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The “Re-Inventing Organic Metaphors for the Social Sciences” is a volume with the specific goal: to challenge psychological understandings by connecting psychological approaches with multidimensional perspectives of various other scientific streams, meanwhile imbedding the generated knowledge in metaphors that allows researchers to follow phenomena into a deeper and more (w)holistic understanding of its appearance. This is particularly important when the humankind faces challenges due to systemic biological changes, as the phenomenological dynamics bonded to those challenges can be conserved in appropriated context. For this purpose, the organic metaphors are introduced. A tool that has central advantage over mechanical metaphors as it can capture the complex and open-systemic nature of biological, psychological, and social phenomena. For example—the widely used notion “mind as a computer” may be more productively replaced by “mind as a membrane”—with implications (e.g. focus on borders in-between, or in systems in themselves- exosystemic realities in our world). There are many other fertile opportunities not yet explored in the realms of psychology and other sciences. Furthermore, the contributors operated also as cross-reviewers for each other's. In this occasion a new dimension, in chapter construction, will be introduced. Beside the traditional reviewing of another paper the reviewer has been asked to add a small list of extending questions toward the reviewed paper. These added questions have been introduced as potential questions that the authors were demanded to add into a final sub-chapter of their contribution. The subchapter has been titled as “Dialogue” (the author was free to select between the questions and ideas on those they believe could inhabit an especially worth for the future readers).

The broad field of managerial and organizational cognition (MOC) has diversified over the years. Where early studies of MOC focused on theories of rational conscious thought, illustrated for example by schema theory, over the years we have seen explorations of unconscious processing, heuristics and cognitive biases, along with emotions, identity, and the'darker'sides of cognition. Thinking About Cognition takes stock by reflecting on the frontiers of the field and addressing the future beyond our current state-of-the-art. The result is a collection of papers reflects emerging research in the field of cognition and considers developments in mindfulness, networked societies, neuropsychology, identity theory, team cognition, decision making, distant futures, cultural and ethnic backgrounds, change, and agency. This fifth anniversary volume of New Horizons in Managerial and Organizational Cognition comprises of a collection of contributions that discuss frontiers of MOC research, address the challenges we face, inspire other scholars, and provide guidance on how to proceed.

This book presents various computational and cognitive modeling approaches in the areas of health, education, finance, environment, engineering, commerce, and industry. It is a collection of selected conference papers presented at the International Conference on Trends in Computational and Cognitive Engineering (TCCE 2020). It shares cutting-edge insights and ideas from mathematicians, engineers, scientists, and researchers and discusses fresh perspectives on problem solving in a range of research areas.

The study of bilingualism has charted a dramatically new, important, and exciting course in the 21st century, benefiting from the integration in cognitive science of theoretical linguistics, psycholinguistics, and cognitive psychology (especially work on the higher-level cognitive processes often called executive function or executive control). Current research, as exemplified in this book, advances the study of the effects of bilingualism on executive function by identifying many different ways of being bilingual, exploring the multiple facets of executive function, and developing and analyzing tasks that measure executive function. The papers in this volume (21 chapters), by leading researchers in bilingualism and cognition, investigate the mechanisms underlying the effects (or lack thereof) of bilingualism on cognition in children, adults, and the elderly. They take us beyond the standard, classical, black-and-white approach to the interplay between bilingualism and cognition by presenting new methods, new findings, and new interpretations.

This book includes a collection of papers on both natural (biological) and artificial (computer) approaches to several facets of intelligent behavior from the primary viewpoint of the convergence of computer science and biology in the theory of cognitive science..

This book describes a novel methodology for studying algorithmic skills, intended as cognitive activities related to rule-based symbolic transformation, and argues that some human computational abilities may be interpreted and analyzed as genuine examples of extended cognition. It shows that the performance of these abilities relies not only on innate neurocognitive systems or language-related skills, but also on external tools and general agent–environment interactions. Further, it asserts that a low-level analysis, based on a set of core neurocognitive systems linking numbers and language, is not sufficient to explain some specific forms of high-level numerical skills, like those involved in algorithm execution. To this end, it reports on the design of a cognitive architecture for modeling all the relevant features involved in the execution of algorithmic strategies, including external tools, such as paper and pencils. The first part of the book discusses the philosophical premises for endorsing and justifying a position in philosophy of mind that links a modified form of computationalism with some recent theoretical and scientific developments, like those introduced by the so-called dynamical approach to cognition. The second part is dedicated to the description of a Turing-machine-inspired cognitive architecture, expressly designed to formalize all kinds of algorithmic strategies.

Originally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist.

Originally published in 1980, this title began as a set of questions posed by faculty on the campus of Carnegie-Mellon University: What do we know about how people write? What do we need to know to help people write better? This resulted in an interdisciplinary symposium on'Cognitive Processes in Writing'and subsequently this book, which includes the papers from the symposium as well as further contributions from several of the attendees. It presents a good picture of what research had shown about how people write, of what people were trying to find out at the time and what needed to be done.

Reembedding Translation Process Research is a rich collection of empirical research papers investigating important new facets of the relationship between translation and cognition. The common thread running through the collection is the notion of “re-embedding” the acts of translating and interpreting—and the ways we understand them. That is, they all aim to re-situate these acts within what we now know about the brain, the powerful relationship of brain and body, and the complex interaction between cognition and the environment in which it is embedded. Each chapter focuses on a particular aspect of the overall notion of re-embedding, thereby expanding the breadth of empirical research about translating. This book refuses Descartes'distinction between mind and brain, and reaffirms the highly dynamic, emergent, and interactive nature of cognitive processes in translation. The overarching conclusion is that translation studies should reconsider, re-embed, any model of translation processes that arises without properly accommodating the interdependence of brain, body, and environment in the emergence of cognition.

