- Table View
- List View
Reading in the Brain: The New Science of How We Read
by Stanislas DehaeneA renowned cognitive neuroscientist?s fascinating and highly informative account of how the brain acquires readingHow can a few black marks on a white page evoke an entire universe of sounds and meanings? In this riveting investigation, Stanislas Dehaene provides an accessible account of the brain circuitry of reading and explores what he calls the ?reading paradox?: Our cortex is the product of millions of years of evolution in a world without writing, so how did it adapt to recognize words? Reading in the Brain describes pioneering research on how we process language, revealing the hidden logic of spelling and the existence of powerful unconscious mechanisms for decoding words of any size, case, or font. Dehaene?s research will fascinate not only readers interested in science and culture, but also educators concerned with debates on how we learn to read, and who wrestle with pathologies such as dyslexia. Like Steven Pinker, Dehaene argues that the mind is not a blank slate: Writing systems across all cultures rely on the same brain circuits, and reading is only possible insofar as it fits within the limits of a primate brain. Setting cutting-edge science in the context of cultural debate, Reading in the Brain is an unparalleled guide to a uniquely human ability.
Reading in the Brain: The Science and Evolution of a Human Invention
by Stanislaus Dehaene"The transparent and automatic feat of reading comprehension disguises an intricate biological effort, ably analyzed in this fascinating study. Drawing on scads of brain-imaging studies, case histories of stroke victims and ingenious cognitive psychology experiments, cognitive neuroscientist Dehaene (The Number Sense) diagrams the neural machinery that translates marks on paper into language, sound and meaning. It's a complex and surprising circuitry, both specific, in that it is housed in parts of the cortex that perform specific processing tasks, and puzzlingly abstract. (The brain, Dehaene hypothesizes, registers words mainly as collections of pairs of letters.) The author proposes reading as an example of neuronal recycling--the recruitment of previously evolved neural circuits to accomplish cultural innovations--and uses this idea to explore how ancient scribes shaped writing systems around the brain's potential and limitations." -Publishers Weekly
Reading the Impossible: Sexual Difference, Critique, and the Stamp of History
by Elizabeth WeedReading the impossible has never seemed less possible. A few decades ago, critical readings could view the collapse of foundationalism optimistically. With meaning no longer soldered onto being, there was hope for all those beings whose meaning had been forever ordained by Nature or the Divine. Critical reading thus became a way of exploring the devious workings of knowledge and power. But as non-foundational systems of meaning have proven to be so perfectly suited to the transactional logics of the market, reading for the impasses of meaning has come to be seen as quixotic, impractical, and dated. To concur with that view, Elizabeth Weed argues, is to embrace the fantasy told by the neoliberal order. To read the impossible is to disrupt that fantasy, with its return to stable categories of marketable identity, in order to contest the inexorable workings of misogyny and racism. This book seeks to disturb the positivity of identity in the hope of retrieving the impossibility of sexual difference, an impossibility that has its effects in the Real of misogyny.A return to the famous debate between Derrida and Lacan on the impossibility of sexual difference yields two different readings of the impossible. In reconsidering these questions, Weed shows how the practice of reading can powerfully stage the wiles of language and the unconscious. In returning to that earlier moment in the context of current debates on the role of reading and interpretation, Weed offers a fresh perspective on what is at stake for critical reading in the neoliberal university.
Reading the Red Book: An Interpretive Guide to C. G. Jung’s Liber Novus
by Sanford L. DrobThe long-awaited publication of C. G. Jung's Red Book in October 2009 was a signal event in the history of analytical psychology. Hailed as the most important work in Jung's entire corpus, it is as enigmatic as it is profound. Reading The Red Book by Sanford L. Drob provides a clear and comprehensive guide to The Red Book's narrative and thematic content, and details The Red Book's significance, not only for psychology but for the history of ideas.
Reading the Written Image: Verbal Play, Interpretation, and the Roots of Iconophobia (G - Reference, Information and Interdisciplinary Subjects)
by Christopher CollinsReading the Written Image is a study of the imagination as it is prompted by the verbal cues of literature. Since every literary image is also a mental image, a representation of an absent entity, Collins contends that imagination is a poiesis, a making-up, an act of play for both author and reader. The "willing suspension of disbelief," which Coleridge said "constitutes poetic faith," therefore empowers and directs the reader to construct an imagined world in which particular hypotheses are proposed and demonstrated.Although the imagination as a central concept in poetics emerges into critical debate only in the eighteenth century, it has been a crucial issue for over two millennia in religious, philosophical, and political discourse. The two recognized alternative methodologies in the study of literature, the poetic and the hermeneutic, are opposed on the issue of the written image: poets and readers feel free to imagine, while hermeneuts feel obliged to specify the meanings of images and, failing that, to minimize the importance of imagery. Recognizing this problem, Collins proposes that reading written texts be regarded as a performance, a unique kind of play that transposes what had once been an oral-dramatic situation onto an inner, imaginary stage. He applies models drawn from the psychology of play to support his theory that reader response is essentially a poietic response to a rule-governed set of ludic cues.
