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Cambridge Handbooks
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Daniel J. Flannery, Kent State University, Ohio
Alexander T. Vazsonyi, Auburn University, Alabama
Irwin D. Waldman, Emory University, Atlanta
Violence is a complex behavior that manifests itself every day in acts of terrorism, through exposure in the media, and in our families and neighborhoods. Understanding the origins of violent behavior and aggression, its developmental course, and its impact on individuals and societies will allow us to develop appropriate preventative interventions and policies that will affect us in our everyday lives. This handbook is unique in its depth of coverage of violence and aggressive behavior, its multidisciplinary focus, and its presentation of cutting-edge research by the leading authors in the field.
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Jaan Valsiner, Clark University, Massachusetts
Alberto Rosa, Universidad Autónoma de Madrid
The first handbook of Socio-cultural Pyschology to deal with such a variety of themes and wide international scope. Valsiner and Rossa approach human psychology in all its complexity, providing a comprehensive description and explanation of the development of meaning -making. This unique text integrates contributions of socio-cultural specialists from 15 countries worldwide, tied together by the unifying focus on the role of sign systems in human relations with the environment. It is an essential purchase for Psychologists and will have widespread appeal to Anthropologists, Sociologists and Philosophers.
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Philip David Zelazo, University of Toronto
Morris Moscovitch, University of Toronto
Evan Thompson, University of York
The Cambridge Handbook of Consciousness is the first of its kind in the field, and its appearance marks a unique time in the history of intellectual inquiry on the topic. After decades during which consciousness was considered beyond the scope of legitimate scientific investigation, consciousness re-emerged as a popular focus of research towards the end of the last century, and it has remained so for nearly 20 years. There are now so many different lines of investigation on consciousness that the time has come when the field may finally benefit from a book that pulls them together and, by juxtaposing them, provides a comprehensive survey of this exciting field. An authoritative desk reference, which will also be suitable as an advanced textbook.
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K. Anders Ericsson, Florida State University
Neil Charness, Florida State University
Paul J. Feltovich, University of Western Florida
Robert R. Hoffman, University of Western Florida
This is the first handbook where the world's foremost ??xperts on expertise??review our scientific knowledge on expertise and expert performance and how experts may differ from non-experts in terms of their development, training, reasoning, knowledge, social support, and innate talent. Methods are described for the study of experts' knowledge and their performance of representative tasks from their domain of expertise. The development of expertise is also studied by retrospective interviews and the daily lives of experts are studied with diaries. In 15 major domains of expertise, the leading researchers summarize our knowledge on the structure and acquisition of expert skill and knowledge and discuss future prospects. General issues that cut across most domains are reviewed in chapters on various aspects of expertise such as general and practical intelligence, differences in brain activity, self-regulated learning, deliberate practice, aging, knowledge management, and creativity.
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Anita L. Vangelisti, University of Texas, Austin
Daniel Perlman, University of British Columbia, Vancouver
With the field of personal relationships having grown dramatically in the past quarter century, this volume serves as a benchmark of the current state of scholarship, synthesizing the extant theoretical and empirical literature, tracing its historical roots, and making recommendations for future directions. The authors are international experts from a variety of disciplines including several subfields of psychology, communication, family studies and sociology who have made major contributions to the understanding of relationships.
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R. Keith Sawyer, Washington University, St Louis
Learning sciences is an interdisciplinary field that studies teaching and learning. The sciences of learning include cognitive science, educational psychology, computer science, anthropology, sociology, neuroscience, and other fields. The Cambridge Handbook of the Learning Sciences shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software. The chapters in this handbook each describe exciting new classroom environments, based on the latest science about how children learn. CHLS is a true handbook in that readers can use it to design the schools of the future - schools that will prepare graduates to participate in a global society that is increasingly based on knowledge and innovation.
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Richard Mayer, University of California, Santa Barbara
During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized. This reference constitutes an original work devoted to comprehensive coverage of research and theory in the field of multimedia learning. It focuses on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation Games, virtual reality, and computer-supported, in-class presentations.
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Priti Shah
Akira Miyake, University of Toronto
Visuospatial thinking encompasses a wide range of thinking processes concerning space, whether it be navigating across town, understanding multimedia displays, reading an architectural blueprint or a map. Understanding it and in particular, how people represent and process visual and spatial information, is relevant not only to cognitive psychology but also education, geography, architecture, medicine, design, computer science/artificial intelligence, semiotics and animal cognition. This book presents a broad overview of research that can be applied to basic theoretical and applied/naturalistic contexts.
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Keith J. Holyoak, University of California, Los Angeles
Robert G. Morrison, University of California, Los Angeles
Written by foremost authorities from cognitive psychology, cognitive science, and cognitive neuroscience, the chapters of this reference summarize basic concepts and facts of a major topic, sketch its history, and analyze the progress its research is currently making. The volume also includes work related to developmental, social and clinical psychology, philosophy, economics, artificial intelligence, linguistics, education, law, and medicine. The Cambridge Handbook of Thinking and Reasoning comprises the first comprehensive and authoritative handbook for all core topics within the fields of thinking and reasoning.
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David L. Sam, Universitetet i Bergen, Norway
John W. Berry
In recent years the topic of acculturation has evolved from a relatively minor research area to one of the most researched subjects in the field of cross-cultural psychology. This edited handbook compiles and systemizes the current state of the art by exploring the broad international scope of acculturation. A collection of the world's leading experts in the field review the various contexts for acculturation, the central theories, the groups and individuals undergoing acculturation (immigrants, refugees, indigenous people, expatriates, students and tourists) and discuss how current knowledge can be applied to make both the process and its outcome more manageable and profitable. Building on the theoretical and methodological framework of cross-cultural psychology, the authors focus specifically on the issues that arise when people from one culture move to another culture and the reciprocal adjustments, tensions and benefits involved.
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