This ambitious and accessible guide reviews innovative technologies enhancing the field of neuropsychological testing. Starting with the premise that standard batteries—some nearly a century old—lag behind in our era of neuroimaging, genomic studies, psychophysiology, and informatics, it presents digital measures offering more efficient administration, more accurate data, and wider clinical applications. Ecological validity and evidence-based science are key themes in these advances, from virtual environments and assessment of social cognition to the shift toward situational reliability and away from lab-created constructs. These chapters also demonstrate how high-tech assessment tools can complement or supplement traditional pencil-and-paper measures without replacing them outright.This book covers in depth:· The evolution of neuropsychological testing over the past century.· Current applications of computer-based neuropsychological assessments.· The strengths and limitations of simulation technology.· The use of teleneuropsychology in reaching remote clients.· The potential of gaming technologies in neurocognitive rehabilitation.· How technology can transform test data into information useful across specialties.Clinical Neuropsychology and Technology brings neuropsychologists, clinical psychologists, and rehabilitation specialists into the vanguard of assessment measures and processes that will translate into more accurate testing, collaborations between disciplines, and valid and useful outcomes.

This book offers a philosophical account of violence, engaged with both empirical and theoretical debates in disciplines such as cognitive science, sociology, psychiatry, anthropology, political theory, evolutionary biology, and theology. The primary thesis is that violence is intertwined with morality and typically enacted for “moral” reasons. To show this, the book compellingly demonstrates how morality operates to trigger and justify violence and how people, in their violent behaviors, can engage and disengage with discrete moralities. The author's fundamental account of language, and in particular its normative aspects, is particularly insightful as regards extending the range of what is to be understood as violence beyond the domain of physical harm. By employing concepts such as “coalition enforcement”, “moral bubbles”, “cognitive niches”, “overmoralization”, and “military intelligence”, the book aims to spell out how perpetrators and victims of violence systematically disagree about the very nature of violence. The author's original claim is that disagreement can be understood naturalistically, described by an account of morality informed by evolutionary perspectives as well. This book helps us come to terms with the fact that we are intrinsically “violent beings”. To acknowledge this condition, and our stupefying capacity to inflict harm, is a responsibility we must face up to: such understanding could ultimately be of help in order to achieve a safer ownership of our destinies, by individuating and reinforcing those cognitive firewalls that would prevent violence from always escalating and overflowing. This second edition is thoroughly revised and integrated with two new chapters to cover new aspects of violence and its understanding, such as the role of looting finance in facilitating violent outcomes and the attack to scientific cognition and human creativity.

AN INSTANT NEW YORK TIMES BESTSELLER'Radically new and engaging.'MATTHEW WALKER'Not only will every reader remember better afterward, they'll also never forget this life-changing book.'SIDDHARTHA MUKHERJEE'Ranganath turns much of what we think we know about memory on its head.'DANIEL J. LEVITIN'Just fabulous... You learn that you don't have to be a victim to your past and the way you used to think - you have agency because of the fact that the brain can change.'DR RANGAN CHATTERJEE --- We talk about memory as a record of the past, but here's a surprising twist: we aren't supposed to remember everything. In fact, we're designed to forget. Over the course of twenty-five years, Charan Ranganath has studied the seemingly selective and unreliable nature of human memory to find that our brains haven't evolved to keep a comprehensive record of events, but to extract the information needed to guide our futures. Using fascinating case studies and testimonies, Why We Remember unveils the principles behind what and why we forget and shines new light on the silent, pervasive influence of memory on how we learn, heal and make decisions. By examining the role that attention, intention, imagination and emotion play in the storing of memories, it provides a vital user's guide to remembering what we hold most dear.

The Dreaming Mind provides an insightful, interdisciplinary approach to the study of dreaming, exploring its nature and examining some of the implications of dream states for theories of consciousness, cognition, and the self.Drawing on research from philosophy, cognitive science, and psychology, the book reveals new insights into the sleeping and waking mind. It considers philosophical thinking such as extended mind theory, theories of consciousness and theories of the self, applying these to empirical dream research. The book embraces a pluralistic account of dreaming, showing how dream experiences can be highly varied in content and cognition and discusses the implications of dreaming for a variety of influential consciousness theories, including higher-order thought theory, global workspace theory and the phenomenal/access distinction. Alongside imaginative and hallucinatory dreaming, the book also discusses vicarious dreaming and its implications for philosophy of the self.Offering an integrative approach into our understanding of dreams and the mind, this book is essential reading for students and researchers of consciousness, dreams, philosophy, and cognitive sciences, as well as anyone who is curious about dreaming.

To the outsider, an expert seems as if they are doing everything effortlessly. A master chess player, an expert golfer, and a prolific writer seem to be able to quickly home in on what needs to be done and execute flawlessly over and over again. How do we master new skills? How do our brains and bodies transform performance from novice to expert? In Mastery, Arturo E. Hernandez shows that new skills are not built but rather bloom from the combination and recombination of small parts that come to represent a new whole.The process by which smaller things are blended over and over again is one that is not just restricted to high-level experts. Uniting the latest research findings from a cross section of disciplines and case studies with compelling storytelling, Mastery shows readers how the blooming of abilities can work in their favor and lead them to achieve much more than they thought was possible. Whether mastering a new language, learning to play a musical instrument, improving your tennis serve, or sharpening your memory, Hernandez teaches readers how to take advantage of our adaptability and open our minds to their fullest potential. Rather than hyperfocus and overspecialization, moving our focus from rigid perfection to a form of flexible adaptation can lead to unexpected improvement. This approach to skill sheds light on how to better harness our talents so that we can accomplish things that are seemingly out of reach. For anyone looking to learn a new skill, teach someone else to do the same, or to better understand how our brains evolve and excel, this fascinating tour of cognition will reveal the path to surprising potential.