Reading with Muriel Dimen/Writing with Muriel Dimen: Experiments in Theorizing a Field (Relational Perspectives Book Series)
by Stephen HartmanReading with Muriel Dimen/Writing with Muriel Dimen: Experiments in Theorizing a Field is a collection of reading and writing experiments inspired by the late feminist psychoanalyst Muriel Dimen. Each of the six projects that comprise this volume explores a stylistic and thematic manner of reading and responding to Dimen’s work, challenging the field to write outside the standardized edition, and covering a remarkable breadth of essential analytic topics, such as sex, gender, money, love and hate, and boundary violations. As an homage to Dimen’s quest to engage the personal and the political in the author’s craft, and in collaboration with Dimen’s endeavour to foster revolution across the psychosocial landscape that renders psychoanalysis its field, the authors offer readers a wild analysis of reading and writing. Providing a clear introduction to and exploration of Muriel Dimen’s groundbreaking work, this book will prove essential for scholars of psychoanalysis, cultural studies, and gender studies, as well as anyone seeking to understand Dimen’s influence on psychoanalytic practice today.
Reading, Writing and Dyslexia: A Cognitive Analysis (Psychology Press & Routledge Classic Editions)
by Andrew W EllisThis is a classic edition of Andrew Ellis’ acclaimed introduction to the scientific study of reading, writing and dyslexia, which now includes a new introduction from the author. The book describes the remarkable skills of reading and writing – how we acquire them, how we exercise them as skilled readers and writers, and what can go wrong with them in childhood disorders or as a result of brain damage. The new introduction reflects on some key research developments since the book was first published. Reading, Writing and Dyslexia is an engaging introduction to the field which is still completely relevant to today’s readers. It will remain essential reading for all students of psychology and education, whilst also being accessible to parents and teachers.
Reading, Writing and Dyslexia: A Cognitive Analysis (Psychology Press And Routledge Classic Editions Ser.)
by Andrew W. EllisResearch in cognitive psychology has contributed much to our understanding of reading and spelling. Most of this work has concentrated on the processes used by literate adults to comprehend and produce written language, but there is a growing interest in applying cognitive theories to the development of literacy, and to the understanding of disorders of reading and writing. Such disorders may be acquired as a consequence of a brain injury to a previously literate adult, or may be developmental, occurring in otherwise normal children. This textbook attempts to present this work to a non-specialist audience. Though written primarily with students of psychology and education in mind, it is accessible also to parents and teachers. The broad organization of the first edition is retained. The book opens with a consideration of the history and nature of writing, then moves on to deal with the nature of skilled reading. Other chapters deal with: the different ways that brain injury in adulthood can disrupt the mature reading skill the 'acquired dyslexias'; spelling and writing processes, both in skilled writers and in patients with 'acquired dysgraphia'; the way children develop the skills of reading and writing; and developmental reading and writing problems.
Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices
by Orly Rubinsten Dennis L. Molfese Zvia Breznitz Victoria J. MolfeseThis valuable addition to the literature offers readers a comprehensive overview of recent brain imaging research focused on reading, writing and mathematics--a research arena characterized by rapid advances that follow on the heels of fresh developments and techniques in brain imaging itself. With contributions from many of the lead scientists in this field, a number of whom have been responsible for key breakthroughs, the coverage deals with the commonalities of, as well as the differences between, brain activity related to the three core educational topics. At the same time, the volume addresses vital new information on both brain and behavior indicators of developmental problems, and points out the new directions being pursued using current advances in brain imaging technologies as well as research-based interventions. The book is also a tribute to a new Edmund, J Safra Brain center for the study of learning Disabilities at the University of Haifa-Israel.
Readings In General Psychology (International Library Of Psychology Ser.)
by Halmos, Paul & Iliffe, AlanThis is Volume XI of thirty-eight of collection of works on General Psychology. Initially published in 1959, with the aim of helping students of psychology, the intention in making this collection of papers is to provide a textbook which instead of the panoramic and superficial presentation of the whole field of psychology we have chosen to show a closer and more detailed view of a limited number of topics in an offering of twelve essays.
