Getting older means getting brighter and better Teach Yourself Training Your Brain for the Over 50s offers hundreds of puzzles, games, tests and exercises, as well as being a complete feel-good guide to why your brain gets better than ever as you grow older. It will give you everything you need to stay motivated, showing not just how, but explaining why, the puzzles and crosswords in this book are more than just good fun. It explodes the myths about old age and mental decline and offers tips on using your increased brainpower to maximize your health, love, and life in general.
In a celebration of the greatest creative writers of all time, the literary critic explores the mysteries of genius as expressed in one hundred of the most creative minds in history, including Milton, Dante, and Whitman.
Disgust originated to prevent us from eating poisonous food, but this simple safety mechanism has since evolved into a uniquely human emotion that dictates how we treat others, shapes our cultural norms, and even has implications for our mental and physical health. That s Disgusting illuminates the science behind disgust, tackling such colorful topics as cannibalism, humor, and pornography to address larger questions: Why do sources of disgust vary among people and societies? Where does disgust come from in our brain and what deeper fears does it reflect? How does disgust influence our individual personalities, our daily lives, and our values? It turns out that disgust underlies more than we realize, from political ideologies to the lure of horror movies. Drawing on surprising research in psychology and evolutionary biology, That s Disgusting shows us that disgust mirrors human nature and, as a result, is as complex and varied as we are."
Abstraction is one facet of intellectual functioning. The study of abstraction allows extremely valuable insights into human intelligence. While this monograph indicates that the ability to think abstractly declines slightly with age, there are a number of variables determining abstract thinking and its relation to intelligence over the life-span. This monograph defines abstraction from all angles of thought, contrasting it with high-order thinking and stereotyped thinking; it discusses and evaluates tests of abstract thinking; and it presents new findings in sociological and psychological research on abstraction.
In 1963 an initial attempt was made in my The Psychology of Meaningful Verbal Learning to present a cognitive theory of meaningful as opposed to rote verbal learning. It was based on the proposition that the acquisition and retention of knowl- edge (particularly of verbal knowledge as, for example, in school, or subject-matter learning) is the product of an active, integrative, interactional process between instructional material (subject matter) and relevant ideas in the leamer's cognitive structure to which the new ideas are relatable in particular ways. This book is a full-scale revision of my 1963 monograph, The Psychology of Meaningful Verbal Learning, in the sense that it addresses the major aforementioned and hitherto unmet goals by providing for an expansion, clarification, differentiation, and sharper focusing of the principal psychological variables and processes involved in meaningful learning and retention, i.e., for their interrelationships and interactions leading to the generation of new meanings in the individual learner. The preparation of this new monograph was largely necessitated by the virtual collapse of the neobe- havioristic theoretical orientation to learning during the previous forty years; and by the meteoric rise in the seventies and beyond of constructivist approaches to learning theory.
The Canonical Papers of Steven C. Hayes is a compilation of his most pivotal articles written from 1982-2012. Through these selected papers, Hayes again revisits the theoretical struggles between behavioral and cognitive-behavior theories, taking us from the 1980s into present day, discussing the breakthroughs and follies. Using this as a focus point, he discusses the tradition of behavior analysis and its difficulties in addressing human language and cognition. Moving forward into the 90s, he chronicles the changes in a behavioral approach that emerge from a contextual perspective on human cognition, and lays out the foundation for a contextual behavioral science approach that he argues is more likely to lead to an understanding of human action and an alleviation of human suffering. Although the articles have previously been published, they have been edited and compiled ensure this branch of research is clear to the modern audience. The compilation was chosen by Dr. Hayes to enhance his vision for a functional contextual approach to complex human behavior.
This book aims to reverse the bias shown in research literature concerning the decline of information processing abilities with age. Twenty chapters identify areas of limited or no decline in cognitive functioning with respect to rate of information processing, attentional capacity, object perception, word perception, language comprehension, learning, memory, and problem-solving. These findings attest to the imbalance of previous published research, presenting a fairer portrayal of the aged mind.
This book contains a number of chapters on the control and execution of skilled movements, as well as more general chapters on theoretical issues in skilled performance. The contributors have summarised their most recent research, and general themes and issues are presented in discussion chapters at the end of each section, thus providing a good general summary of the kind of research and theoretical frameworks developing in this area. The first section is concerned with the theoretical issues of programming and co-ordination. Issues raised in the second section are basic to much of the research reviewed in the volume. This section summarises the various theoretical positions in the recent debates on the role of cognitive processes in motor control and the usefulness of the psychomotor'' approach, and contains chapters based on individual papers which present relevant empirical findings. The third section deals with the learning and performance of skilled movements, containing papers with practical implications for everyday skills. The final section contains chapters on cognitive processes in skilled performance.
A novelist and a neuroscientist uncover the secrets of human memory.
What makes us remember? Why do we forget? And what, exactly, is a memory?
With playfulness and intelligence, Adventures in Memory answers these questions and more, offering an illuminating look at one of our most fascinating faculties. The authors--two Norwegian sisters, one a neuropsychologist and the other an acclaimed writer--skillfully interweave history, research, and exceptional personal stories, taking readers on a captivating exploration of the evolving understanding of the science of memory from the Renaissance discovery of the hippocampus--named after the seahorse it resembles--up to the present day. Mixing metaphor with meta-analysis, they embark on an incredible journey: "diving for seahorses" for a memory experiment in Oslo fjord, racing taxis through London, and "time-traveling" to the future to reveal thought-provoking insights into remembering and forgetting. Along the way they interview experts of all stripes, from the world's top neuroscientists to famous novelists, to help explain how memory works, why it sometimes fails, and what we can do to improve it.
Filled with cutting-edge research and nimble storytelling, the result is a charming--and memorable--adventure through human memory.