This book describes a new pedagogical approach to learning design by intentionally designing and incorporating errors into learning experiences. DELETE™ stands for Designing Errors for Learning and Teaching and it is an approach that targets the roles that errors can play in establishing the contextual boundaries of rules and operating procedures for learners. With clarity of boundaries, learners understand the context under which rules apply and don't apply, resulting in the development of competencies and capabilities and, subsequently, expertise.DELETE™ as a methodology is useful for developing cognitive, affective, social and metacognitive capabilities in ways which are different from typical training pedagogies, focusing on contextual boundaries that enable application of concepts besides the concepts themselves, while typical training pedagogies focus on teaching the concepts.The book provides stories and experiences as well as actual resources (e.g., case studies, critical incidents, Math problem sums) demonstrating the use of DELETE™ when designing lesson plans, learning resources and assessment items.

This important book examines how the growing field of cybernetic psychology - the study of the creative complexity of the mind - can be applied to a range of different realms, tapping into the unconscious potential within us all. Cybernetic psychology integrates theories from various schools of thought, bringing them together in one unified theory. First developed and described by Danish author and psychotherapist Ole Vedfelt. It can be used in therapeutic practice, in relation to learning and pedagogics, and as a tool for better leadership. The 15 chapters within this volume apply the theory to these as well as other areas, including ecology, creativity, mindfulness and scientific enquiry itself. Insightful and wide-ranging, the book will appeal to psychotherapists and those working within mental health, as well as students and researchers across Education, Psychology and beyond.

The Routledge International Handbook of Creative Cognition is an authoritative reference work that offers a well-balanced overview of current scholarship across the full breadth of the rapidly expanding field of creative cognition. It contains 43 chapters written by world-leading researchers, covering foundational issues and concepts as well as state-of-the-art research developments.The handbook draws extensively on contemporary work exploring the cognitive representations and processes associated with creativity, whether studied in the laboratory or as it arises in real-world practice in domains such as education, art, science, entrepreneurship, design, and technological innovation. Chapters also examine the sociocognitive and cultural aspects of creativity in teams and organisations, while additionally capturing the latest research on the cognitive neuroscience of creativity.Providing a compelling synopsis of emerging trends and debates in the field of creative cognition and positioning these in relation to established findings and theories, this text provides a clear sense of the way in which new research is challenging traditional viewpoints. It is an essential reading for researchers in the field of creative cognition as well as advanced students wishing to learn more about the latest developments in this important and rapidly growing area of enquiry.

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their most interesting publications – extracts from books, key articles, research findings, and practical and theoretical contributions.Ellen Bialystok has published widely in the field of cognitive development and decline across the lifespan. Her research uses behavioral and neuroimaging methods to examine the effect of experience on cognitive and brain systems with a focus on bilingualism. Her discoveries include the identification of differences in the development of cognitive and language abilities for monolingual and bilingual children, the use of different brain networks by monolingual and bilingual young adults performing cognitive tasks, and the postponement of symptoms of dementia in bilingual older adults. In other studies, she has investigated the effects of bilingual education on children's development and the cognitive and brain consequences of bilingualism in older adults.Including a specially written introduction, in which Ellen Bialystok reflects on the role that language plays on thought, this collection will serve as a valuable resource for students and researchers of psycholinguistics, developmental psychology, and applied linguistics.

This research collection showcases how kinesic intelligence is fundamental to human communication and our ability to produce complex meaning, exploring its manifestations across a range of humanities disciplines, and connecting our past with our social and cultural future.The book defines kinesic intelligence as a higher-order intellectual competence that allows human beings to interact and grow cognitively and intersubjectively through sensorimotricity and interpersonal movement. Understood in this way, kinesic intelligence can offer insights into the development of humans'meaning-making abilities and, in turn, society and culture more broadly. Recognizing the power of the humanities in furthering sociocultural development, the collection features perspectives from scholars across a range of topics, including the multimodality of language acquisition in children; young adults in clinical psychology and medical humanities; nonverbal communication in history; legal language and reasoning; literature and cognitive studies; the internet and multispecies anthropology; and sensoriality in history and art.Foregrounding the impact of the humanities in promoting new understandings of human intelligence, this volume will be of interest to scholars in cognitive legal and literary studies, multimodality, anthropology, history, medical humanities, and those with an interest in the real-world impact of the humanities.

In Essentials of Emotional Intelligence, Dr. John Demartini puts into perspective how your perceptions affect your reality and why Emotional Intelligence is so important in the achievement of your goals and dreams.Your emotions are likely based on previous experiences, the subordination to outside ideals and norms that you're “supposed” to live by, your own personal experiences, the fantasy you have made about your life that you dream about that may not even be real, and the real objectives that you hold inside of you.Emotional Intelligence is the ability to perceive and interpret the reality of life; respond accordingly with the various well-governed emotions; and measure, manage and use those reasonable emotions for communication, leadership, social development, and more. You must be able to monitor and govern both your perceptions and actions and keep them balanced.The ancient hermetic teaching said that spirit without matter is expressionless and matter without spirit is emotionless. Matter itself, deals with emotions and spirit itself is unconditional love. Love is not just happiness, love is attraction and repulsion. I like you. I dislike you. Emotions are either positively or negatively charged, such as happiness and sadness, elation and depression, infatuation and resentment. Learn how:Your emotions and subconsciously stored impulses and instincts about something when you're five years old can still run your life 55 years later To equilibrate your emotions to liberate you from subjective bias and get to the truth You can manage your responses to people or events so you are able to master your lifeTo maximize your communication skills, business opportunities, income, and relationship dynamicsIt's time to master The Essentials of Emotional Intelligence. Let Dr. John Demartini show you how.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on the Oxford Academic platform and offered as a free PDF download from OUP and selected open access locations. Can octopuses feel pain and pleasure? What about crabs, shrimps, insects or spiders? How do we tell whether a person unresponsive after severe brain injury might be suffering? When does a fetus in the womb start to have conscious experiences? Could there even be rudimentary feelings in miniature models of the human brain, grown from human stem cells? And what about AI? These are questions about the edge of sentience, and they are subject to enormous, disorienting uncertainty. We desperately want certainty, but it is out of reach. The stakes are immense, and neglecting the risks can have terrible costs. We need to err on the side of caution, yet it's often far from clear what'erring on the side of caution'should mean in practice. When are we going too far? When are we not doing enough? The Edge of Sentience presents a comprehensive precautionary framework designed to help us reach ethically sound, evidence-based decisions despite our uncertainty. The book is packed with specific, detailed proposals intended to generate discussion and debate. At no point, however, does it offer any magic tricks to make our uncertainty go away. Uncertainty is with us for the long term. We must manage our uncertainty by taking precautions that are proportionate to the risks. It's time to start debating what those steps should be.

