This book aims to present theoretical and practical innovations in the cognitive sciences and education fields focusing on studies and research conducted with non-WEIRD (i.e., western, educated, industrialized, rich and democratic) populations, especially from Latin America. Cognitive sciences and neuroscience have increased exponentially their knowledge in the last three decades, and today there is a corpus of knowledge about our central nervous system and its functioning that (adequately understood) has promising contributions for the educational field. Most of this knowledge, however, comes from central countries (North America, Europe) and is based on studies conducted on what has been called WEIRD populations. Much less is known about how the integration of cognitive sciences and neuroscience could impact education in non-WEIRD populations, which represent the great majority of the world’s population and have quite diverse cultural and social characteristics. So, the main aim of this book is to present a non-WEIRD scientific approach to problems in the cognitive sciences, neuroscience and education fields. Research presented in this contributed volume takes advantage of the diverse populations that characterize developing countries to explore how underrepresented populations learn, what works and what does not for cognitive science and education not only for the developing world, but also for understanding diversity in the whole world. Departing from this focus on diversity, chapters in this book present studies on theories, beliefs and misconceptions about the relationship between cognitive sciences and education; child and adolescent cognitive development; mathematics and language academic performance; and cognitive interventions to improve educational practice. Cognitive Sciences and Education in Non-WEIRD Populations: A Latin American Perspective will be a useful resource for both cognitive scientists and educational researchers interested in developing a more culturally sensitive approach to basic and applied research on cognitive sciences of education.

Insights Into Global Engineering Education After the Birth of Industry 5.0 presents a comprehensive overview of recent developments in the fields of engineering and technology. The book comprises single chapters authored by various researchers and edited by an expert active in the engineering education research area. It provides a thorough overview of the latest research efforts by international authors on engineering education and opens potential new research paths for further novel developments.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

In recent years, interest in research on Chinese culture and psychology has increased rapidly. However, most research paradigms based on samples from Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies, including theories, methods, and research procedures, may become maladaptive or “weird” once moved to other societies. Thus, we aim to focus on this emergent movement of scholars working on the dialogue and interaction between Chinese culture and psychology to explore the most contemporary modes of Chinese philosophical, religious, and spiritual thoughts and practices, emphasizing their significant application to current psychological research. Taking an eclectic approach to study on human values, health, and well-being, this Research Topic hopes to publish original research articles that deal with mental and physical health issues by integrating the contribution from Chinese traditions.

It is widely thought that the cognitive science of religion (CSR) may have a bearing on the epistemic status of religious beliefs and on other topics in philosophy of religion. Epistemologists have used theories from CSR to argue both for and against the rationality of religious beliefs, or they have claimed that CSR is neutral vis-à-vis the epistemic status of religious belief. However, since CSR is a rapidly evolving discipline, a great deal of earlier research on the topic has become dated. Furthermore, most of the debate on the epistemic consequences of CSR has not taken into account insights from the philosophy of science, such as explanatory pluralism and explanatory levels. This volume overcomes these deficiencies. This volume brings together new philosophical reflection on CSR. It examines the influence of CSR theories on the epistemic status of religious beliefs; it discusses its impact on philosophy of religion; and it offers new insights for CSR. The book addresses the question of whether or not the plurality of theories in CSR makes epistemic conclusions about religious belief unwarranted. It also explores the impact of CSR on other topics in philosophy of religion like the cognitive consequences of sin and naturalism. Finally, the book investigates what the main theories in CSR aim to explain, and addresses the strengths and weaknesses of CSR.

This is the first book to examine social learning and innovation in hunter–gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter–gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter–gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban–industrial cultures. Controversy continues on problems such as: do hunter–gatherers teach? If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter–gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter–gatherers, 2) modes and processes of social learning in hunter–gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans.

Addressing the intersections between cognitive, sociocultural, and sociolinguistic research, this volume explores bilingual development across educational contexts to discuss and uncover the influences and impact of language in school programming and everyday practices. Confronting a standard monolingual lens, this collection highlights the importance of applying cross-disciplinary approaches to examine bilingualism in relation to topics such as language politics, linguistic identities, students’ experiences at home and in schools, asset-based teaching and curricula, and overall benefits. Ideal for courses in bilingualism, literacy, psychology, and language education, this text is an important resource for understanding and applying transdisciplinary, inclusive approaches to positively influence cognitive development, academic learning, and identity formation in bilingual education.

The fifth edition of Psychology: The Science of Mind and Behaviour continues to build on its strong biopsychosocial approach and balancing of classical and contemporary theory. The celebrated pedagogical design has been reinforced with additional pedagogical features and real world issues to offer an exciting and engaging introduction to the study of psychology. The fifth edition has been fully updated to reflect new developments in the field and the scientific approach brings together international research and practical application to encourage critical thinking about psychology and its impact on our societies and daily lives. Key features: •Brand New! The Bigger Picture takes a step back and reflects on how a subject can be interpreted from different angles. Replacing the Levels of Analysis feature, the Bigger Picture explores not only the biological, psychological and environmental levels, but also cultural and developmental aspects as well. •Brand New! Learning Goals and Review Questions encourage students to consider the core learnings of each chapter and critically assess their real world implications. •New and Updated! Psychology at Work interviews from Psychologists in the field are now included in every chapter. They provide a glimpse into their day-to-day work and the career path they have taken since completing a psychology degree. •Research Close Ups reflect new research and literature as well as updated critical thinking questions to encourage analysis and evaluation of the findings. •Current issues and hot topics such as, Covid-19, fake news, workplace psychology, social media, prosociality and critical perspectives of positive psychology prompt debates on the questions facing psychologists today. Nigel Holt is Head of Department of Psychology at Aberystwyth University, Wales Andy Bremner is Professor of Developmental Psychology and Head of Education at the University of Birmingham, UK Michael Vliek is an affiliate of the University of Amsterdam, The Netherlands and lectures at the University of Leiden, The Netherlands Ed Sutherland is an Associate Professor in Psychology and Director of Learning and Teaching at the University of Leeds, UK Michael W. Passer is an Associate Teaching Professor at the University of Washington, USA Ronald E. Smith is Professor Emeritus of Psychology at the University of Washington, USA

Rationality: Contexts and Constraints is an interdisciplinary reappraisal of the nature of rationality. In method, it is pluralistic, drawing upon the analytic approaches of philosophy, linguistics, neuroscience, and more. These methods guide exploration of the intersection between traditional scholarship and cutting-edge philosophical or scientific research. In this way, the book contributes to development of a suitably revised, comprehensive understanding of rationality, one that befits the 21st century, one that is adequately informed by recent investigations of science, pathology, non-human thought, emotion, and even enigmatic Chinese texts that might previously have seemed to be expressions of irrationalism. - Addresses recent challenges and Identifies a direction for future research on rationality - Investigates the relationship between rationality and mental disorders, such as delusion and depression - Assesses reasoning in artificial intelligence and nonhuman animals - Reflects on ancient Chinese Philosophy and possible cultural differences in human psychology - Employs philosophical reflection, along with linguistic, probabilistic, and logical techniques

The first comprehensive account of the concept and practices of deduction covering philosophy, history, cognition and mathematical practice.