Readings In Social Psychology: General, Classic, And Contemporary Selections
by Wayne A. LeskoThis collection of readings gives students exposure to a wide variety of perspectives in the field of social psychology. Each of the fifteen chapters begins with an introduction and is followed by three articles: one general (popular), one classic, and one contemporary. The articles are followed by critical questions designed to facilitate comprehension and encourage discussion. The use of both popular readings and research articles provides students with a broad range of views and theories within the discipline of social psychology. The topical organization of the collection directly parallels Baron/Byrne/Branscombe's Social Psychology, Eleventh Edition. However, Readings in Social Psychology can be used with any social psychology textbook, or as a stand-alone reader in courses that do not use full textbooks.
Readings about The Social Animal
by Elliot Aronson Joshua AronsonExploring the key ideas in social psychology, this collection of classic and contemporary readings includes accounts of specific experimental findings as well as more general articles summarizing studies on such topics as attraction, prejudice, and aggression. The new edition adds 15 new readings while retaining a number of classics by leading psychological thinkers such as Stanley Milgram on obedience and Solomon Asch on conformity. Readings makes the perfect companion for the Aronsons highly praised book, The Social Animal as it follows the same major themes. The Reader can also be used with any introductory social psychology text or even in lieu of a text. Using both The Social Animal textbook and the reader is a unique and engaging combination for understanding social psychology and its research.
Readings in Cognitive Psychology: Applications, Connections, and Individual Differences
by Greg L. Robinson-Riegler Bridget Robinson-RieglerThis reader offers articles that students can relate to several different facets of cognition, as well as other sub-disciplines of psychology. Topics such as the distinction between top-down and bottom-up processing, divided attention, proactive interference, language learnability, and expertise are presented in these up-to-date, highly informative, and interesting articles. This is a research reader students will find interesting, applicable, and extremely relevant to their course and lives. Students will get a good deal of exposure to the fundamental concepts that have helped define the field of cognitive psychology.
Readings in Educational Psychology: Learning And Teaching (Routledge Library Editions: Education)
by Edgar StonesThe papers in this volume relate to the nature and conditions of classroom learning, with particular emphasis on the cognitive aspects. They are concerned with the question of concept formation and stress the importance of the teacher’s function in ensuring that the child really has assimilated the ideas and not merely the words for the concepts. The role of language is fundamental to this theme, and the interaction of language, thinking and learning is dealt with in the first section of the book. This section also provides a context within which subsequent discussions of classroom learning problems can be viewed. Some problems concerning the elaboration of a general theory of teaching are then examined with particular reference to possible methods of bridging the gap between research and implementation.
Readings in Ethnic Psychology
by Pamela Balls Organista Kevin M. Chun Gerardo MarínFirst published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Readings in Thanatology (Death, Value and Meaning Series)
by John D. MorganA comprehensive book of readings for courses on death and dying at the college or university level. It contains material by such leaders in the field as: Colin Murray Parkes, MD, John Hinton, MD, Kenneth Doka, PhD, Ira R Byock, MD, Ronald K Barrett, PhD, Robert G Stevenson, EdD, Judith M Stillion, PhD.
Readings in the Political Economy of Aging (Policy, Politics, Health and Medicine Series)
by Meredith Minkler Carroll L EstesIncludes 16 essays which address many issues from a different perspective suggested by the experience of aging in America. This study explores the political, social, and economic realities which have an impact on Americans as they grow older.
Readings in the Theory of Individual Psychology
by Steve SlavikReadings in the Theory of Individual Psychology presents an overview of the central theoretical tenets and specific fundamental concepts of Individual Psychology, framed on terms that make it possible to verify empirically many of these theoretical foundations. Sections of the book are organized into subject areas such as social interest, creative self, lifestyle, and family constellation, each containing seminal articles by Adler, Dreikurs, and other founding thinkers, and introduced with an original essay by a contemporary scholar. Readings in the Theory of Individual Psychology informs the reader of the recent and current theory in Individual Psychology, presented in order to generate new empirical research and future directions for development. Slavik and Carlson have pulled together a truly unique source for current thinking and theorizing in the field, providing the next generation of researchers, scholars, and scientists with the tools to move Individual Psychology into its next phase of refinement.
Readings on the Psychology of Place: Selected Works of David Canter (World Library of Psychologists)
by David CanterIn the World Library of Psychologists series, international experts present career-long collections of what they judge to be their most interesting publications – extracts from books, key articles, research findings and practical and theoretical contributions. In this fascinating volume, Professor David Canter refl ects on a career that has earned him an international reputation as one of the U.K.’s most eminent applied social psychologists and a pioneer in the fi eld of environmental psychology, through a selection of papers that illustrate one of the foundational themes of his research career: the psychology of place. Split into four parts, each with a new introduction written by the author, the book provides insights into theories, methods and applications of place psychology. Covering a range of publications from early research in the 1960s up to recent explorations, this volume provides the unfolding research that elaborates this seminal theory, offering rich perspectives on how places gain their significance and meaning. Featuring specially written commentary by the author contextualizing the selections and providing an intimate overview of his career, this collection of key publications offers a unique and compelling insight into decades of ground-breaking work, making it an essential resource for all those engaged or interested in the study of places.