In the World Library of Psychologists series, international experts present career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, and their major practical theoretical contributions.In this volume, David A. Rosenbaum reflects on his distinguished career as an eminent scholar in the field of human perception and performance. Offering a unique perspective on the cognitive psychology of physical action control, the book charts Rosenbaum's development as one of the pioneers of the field.Featuring a newly written introduction in which the author offers a unique insight into his initial work on the movement precuing technique, along with coverage of other phenomena and models related to the translation of mental life into physical behavior, the book is essential reading for students and researchers interested in human perception, motor control, and embodiment.

This book takes the reader on an exciting journey presenting the development of resource theory of social exchange originated from Uriel G. Foa and Edna B. Foa. This groundbreaking theory has inspired and generated a tremendous amount of basic and applied research in various disciplines of psychology, sociology, management, economics, marketing, and political science. This book, edited by Kjell Törnblom and Ali Kazemi, two prominent and leading scholars in this field, complements and deepens the Foas'pioneering work from 1974. Within these covers the reader will find an abbreviated version of the Foas'out-of-print original, which is increasingly referred to by current researchers, alongside new chapters on current issues, developments, and applications written by eleven scholars. The book has a simple and clear-cut message: resource theory is not an exercise in academic hair-splitting but has far-reaching societal implications in that it can provide interesting solutions to a wide range of social issues.

This book aims to enrich our understanding of the role the environment plays in processes of life and cognition, from the perspective of enactive cognitive science. Miguel A. Sepúlveda-Pedro offers an unprecedented interpretation of the central claims of the enactive approach to cognition, supported by contemporary works of ecological psychology and phenomenology. The enactive approach conceives cognition as sense-making, a phenomenon emerging from the organizational nature of the living body that evolves in human beings through sensorimotor, intercorporeal, and linguistic interactions with the environment. From this standpoint, Sepúlveda-Pedro suggests incorporating three new theses into the theoretical body of the enactive approach: sense-making and cognition fundamentally consist of processes of norm development; the environment, cognitive agents actually interact with, is an active ecological field enacted in their historical past; and sense-making occurs in a domain consistingof multiple normative dimensions that the author names enactive place.

This book examines a century of research on the relationship between bilingualism and intelligence and relates it to more recent research on bilingualism and executive functioning. In doing so, it highlights how bilingualism research has been understood and used by wider society and its impact on current debates in cognitive science as well as language policy and education. The book probes the correlation between the fact that while early intelligence research suggested a negative effect of bilingualism on intelligence, the so-called “Bilingual Problem”, later research implied a positive effect, “the Bilingual Advantage.” It questions whether the negative consequences that arose from the Bilingual Problem are influencing researchers'reluctance to let go of the Bilingual Advantage. Findings on both the bilingual ‘advantage'and ‘disadvantage'are shown to have suffered from similar methodological problems, with research into the former finding itself at the centreof the ongoing replication crisis in psychology. This book provides fresh insights that will be of particular interest to students and scholars of cognitive psychology, psycholinguistics, bilingualism, applied linguistics, education and the history of science.

Bilingualism is a ubiquitous global phenomenon. Beyond being a language experience, bilingualism also entails a social experience, and it interacts with development and learning, with cognitive and neural consequences across the lifespan. The authors of this volume are world renowned experts across several subdisciplines including linguistics, developmental psychology, and cognitive neuroscience. They bring to light bilingualism's cognitive, developmental, and neural consequences in children, young adults, and older adults. This book honors Ellen Bialystok, and highlights her profound impact on the field of bilingualism research as a lifelong experience. The chapters are organized into four sections: The first section explores the complexity of the bilingual experience beyond the common characterization of “speaking multiple languages.” The next section showcases Ellen Bialystok's earlier impact on psychology and education; here the contributors answer the question “how does being bilingual shape children's development?” The third section explores cognitive and neuroscientific theories describing how language experience modulates cognition, behavior, and brain structures and functions. The final section shifts the focus to the impact of bilingualism on healthy and abnormal aging and asks whether being bilingual can stave off the effects of dementia by conferring a “cognitive reserve.”

