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Clinical Management of Memory Problems (Psychology Library Editions: Memory Ser.)

Close Relationship Loss: Theoretical Approaches

Social scientists from various disciplines have been increasingly concerned with the nature, structure, and function of close relationships. Although most of the early work on the topic of close relationships drew attention to the development of close relationships, since the mid-1970s researchers have begun to investigate the many different aspects connected to the loss of close relationships. Despite the change to a more comprehensive conceptual framework, close relationship research is often criticized for being atheoretical; the research is criticized for being purely descriptive in nature and thus lacking a more theoretical framework. Contrary to this belief, I wish to argue that researchers in the area of close relationship loss employ several critical and prominent theoretical perspectives to describe, explain, and understand the endings of relationships-thus, the fruition of this book. The major aim of this edited book is to present and illuminate, within one volume, some of these major theoretical perspectives. The volume as a whole has several unique qualities. First, within each chapter, the authors provide a general overview of the theoretical per­ spective or approach within which they examine close relationship loss.

Co-Constructing Therapeutic Conversations: A Consultation of Restraint (The Systemic Thinking and Practice Series)

This book illustrates the unique systemic approach of the Ingers who are well-known teachers and co-founders of the Family Studies Institute in Portland, Oregon. Their work combines elements of the reflective team approach with a model of co-therapy. It is a fresh and innovative application of systemic thinking to the field of family therapy. The book consists of a full-length description of one family consultation with detailed commentary on the process of the interview provided by the Ingers. The theoretical basis of their model is a carefully explained and the interview itself is discussed by a range of American and British therapists taking part in a family therapy exchange.

Co-Constructing Therapeutic Conversations: A Consultation of Restraint (The Systemic Thinking and Practice Series)

This book illustrates the unique systemic approach of the Ingers who are well-known teachers and co-founders of the Family Studies Institute in Portland, Oregon. Their work combines elements of the reflective team approach with a model of co-therapy. It is a fresh and innovative application of systemic thinking to the field of family therapy. The book consists of a full-length description of one family consultation with detailed commentary on the process of the interview provided by the Ingers. The theoretical basis of their model is a carefully explained and the interview itself is discussed by a range of American and British therapists taking part in a family therapy exchange.

Cognition and the Menstrual Cycle (Contributions to Psychology and Medicine)

This book originated in a symposium that was held at the London Conference of the British Psychological Society (BPS) in December 1988. The fact that the various contributors were able to assemble at all was very much due to the kind generosity of the Scientific Affairs Board of the BPS, which had made resources available from its Initiatives Fund to enable Barbara Sommer to travel to the United Kingdom to participate in the event. The broad continuity among the contributions to this symposium in terms of their underlying themes led us to the view that a single volume consisting of original papers by those concerned would be a timely contri­ bution to the research literature, not simply on menstruation and cognitive performance but more generally on the nature of female psychology. This was confirmed by a clear sense that in their different ways, the individual researchers involved were achieving 'genuine conceptual, theoretical, and empirical progress in this area and were generating ideas and findings that accorded well with changing views of women in psychology and cognate disciplines. We hope that the various chapters in this book convey some sense of this intellectual progress and development. JOHN T. E. RICHARDSON v Contents Preface v Contributors xi Chapter 1 The Menstrual Cycle, Cognition, and Paramenstrual Symptomatology JOHN T. E.

Cognition, Information Processing, and Psychophysics: Basic Issues (Scientific Psychology Series)

The plan for this volume emerged during the international Leipzig conference commemorating the centenary of the death of Gustav Fechner. The contributors suggested that while many features of modern psychological theory were anticipated by Fechner, many new theoretical approaches owe much more to him than often is realized. As such, they decided to honor Fechner by evaluating his own contribution to the founding of psychology and psychoanalysis, by deepening the foundations of psychological theories of consciousness, perception, and choice, and by using the analysis of time to create a new appreciation of constraints that bind mental processes together. Thus, this volume spans an extraordinary range of psychological topics, from hermeneutics to the time-quantum basis for mental processes, in a way that would both amaze and delight Fechner. Moreover, the international reach of his pioneering ideas can be seen from the current locations of the contributors. The span from Japan to the United States to Holland to Germany and to Israel provides a global measure of Fechner's scientific legacy.

