Cognition in the Globe. Attention and Memory in Shakespeare's Theatre
Shakespeare’s company coped with an enormous mnemonic load, performing up to six different plays a week. How did they do it? Cognition in the Globe addresses this question through the lens of Distributed Cognition.
Children's Discovery of the Active Mind: Phenomenological Awareness, Social Experience, and Knowledge About Cognition
During the past 25 years, a great deal of research and theory has addressed the development of young children’s understanding of mental states such as knowledge, beliefs, desires, intentions, and emotions. Although developments in children’s understanding of the mind subsequent to early childhood has received less attention, in recent years a growing body of research has emerged examining understanding of psychological functioning during middle and late childhood. Combined with the literature on adolescent epistemological development, this research provides a broader picture of age-related changes in children’s understanding of the mind.
"Most of us would like to be smarter," asserts Restak (The Brain, companion to PBS's series by the same name), neuropsychiatrist and clinical professor of neurology at George Washington University Medical Center. Restak claims that improving cognition is the answer. In accessible science-teacher style, Restak delineates the brain's attributes, from its weight (three pounds) to the number of nerve cells (100 billion) and its infinity of synapses, explaining what aids communication, informs memory and so forth.
Teaching and Learning: A Model for Academic and Social Cognition
Learners are multi-faceted, unique people. Discovering the whole individual is incumbent upon realizing the teaching/learning environments, common social and societal realities, and belief and value systems respective of academic and socio-societal factors that establish who one is as a learner and teacher. In Learning and Teaching, the authors offer practical strategies for interactive instruction to facilitate optimum learning. This book addresses theoretical framework that includes the relationship between thoughts and feelings, the effect of past esperiences on present and future behaviors, universal connectivity, and a strong understanding of who one is as a teacher and learner.
Knowing without Thinking: Mind, Action, Cognition and the Phenomenon of the Background
A volume devoted explicitly to the subtle and multidimensional phenomenon of background knowing that has to be recognized as an important element of the triad mind-body-world. The essays are inspired by seminal works on the topic by Searle and Dreyfus, but also make significant contribution in bringing the discussion beyond the classical confines.
