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Success as a Psychology Major, First Edition by David E. Copeland and Jeremy A. Houska is an essential resource for any student interested in pursuing an undergraduate degree in psychology. Built from the ground up with input from hundreds of psychology students, this First Edition answers every question a trepidatious undergraduate may have. Success as a Psychology Major opens with practical tools on how to be a successful student, walks readers through the psychology curriculum, highlights key skills to develop, and presents the various academic and career paths to take after graduation. Unique chapters on joining a research lab, professional organizations and clubs, documenting students′ accomplishments, and practical tools for managing time and money provide students with resources they will use throughout their academic career. Presented in a modular format with a student-friendly narrative, this text is a step-by-step road map to a fulfilling and meaningful experience as a student of psychology.

This book explores family interaction and family psychoanalysis from varying standpoints used around the world. It illustrates these with extensive clinical cases discussed from varying perspectives. The book is the first in a series of volumes from the International Psychoanalytical Association's Working Group on Family and Couple Psychoanalysis, drawn from its ongoing research into comparative theories and methods of working analytically with families and couples, and with varying types of family structure. It also applies lessons from family psychoanalysis to analytic theory and to the practice of individual psychoanalysis.

This book widens the scope of clinical and theoretical contributions on Couple and Family Psychoanalysis by collecting case presentations and discussions by analysts from Europe, North America, Latin America, China and Australia. The rich cross-fertilization across countries and analytic orientations stimulates cross-cultural thinking and deepens clinical exploration. In English language psychoanalysis, focus on object relations theory emphasizes internalization of early family figures in construction of the psyche, and their projective influence on others through continuing family interaction. Theories of the link and of the field explored in South America and Europe, shift focus from the internal life of the individual onto the influence of the other, and the way superordinate unconscious patterns introjected from previous generations are recreated by interacting members of families and couples, and in turn contribute to the continuing psychic evolution of individuals. Work in other cultures, such as China, brings us face to face with deep structures of thought and family organization that challenge Western psychoanalytic assumptions, even as those families are in rapid change themselves.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students'difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology--especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association, Teaching of Psychology is a highly respected publication devoted to improving teaching and learning at all educational levels. Volume III consists of 95 articles about teaching personality, abnormal, clinical-counseling, and social psychology. Divided into four sections (one for each specialty), the book suggests ways to work with case studies, advocate a research perspective, use the arts and literature as teaching tools, and otherwise facilitate understanding of theoretical concepts.

In this time of vulnerable marriages and partnerships, many couples seek help for their relationships. Psychoanalytic couple therapy is a growing application of psychoanalysis for which training is not usually offered in most psychoanalytic and analytic psychotherapy programs. This book is both an advanced text for therapists and a primer for new students of couple psychoanalytic psychotherapy. Its twenty-eight chapters cover the major ideas underlying the application of psychoanalysis to couple therapy, many clinical illustrations of cases and problems in various dimensions of the work. The international group of authors comes from the International Psychotherapy Institute based in Washington, DC, and the Tavistock Centre for Couple Relationships (TCCR) in London. The result is a richly international perspective that nonetheless has theoretical and clinical coherence because of the shared vision of the authors.

The introduction of psychoanalysis to China over the last twenty years brings a clash between Eastern and Western philosophical backgrounds. Chinese patients, therapists and trainees struggle with assumptions inherent in an analytic attitude steeped in Western ideas of individualism that are often at odds with a Chinese Confucian ethic of respect for the family and the work group. The situation is further complicated by the rapid evolution of Chinese culture itself, emerging from years of trauma, new economics, and the one child policy of the last generation that has introduced a new Chinese brand of individualism and new family structure that are not equivalent to those of the West. This volume breaks new ground in exploring these issues and challenges to the introduction of analytic therapies into China, from the viewpoint of Western teachers, and Chinese teachers, clinicians, anthropologists and observers.

Alexander Romanovitch Luria is widely recognized as one of the most prominent neuropsychologists of the twentieth century. This book - written by his long-standing colleague and published in Russian by Moscow University Press in 1992, fifteen years after his death - is the first serious volume from outside the Luria family devoted to his life and work and includes the most comprehensive bibliography available anywhere of Luria's writings.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students'difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology--especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association, Teaching of Psychology is a highly respected publication devoted to improving teaching and learning at all educational levels. Volume II consists of 99 articles about teaching physiology, perception, learning, memory, and developmental psychology. Divided into eight sections (four devoted to developmental psychology and one for each of the other specialties), the book suggests ways to stimulate interest, promote participation, collect data, structure field experience, and observe and interact with patients.