Cognition, Information Processing, and Psychophysics: Basic Issues (Scientific Psychology Series)

The plan for this volume emerged during the international Leipzig conference commemorating the centenary of the death of Gustav Fechner. The contributors suggested that while many features of modern psychological theory were anticipated by Fechner, many new theoretical approaches owe much more to him than often is realized. As such, they decided to honor Fechner by evaluating his own contribution to the founding of psychology and psychoanalysis, by deepening the foundations of psychological theories of consciousness, perception, and choice, and by using the analysis of time to create a new appreciation of constraints that bind mental processes together. Thus, this volume spans an extraordinary range of psychological topics, from hermeneutics to the time-quantum basis for mental processes, in a way that would both amaze and delight Fechner. Moreover, the international reach of his pioneering ideas can be seen from the current locations of the contributors. The span from Japan to the United States to Holland to Germany and to Israel provides a global measure of Fechner's scientific legacy.

Cognitive and Social Factors in Early Deception

The understanding of early deception is important for both theoretical and practical purposes. Children's deceptive behaviors provide a window into their models and theories of mind. On a practical level, childhood deception poses challenges for the legal system as well as parents and schools. In this volume, contributors from diverse areas of psychology -- social, cognitive, and developmental -- as well as philosophy and law examine the determinants of deception among preschoolers. In addition to a wealth of new empirical findings dealing with gender, motivation, and context in children's use of deception, evidence is provided for recursivity of awareness in children as young as three years of age. With chapters and commentaries written by leading scholars in the United States, England, and Australia, this book reflects a growing concern with ecological validity in developmental studies and may prompt rethinking of traditional models of mind based exclusively on data from laboratory experiments.

Cognitive and Social Factors in Early Deception

The understanding of early deception is important for both theoretical and practical purposes. Children's deceptive behaviors provide a window into their models and theories of mind. On a practical level, childhood deception poses challenges for the legal system as well as parents and schools. In this volume, contributors from diverse areas of psychology -- social, cognitive, and developmental -- as well as philosophy and law examine the determinants of deception among preschoolers. In addition to a wealth of new empirical findings dealing with gender, motivation, and context in children's use of deception, evidence is provided for recursivity of awareness in children as young as three years of age. With chapters and commentaries written by leading scholars in the United States, England, and Australia, this book reflects a growing concern with ecological validity in developmental studies and may prompt rethinking of traditional models of mind based exclusively on data from laboratory experiments.

Cognitive Aspects of Stimulus Control

The study of discrimination and generalization in animals traditionally involves stimuli that are simple, uniform, and restricted in time or space. In recent years, the area of stimulus control has been expanded with the use of stimuli that are complex, extended in time or space, and incorporate or represent natural objects, events, or locations. The contributors to this unique volume have emphasized controlling functions of complex stimulus events -- such as location or duration -- and their relation to cognitive processes in animals. The chapters cover a wide array of topics, including spatial cognition, categorization, pattern perception, numerosity discriminations, imagery, and spatial tracking, thereby addressing the question of how complex events are perceived, processed, and organized. This volume goes beyond other recent books on animal cognition in that it specifically places some well-known phenomena within the context of stimulus control.

Cognitive Aspects of Stimulus Control

The study of discrimination and generalization in animals traditionally involves stimuli that are simple, uniform, and restricted in time or space. In recent years, the area of stimulus control has been expanded with the use of stimuli that are complex, extended in time or space, and incorporate or represent natural objects, events, or locations. The contributors to this unique volume have emphasized controlling functions of complex stimulus events -- such as location or duration -- and their relation to cognitive processes in animals. The chapters cover a wide array of topics, including spatial cognition, categorization, pattern perception, numerosity discriminations, imagery, and spatial tracking, thereby addressing the question of how complex events are perceived, processed, and organized. This volume goes beyond other recent books on animal cognition in that it specifically places some well-known phenomena within the context of stimulus control.

Cognitive Development Today: Piaget and his Critics (PDF)

`At the end of the day, what is crucial is to enable educationalists to promote and apply their own metatheories and models of child development which they feel comfortable with and which enable children to develop. ... Peter Sutherland should be credited with making a significant contribution towards achieving this fundamental goal' - Educational Psychology in Practice ` ... this book deserves to become a classic in the field. Will appeal alike to academics and students in higher education, and to serving teachers- BPS: Educational Review Section This book provides a general outline of the dominant schools of thought on cognitive development, with a focus on Piaget. His views are outlined and a range of critical responses and alternatives are detailed. The author examines the application of these schools of thought to teaching pre-school, primary and secondary children. Each chapter includes a summary and questions for discussion. The book concludes with a glossary of terms.

