Well-organized text designed to complement graduate-level physics texts in classical mechanics, electricity, magnetism, and quantum mechanics. Topics include theory of vector spaces, analytic function theory, Green's function method of solving differential and partial differential equations, theory of groups, more. Many problems, suggestions for further reading.
Deeper than Reason takes the insights of modern psychological and neuroscientific research on the emotions and brings them to bear on questions about our emotional involvement with the arts. Robinson begins by laying out a theory of emotion, one that is supported by the best evidence from current empirical work on emotions, and then in the light of this theory examines some of the ways in which the emotions function in the arts.
This survey of art theory in the context of Western visual art consists of 41 original essays written by experts in the field. Following an extensive introduction on the formation of modern art theory, the Companion is organized chronologically so that readers can trace developments of visual art theory, from Classical and Medieval sources and modern conceptions of art as they have been theorized since the Renaissance, through to some current theoretical preoccupations. In addition to outlining and describing various theoretical positions, the book's chapters articulate some assumptions that underpin them and raise more general questions about the nature of theorizing about art.
Seven years ago Manfred Pienemann proposed a novel psycholinguistic theory of language development, Processability Theory (PT). This volume examines the typological plausibility of PT. Focusing on the acquisition of Arabic, Chinese and Japanese the authors demonstrate the capacity of PT to make detailed and verifiable predictions about the developmental schedule for each language.
This book is concerned with what has been called the "Monitor Theory" of adult second language acquisition. Monitor Theory hypothesizes that adults have two independent systems for developing ability in second languages, subconscious language acquisition and conscious language learning, and that these systems are interrelated in a definite way: subconscious acquisition appears to be far more important. The introduction is devoted to a brief statement of the theory and its implications for different aspects of second language acquisitions theory and practice. We define acquisition and learning, and present the Monitor Model for adult second language performance. Following this, brief summaries of research results in various areas of second language acquisition serve as both an overview of Monitor Theory research over the last few years and as introduction to the essays that follow.
