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In this wide-ranging book, one of the boldest thinkers in modern neuroscience confronts an ancient philosophical problem: can we know the world as it really is? Drawing on provocative new findings about the psychophysiology of perception and judgment in both human and nonhuman primates, and also on the cultural history of science, Jean-Pierre Changeux makes a powerful case for the reality of scientific progress and argues that it forms the basis for a coherent and universal theory of human rights. On this view, belief in objective knowledge is not a mere ideological slogan or a naive confusion; it is a characteristic feature of human cognition throughout evolution, and the scientific method its most sophisticated embodiment. Seeking to reconcile science and humanism, Changeux holds that the capacity to recognize truths that are independent of subjective personal experience constitutes the foundation of a human civil society.
Current mainstream opinion in psychology, neuroscience, and philosophy of mind holds that all aspects of human mind and consciousness are generated by physical processes occurring in brains. Views of this sort have dominated recent scholarly publication. The present volume, however, demonstrates empirically that this reductive materialism is not only incomplete but false. The authors systematically marshal evidence for a variety of psychological phenomena that are extremely difficult, and in some cases clearly impossible, to account for in conventional physicalist terms. Topics addressed include phenomena of extreme psychophysical influence, memory, psychological automatisms and secondary personality, near-death experiences and allied phenomena, genius-level creativity, and 'mystical' states of consciousness both spontaneous and drug-induced. The authors further show that these rogue phenomena are more readily accommodated by an alternative 'transmission' or 'filter' theory of mind/brain relations advanced over a century ago by a largely forgotten genius, F. W. H. Myers, and developed further by his friend and colleague William James. This theory, moreover, ratifies the commonsense conception of human beings as causally effective conscious agents, and is fully compatible with leading-edge physics and neuroscience. The book should command the attention of all open-minded persons concerned with the still-unsolved mysteries of the mind.
An accessible and engaging account of the mind and its connection to the brain. The mind encompasses everything we experience, and these experiences are created by the brain--often without our awareness. Experience is private; we can't know the minds of others. But we also don't know what is happening in our own minds. In this book, E. Bruce Goldstein offers an accessible and engaging account of the mind and its connection to the brain. He takes as his starting point two central questions--what is the mind? and what is consciousness?--and leads readers through topics that range from conceptions of the mind in popular culture to the wiring system of the brain. Throughout, he draws on the latest research, explaining its significance and relevance.
This is the most authoritative and comprehensive guide ever published to the state of the art in philosophy of mind, a flourishing area of research. An outstanding team of contributors offer 45 new critical surveys of a wide range of topics.
Popular for its highly visual and easy-to-follow approach, Nolte's The Human Brain helps demystify the complexities of the gross anatomy of the brain, spinal cord and brainstem. A clear writing style, interesting examples and visual cues bring this extremely complicated subject to life and more understandable. - Get the depth of coverage you need with discussions on all key topics in functional neuroanatomy and neuroscience, giving you well-rounded coverage of this complex subject. - Zero in on the key information you need to know with highly templated, concise chapters that reinforce and expand your knowledge. - Develop a thorough, clinically relevant understanding through clinical examples providing a real-life perspective. - Gain a greater understanding of every concept through a glossary of key terms that elucidates every part of the text; 3-dimensional brain. - Acquaint yourself with the very latest advancements in the field with many illustrations using the most current neuroimaging techniques, reflecting recent developments and changes in understanding. - Keep up with the latest knowledge in neural plasticity including formation, modification, and repair of connections, with coverage of learning and memory, as well as the coming revolution in ways to fix damaged nervous systems, trophic factors, stem cells, and more. - NEW! Gauge your mastery of the material and build confidence with over 100 multiple choice questions that provide effective chapter review and quick practice for your exams. - Student Consult eBook version included with purchase. This enhanced eBook experience allows you to search all of the text, figures, references, and videos from the book on a variety of devices.
When historian Charles Weiner found pages of Nobel Prize-winning physicist Richard Feynman's notes, he saw it as a "record" of Feynman's work. Feynman himself, however, insisted that the notes were not a record but the work itself. In Supersizing the Mind, Andy Clark argues that our thinking doesn't happen only in our heads but that "certain forms of human cognizing include inextricable tangles of feedback, feed-forward and feed-around loops: loops that promiscuously criss-cross the boundaries of brain, body and world." The pen and paper of Feynman's thought are just such feedback loops, physical machinery that shape the flow of thought and enlarge the boundaries of mind. Drawing upon recent work in psychology, linguistics, neuroscience, artificial intelligence, robotics, human-computer systems, and beyond, Supersizing the Mind offers both a tour of the emerging cognitive landscape and a sustained argument in favor of a conception of mind that is extended rather than "brain-bound." The importance of this new perspective is profound. If our minds themselves can include aspects of our social and physical environments, then the kinds of social and physical environments we create can reconfigure our minds and our capacity for thought and reason.
Why our brains aren't built for media multitasking, and how we can learn to live with technology in a more balanced way. "Brilliant and practical, just what we need in these techno-human times."—Jack Kornfield, author of The Wise Heart Most of us will freely admit that we are obsessed with our devices. We pride ourselves on our ability to multitask—read work email, reply to a text, check Facebook, watch a video clip. Talk on the phone, send a text, drive a car. Enjoy family dinner with a glowing smartphone next to our plates. We can do it all, 24/7! Never mind the errors in the email, the near-miss on the road, and the unheard conversation at the table. In The Distracted Mind, Adam Gazzaley and Larry Rosen—a neuroscientist and a psychologist—explain why our brains aren't built for multitasking, and suggest better ways to live in a high-tech world without giving up our modern technology. The authors explain that our brains are limited in their ability to pay attention. We don't really multitask but rather switch rapidly between tasks. Distractions and interruptions, often technology-related—referred to by the authors as “interference”—collide with our goal-setting abilities. We want to finish this paper/spreadsheet/sentence, but our phone signals an incoming message and we drop everything. Even without an alert, we decide that we “must” check in on social media immediately. Gazzaley and Rosen offer practical strategies, backed by science, to fight distraction. We can change our brains with meditation, video games, and physical exercise; we can change our behavior by planning our accessibility and recognizing our anxiety about being out of touch even briefly. They don't suggest that we give up our devices, but that we use them in a more balanced way.
This book examines human psychology and behavior through the lens of modern evolutionary psychology. Evolutionary Psychology: The Ne w Science of the Mind, 5/e provides students with the conceptual tools of evolutionary psychology, and applies them to empirical research on the human mind. Content topics are logically arrayed, starting with challenges of survival, mating, parenting, and kinship; and then progressing to challenges of group living, including cooperation, aggression, sexual conflict, and status, prestige, and social hierarchies. Students gain a deep understanding of applying evolutionary psychology to their own lives and all the people they interact with.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.