Cognitive Processing in Bilinguals (ISSN #Volume 83)

This collection of 33 papers represents the most current thinking andresearch on the study of cognitive processing in bilingual individuals. Thecontributors include well-known figures in the field and promising newscholars, representing four continents and work in dozens of languages.Instead of the social, political, or educational implications ofbilingualism, the focus is on how bilingual people (mostly adults) thinkand process language.

Cognitive Psychology: An Overview for Cognitive Scientists (Tutorial Essays in Cognitive Science Series)

This text presents the basic concepts of modern cognitive psychology in a succinct and accessible manner. Empirical results, theoretical developments, and current issues are woven around basic concepts to produce coherent accounts of research areas. Barsalou's primary goal is to equip readers with a conceptual vocabulary that acquaints them with the general approach of cognitive psychology and allows them to follow more technical discussions elsewhere. In meeting this goal, he discusses the traditional work central to modern thinking and reviews current work relevant to cognitive science. Besides focusing on research and theory in cognitive psychology, Barsalou also addresses its fundamental assumptions. Because the cognitive approach to psychology is somewhat subtle, often misunderstood, and sometimes controversial, it is essential for a text on cognitive psychology to address the assumptions that underlie it. Therefore, three of the eleven chapters address the "meta- assumptions" that govern research and theory in cognitive psychology. These meta-chapters provide a deeper understanding of the content areas and a clearer vision of what cognitive psychologists are trying to accomplish. The remaining eight "content" chapters cover the central topics in cognitive psychology. This book will be of value to a variety of audiences. Ideal for researchers in computer science, linguistics, philosophy, anthropology, and neuroscience who wish to acquaint themselves with cognitive psychology, it may also be used as a text for courses in cognitive science and cognitive psychology. Lay readers who wish to learn about the cognitive approach to scientific psychology will also find the volume useful.

Cognitive Psychology: An Overview for Cognitive Scientists (Tutorial Essays in Cognitive Science Series)

This text presents the basic concepts of modern cognitive psychology in a succinct and accessible manner. Empirical results, theoretical developments, and current issues are woven around basic concepts to produce coherent accounts of research areas. Barsalou's primary goal is to equip readers with a conceptual vocabulary that acquaints them with the general approach of cognitive psychology and allows them to follow more technical discussions elsewhere. In meeting this goal, he discusses the traditional work central to modern thinking and reviews current work relevant to cognitive science. Besides focusing on research and theory in cognitive psychology, Barsalou also addresses its fundamental assumptions. Because the cognitive approach to psychology is somewhat subtle, often misunderstood, and sometimes controversial, it is essential for a text on cognitive psychology to address the assumptions that underlie it. Therefore, three of the eleven chapters address the "meta- assumptions" that govern research and theory in cognitive psychology. These meta-chapters provide a deeper understanding of the content areas and a clearer vision of what cognitive psychologists are trying to accomplish. The remaining eight "content" chapters cover the central topics in cognitive psychology. This book will be of value to a variety of audiences. Ideal for researchers in computer science, linguistics, philosophy, anthropology, and neuroscience who wish to acquaint themselves with cognitive psychology, it may also be used as a text for courses in cognitive science and cognitive psychology. Lay readers who wish to learn about the cognitive approach to scientific psychology will also find the volume useful.

Comprehensive Casebook of Cognitive Therapy

This is the golden age of cognitive therapy. Its popularity among society and the professional community is growing by leaps and bounds. What is it and what are its limits? What is the fundamental nature of cognitive therapy? It is, to my way of thinking, simple but profound. To understand it, it is useful to think back to the history of behavior therapy, to the basic development made by Joseph Wolpe. In the 1950s, Wolpe astounded the therapeutic world and infuriated his colleagues by finding a simple cure for phobias. The psychoanalytic establishment held that phobias-irrational and intense fear of certain objects, such as cats-were just surface manifesta­ tions of deeper, underlying disorders. The psychoanalysts said their source was the buried fear in male children of castration by the father in retaliation for the son's lust for his mother. For females, this fear is directed toward the opposite sex parent. The biomedical theorists, on the other hand, claimed that some as yet undiscovered disorder in brain chemistry must be the underlying problem. Both groups insisted that to treat only the patient's fear of cats would do no more good than it would to put rouge over measles. Wolpe, however, reasoned that irrational fear of something isn't just a symptom of a phobia; it is the whole phobia.

