Cambridge Handbooks in Psychology (97 book series) Kindle Edition

Cambridge Handbooks in Psychology (97 books)

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by Ed. Johnson, Malcolm L. (Author) , Ed. Ericsson, K. Anders (Author) , Ed. Zelazo, Philip David (Author) and 167 more

Written by foremost authorities from cognitive psychology, cognitive science, and cognitive neuroscience, the chapters of this reference summarize basic concepts and facts of a major topic, sketch its history, and analyze the progress its research is currently making. The volume also includes work related to developmental, social and clinical psychology, philosophy, economics, artificial intelligence, linguistics, education, law, and medicine. The Cambridge Handbook of Thinking and Reasoning comprises the first comprehensive and authoritative handbook for all core topics within the fields of thinking and reasoning.

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Books in this series (97 books)

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The Cambridge Handbook of Thinking and Reasoning (Cambridge Handbooks in Psychology) (Apr 18, 2005)

by Keith J. Holyoak (Editor) , Robert G. Morrison (Editor)

(8)

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The Cambridge Handbook of the Learning Sciences (Cambridge Handbooks in Psychology) (Apr 24, 2005)

by R. Keith Sawyer (Editor)

(15)

Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences, first published in 2006, shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.

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The Cambridge Handbook of Visuospatial Thinking (Cambridge Handbooks in Psychology) (Jul 18, 2005)

by Priti Shah (Editor) , Akira Miyake (Editor)

The ability to navigate across town, comprehend an animated display of the functioning of the human heart, view complex multivariate data on a company's website, or to read an architectural blueprint and form a three-dimensional mental picture of a house are all tasks involving visuospatial thinking. The field of visuospatial thinking is a relatively diverse interdisciplinary research enterprise. An understanding of visuospatial thinking, and in particular, how people represent and process visual and spatial information, is relevant not only to cognitive psychology but also education, geography, architecture, medicine, design computer science/artificial intelligence, semiotics and animal cognition. The goal of this book, first published in 2005, is to present a broad overview of research on visuospatial thinking that can be used by researchers as well as students interested in this topic in both basic research and applied/naturalistic contexts.

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The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology) (Aug 15, 2005)

by Richard Mayer (Editor)

(12)

During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized. This reference constitutes an original work devoted to comprehensive coverage of research and theory in the field of multimedia learning. It focuses on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation Games, virtual reality, and computer-supported, in-class presentations.

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The Cambridge Handbook of Age and Ageing (Cambridge Handbooks in Psychology) (Dec 1, 2005)

by Ed. Johnson, Malcolm L. (Author) , Malcolm L. Johnson (Editor)

(6)

The Cambridge Handbook of Age and Ageing, first published in 2005, is a guide to the body of knowledge, theory, policy and practice relevant to age researchers and gerontologists around the world. It contains almost 80 original chapters, commissioned and written by the world's leading gerontologists from 16 countries and 5 continents. The broad focus of the book is on the behavioural and social sciences but it also includes important contributions from the biological and medical sciences. It provides comprehensive, accessible and authoritative accounts of all the key topics in the field ranging from theories of ageing, to demography, physical aspects of ageing, mental processes and ageing, nursing and health care for older people, the social context of ageing, cross cultural perspectives, relationships, quality of life, gender, and financial and policy provision. This handbook will be a must-have resource for all researchers, students and professionals with an interest in age and ageing.

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The Cambridge Handbook of Expertise and Expert Performance (Cambridge Handbooks in Psychology) (Jun 26, 2006)

by Ed. Ericsson, K. Anders (Author) and 4 more

(14)

This 2006 book was the first handbook where the world's foremost 'experts on expertise' reviewed our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts' knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge on the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.

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The Cambridge Handbook of Consciousness (Cambridge Handbooks in Psychology) (May 14, 2007)

by Ed. Zelazo, Philip David (Author) and 3 more

(5)

The Cambridge Handbook of Consciousness is the first of its kind in the field, and its appearance marks a unique time in the history of intellectual inquiry on the topic. After decades during which consciousness was considered beyond the scope of legitimate scientific investigation, consciousness re-emerged as a popular focus of research towards the end of the last century, and it has remained so for nearly 20 years. There are now so many different lines of investigation on consciousness that the time has come when the field may finally benefit from a book that pulls them together and, by juxtaposing them, provides a comprehensive survey of this exciting field. An authoritative desk reference, which will also be suitable as an advanced textbook.

