understanding of specific ideas – perfect for revision Exam hints which steer students towards complete and balanced answers Key terms defined throughout so students aren't confused by new language 200 figures, tables and photos End of chapter further reading to enable students to develop a deeper understanding End of chapter revision questions and sample exam papers to consolidate knowledge and practice exam technique A full companion website with a range of further resources for both students and teachers, including revision aids and class materials Incorporating greater coverage of research methods, as well as key statistical techniques, the sixth edition of this well-loved textbook continues to be the perfect introduction to psychology. Accessible yet rigorous, the book is the ideal textbook for students taking either the AS course or year 1 of the A-level.

Originally published in 1981, this title is a collection of chapters based on papers presented at a conference called to explore what the editors called a developmental–interaction point of view – an approach to developmental psychology and education that stresses these interactive and reciprocal relations. The contributors, although from diverse professional backgrounds, are united in their commitment to an integrative view of developmental phenomena, one that highlights relationships among different aspects of development and the reciprocal nature of relations between people and their environments.

In this special issue, leading neuroscientists and neurologists present comprehensive review papers and empirical studies on the topic of the neural basis of self-identification. From philosophical definitions to single-case studies, the articles provide the reader with a broad view of the self in contemporary neuroscience. Review papers address the fundamental question of how to define and study the construct of identity. Methods in empirical studies range from socio-linguistic analyses to neuroimaging and diverse patient populations. As a whole, this issue provides a diverse sample of the myriad of ways in which identity is defined and studied in contemporary neuroscience.

Within a few short years, research on counterfactual thinking has mushroomed, establishing itself as one of the signature domains within social psychology. Counterfactuals are thoughts of what might have been, of possible past outcomes that could have taken place. Counterfactuals and their implications for perceptions of time and causality have long fascinated philosophers, but only recently have social psychologists made them the focus of empirical inquiry. Following the publication of Kahneman and Tversky's seminal 1982 paper, a burgeoning literature has implicated counterfactual thinking in such diverse judgments as causation, blame, prediction, and suspicion; in such emotional experiences as regret, elation, disappointment and sympathy; and also in achievement, coping, and intergroup bias. But how do such thoughts come about? What are the mechanisms underlying their operation? How do their consequences benefit, or harm, the individual? When is their generation spontaneous and when is it strategic? This volume explores these and other numerous issues by assembling contributions from the most active researchers in this rapidly expanding subfield of social psychology. Each chapter provides an in-depth exploration of a particular conceptual facet of counterfactual thinking, reviewing previous work, describing ongoing, cutting-edge research, and offering novel theoretical analysis and synthesis. As the first edited volume to bring together the many threads of research and theory on counterfactual thinking, this book promises to be a source of insight and inspiration for years to come.

Reasoning research has long been associated with paper and pencil tasks in which peoples'reasoning skills are judged against established normative conventions. However, there has been a recent revolution in the range of techniques, empirical methods and paradigms used to examine reasoning behaviour. New Approaches in Reasoning Research brings to the fore these new pioneering research methods and empirical findings. Each chapter is written by a world-leading expert in the field and covers a variety of broad empirical techniques and new approaches to reasoning research. Maintaining a high level of integrity and rigor throughout, Editors De Neys and Osman have allowed the experts included here the space to think big about the general issues concerning their work, to point out potential implications and speculate on further developments. Such freedom can only help to stimulate discussion and spark creative thinking.The use of these new methods and paradigms are already generating a new understanding of how we reason, as such this book should appeal to researchers and students of Cognitive Psychology, Social Psychology, and Neuroscience along with Cognitive Scientists, and anyone interested in the latest developments in reasoning, rationality, bias, and thinking.

First published in 1981. This is a collection of papers presented at the second of the annual Minnesota Symposia on Child Psychology which was held in May 1967 at the University of Minnesota by the Institute of Child Development.

First published in 1987. The author argues that information-processing psychology has come to dominate the experimental study of complex human behaviour. Such rapid success suggests that the approach will have as much of an impact on psychology in the field as it has had on psychology in the laboratory. The chapters in this volume indicate the extent to which this potential has already begun to be realized. The book is divided into four parts. The first three parts include sets of research contributions followed by discussions, and the fourth part contains three chapters that offer critiques, syntheses, and evaluations of various aspects of the preceding papers.

Interaction in Human Development unites theoretical essays and empirical accounts bearing directly on the nature of interactions as a principal factor and organizing feature in human mental and social development. The papers discuss all areas of interaction including genetic, environmental, life-span, interpersonal, and cultural. Ideal as a text for students and as a reference for professionals in personality, developmental, educational, and environmental psychology, psychotherapy, behavioral medicine, and language.