An overview of the mechanisms and evolution of spatial cognition, integrating evidence from psychology, neuroscience, cognitive science, and computational geometry.Understanding how we deal with space requires input from many fields, including ethology, neuroscience, psychology, cognitive science, linguistics, geography, and spatial information theory. In From Geometry to Behavior, cognitive neuroscientist Hanspeter A. Mallot provides an overview of the basic mechanisms of spatial behavior in animals and humans, showing how they combine to support higher-level performance. Mallot explores the biological mechanisms of dealing with space, from the perception of visual space to the constructions of large space representations: that is, the cognitive map. The volume is also relevant to the epistemology of spatial knowledge in the philosophy of mind.Mallot aims to establish spatial cognition as a scientific field in its own right. His general approach is psychophysical, in that it focuses on quantitative descriptions of behavioral performance and their real-world determinants, thus connecting to the work of theorists in computational neuroscience, robotics, and computational geometry. After an overview of scientific thinking about space, Mallot covers spatial behavior and its underlying mechanisms in the order of increasing memory involvement. He describes the cognitive processes that underlie advanced spatial behaviors such as directed search, wayfinding, spatial planning, spatial reasoning, object building and manipulation, and communication about space. These mechanisms are part of the larger cognitive apparatus that also serves visual and object cognition; understanding events, actions, and causality; and social cognition, which includes language. Of all of these cognitive domains, spatial cognition most likely occurred first in the course of evolution and is the most widespread throughout the animal kingdom.

Is it possible to learn something without being aware of it? How does emotion influence the way we think? How can we improve our memory?Fundamentals of Cognition, Fourth Edition, provides a basic, reader-friendly introduction to the key cognitive processes we use to interact successfully with the world around us. Our abilities in attention, perception, learning, memory, language, problem solving, thinking, and reasoning are all vitally important in enabling us to cope with everyday life. Understanding these processes through the study of cognitive psychology is essential for understanding human behaviour.This edition has been thoroughly updated and revised with an emphasis on making it even more accessible to introductory-level students. This new edition includes: updated references for readers who are looking for more detailed information; checks to make sure that statements made in the previous version are still valid, given recent findings on replication issues; extended research activities and'In the Real World'case studies to make it easy for students to engage with the material; real-world topics such as discussions of attention-deficit/hyperactivity disorder, the reading problems of individuals with dyslexia, why magic tricks work, and why we cannot remember the Apple logo accurately; an extensive set of'Key term'definitions; supporting Instructor and Student Resources containing multiple choice questions, flashcards, simulations of key experiments, and instructor resources. The book provides a perfect balance between traditional approaches to cognition and cutting-edge cognitive neuroscience and cognitive neuropsychology. Covering all the key topics within cognition, this comprehensive overview is essential reading for all students interested in psychology.

An astounding account of how gesture, long overlooked, is essential to how we learn and interact, which “changes the way you think about yourself and the people around you.” (Ethan Kross, bestselling author of Chatter) We all know people who talk with their hands—but do they know what they're saying with them? Our gestures can reveal and contradict us, and express thoughts we may not even know we're thinking. In Thinking with Your Hands, esteemed cognitive psychologist Susan Goldin-Meadow argues that gesture is vital to how we think, learn, and communicate. She shows us, for instance, how the height of our gestures can reveal unconscious bias, or how the shape of a student's gestures can track their mastery of a new concept—even when they're still giving wrong answers. She compels us to rethink everything from how we set child development milestones, to what's admissible in a court of law, to whether Zoom is an adequate substitute for in-person conversation. Sweeping and ambitious, Thinking with Your Hands promises to transform the way we think about language and communication.

This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors'extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development.

If you feel like your brain is “glitching,” or working against you, know that you're not stuck with the brain biology gave you. An upgrade is possible.In Brainhacker, you'll learn how to “rewire” your brain and boost its power. David Farrow, author of The Farrow Method, helps you get inside your own head and call the shots, with concrete exercises and tips to train your brain to work for you. These tricks can instantly boost your memory, improve your reading speed, help you push away pain, and form life-changing habits that actually last—with techniques as simple as a hand movement or a little bit of imagination. Farrow speaks from personal experience. His unlikely journey from underachieving kid with ADHD and dyslexia to winner of multiple Guinness World Records for memorization is proof that training your brain really works—and can unlock hidden potential. Brainhacker pairs Farrow's unique, tried-and-true methods with his own story, following his path to success as he searched for solutions to overcome his struggles with focus, memory, sleep, anxiety, self-esteem, and more. On average, we waste 40 days of the year compensating for our bad memory. Many of us suffer from insomnia, stress, and chronic pain. The COVID-19 pandemic has caused a huge surge in the already-huge number of people suffering from burnout and mental health problems. But all of this, from memory to ADHD symptoms to sleep problems, can be transformed with the simple hacks you'll find in these pages. If you're ready to tap into the full power of your brain, Brainhacker is your all-in-one guide to hacking into your brain—and making it as powerful as it can be.

This concise guide introduces the importance of executive function for social and emotional well-being and effective learning. It clearly explains the research that underpins important topics such as working memory, organization, self-regulation, attention and cognitive flexibility, and how they apply to the real-world settings in which we work with children, adolescents, and families. This engaging book offers knowledge and strategies for improving executive function together with an understanding of its relevance for diverse populations.The authors use the most current research to provide an overview of what executive function is, how it develops, and how it works in coordination with other developmental factors to promote regulation and flexibility in thinking. Chapters contain detailed information about the biological and physiological foundations for brain development and emotion regulation, as well as advances in cognition, emotion, and social relationships. Making the research accessible to all with evidence-based writing and theory-to-practice applications, the book provides applications with career contexts and interviews and case studies that bring the book to life.Designed to introduce professionals, advocates, and parents to the importance of executive function in human development, this book is for all those working with children and young people. It will also be of interest as an introductory text for those new to the field or as a way to learn to apply developmental principles in practice.