Computer Applications in Mental Health: Education and Evaluation

This practical book describes computer programs designed specifically for mental health clinicians and their work. It examines a variety of computer resources and some of the latest developments in the field. Computer Applications in Mental Health provides examples of computer programs that have proved helpful in private practice and institutional treatment settings. Among the programs discussed in the book are those that have succeeded or failed within the large Veterans Administration computer system; a system designed to help choose the best reinforcers to use with patients in a behavioral program; a computerized self-administered screening battery in use in community health center settings; patient education programs useful in caring for the chronic mentally ill; and a reminder system for helping the hospital-based clinician meet paperwork deadlines. Encouraging mental health professionals to investigate the types of computer technology available to them, this book also stimulates further development and sharing of computer software.To enable readers to seek out more information on certain systems and programs, this book lists many computer resources. Several of the software packages evaluated are available on computerized bulletin board systems at no cost beyond that of a long distance phone call. Although Computer Applications in Mental Health is primarily for mental health clinicians, administrators and computer programmers within mental health settings can also find useful information in this book.

Computer Applications in Mental Health: Education and Evaluation

This practical book describes computer programs designed specifically for mental health clinicians and their work. It examines a variety of computer resources and some of the latest developments in the field. Computer Applications in Mental Health provides examples of computer programs that have proved helpful in private practice and institutional treatment settings. Among the programs discussed in the book are those that have succeeded or failed within the large Veterans Administration computer system; a system designed to help choose the best reinforcers to use with patients in a behavioral program; a computerized self-administered screening battery in use in community health center settings; patient education programs useful in caring for the chronic mentally ill; and a reminder system for helping the hospital-based clinician meet paperwork deadlines. Encouraging mental health professionals to investigate the types of computer technology available to them, this book also stimulates further development and sharing of computer software.To enable readers to seek out more information on certain systems and programs, this book lists many computer resources. Several of the software packages evaluated are available on computerized bulletin board systems at no cost beyond that of a long distance phone call. Although Computer Applications in Mental Health is primarily for mental health clinicians, administrators and computer programmers within mental health settings can also find useful information in this book.

Computer-Assisted Career Decision Making: The Guide in the Machine

Discussing career decision making (CDM), career guidance, a computerized system of career guidance, and the interplay among them, this book describes the way people sort themselves, or are sorted, into educational and occupational options. The options represent the content of this book, and the sorting represents the process. The sequence of decisions may extend over a lifetime, but several crucial choice-points tend to occur at predictable stages in a career. Career guidance is a professional intervention in CDM; "professional" implies that practitioners conform to a standard of ethics, knowledge, and competence beyond what may be offered by other intervenors. Guidance is partly an art, but it is also partly a science -- at least an application of science, based on a synthesis of logic and evidence derived from research. The computerized System of Interactive Guidance and Information (SIGI) is a designated guidance "treatment," clearly defined and specified. It was developed according to an explicit model, derived from a particular rationale for guidance, using modern technology to amplify the practice of career guidance. The current version -- called SIGI PLUS TM -- is being used at more than a thousand colleges and universities, as well as secondary schools, libraries, corporations, community-based organizations, and counseling agencies. These three interdependent topics are treated in a progression: from a theory of CDM to a rationale and a model for guidance to the design and development of a system. This book weaves together theory (principles, propositions, rationales, and models), research and development. The product of that development, SIGI, helps to define theory, to exemplify it, and to test it.