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The Cambridge Handbook of Computational Psychology (Cambridge Handbooks in Psychology) (Apr 28, 2008)

by Ron Sun (Editor)

(6)

This book is a definitive reference source for the growing, increasingly more important, and interdisciplinary field of computational cognitive modeling, that is, computational psychology. It combines breadth of coverage with definitive statements by leading scientists in this field. Research in computational cognitive modeling explores the essence of cognition and various cognitive functionalities through developing detailed, process-based understanding by specifying computational mechanisms, structures, and processes. Given the complexity of the human mind and its manifestation in behavioral flexibility, process-based computational models may be necessary to explicate and elucidate the intricate details of the mind. The key to understanding cognitive processes is often in fine details. Computational models provide algorithmic specificity: detailed, exactly specified, and carefully thought-out steps, arranged in precise yet flexible sequences. These models provide both conceptual clarity and precision at the same time. This book substantiates this approach through overviews and many examples.

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The Cambridge Handbook of Metaphor and Thought (Cambridge Handbooks in Psychology) (Sep 22, 2008)

by Raymond W. Gibbs Jr. (Author) , Raymond W. Gibbs, Jr. (Editor)

(7)

A comprehensive collection of essays in multidisciplinary metaphor scholarship that has been written in response to the growing interest among scholars and students from a variety of disciplines such as linguistics, philosophy, anthropology, music and psychology. These essays explore the significance of metaphor in language, thought, culture and artistic expression. There are five main themes of the book: the roots of metaphor, metaphor understanding, metaphor in language and culture, metaphor in reasoning and feeling, and metaphor in non-verbal expression. Contributors come from a variety of academic disciplines, including psychology, linguistics, philosophy, cognitive science, literature, education, music, and law.

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The Cambridge Handbook of Situated Cognition (Cambridge Handbooks in Psychology) (Nov 3, 2008)

by Philip Robbins (Editor) , Murat Aydede (Editor)

(7)

Since its inception some fifty years ago, cognitive science has seen a number of sea changes. Perhaps the best known is the development of connectionist models of cognition as an alternative to classical, symbol-based approaches. A more recent - and increasingly influential - trend is that of dynamical-systems-based, ecologically oriented models of the mind. Researchers suggest that a full understanding of the mind will require systematic study of the dynamics of interaction between mind, body, and world. Some argue that this new orientation calls for a revolutionary new metaphysics of mind, according to which mental states and processes, and even persons, literally extend into the environment. This book is a guide to this movement in cognitive science. Each chapter tackles either a specific area of empirical research or specific sector of the conceptual foundation underlying this research.

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The Cambridge Handbook of Literacy (Cambridge Handbooks in Psychology) (Feb 9, 2009)

by David R. Olson (Editor) , Nancy Torrance (Editor)

(2)

This handbook marks the transformation of the topic of literacy from the narrower concerns with learning to read and write to an interdisciplinary enquiry into the various roles of writing and reading in the full range of social and psychological functions in both modern and developing societies. It does so by exploring the nature and development of writing systems, the relations between speech and writing, the history of the social uses of writing, the evolution of conventions of reading, the social and developmental dimensions of acquiring literate competencies, and, more generally, the conceptual and cognitive dimensions of literacy as a set of social practices. Contributors to the volume are leading scholars drawn from such disciplines as linguistics, literature, history, anthropology, psychology, the neurosciences, cultural psychology, and education.

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The Cambridge Handbook of Personality Psychology (Cambridge Handbooks in Psychology) (Jul 16, 2009)

by Philip J. Corr (Editor) , Gerald Matthews (Editor)

(6)

Personality psychology is a rapidly maturing science making important advances on both conceptual and methodological fronts. The Cambridge Handbook of Personality Psychology offers a one-stop source for the most up-to-date scientific personality psychology. It provides a summary of cutting-edge personality research in all its forms, from DNA to political influences on its development, expression, pathology and applications. The chapters are informative, lively, stimulating and, sometimes, controversial and the team of international authors, led by two esteemed editors, ensures a truly wide range of theoretical perspectives. Each research area is discussed in terms of scientific foundations, main theories and findings, and future directions for research. With useful descriptions of technological approaches (for example, molecular genetics and functional neuroimaging) the Handbook is an invaluable aid to understanding the central role played by personality in psychology and will appeal to students of occupational, health, clinical, cognitive and forensic psychology.

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The Cambridge Handbook of Forensic Psychology (Cambridge Handbooks in Psychology) (Apr 29, 2010)

by Jennifer M. Brown (Editor) , Elizabeth A. Campbell (Editor)

(7)

Forensic psychology has developed and extended from an original, narrow focus on presenting evidence to the courts to a wider application across the whole span of civil and criminal justice, which includes dealing with suspects, offenders, victims, witnesses, defendants, litigants and justice professionals. This Handbook provides an encyclopedic-style source regarding the major concerns in forensic psychology. It is an invaluable reference text for practitioners within community, special hospital, secure unit, prison, probation and law enforcement forensic settings, as well as being appropriate for trainees and students in these areas. It will also serve as a companion text for lawyers and psychiatric and law enforcement professionals who wish to be apprised of forensic psychology coverage. Each entry provides a succinct outline of the topic, describes current thinking, identifies relevant consensual or contested aspects and alternative positions. Readers are presented with key issues and directed towards specialized sources for further reference.