This book argues that conscious experience is sometimes extended outside the brain and body into certain kinds of environmental interaction and tool use. It shows that if one accepts that cognitive states can extend, one must also accept that consciousness can extend. The proponents of Extended Mind defend the former claim, but usually oppose the latter claim. The most important undertaking of this book is to show that this partition is not possible on pain of inconsistency. Pii Telakivi presents three arguments for the hypothesis of Extended Conscious Mind, examines and answers the most common counterarguments, and introduces a novel means to interpret and apply the concept of constitution. She also addresses the tensions between analytic philosophy of mind and enactivism, and builds a bridge between two different traditions: on the one hand, extended mind, and on the other, enactivism and embodied mind—and maintains that a unifying approach is necessary for atheory about extended consciousness.

Music and dance can change our sense of time. Both rely on synchronizing our attention and actions with sounds and with other people, both involve memory and expectation, and both can give rise to experiences of flow and pleasure. Performing Time explores our experience of time in dance and music, from the perspectives of performers and audiences, and informed by the most recent research in dance science, musicology, neuroscience, and psychology. It includes discussions of tempo and pacing, coordination and synchrony, the performer's experience of time, audiences'temporal expectations, the effect of extreme slowness, and our individual versus collective senses of time. At its core, the book addresses how time and temporality in music and dance relate to current psychological and neuroscientific theories as well as to the aesthetic aims of composers, choreographers and performers. Bringing together new research on rhythm, time and temporality in both music and dance in one volume, the book contains overview chapters on the state of the art from leading researchers on topics ranging from the psychology, neuroscience, and philosophy of musical time to embodied timing in dance. In addition, numerous case studies regarding our temporal experience of music and dance are provided in shorter focus chapters, with their implications for further scientific study and artistic enquiry. Performing Time is an invaluable and comprehensive resource for students, researchers, educators, and artists alike, and for any reader interested in how the performing arts construct and play with time in our minds and bodies. Some chapters in this title are open access and available under the terms of a [CC BY-NC-ND 4.0 International] licence.

This book explains the role of human behavior research, from both a historical and modern perspective, in improving objective, measurable performance outcomes to include safety, strategic decision making, and organizational performance. The book builds upon empirically supported foundations of human cognition, but with a focus on applying this knowledge in a manner that can improve human decision-making to enhance safety and performance. It includes explanations of how the human mind processes information, including differences in novice versus expert information processing, and tools to combat various cognitive biases. Explained within the framework of complex adaptive systems, this book builds upon resources developed through the author's years of combined applied research and graduate teaching and includes chapters on the roles of uncertainty and complexity within scientific research. Finally, the book offers tools that are rooted in empirical research and demonstrated within thecontext of contemporary, real-world scenarios, with a focus on improving organizational effectiveness through improved strategic decision making and the development of learning cultures within organizations.

Twenty years ago, a group of investigators joined forces to propose a new conceptual paradigm based on a cognitive approach to motivation. This approach, referred to as goal systems theory, offered a broad perspective on behavioral phenomena and inspired research programs in diverse domains of psychological science. This volume collects the rich body of insights and findings that the goal systemic approach has yielded over the last two decades. Using the major cognitive architectures of goal systems, leading researchers from some of the world's most renowned universities push the envelopes of their respective fields to discover new psychological phenomena and relationships through applications. These include fundamental topics such as attitude-behavior relations, intrinsic motivation, consumer behavior, violent extremism, addiction, and interpersonal relations among others. In all those domains, applications of goal systemic analyses provide novel insights and guide real world interventions. Chapters in this volume present the authors'work in these varied domains of application thus offering concrete illustrations of the theory's reach and usefulness.

“Why didn't they understand me? I was as clear as I could be.” Everyone has had this thought at one time or another. Research from the fields of psychology and cognitive science can provide concrete answers to these questions. In Failing to Communicate, Dr. Roger Kreuz explores the answers to these questionsWe are exposed to the dangers of miscommunication early in life. As children, we play the Telephone Game and learn an important lesson about the fragility of long communication chains. And as adults, we are constantly on the lookout for misunderstanding. People interrupt each other, on average, about every ninety seconds in order to check their understanding. Despite such vigilance, however, a great deal of what is said and written is not understood as intended.Miscommunication has led to military defeats, the loss of spacecraft, and even more tragically, accidents that cost human lives. It plays a role in road rage and social media feuds. It haunts the courtroom, the boardroom, and the singles bar. Failing to Communicate includes dozens of such examples and explains them in light of what researchers have discovered about how communication works—and why it so often fails.Research from psychology and cognitive science has revealed a host of specific factors that contribute to misunderstanding. Some of these have to do with how our minds make sense of what we hear and read, while others are the result of cognitive, social, and cultural factors. The very structure of a given language can be problematic as well. In short, there is no one reason for miscommunication: there are a host of underlying causes.Issues of misunderstanding have only multiplied as new mediums for communication have arisen. Emails, texts, and social media posts are even more problematic because they are impoverished modes of communication. Without facial cues, tone of voice, gestures, and even the creative use of silence, our intentions in these text-only mediums are even more likely to go awry.Failing to Communicate is intended to appeal, from beginning to end, to the general reader who wants to know more about why our attempts at communication fail so often

Philosopher Ned Block argues in this book that there is a'joint in nature'between perception and cognition and that by exploring the nature of that joint, one can solve mysteries of the mind. The first half of the book introduces a methodology for discovering what the fundamental differences are between cognition and perception and then applies that methodology to isolate how perception and cognition differ in format and content. The second half draws consequences for theories of consciousness, using results of the first half to argue against cognitive theories of consciousness that focus on prefrontal cortex. Along the way, Block tackles questions such as: Is perception conceptual and propositional? Is perception iconic or more akin to language in being discursive? What is the difference between the format and content of perception, and do perception and cognition have different formats? Is perception probabilistic, and if so, why are we not normally aware of this probabilistic nature of perception? Are the basic features of mind known as'core cognition'a third category in between perception and cognition? This book explores these questions not by appeals to'intuitions,'as is common in philosophy, but to empirical evidence, including experiments in neuroscience and psychology. This is an open access publication, available online and distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives 4.0 International licence (CC BY-NC-ND 4.0), a copy of which is available at http://creativecommons.org/licenses/by-nc-nd/4.0/. Enquiries concerning use outside the scope of the licence terms should be sent to the Rights Department, Oxford University Press.