This book presents the unconscious mind as the product of interpersonal interaction—in its formation and in its growth and development across the life cycle. Many clinical examples illustrate the theory of the interpersonal unconscious and its application to individual psychotherapy and psychoanalysis, couple and family therapy, and child therapy, and to teaching mental health professionals nationally and internationally.

Is there such a thing as an'entrepreneurial personality'? What makes someone an entrepreneur is a question that has intrigued the lay person and the scholar for many years, but can such a personality be identified or is it simply a socially constructed phenomenon? Elizabeth Chell pursues an alternative line of argument: to show that the entreprene

Established psychoanalytic/psychodynamic researchers and theorists bring the exploration of prejudice to a new level by examining how psychoanalysis might elucidate strategies that will eliminate prejudice.

The field of evolutionary cognitive psychology has stimulated considerable interest and debate among cognitive psychologists and those working in related areas. In this collection, leading experts evaluate the status of this new field, providing a critical analysis of its most controversial hypotheses. These hypotheses have far reaching implications for cognition, including a modular view of the mind, which rejects, in its extreme form, any general learning or reasoning abilities. Some evolutionary psychologists have also proposed content-dependent accounts of conditional reasoning and probability judgements, which in turn have significant, and equally controversial, implications about the nature of human reasoning and decision making.The contributions range from those that are highly critical of the hypotheses to those that support and develop them. The result is a uniquely balanced, cutting-edge evaluation of the field that will be of interest to psychologists, philosophers and those in related subjects who wish to find out what evolutionary considerations can, and cannot, tell us about the human mind.

The richness of Fairbairn's work is demonstrated in a series of essays offering a unique exploration of the application of his concepts to diverse areas ranging from philosophy to psychopathology. This volume opens with an examination of the origins and relevance of Fairbairn's ideas and subsequently turns to the application of his theory to the study of depression, hysteria, and to the field of liason psychiatry. Fairbairn's ideas are further applied to the study of dreams and aesthetics in two original essays. The book concludes with a delineation of the future of his contribution to contemporary theories of object relations and to the emergence of a new psychoanalytic paradigm.

Building on the foundation of the bestselling first edition, Practical Aspects of Interview and Interrogation, Second Edition expands its coverage to include discussions of false confessions, telephone interviewing, field interviewing, sexual harassment interviewing, confronting the alleged harasser, pre-employment interviewing, new legal aspects, juvenile interviewing, common mistakes, and frequently asked questions. Useful in both the law enforcement and private sectors, this work allows readers to deal effectively with the complex problems of interviewing and interrogating victims, witnesses, suspects, and even prospective employees.

For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students'difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology, the official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association. Volume I consists of 97 articles about strategies for teaching introductory psychology, statistics, research methods, and the history of psychology classes. Divided into four sections (one for each specialty), the book suggests ways to stimulate interest, promote participation, grasp psychological terminology, and master necessary scientific skills.

Written for cognitive scientists, psychologists, computer scientists, engineers, and neuroscientists, this book provides an accessible overview of how computational network models are being used to model neurobiological phenomena. Each chapter presents a representative example of how biological data and network models interact with the authors'research. The biological phenomena cover network- or circuit-level phenomena in humans and other higher-order vertebrates.

Composed of three sections, this book presents the most popular training algorithm for neural networks: backpropagation. The first section presents the theory and principles behind backpropagation as seen from different perspectives such as statistics, machine learning, and dynamical systems. The second presents a number of network architectures that may be designed to match the general concepts of Parallel Distributed Processing with backpropagation learning. Finally, the third section shows how these principles can be applied to a number of different fields related to the cognitive sciences, including control, speech recognition, robotics, image processing, and cognitive psychology. The volume is designed to provide both a solid theoretical foundation and a set of examples that show the versatility of the concepts. Useful to experts in the field, it should also be most helpful to students seeking to understand the basic principles of connectionist learning and to engineers wanting to add neural networks in general -- and backpropagation in particular -- to their set of problem-solving methods.