This book provides a hands-on resource for the development of essential skills and competencies in clinical neuropsychology. On a very practical level it addresses a question frequently asked by students, trainees, interns, and newly qualified psychologists: what do I need to know in order to perform the everyday tasks involved in clinical neuropsychology? The authors distil, from a vast knowledge base, the practical skills and knowledge needed to lay the foundations for working with brain-injured patients, especially within the developed and developing world where time and resources are limited.The book is divided into three main sections: Basic Foundations, Clinical Practice, and Professional Issues. Together these sections cover 18 fundamental topics, each representing a key part of the life of a practitioner. Each chapter contains practical tips, points for reflective practice, and suggested further reading, with a particular emphasis on issues pertaining to working in under-resourced clinical environments. The book draws upon landmark academic papers and textbooks, and also the authors'experiences of working in state hospitals in both South Africa and the National Health Service in the United Kingdom.Working with Brain Injury will be essential reading for clinical psychology trainees and their supervisors, for newly qualified psychologists in clinical settings, and for students and practitioners in other clinical professions seeking an introduction to clinical neuropsychology.

First published in 1986. The important implications of speech variability for the future of speech related technology, in combination with the multifaceted debate about invariance among speech scientists, make this a most appropriate time to evaluate the state our knowledge in this area. On October 8-10, 1983 researchers from the fields of production, perception, acoustics, pathology, psychology, linguistics, language acquisition, synthesis and recognition met at a. symposium at M.I.T. on invariance and variability of speech processes. This volume is the Proceedings of the symposium. Each chapter of the book consists of a focus paper followed by some comments.

Originally published in 1979, this book contains papers presented at a conference held in 1977 to celebrate the 500th anniversary of the University of Uppsala. Beyond the commemoration, the main reason for this conference was to get students of memory together to discuss and evaluate the memory research that had already been carried out, was presently underway and to speculate about the type of research in this area that would be carried out in the future. The contributors were specifically asked to concentrate on overall theoretical and metatheoretical questions at the cost of empirical problems. With chapters from many of the leading experts in the field this is an opportunity to enjoy some of their early insights.

First published in 1986. For most of the authors represented in this collection, the term'Sublanguage'suggests a subsystem of language that behaves essentially like the whole language, while being limited in reference to a specific subject domain. Argued throughout this title, even if sublanguage grammars can be related to the grammar of the full standard language, sublanguages behave in many ways like autonomous systems. This volume will illustrate that, as such, they take on theoretical interest as microcosms of the whole language. The papers collected in this volume were presented at the Workshop on Sublanguage, held at New York University on January 19-20, 1984.

Volume five continues to mark the significant advances made in the psychology of human intelligence, problem solving, and thinking abilities. Papers contributed by leaders in the field reflect a diversity of perspectives and approaches to the human intelligence. Subjects discussed include: • genetic and environmental contributions to information-processing abilities • development of children's conceptions of intelligence • skill acquisition as a bridge between intelligence and motivation • information-processing abilities underlying intelligence • costs of expertise and their relation to intelligence • the nature of abstract thought

In the World Library of Psychologists series, international experts themselves present career-long collections of what they judge to be their finest pieces - extracts from books, key articles, salient research findings, and their major theoretical and practical contributions. Jonathan St B T Evans is amongst the foremost cognitive psychologists of his generation, having been influential in spearheading developments in the psychological study of reasoning from its very beginnings in the 1970s up to the present day. This volume of self-selected papers recognises Professor Evan's major contribution to the psychological study of thinking and reasoning by bringing together his most influential and important works.Early selections in the book focus upon experimental studies of reasoning - matching bias in the Wason selection task, belief bias in syllogistic reasoning, and also seminal work on the understanding of conditional statements. The later selections include Evans'work on more general forms of dual process and dual system theory, and his recent account of two minds in one brain. The volume also contains chapters which highlight Evans'contribution to the topic of human rationality, and also his influence on the development of the'new paradigm'in the psychology of reasoning.The key developments in the psychology of reasoning are paralleled by those in Evans's own intellectual history, and the book will therefore make essential reading for all researchers in the psychology of reasoning, and a wider audience of graduate and upper-level undergraduate students with an interest in reasoning and/or dual process theory.

This special issue represents the initial products of the first five years of a multi-center project entitled'Origins of Communicative Disorders.'As the title implies, the common goal of investigators involved in this project was to describe the development of communicative skills from their earliest measurable points so that factors characterizing the earliest stages of communicative disorders can be teased apart from those which lead to development of typical language ability in later childhood. The papers in this volume provide a comprehensive picture of early language development and its neural correlates across a range of typical and atypical populations. By looking at language abilities from their point of origin--from the very first signs of word comprehension to the emergence of grammar--the authors construct a foundation for future research on the nature and etiology of communication disorders.