One of the world's leading experts on mind and brain takes us on an expedition that reveals a new view of what makes us who we are.Humans have long thought of their bodies and minds as separate spheres of existence. The body is physical—the source of aches and pains. But the mind is mental; it perceives, remembers, believes, feels, and imagines. Although modern science has largely eliminated this mind-body dualism, people still tend to imagine their minds as separate from their physical being. Even in research, the notion of the “self” as somehow distinct from the rest of the organism persists.Joseph LeDoux argues that we have hit an epistemological wall—that ideas like the self are increasingly barriers to discovery and understanding. He offers a new framework of who we are, theorizing four realms of existence—bodily, neural, cognitive, and conscious.The biological realm makes life possible. Hence, every living thing exists biologically. Animals, uniquely, supplement biological existence with a nervous system. This neural component enables them to control their bodies with speed and precision unseen in other forms of life. Some animals with nervous systems possess a cognitive realm, which allows the creation of internal representations of the world around them. These mental models are used to control a wide range of behaviors. Finally, the conscious realm allows its possessors to have inner experiences of, and thoughts about, the world.Together, LeDoux shows, these four realms make humans who and what we are. They cooperate continuously and underlie our capacity to live and experience ourselves as beings with a past, present, and future. The result, LeDoux shows, is not a self but an “ensemble of being” that subsumes our entire human existence, both as individuals and as a species.

This book argues that fans'creative works form a cognitive system; fanfic, fanvids, and gifs are not simply evidence of thinking, but acts of thinking. Drawing on work in cognitive linguistics, neuroscience, cognitive philosophy, and psychology—particularly focused on 4-E cognition, which rejects Cartesian dualism–this project demonstrates that cognition is an embodied, emotional, and distributed act that emerges from fans'interactions with media texts, technological interfaces, and fan collectives. This mode of textual engagement is deeply physical, emotional, and social and is enacted through fanworks. By developing a theory of critical closeness, this book proposes a methodology for fruitfully putting cognitive science in conversation with fan studies.

Cognition is usually associated with brain activity. Undoubtedly, some brain activity is necessary for it to function. However, the last thirty years have revolutionized the way we intend and think about cognition. These developments allow us to think of cognition as distributed in the sense that it needs tools, artifacts, objects, and other external entities to allow the brain to operate properly. Organizational Cognition: The Theory of Social Organizing takes this perspective and applies it to the organization by introducing a model that defines the elements that allow cognition to work. This model shows that cognition needs the combined and simultaneous presence of micro aspects—i.e. the biological individual—and macro super-structural elements—e.g. organizational climate, culture, norms, values, rules. These two become practice of cognition as they materialize in a meso domain—this is any action that allows individuals to perform their daily duties. Due to the micro-meso-macro interactions, this has been called the 3M Model. Most of what happens in the meso domain relates to exchanges between two or more people, i.e. it is a social activity. This is usually mentioned in the perspectives above, but it is rarely explored.By bringing meso activities to the center of cognition, the book develops and presents the Theory of Social Organizing. Not only this is useful to organizational scholars, but it also opens a new path for cognition research.

The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas – transdisciplinarity, design, cognition, and technology – this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.

This book is a critical examination of the different roles of conscience and cognition in social research in China and the West, exploring how the two traditions can enrich each other and help societies navigate through the complex intellectual and moral crises of our time.Drawing on a rich array of primary and secondary sources, this title traces the development of the Confucian conception of conscience, from Confucius and Mencius to Xiong Shili and Mou Zongsan, two representatives of Neo-Confucianism. This primacy of a moral sense is compared and contrasted with the tension within the Western culture between strains that place a premium on understanding and a deep commitment to the search for meaning in such philosophers as Habermas and Heidegger. The author explicates why such a commitment is essential to social research and how the focus on instrumental rationality that has defined modernity may be corrected by recentering the role of conscience on intellectual inquiry in general. To that end, both Chinese and Western cultures have plenty to offer both in terms of substantive insights and research methodologies.The book will be a crucial reference for scholars and students interested in Western philosophy, comparative philosophy and Chinese philosophy.

Providing an up-to-date, multi-perspective and cross-linguistic account of the centrality of the expressive function in communication, this book explores the conceptualization of emotions in language and the high emotional'temperature'of a variety of contemporary discourses.Adopting a number of methodological angles, both qualitative and quantitative, the chapters present insights from cognitive linguistics, (critical) discourse analysis, corpus linguistics and sociolinguistics, as well as those resulting from the combination of these approaches. Using a wide variety of data types, from song lyrics and TV series to Twitter posts and political speeches, and through the analysis of a range of languages, including Arabic, English, Polish, Italian, Hungarian, and Turkish, the book offers a panoramic view of the multi-faceted interaction between language, expressivity and cognition.

This Handbook introduces neurosemiotics, a pluralistic framework to reconsider semiosis as an emergent phenomenon at the interface of biology and culture.Across individual and interpersonal settings, meaning is influenced by external and internal processes bridging phenomenological and biological dimensions. Yet, each of these dyads has been segregated into discipline-specific topics, with attempts to chart their intersections proving preliminary at best. Bringing together perspectives from world-leading experts, this volume seeks to overcome these disciplinary divides between the social and the natural sciences at both the empirical and theoretical levels. Its various chapters chart the foundations of neurosemiotics; characterize linguistic and interpersonal dynamics as shaped by neurocognitive, bodily, situational, and societal factors; and examine other daily neurosemiotic occurrences driven by faces, music, tools, and even visceral signals.This comprehensive volume is a state-of the-art resource for students and researchers interested in how humans and other animals construe experience in such fields as cognitive neuroscience, biosemiotics, philosophy of mind, neuropsychology, neurolinguistics, and evolutionary biology.

