Böcker i Psychology Library Editions: Cognitive Science-serien

Originally published in 1995, this book is about the conduct of cognitive science rather than what cognitive science is. It has three main objectives. Cognitive science is not presented as a definitive method for the analysis of the mind, though the author's conclusion is that it is the best of all possible methods today.

Originally published in 1974, this volume is primarily devoted to what is known about human infancy from an ethological, evolutionary viewpoint.

Originally published in 1986, this volume was the result of a conference in honor of the 65th birthday of the late Kenneth MacCorquodale, an exceptionally eloquent spokesman for the field of experimental analysis of behaviour at the time.

Originally published in 1987, this book is the result of a workshop on the processing of complex sounds held in 1986. The chapters touch base with many of the lines of research and theory on complex sound and its perception at the time, and was felt that they should provide both food for thought and a broad introduction to the literature.

Originally published in 1990, this title attempts to provide for the educational practitioner an overview of a field that responded in the 1980s to a major educational agenda. This innovative 'agenda' called for teaching students in ways that dramatically improved the quality of their thinking.

First published in 1993, the authors of this book examine the recent literature on situated cognition in children. They explain contextual sensitivity in relation to ecological theories of cognition, and contrast intuitive reasoning in mathematical and other scientific domains with the failure of such reasoning in formal school contexts.

B.F. Skinner was praised as one of the most influential psychologists of this century. First published in 1993, this introduction to his work is first of all a guide to a correct reading of his writings. It will provide the reader, who is unfamiliar with the great behaviourist's writings, a concise yet in-depth introduction to his work.

Originally published in 1987, this title aimed to present an eclectic and biased account of the status of perception-action relationships in various fields at the time.

Different animals have different visual systems and so presumably have different ways of seeing. How does the way in which we see depend on the optical, neural and motor components of our visual systems? Originally published in 1993, the mathematical tools needed to answer this question are introduced in this book.

Originally published in 1985, this volume presents the proceedings of the 11th International Symposium on Attention and Performance. With few exceptions, the central emphasis in previous meetings of the Attention and Performance Association was on the information-processing approach to normal human cognition.

Originally published in 1980, this title began as a set of questions, the answers were mostly given at an interdisciplinary symposium and resulted in this book. 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.

Originally published in 1987 this volume presented a comprehensive state-of-the-art account of what was known about the psychology of reading at the time. All the fundamental aspects of reading are considered.

Originally published in 1988, this title explores and contrasts means and ends psychology with conventional psychology - that of stimuli and response. The author develops this comparison by exploring the general nature of psychological phenomena and clarifying many persistent doubts about psychology.

Originally published in 1976, this volume is based on a conference held in 1974. The purpose of the conference was to foster communication between those researchers studying habituation or closely related processes in children and those studying habituation at the level of neurophysiology and animal behaviour.

One of the purposes of this volume, originally published in 1986, was to articulate some of the fundamental distinctions between and concordances among different orientations concerning the study of cognition. The collection includes chapters on information processing, ecological, Gestalt, physiological, and operant psychology.

Originally published in 1992, when connectionist natural language processing (CNLP) was a new and burgeoning research area, this book represented a timely assessment of the state of the art in the field.

Psychobiology was one of the most rapidly developing areas of psychology. Its growth owed much to advances in techniques for studying the physiological bases of behaviour and conceptual advances in the way we thought about the brain. First published in 1989, this title looks at the state of psychobiology in the light of these advances.

Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators; Teachers; Curriculum Developers; Administrators. Although written some time ago the information is still valid today.

Originally published in 1993, this title provided a lively but comprehensive account of experimental and theoretical approaches to the study of human memory at the time. Throughout, the book integrates experimental findings with neuropsychological data and describes a wide range of fascinating memory phenomena.

Originally published in 1989, this title will be of considerable interest to those who have counselling or care-giving roles. An attentional resource model of homesickness experience is developed, and the implications for self-help and counselling are considered.

Originally published in 1980, this title looks at the mental processes involved in producing and understanding spoken language. Although there had been several edited volumes on speech in the previous ten years, this volume was unique in that it deals exclusively with perception and production of fluent speech.

First published in 1991, this title presents some of the interdisciplinary developments of the time that clarify how animals and people learn to behave adaptively in a rapidly changing environment. All the articles either develop neural network models or provide biological constraints for guiding and testing their design.

First published in 1992, in this title the authors focus their work on the educational implications of their research. Three parts: some widely known models of cognitive development and their implications for education; learning and cognitive acceleration; teaching methods that would improve the acquisition of particular skills in specific areas.