Cognition, Brain, and Consciousness


Book Description

Cognition, Brain, and Consciousness, Second Edition, provides students and readers with an overview of the study of the human brain and its cognitive development.It discusses brain molecules and their primary function, which is to help carry brain signals to and from the different parts of the human body. These molecules are also essential for understanding language, learning, perception, thinking, and other cognitive functions of our brain. The book also presents the tools that can be used to view the human brain through brain imaging or recording.New to this edition are Frontiers in Cognitive Neuroscience text boxes, each one focusing on a leading researcher and their topic of expertise. There is a new chapter on Genes and Molecules of Cognition; all other chapters have been thoroughly revised, based on the most recent discoveries.This text is designed for undergraduate and graduate students in Psychology, Neuroscience, and related disciplines in which cognitive neuroscience is taught. - New edition of a very successful textbook - Completely revised to reflect new advances, and feedback from adopters and students - Includes a new chapter on Genes and Molecules of Cognition - Student Solutions available at http://www.baars-gage.com/ For Teachers: - Rapid adoption and course preparation: A wide array of instructor support materials are available online including PowerPoint lecture slides, a test bank with answers, and eFlashcords on key concepts for each chapter. - A textbook with an easy-to-understand thematic approach: in a way that is clear for students from a variety of academic backgrounds, the text introduces concepts such as working memory, selective attention, and social cognition. - A step-by-step guide for introducing students to brain anatomy: color graphics have been carefully selected to illustrate all points and the research explained. Beautifully clear artist's drawings are used to 'build a brain' from top to bottom, simplifying the layout of the brain. For students: - An easy-to-read, complete introduction to mind-brain science: all chapters begin from mind-brain functions and build a coherent picture of their brain basis. A single, widely accepted functional framework is used to capture the major phenomena. - Learning Aids include a student support site with study guides and exercises, a new Mini-Atlas of the Brain and a full Glossary of technical terms and their definitions. - Richly illustrated with hundreds of carefully selected color graphics to enhance understanding.