This volume provides an overview of cognitive science and critically assess areas within the topic that are evolving rapidly. It discusses the effects of religious and meditative practices on its core components. Using multidisciplinary studies and rich empirical literature, discussions and demonstrations, this volume • Discusses the evolution of cognition with reference to material records and the use of brain imaging. • Highlights emerging domains and novel themes within cognitive science such as transgender cognition, space cognition, cross-cultural cognition, futuristic artificial intelligence, social cognition and moral cognition • Reflects on the status of cognition research in these emerging areas and critically evaluates their current progress • Explores data both from behavioural and neuroimaging research literature, and sheds light on the potential effects of technological growth and changing habits on attention and cognitive abilities of humans • Speculates research domains that would gain importance in the next few decades in cognitive science research A comprehensive study finding commonalities in theoretical frameworks and models in emerging areas in cognition research, this book will be of interest to students, researchers and teachers of cognitive psychology, cognitive science, neurosciences, medical sciences, and computer sciences. It will also be helpful for academicians, psychologists, neuroscientists, mental health professionals, medical professionals, counsellors, and those looking for an alternate perspective on the topic.

How people make decisions, size up situations, spot anomalies, and anticipate problems in real-world settings.Gary Klein, author of the bestselling Sources of Power, is the cognitive psychologist who discovered how people actually make decisions, particularly under time pressure and uncertainty. In Snapshots of the Mind, he offers a set of short essays—“snapshots” of different aspects of cognitive functioning in real-world settings that will help us learn to recognize the cognitive processes that underlie and drive performance. In these essays Klein provides practical tools for escaping fixation on initial hunches and learning to detect the ways that people make decisions, size up situations, spot anomalies, and anticipate problems. Snapshots of the Mind grows out of the Naturalistic Decision Making movement, which studies how decision makers handle uncertainty and complexity in high-stakes situations. In the essays, Klein examines how people make tough choices and assessments in the real-world, discussing such topics as training, information technology, teamwork, expertise, and insights. Debunking the idea that artificial intelligence will soon take over human decision making, he argues instead for machines that make us smarter and expand our expertise. He describes his Recognition-Primed Decision (RPD) model, which has been incorporated into Army doctrine and was one of the inspirations for Malcolm Gladwell's Blink. Snapshots of the Mind offers fresh takes on such topics as confirmation bias, anomaly detection, intuition, anticipatory thinking and perspective-taking. Readers come away attuned to the primary aspects of expert cognition: the mindsets, mental models, and perceptual sensitivity.

This book presents a fresh approach to the communicability of narratives, revealing the cognitive underpinnings of Charles Sanders Peirce's pragmatistic model. It demonstrates how abductive processes modify habits of belief and action in what Peirce refers to as double consciousness. Abductions generated during double consciousness paradigms have increased efficacy compared to instinctual abductions. Novel inferences from working memory become consciously integrated with existing long-term memory units which permits fuller consideration of the plausibility of propositions. Special attention is given to children's prelinguistic means to represent propositional or assertory conflicts, and to resolve these conflicts via listening and re-telling narrators'accounts. Overall, this book serves both a theoretical and applied purpose. It is intended to support innovative therapeutic interventions to facilitate the (re)construction of narratives by adults and children.Its practical applications and theoretical grounding will appeal to graduate students and scholars alike, who wish to examine narrative as an interdisciplinary enterprise—an ontological and cultural phenomenon (narration by way of action/image sequences), not just a literary/linguistic paradigm. Ultimately, this account presents narrative as a modal forum to resolve logical and practical conflicts, compelling the interpreter to become an involved partner in the narrated event itself.

Our thoughts depend on knowledge about objects, people, properties, and events. To think about where we left our keys, what we are going to make for dinner, when we last fed the dogs, and how we are going to survive our next visit with our family, we need to know something about locations, keys, cooking, dogs, survival, families, and so on. As researchers have sought to explain how our brains can store and access such general knowledge, a growing body of evidence suggests that many of our concepts are grounded in action, emotion, and perception systems. We appear to think about the world by means of the same mechanisms that we use to experience it. Yet, abstract concepts like'democracy,''fermion,''piety,''truth,'and'zero'represent a clear challenge to this idea. Given that they represent a uniquely human cognitive achievement, answering the question of how we acquire and use them is central to our ability to understand ourselves. In Abstract Concepts and the Embodied Mind, Guy Dove contends that abstract concepts are heterogeneous and pose three important challenges to embodied cognition. They force us to ask: How do we generalize beyond the specifics of our experience? How do we think about things that we do not experience directly? How do we adapt our thoughts to specific contexts and tasks? He further argues that a successful theory of grounding must embrace multimodal representations, hierarchical architecture, and linguistic scaffolding. Focusing on a topic that has generated a lot of recent interest, this book shows that abstract concepts are the product of an elastic mind.

Toward a Holistic Intelligence: Life on the Other Side of the Digital Barrier is a critical examination of how the Internet, our current digital age, and people's continuous use of digital devices is adversely affecting their thought processes, working memories, attention spans, and overall level of intelligence. In doing so, it explores how a larger intelligence based primarily on direct insight and creative absorption, qualities which are integrally part of people's emotive and sensorial lives, might allow for a clearer exploration of their world and themselves at a time in which our cognitive lives are being so thoroughly abrogated by the Internet and its resultant technologies.