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Over the last decade there has been a spate of research on the empirical phenomenon known as "attentional capture". Interest in capture can be attributed not only to its applied significance, but also to the implications of the phenomenon for theories of selective attention, as well as cognitive control in general. This growing interest, however, has also spawned a wide variety of experimental paradigms, empirical results, and theoretical perspectives. In June of 2000, 40 experimental psychologists converged on Villanova University for a conference and workshop on attentional capture. The intent was to provide an intimate forum for scientists from diverse perspectives and backgrounds, and using diverse methodologies to present their research on attentional capture and also engage in small group discussions on such key issues as the definition, measurement, and theoretical treatment of attention capture. This book presents a collection of chapters based on those presentations and discussions. Chapters are organized around areas such as neuroscience, visual cognition, developmental, individual differences and dynamical systems. The volume provides: a summary of the latest cutting edge research; an important compass for future research in this area; a useful survey of the field; contributions from internationally recognized experts in attention. Due to its exclusive focus on the topic of attentional capture the volume should make an excellent supplemental text or reference book for advanced undergraduate or graduate seminars in cognitive psychology and attention.
Contemporary epistemology debates have largely been occupied with formulating a definition of knowledge that is immune to any counterexample. To date, no definition has been able to escape unscathed. Moving away from debates about definitions, Virtue Epistemology shows what conditions are essential for knowledge and applies this account to different domains. It proposes that agents must be motivated correctly to acquire knowledge, even in the case of perception. Stephen Napier examines closely the empirical research in cognitive science and moral psychology to build an account of knowledge wherein an agent must perform acts of virtue in order to get knowledge. In so doing, Napier provides answers to two key questions: 'what is knowledge?' and 'how do we get it?'
Keeping Found Things Found: The Study and Practice of Personal Information Management is the first comprehensive book on new 'favorite child' of R&D at Microsoft and elsewhere, personal information management (PIM). It provides a comprehensive overview of PIM as both a study and a practice of the activities people do, and need to be doing, so that information can work for them in their daily lives. It explores what good and better PIM looks like, and how to measure improvements. It presents key questions to consider when evaluating any new PIM informational tools or systems. This book is designed for R&D professionals in HCI, data mining and data management, information retrieval, and related areas, plus developers of tools and software that include PIM solutions. - Focuses exclusively on one of the most interesting and challenging problems in today's world - Explores what good and better PIM looks like, and how to measure improvements - Presents key questions to consider when evaluating any new PIM informational tools or systems
This is a comprehensive, but accessible text that introduces students to the fields of human factors and ergonomics. The book is intended for undergraduate students, written from the psychological science perspective along with various pedagogical components that will enhance student comprehension and learning. This book is ideal for those introductory courses that wish to introduce students to the multifaceted areas of human factors and ergonomics along with practical knowledge the students can apply in their own lives.
Researchers are increasingly applying cognitive methods to investigate social psychological phenomena. This book provides a comprehensive introduction to widely used social cognitive methods and offers practical, nuts-and-bolts guidance for implementing them. Leading authorities present attentional paradigms, priming paradigms, and response interference tasks; psychobiological approaches, such as neuroimaging; applications of mathematical models; and other methods. Detailed procedural information helps researchers and students take their first steps in using these state-of-the-art tools. Each chapter is illustrated with recent research examples and includes helpful recommendations for further reading. Note: The hardcover edition of this book contained a chapter titled "Priming as Proxy: Understanding the Subjectivity of Social Life," by D. A. Stapel. This chapter has been retracted by joint decision of the publisher and the book's editors. Please see https://www.commissielevelt.nl/levelt-committee/fraud-determined (item 49) for further details.
A focus on the developmental progress of children before the age of eight helps to inform their future successes, including their personality, social behavior, and intellectual capacity. However, it is difficult for experts to pinpoint best learning and parenting practices for young children. Early Childhood Development: Concepts, Methodologies, Tools, and Applications is an innovative reference source for the latest research on the cognitive, socio-emotional, physical, and linguistic development of children in settings such as homes, community-based centers, health facilities, and school. Highlighting a range of topics such as cognitive development, parental involvement, and school readiness, this multi-volume book is designed for educators, healthcare professionals, parents, academicians, and researchers interested in all aspects of early childhood development.
This Handbook of Personality Theory and Assessment 2-Volume Set constitutes an essential resource for shaping the future of the scientific foundation of personality research, measurement, and practice. It reviews the major contemporary personality models (Volume 1) and associated psychometric measurement instruments (Volume 2) that underpin the scientific study of this important area of psychology. With contributions from internationally renowned academics, this work will be an important reference work for a host of researchers and practitioners in the fields of individual differences and personality assessment, clinical psychology, educational psychology, work and organizational psychology, health psychology and other applied fields as well. Volume 1: Personality Theories and Models. Deals with the major theoretical models underlying personality instruments and covers the following broad topics, listed by section heading: " Explanatory Models For Personality " Comprehensive Trait Models " Key Traits: Psychobiology " Key Traits: Self-Regulation And Stress " New Trait And Dynamic Trait Constructs " Applications
Embodied experience and sensorial understandings in Western music The Western history of aesthetics is characterised by tension between theory and practice. Musicians listen, play, and then listen more profoundly in order to play differently, adapt the body, and sense the environment. They become deeply involved in the sensorial qualities of music practice. Artistic practice refers to the original meaning of aesthetics—the senses. Whereas Baumgarten and Goethe explored the relationship between sensibility and reason, sensation and thinking, later philosophers of aesthetics deemed the sensorial to be confused and unreliable and instead prioritised a cognitive or objective approach. Written by authors from the fields of philosophy, composition, performance, and artistic practice, Sensorial Aesthetics in Music Practices repositions aesthetics as a domain of the sensible and explores the interaction between artists, life, and environment. Aesthetics becomes a field of sensorial and embodied experience involving temporal and spatial influences, implicit knowledge, and human characteristics. Contributors: Kathleen Coessens (Koninklijk Conservatorium Brussel, Orpheus Institute), Tim Ingold (University of Aberdeen), Michaël Levinas (Conservatoire National Supérieur de Musique de Paris), Fabien Lévy (Hochschule für Musik Detmold), Lasse Thoresen (Norwegian Academy of Music), Vanessa Tomlinson (Queensland Conservatorium of Music), Salomé Voegelin (University of the Arts London)