This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 14th annual meeting of the Cognitive Science Society.

To present a timely analysis applying the rich resources of the current cognitive revolution, the contributors to this volume emphasize symbiotic interactions between theoretical/laboratory and applied/real-life approaches. A direct result of a symposium on general experimental psychology held during the International Congress of Applied Psychology (ICAP) in Kyoto, this volume includes papers focusing on topics in cognitive psychology that can be applied to school, business/industry, and daily life. The 20 contributors to ICAP represent not only a uniformly high level of excellence, but also a unique collection of talent from five nations: Canada, England, France, Japan, and the United States. This combined intelligence offers critical analyses of cognitive approaches to enhancing work efficiency, educating the labor force, coping with anxiety, improving mental hygiene, understanding the aging population, and exploring aesthetics in music.

This volume consists of a series of essays written by experts, most of whom participated in a conference conducted by the Educational Testing Service to explore how current fields of artificial intelligence might contribute to ETS's plans to automate one or more of its testing activities. The papers presented in Artificial Intelligence and the Future of Testing touch on a variety of topics including mathematics tutors, graph comprehension and computer vision, student reasoning and human accessing, modeling software design within a general problem-space architecture, memory organization and retrieval, and natural language systems. Also included: speculation on possible uses each AI specialty might have for a wide number of testing activities, and selective critical commentaries by two eminent AI researchers. As Roy Freedle notes in his introduction,'We are at an exciting juncture in applying AI to testing activities.'The essays presented in this collection convey some of that excitement, and represent an important step toward the merging of AI and testing -- a powerful combination that has the potential to instruct and inspire.

First published in 1982. In late May, 1981, the 17th annual Carnegie Symposium on Cognition brought 16 cognitive and social psychologists to Camegie-Mellon University. Their topic was affect and cognition. For only the second time, the Carnegie Symposium had been organized by social psychologists. John Carroll and John Payne chaired the first social cognitive symposium in 1975. Their conference came precisely at the time when social cognition was beginning to take root within social psychology. Since then, the area has blossomed. These are the papers from the conference.

The papers presented in this volume seek to illuminate relationships among the cognitive style of field dependence- independence and biological, psychological, and sociocultural aspects of human functioning across the life span. The book begins by addressing fundamental issues concerning the role of cognitive style in human development. The remainder of the text treats cognitive style in relation to biological, psychological, and sociocultural functioning. Also included is a summary of directions for future research.

The subject of thinking is the oldest in the whole science of psychology, going back to well before the separation of the disciplines of philosophy and psychology. Originally published in 1983, this collection of up-to-date critical essays about thinking – with particular emphasis on reasoning – is written from the perspective of psychologists who are themselves actively engaged in research into the nature of human thought. The editor's introduction identifies the major issues which have traditionally concerned students of human thought, and provides an historical background. It describes how at first the subject was studied by introspection, and how this method fell into disrepute at the end of last century. A satisfactory alternative has not yet emerged, although much recent work is based on the information-processing model, which sees the brain as a sophisticated computer. Consequently the papers presented in this volume deal with a wide range of issues, and a number of different experimental tasks and paradigms. They cover most current approaches to the theory and methodology of cognitive psychology, including problem solving, the relationship between language and thought, and reasoning.

Do you want to spend less time studying but end up with better grades, and a deeper understanding of the subject? Studying psychology is a skill that can be learned. In this unique and practical'how to'guide, Warren Davies offers some simple techniques that will enable students to retain information, organise their workload, and be more productive. By applying some simple and easy-to-make changes to your study habits, you will learn how to: Get more work done in less time Use memory techniques to help you breeze through exams Beat procrastination Develop a deep grasp of difficult topics Write excellent essays (including how to avoid the seven most common essay errors) Cut your study time in half Understand the'results'section of research papers Write a dissertation to publishable standard. This book is written specifically with psychology undergraduate students in mind, and as such will enhance your learning and improve your grades with techniques that actually work.

A synthesis of classic and modern neurobehavioral literature dealing with the principles by which complex, purposive, and intelligent behavior is generated, this book features: • papers by C.S. Sherrington, E. von Holst, D.M. Wilson, G. Fraenkel, H. Mittelstaedt, and P. Weiss • clear descriptions of three types of elementary units of behavior -- the reflex, the oscillator, and the servomechanism • a review of the diverse manifestations of hierarchical structure in the neural mechanisms underlying coordinated action. This volume has proven to be of great value to psychologists, neurobiologists, and philosophers interested in the problem of action and how it may be approached in light of modern neurobehavioral research. It has been designed for use as a supplemental text in courses in physiological psychology, neurobiology and behavior, and those courses in cognitive and developmental psychology that place particular emphasis on understanding how complex behavior patterns are implemented.