Computer-Assisted Career Decision Making: The Guide in the Machine

Discussing career decision making (CDM), career guidance, a computerized system of career guidance, and the interplay among them, this book describes the way people sort themselves, or are sorted, into educational and occupational options. The options represent the content of this book, and the sorting represents the process. The sequence of decisions may extend over a lifetime, but several crucial choice-points tend to occur at predictable stages in a career. Career guidance is a professional intervention in CDM; "professional" implies that practitioners conform to a standard of ethics, knowledge, and competence beyond what may be offered by other intervenors. Guidance is partly an art, but it is also partly a science -- at least an application of science, based on a synthesis of logic and evidence derived from research. The computerized System of Interactive Guidance and Information (SIGI) is a designated guidance "treatment," clearly defined and specified. It was developed according to an explicit model, derived from a particular rationale for guidance, using modern technology to amplify the practice of career guidance. The current version -- called SIGI PLUS TM -- is being used at more than a thousand colleges and universities, as well as secondary schools, libraries, corporations, community-based organizations, and counseling agencies. These three interdependent topics are treated in a progression: from a theory of CDM to a rationale and a model for guidance to the design and development of a system. This book weaves together theory (principles, propositions, rationales, and models), research and development. The product of that development, SIGI, helps to define theory, to exemplify it, and to test it.

Computer-Based Learning Environments and Problem Solving (NATO ASI Subseries F: #84)

Most would agree that the acquisition of problem-solving ability is a primary goal of education. The emergence of the new information technologiesin the last ten years has raised high expectations with respect to the possibilities of the computer as an instructional tool for enhancing students' problem-solving skills. This volume is the first to assemble, review, and discuss the theoretical, methodological, and developmental knowledge relating to this topical issue in a multidisciplinary confrontation of highly recommended experts in cognitive science, computer science, educational technology, and instructional psychology. Contributors describe the most recent results and the most advanced methodological approaches relating to the application of the computer for encouraging knowledge construction, stimulating higher-order thinking and problem solving, and creating powerfullearning environments for pursuing those objectives. The computer applications relate to a variety of content domains and age levels.

Conduction Aphasia (Institute for Research in Behavioral Neuroscience Series)

Over the past decade, questions about the clinical classification and experimental examination of aphasic patients have been raised. Growing doubts about the validity and reliability of standard clinical diagnoses have been responsible, in part, for the explosion of case studies in the neurolinguistic literature. In turn, rejection of classical aphasia diagnoses has made it difficult to synthesize much of this literature, and no alternative method for selecting and comparing aphasic patients has emerged. This volume was motivated by a desire to take a fresh look at the benefits that aphasia diagnosis has for both clinical and experimental work. This is accomplished by exploring one classical aphasia syndrome from a multidisciplinary perspective; that is, by presenting information from the disciplines of neurology, speech-language pathology, and experimental neurolinguistics. Given this scope, it is hoped that this work will appeal to an equally broad range of readers.

Conduction Aphasia (Institute for Research in Behavioral Neuroscience Series)

Over the past decade, questions about the clinical classification and experimental examination of aphasic patients have been raised. Growing doubts about the validity and reliability of standard clinical diagnoses have been responsible, in part, for the explosion of case studies in the neurolinguistic literature. In turn, rejection of classical aphasia diagnoses has made it difficult to synthesize much of this literature, and no alternative method for selecting and comparing aphasic patients has emerged. This volume was motivated by a desire to take a fresh look at the benefits that aphasia diagnosis has for both clinical and experimental work. This is accomplished by exploring one classical aphasia syndrome from a multidisciplinary perspective; that is, by presenting information from the disciplines of neurology, speech-language pathology, and experimental neurolinguistics. Given this scope, it is hoped that this work will appeal to an equally broad range of readers.

The Construction of Social Judgments (Cog Studies Grp of the Inst for Behavioral Research at UGA)

Researchers have been addressing social judgment from a cognitive perspective for more than 15 years. Within recent years, however, it has become increasingly clear that many of the models and assumptions initially adopted are in need of revision. The chapters in this volume point out where the original models and assumptions have fallen short, and suggest directions for future research and theorizing. The contributors address issues related to judgment, memory, affect, attitudes, and self-perception. In addition, many present theoretical frameworks within which these different issues can be integrated. As such, this volume represents the transition from one era of social cognition research to the next.

The Construction of Social Judgments (Cog Studies Grp of the Inst for Behavioral Research at UGA)

Researchers have been addressing social judgment from a cognitive perspective for more than 15 years. Within recent years, however, it has become increasingly clear that many of the models and assumptions initially adopted are in need of revision. The chapters in this volume point out where the original models and assumptions have fallen short, and suggest directions for future research and theorizing. The contributors address issues related to judgment, memory, affect, attitudes, and self-perception. In addition, many present theoretical frameworks within which these different issues can be integrated. As such, this volume represents the transition from one era of social cognition research to the next.