Forty Studies that Changed Psychology


Book Description

1. Biology and Human Behavior. One Brain or Two, Gazzaniga, M.S. (1967). The split brain in man. More Experience = Bigger Brain? Rosenzweig, M.R., Bennett, E.L. & Diamond M.C. (1972). Brain changes in response to experience. Are You a Natural? Bouchard, T., Lykken, D., McGue, M., Segal N., & Tellegen, A. (1990). Sources of human psychological difference: The Minnesota study of twins raised apart. Watch Out for the Visual Cliff! Gibson, E.J., & Walk, R.D. (1960). The visual cliff. 2. Perception and Consciousness. What You See Is What You've Learned. Turnbull C.M. (1961). Some observations regarding the experience and behavior of the BaMuti Pygmies. To Sleep, No Doubt to Dream... Aserinsky, E. & Kleitman, N. (1953). Regularly occurring periods of eye mobility and concomitant phenomena during sleep. Dement W. (1960). The effect of dream deprivation. Unromancing the Dream... Hobson, J.A. & McCarley, R.W. (1977). The brain as a dream-state generator: An activation-synthesis hypothesis of the dream process. Acting as if You Are Hypnotized Spanos, N.P. (1982). Hypnotic behavior: A cognitive, social, psychological perspective. 3. Learning and Conditioning. It's Not Just about Salivating Dogs! Pavlov, I.P.(1927). Conditioned reflexes. Little Emotional Albert. Watson J.B. & Rayner, R. (1920). Conditioned emotional responses. Knock Wood. Skinner, B.F. (1948). Superstition in the pigeon. See Aggression...Do Aggression! Bandura, A., Ross, D. & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. 4. Intelligence, Cognition, and Memory. What You Expect Is What You Get. Rosenthal, R. & Jacobson, L. (1966). Teacher's expectancies: Determinates of pupils' IQ gains. Just How are You Intelligent? H. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Maps in Your Mind. Tolman, E.C. (1948). Cognitive maps in rats and men. Thanks for the Memories. Loftus, E.F. (1975). Leading questions and the eyewitness report. 5. Human Development. Discovering Love. Harlow, H.F.(1958). The nature of love. Out of Sight, but Not Out of Mind. Piaget, J. (1954). The construction of reality in the child: The development of object concept. How Moral are You? Kohlberg, L.., (1963). The development of children's orientations toward a moral order: Sequence in the development of moral thought. In Control and Glad of It! Langer, E.J. & Rodin, J. (1976). The effects of choice and enhanced responsibility for the aged: A field experiment in an institutional setting. 6. Emotion and Motivation. A Sexual Motivation... Masters, W.H. & Johnson, V.E. (1966). Human sexual response. I Can See It All Over Your Face! Ekman, P. & Friesen, V.W. (1971). Constants across cultures in the face and emotion. Life, Change, and Stress. Holmes, T.H. & Rahe, R.H. (1967). The Social Readjustment Rating Scale. Thoughts Out of Tune. Festinger, L. & Carlsmith, J.M. (1959). Cognitive consequences of forced compliance. 7. Personality. Are You the Master of Your Fate? Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Masculine or Feminine or Both? Bem, S.L. (1974). The measurement of psychological androgyny. Racing Against Your Heart. Friedman, M. & Rosenman, R.H. (1959). Association of specific overt behavior pattern with blood and cardiovascular findings. The One; The Many..., Triandis, H., Bontempo, R., Villareal, M., Asai, M. & Lucca, N. (1988). Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships. 8. Psychopathology. Who's Crazy Here, Anyway? Rosenhan, D.L. (1973). On Being sane in insane places. Learning to Be Depressed. Seligman, M.E.P., & Maier, S.F. (1967). Failure to escape traumatic shock. You're Getting Defensive Again! Freud, A. (1946). The ego and mechanisms of defense. Crowding into the Behavioral Sink. Calhoun, J.B. (1962). Population density and social pathology. 9. Psychotherapy. Choosing Your Psychotherapist. Smith, M.L. & Glass, G.V. (1977). Meta-analysis of psychotherapy outcome studies. Relaxing Your Fears Away. Wolpe, J. (1961). The systematic desensitization of neuroses. Projections of Who You Are. Rorschach, H. (1942). Psychodiagnostics: A diagnostic test based on perception. Picture This! Murray, H.A. (1938). Explorations in personality. 10. Social Psychology. Not Practicing What You Preach. LaPiere, R.T. (1934). Attitudes and actions. The Power of Conformity. Asch, S.E. (1955). Opinions and social pressure. To Help or Not to Help. Darley, J.M. & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Obey at Any Cost. Milgram, S. (1963). Behavioral study of obedience.




Fundamental Neuroscience


Book Description

Fundamental Neuroscience, Third Edition introduces graduate and upper-level undergraduate students to the full range of contemporary neuroscience. Addressing instructor and student feedback on the previous edition, all of the chapters are rewritten to make this book more concise and student-friendly than ever before. Each chapter is once again heavily illustrated and provides clinical boxes describing experiments, disorders, and methodological approaches and concepts.Capturing the promise and excitement of this fast-moving field, Fundamental Neuroscience, 3rd Edition is the text that students will be able to reference throughout their neuroscience careers! 30% new material including new chapters on Dendritic Development and Spine Morphogenesis, Chemical Senses, Cerebellum, Eye Movements, Circadian Timing, Sleep and Dreaming, and Consciousness Additional text boxes describing key experiments, disorders, methods, and concepts Multiple model system coverage beyond rats, mice, and monkeys Extensively expanded index for easier referencing




Science And Human Behavior


Book Description

The psychology classic—a detailed study of scientific theories of human nature and the possible ways in which human behavior can be predicted and controlled—from one of the most influential behaviorists of the twentieth century and the author of Walden Two. “This is an important book, exceptionally well written, and logically consistent with the basic premise of the unitary nature of science. Many students of society and culture would take violent issue with most of the things that Skinner has to say, but even those who disagree most will find this a stimulating book.” —Samuel M. Strong, The American Journal of Sociology “This is a remarkable book—remarkable in that it presents a strong, consistent, and all but exhaustive case for a natural science of human behavior…It ought to be…valuable for those whose preferences lie with, as well as those whose preferences stand against, a behavioristic approach to human activity.” —Harry Prosch, Ethics




Understanding Second Language Acquisition


Book Description

Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.routledge.com/ortega.