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The Cambridge Handbook of Creativity (Cambridge Handbooks in Psychology) (Aug 23, 2010)

by James C. Kaufman (Editor) , Robert J. Sternberg (Editor)

(15)

The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to introduce readers to both the history of and key concepts in the field of creativity. The next section, 'Diverse Perspectives of Creativity', contains chapters on the many ways of approaching creativity. Several of these approaches, such as the functional, evolutionary, and neuroscientific approaches, have been invented or greatly reconceptualized in the last decade. The third section, 'Contemporary Debates', highlights ongoing topics that still inspire discussion. Finally, the editors summarize and discuss important concepts from the book and look to what lies ahead.

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The Cambridge Handbook of Intelligence (Cambridge Handbooks in Psychology) (May 30, 2011)

by Robert J. Sternberg (Editor) , Scott Barry Kaufman (Editor)

(9)

This volume provides the most comprehensive and up-to-date compendium of theory and research in the field of human intelligence. Each of the 42 chapters is written by world-renowned experts in their respective fields, and collectively, they cover the full range of topics of contemporary interest in the study of intelligence. The handbook is divided into nine parts: Part I covers intelligence and its measurement; Part II deals with the development of intelligence; Part III discusses intelligence and group differences; Part IV concerns the biology of intelligence; Part V is about intelligence and information processing; Part VI discusses different kinds of intelligence; Part VII covers intelligence and society; Part VIII concerns intelligence in relation to allied constructs; and Part IX is the concluding chapter, which reflects on where the field is currently and where it still needs to go.

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The Cambridge Handbook of Psycholinguistics (Cambridge Handbooks in Psychology) (Aug 20, 2012)

(5)

Our ability to speak, write, understand speech and read is critical to our ability to function in today's society. As such, psycholinguistics, or the study of how humans learn and use language, is a central topic in cognitive science. This comprehensive handbook is a collection of chapters written not by practitioners in the field, who can summarize the work going on around them, but by trailblazers from a wide array of subfields, who have been shaping the field of psycholinguistics over the last decade. Some topics discussed include how children learn language, how average adults understand and produce language, how language is represented in the brain, how brain-damaged individuals perform in terms of their language abilities and computer-based models of language and meaning. This is required reading for advanced researchers, graduate students and upper-level undergraduates who are interested in the recent developments and the future of psycholinguistics.

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The Cambridge Handbook of Environment in Human Development (Cambridge Handbooks in Psychology) (Aug 27, 2012)

by Linda Mayes (Editor) , Michael Lewis (Editor)

(2)

Families, communities and societies influence children's learning and development in many ways. This is the first handbook devoted to the understanding of the nature of environments in child development. Utilizing Urie Bronfenbrenner's idea of embedded environments, this volume looks at environments from the immediate environment of the family (including fathers, siblings, grandparents and day-care personnel) to the larger environment including schools, neighborhoods, geographic regions, countries and cultures. Understanding these embedded environments and the ways in which they interact is necessary to understand development.

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The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology) (Jul 28, 2014)

by Richard E. Mayer (Editor)

(27)

In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.

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The Cambridge Handbook of Cultural-Historical Psychology (Cambridge Handbooks in Psychology) (Sep 30, 2014)

(3)

The field of cultural-historical psychology originated in the work of Lev Vygotsky and the Vygotsky Circle in the Soviet Union more than eighty years ago, and has now established a powerful research tradition in Russia and the West. The Cambridge Handbook of Cultural-Historical Psychology is the first volume to systematically present cultural-historical psychology as an integrative/holistic developmental science of mind, brain, and culture. Its main focus is the inseparable unity of the historically evolving human mind, brain, and culture, and the ways to understand it. The contributors are major international experts in the field, and include authors of major works on Lev Vygotsky, direct collaborators and associates of Alexander Luria, and renowned neurologist Oliver Sacks. The Handbook will be of interest to students and scholars in the fields of psychology, education, humanities and neuroscience.

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The Cambridge Handbook of the Psychology of Aesthetics and the Arts (Cambridge Handbooks in Psychology) (Oct 30, 2014)

by Pablo P. L. Tinio (Editor) , Jeffrey K. Smith (Editor)

(2)

The psychology of aesthetics and the arts is dedicated to the study of our experiences of the visual arts, music, literature, film, performances, architecture and design; our experiences of beauty and ugliness; our preferences and dislikes; and our everyday perceptions of things in our world. The Cambridge Handbook of the Psychology of Aesthetics and the Arts is a foundational volume presenting an overview of the key concepts and theories of the discipline where readers can learn about the questions that are being asked and become acquainted with the perspectives and methodologies used to address them. The psychology of aesthetics and the arts is one of the oldest areas of psychology but it is also one of the fastest growing and most exciting areas. This is a comprehensive and authoritative handbook featuring essays from some of the most respected scholars in the field.

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