The philosophy of cognitive science has recently become one of the most exciting and fastest growing domains of philosophical inquiry and analysis. Until the early 1980s, nearly all of the models developed treated cognitive processes -- like problem solving, language comprehension, memory, and higher visual processing -- as rule-governed symbol manipulation. However, this situation has changed dramatically over the last half dozen years. In that period there has been an enormous shift of attention toward connectionist models of cognition that are inspired by the network-like architecture of the brain. Because of their unique architecture and style of processing, connectionist systems are generally regarded as radically different from the more traditional symbol manipulation models. This collection was designed to provide philosophers who have been working in the area of cognitive science with a forum for expressing their views on these recent developments. Because the symbol-manipulating paradigm has been so important to the work of contemporary philosophers, many have watched the emergence of connectionism with considerable interest. The contributors take very different stands toward connectionism, but all agree that the potential exists for a radical shift in the way many philosophers think of various aspects of cognition. Exploring this potential and other philosophical dimensions of connectionist research is the aim of this volume.

Recent years have seen an explosion of new mathematical results on learning and processing in neural networks. This body of results rests on a breadth of mathematical background which even few specialists possess. In a format intermediate between a textbook and a collection of research articles, this book has been assembled to present a sample of these results, and to fill in the necessary background, in such areas as computability theory, computational complexity theory, the theory of analog computation, stochastic processes, dynamical systems, control theory, time-series analysis, Bayesian analysis, regularization theory, information theory, computational learning theory, and mathematical statistics. Mathematical models of neural networks display an amazing richness and diversity. Neural networks can be formally modeled as computational systems, as physical or dynamical systems, and as statistical analyzers. Within each of these three broad perspectives, there are a number of particular approaches. For each of 16 particular mathematical perspectives on neural networks, the contributing authors provide introductions to the background mathematics, and address questions such as: • Exactly what mathematical systems are used to model neural networks from the given perspective? • What formal questions about neural networks can then be addressed? • What are typical results that can be obtained? and • What are the outstanding open problems? A distinctive feature of this volume is that for each perspective presented in one of the contributed chapters, the first editor has provided a moderately detailed summary of the formal results and the requisite mathematical concepts. These summaries are presented in four chapters that tie together the 16 contributed chapters: three develop a coherent view of the three general perspectives -- computational, dynamical, and statistical; the other assembles these three perspectives into a unified overview of the neural networks field.

Object relations theory has caused a fundamental reorientation of psychodynamic thought. In Object Relations Theory and Practice, Dr. David E. Scharff acclimates readers to the language and culture of this therapeutic perspective and provides carefully selected excerpts from seminal theorists as well as explanations of their thinking and clinical experience. He offers readers an unparalleled resource for understanding object relations psychotherapy and theory and applying it to the practice of psychotherapy and psychoanalysis. The book's sequence establishes the centrality of relationships in this theory: the internalization of experience with parents, splitting, projective identification, the role of the relationship between mother and young child in development, and transference and countertransference in the therapeutic action of psychoanalysis and psychotherapy. This book will introduce students to the basics, to the widening scope of object relations theory, and to its application to psychoanalysis and individual, group, and family psychotherapy.

This book addresses an apparent paradox in the psychology of thinking. On the one hand, human beings are a highly successful species. On the other, intelligent adults are known to exhibit numerous errors and biases in laboratory studies of reasoning and decision making. There has been much debate among both philosophers and psychologists about the implications of such studies for human rationality. The authors argue that this debate is marked by a confusion between two distinct notions: (a) personal rationality (rationality1Evans and Over argue that people have a high degree of rationality1 but only a limited capacity for rationality2. The book re-interprets the psychological literature on reasoning and decision making, showing that many normative errors, by abstract standards, reflect the operation of processes that would normally help to achieve ordinary goals. Topics discussed include relevance effects in reasoning and decision making, the influence of prior beliefs on thinking, and the argument that apparently non-logical reasoning can reflect efficient decision making. The authors also discuss the problem of deductive competence - whether people have it, and what mechanism can account for it.As the book progresses, increasing emphasis is given to the authors'dual process theory of thinking, in which a distinction between tacit and explicit cognitive systems is developed. It is argued that much of human capacity for rationality1 is invested in tacit cognitive processes, which reflect both innate mechanisms and biologically constrained learning. However, the authors go on to argue that human beings also possess an explicit thinking system, which underlies their unique - if limited - capacity to be rational.