Research Methods in Human Development


Book Description

For undergradute social science majors. A textbook on the interpretation and use of research. Annotation copyright Book News, Inc. Portland, Or.







On Consciousness: Science & Subjectivity - Updated Works on Global Workspace Theory


Book Description

"The works of Bernard Baars collected here are among the foundational texts of the scientific study of consciousness. Their influence in cognitive science and philosophy of mind is enormous, and their impact on my own thinking has been profound." --Murray Shanahan, Professor of Cognitive Robotics, Dept of Computing, ICL Global Workspace Theory (GWT) began with this question: "How does a serial, integrated and very limited stream of consciousness emerge from a nervous system that is mostly unconscious, distributed, parallel and of enormous capacity?" GWT is a widely used framework for the role of conscious and unconscious experiences in the functioning of the brain. A set of explicit assumptions that can be tested, as many of them have been. These updated works, from the recipient of INNS 2019 Hermann von Helmholtz Life Contribution Award, form a coherent effort to organize a large and growing body of scientific evidence about conscious brains. Throughout human history, people have perceived the conscious brain as the great nexus of human life, of social relationships, of their personal identities and histories, in encounters with new challenges. Consciousness under its many labels and manifestations is widely seen to be one of the core mysteries of life. Many therapeutic approaches can be viewed in a global workspace framework, including traditional psychodynamics and depth psychology, but also cognitive behavioral techniques, and, indeed, many other kinds of carefully studied human functions. Making progress in understanding consciousness therefore has an endless number of implications - philosophical, metaphysical, scientific, medical, clinical, and practical. A valuable reference for technical audiences and a vigorous intellectual hike for the layman." --Kirkus Reviews How can we understand the evidence? The best answer today is a 'global workspace architecture, ' first developed by cognitive modeling groups led by Alan Newell and Herbert A. Simon. The term "global workspace" comes from Artificial Intelligence, where it refers to a fleeting memory domain that allows for cooperative problem-solving by large collections of specialized programs. Global Workspace Theory (GWT) therefore assumes that the brain can be viewed as a "society of mind." Global Workspace (GW) theory is consistent with our current knowledge, and can be enriched to include other aspects of human experience. Stan Franklin and co-workers have built on GWT to sketch out a more general theory of cognition - LIDA: Cognitive Architecture's Computational Implementation of GWT. Stanislas Dehaene and Jean-Pierre Changeux in Paris developed experimentally testable models, making further testable claims about the brain basis of visual consciousness - The Dehaene-Changeux Model (DCM): Global Neuronal Workspace is Part of GWT. Global Workspace Dynamics (GWD) is the most current version of GWT - attempting to account for complexities of the living brain. These updated works trace the beginnings of GWT/GWD through the continued rise of brain evidence and psychological understanding. On Consciousness is an indispensable addition to the library of both students and experts studying mind, brain, and behavior. "Bernie Baars is a giant on whose shoulders the future science of consciousness will stand." --Antti Revonsuo, PhD, Professor of Cognitive Neuroscience, University of Skövde, Sweden




Teaching Critical Thinking in Psychology


Book Description

Teaching Critical Thinking in Psychology features currentscholarship on effectively teaching critical thinking skills at alllevels of psychology. Offers novel, nontraditional approaches to teaching criticalthinking, including strategies, tactics, diversity issues, servicelearning, and the use of case studies Provides new course delivery formats by which faculty cancreate online course materials to foster critical thinking within adiverse student audience Places specific emphasis on how to both teach and assesscritical thinking in the classroom, as well as issues of widerprogram assessment Discusses ways to use critical thinking in courses ranging fromintroductory level to upper-level, including statistics andresearch methods courses, cognitive psychology, and capstoneofferings