A collection of the articles written by the author throughout his extensive career, this book achieves three goals. First, it reprints selected research and theory papers on stress and coping from the 1950s to the present produced by Lazarus under five rubrics: his dissertation; perennial epistemological issues including the revolt of the 1940s and 1950s; his transition from laboratory to field research; the clinical applications of stress and coping; and expanding stress to the emotions. Second, it provides a running commentary on the origination of the issues discussed, what was occurring in psychology when the work was done, and where the work led in the present. Third, it integrates various themes about which psychologists debate vociferously, often without recognizing the intellectual bases of these differences.

Written for those interested in the topic of'shared knowledge'in organizations, this edited volume brings together a variety of themes and perspectives that emerge when multidisciplinary scholars examine this important subject. The papers were presented at a conference designed to bring together behavioral scientists who were interested in the creation, conversation, distribution, and protection of knowledge in organizations. The editors bring together a distinguished group of social psychologists who have made important contributions to social cognition and group processes. They cast a wide net in terms of the topics covered and challenged the authors to think about how their research applies to the management or mismanagement of knowledge in organizations. The volume is divided into three sections: knowledge systems, emotional-motivational systems, and communication and behavioral systems. A final conclusion chapter discusses and integrates the various contributions.

This volume presents the first wide-ranging critical review of validity generalization (VG)--a method that has dominated the field since the publication of Schmidt and Hunter's (1977) paper'Development of a General Solution to the Problem of Validity Generalization.'This paper and the work that followed had a profound impact on the science and practice of applied psychology. The research suggests that fundamental relationships among tests and criteria, and the constructs they represent are simpler and more regular than they appear. Looking at the history of the VG model and its impact on personnel psychology, top scholars and leading researchers of the field review the accomplishments of the model, as well as the continuing controversies. Several chapters significantly extend the maximum likelihood estimation with existing models for meta analysis and VG. Reviewing 25 years of progress in the field, this volume shows how the model can be extended and applied to new problems and domains. This book will be important to researchers and graduate students in the areas of industrial organizational psychology and statistics.

This volume is the 11th in the Studies in Perception and Action series and contains research presented at the 16th International Conference on Perception and Action (ICPA) meeting in the summer of 2011.ICPA provides a forum for presenting new data, theory, and methodological developments relevant to the ecological approach to perception and action. The forty-nine papers presented in this volume are divided into five Parts and represent the latest developments in ecological psychology research from four continents. In many instances, the contributions to Studies volumes reflect the first appearance of new ideas in a scientific venue. As a result, this book contains the most recent and cutting-edge research in perception and action.This volume will appeal to individuals who follow the research literature in ecological psychology, as well as those interested in perception, perceptual development, human movement dynamics, social processes, and human factors.

This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions. Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects'knowledge and processes, and the changes in performance over time have led to new understanding of learners'representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers'cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

This book contains selected papers presented at the 1998 conference on Naturalistic Decision Making (NDM). The objectives of the conference were to: •make American researchers more aware of NDM research being conducted abroad, particularly in Europe; •connect NDM research with work in management and industry, to stretch beyond the military and paramilitary focus; and •formulate a more explicit connection between NDM and expertise. These objectives are reflected in the chapters of this volume.

This new edition of Parapsychology continues to challenge and provoke readers with some of psychology's most puzzling phenomena. Whether believers or sceptics, the book provides readers with the opportunity to further their understanding of the paranormal, bridging the gap between traditional psychology and fringe areas.With contributions from leading paranormal researchers, this edition has been thoroughly updated and includes new chapters on dreams, precognition and prediction of future events and anthropology. The book has been reorganised to help readers frame each phenomenon within the context of cognition, science and religion, and chapters are structured around science and experience, cognition and belief, religious belief and science, and further topics in parapsychology. The book covers a range of topics that can be considered parapsychological; including reincarnation, entity encounters, astrology, mediumship and near-death experiences.Providing a balanced introduction to parapsychology that explores the strengths and limitations of scientific investigation, this is essential reading for students and professionals in the field, along with anyone interested in learning more about the science of the paranormal.

This text brings together an overview of recent research on concepts and knowledge that abstracts across a variety of specific fields of cognitive psychology. Readers will find data from many different areas, including developmental psychology, formal modelling, neuropsychology and connectionism.