Publisher Description

The Cambridge Handbook of Thinking and Reasoning is the first comprehensive and authoritative handbook covering all the core topics of the field of thinking and reasoning. Written by the foremost experts from cognitive psychology, cognitive science, and cognitive neuroscience, individual chapters summarize basic concepts and findings for a major topic, sketch its history, and give a sense of the directions in which research is currently heading. The volume also includes work related to developmental, social and clinical psychology, philosophy, economics, artificial intelligence, linguistics, education, law, and medicine. Scholars and students in all these fields and others will find this to be a valuable collection.

This book is a guide to a movement in cognitive science showing how environmental and bodily structure shapes cognition.

Court and policy makers have increasingly had to deal with—and sometimes even embrace—technology, from podcasts to the Internet. Televised courtroom broadcasting especially remains an issue. The debate surrounding the US Supreme Court and federal courts, as well as the great disparity between different forms of television courtroom broadcasting, rages on. What are the effects of television courtroom broadcasting? Does research support the arguments for or against? Despite three Supreme Court cases on television courtroom broadcasting, the common thread between the cases has not been highlighted. The Supreme Court in these cases maintains a common theme: there is not a sufficient body of research on the effects of televising courtroom proceedings to resolve the debate in a confident manner.

This book aims to serve as a multidisciplinary forum covering technical, pedagogical, organizational, instructional, as well as policy aspects of ICT in Education and e-Learning. Special emphasis is given to applied research relevant to educational practice guided by the educational realities in schools, colleges, universities and informal learning organizations. In a more generic scope, the volume aims to encompass current trends and issues determining ICT integration in practice, including learning and teaching, curriculum and instructional design, learning media and environments, teacher education and professional development, assessment and evaluation, etc.

An engaging and relatable examination of how we perceive and interpret the world around us The study of human cognitive processes provides insight into why we act or react the way we do. Understanding cognition can help us understand ourselves and others and can even allow us to make educated predictions about future behaviors. In Cognition, 11th Edition, author Thomas Farmer updates this classic text with the latest advances in the field and more in-depth coverage of prominent topics. Expanded and refined throughout, this edition retains the breadth of scope and depth of detail that has made it the go-to text on the topic. Cognition emphasizes the link between conceptual cognitive psychology and real-world experience: case studies, current trends, and historical perspectives merge to provide a comprehensive understanding of core principles and theories. Discusses behavioral measures and overviews classical behaviorist paradigms Extends the discussions of sensory transduction, procedural memory, and more Clarifies theories of attention and the distinction between controlled vs. automatic processing Includes self quizzes at the end of each chapter, plus updates to all chapters with new and revised content New to the 11th Edition: On average, each chapter includes three or four major points of revision aimed either at better explaining a particular process or theory or at bring the examination of cognitive processes up-to-date with current science. Practice questions for each chapter are available in formats suitable for both pen-and-paper use and digital use. Instructor resources are enhanced with new lecture presentation slides and chapter outlines annotated by the author to facilitate lecture design and delivery.

This book looks at education reforms, planning and policy through an exploration of the Yash Pal Committee report (1993) in India, which made recommendations to improve the quality of learning while reducing cognitive burden on students. It analyses the wide-ranging impact the report had on curriculum, pedagogy, teacher education reforms and the national policy on education. The book examines the legacy of the report, tracing the various deliberations and critical engagements with issues around literacy, language and mathematics learning, curriculum reforms and classroom practices, assessment and evaluation. It reviews contemporary developments in research on learning in diverse disciplines and languages through the lens of the recommendations made by the Learning without Burden report while engaging with challenges and systemic issues which limit inclusivity and access to quality education. Drawing on extensive research and first-hand academic and teaching experience, this book will attract attention and interest of students and researchers of educational policy and analysis, linguistics, sociology and South Asian studies. It will also be of interest to policy makers, think tanks and civil society organisations.

Numerous spatial biases influence navigation, interactions, and preferences in our environment. This volume considers their influences on perception and memory.

The first-ever book on the science of imagination, which sheds light on both the complex inner-workings of our mind and the ways in which we can channel imagination for a better life. We don’t think of imagination the way that we should. The word is often only associated with children, artists and daydreamers, but in reality, imagination is an integral part of almost every action and decision that we make. Simply put, imagination is a person’s ability to create scenarios in his or her head: this can include everything from planning a grocery list, to honing a golf swing, to having religious hallucinations. And while imagination has positive connotations, it can also lead to decreased productivity and cooperation, or worse, the continuous reliving of past trauma.The human brain is remarkable in its ability to imagine—it can imagine complex possible futures, fantasy worlds, or tasty meals. We can use our imaginations to make us relaxed or anxious. We can imagine what the world might be, and construct elaborate plans. People have been fascinated with the machination of the human brain and its ability to imagine for centuries. There are books on creativity, dreams, memory, and the mind in general, but how exactly do we create those scenes in our head? With chapters ranging from hallucination and imaginary friends to how imagination can make you happier and more productive, Jim Davies' Imagination will help us explore the full potential of our own mind.

Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.