Ready
by Elizabeth GregoryOver the past three decades, skyrocketing numbers of women have chosen to start their families in their late thirties and early forties. In 2005, ten times as many women had their first child between the ages of 35 and 39 as in 1975, and thirteen times as many had their first between 40 and 44. Women now have the option to define for themselves when they're ready for family, rather than sticking to a schedule set by social convention. As a society, however, we have yet to come to terms with the phenomenon of later motherhood, and women who decide it makes sense for them to delay pregnancy often find themselves confronted with alarmist warnings about the dangers of waiting too long.In Ready, Elizabeth Gregory tracks the burgeoning trend of new later motherhood and demonstrates that for many women today, waiting for family works best. She provides compelling evidence of the benefits of having children later--by birth or by adoption. Gregory reveals that large numbers of women succeed in having children between 35 and 44 by the usual means (one in seven kids born today has a mom in that age range), and that many of those who don't succeed nonetheless find alternate routes to happy families via egg donation or adoption. And they're glad they waited. Without ignoring the complexities that older women may face in their quest to have children, Gregory reveals the many advantages of waiting: Stronger family focus: Having achieved many of their personal and career goals, new later moms feel ready to focus on family rather than trying to juggle priorities More financial power: New later moms have established careers and make higher salaries Greater self-confidence: New later moms have more career experience, and their management skills translate directly into managing a household and advocating for their children More stable single-parenting: New later moms who are single have more resources High marriage rate: On average, 85 percent of new later moms are married, lending stability to the family structure Longer lives: Evidence indicates that new later moms actually live longer than moms who start their families earlier Based on in-depth interviews with more than 100 new later moms and extensive collateral research, Ready shatters the myths surrounding later motherhood. Drawing on both the statistical evidence and the voices of the new later mothers themselves, Gregory delivers surprising and welcome news that will revolutionize the way we think about motherhood.
Ready or Not
by Kay S. Hymowitz"Children today grow up so fast!" How often we hear those words, uttered both in frustrated good humor and in dumbfounded astonishment. Every day the American people hear about kids doing things, both good and bad, that were once thought to be well beyond their scope: flying airplanes, running companies, committing mass murder. Creatures of the information age, today's children sometimes seem to know more than their parents. They surf the Internet rather than read books, they watch South Park instead of The Cosby Show, they wear form-fitting capri pants and tank tops instead of sundresses; in short, they are sophisticated beyond their years. These facts lead us to wonder: Is childhood becoming extinct? In Ready or Not, Kay S. Hymowitz offers a startling new interpretation of what makes our children tick and where the moral anomie of today's children comes from. She reveals how our ideas about childrearing itself have been transformed, perniciously, in reponse to the theories of various "experts" -- educators, psychologists, lawyers, media executives -- who have encouraged us to view children as small adults, autonomous actors who know what is best for themselves and who have no need for adult instruction or supervision. Today's children and teenagers have been encouraged by their parents and teachers to function as individuals to such an extent that they make practically every decision on their own -- what to wear, what to study, and even what values they will adhere to. The idea of childhood as a time of limited competence, in which adults prepare the young for maturity, has fallen into disrepute; independence has become not the reward of time, but rather something that our children have come to expect and demand at increasingly younger ages. One of the great ironies of turning our children into small adults is that American society has become less successful at producing truly mature men and women. When sophisticated children do grow up, they often find themselves unable to accept real adult responsibilities. Thus we see more people in their twenties and thirties living like children, unwilling to embark on careers or to start families. Until we recognize that children are different from grownups and need to be nurtured as such, Hymowitz argues, our society will be hollow at its core.
Ready or Not: Preparing Our Kids to Thrive in an Uncertain and Rapidly Changing World
by Madeline Levine PhDThe New York Times bestselling author of The Price of Privilege and Teach Your Children Well explores how today’s parenting techniques and our myopic educational system are failing to prepare children for their certain-to-be-uncertain future—and how we can reverse course to ensure their lasting adaptability, resilience, health and happiness.In The Price of Privilege, respected clinician, Madeline Levine was the first to correctly identify the deficits created by parents giving kids of privilege too much of the wrong things and not enough of the right things. Continuing to address the mistaken notions about what children need to thrive in Teach Your Children Well, Levine tore down the myth that good grades, high test scores, and college acceptances should define the parenting endgame. In Ready or Not, she continues the discussion, showing how these same parenting practices, combined with a desperate need to shelter children from discomfort and anxiety, are setting future generations up to fail spectacularly.Increasingly, the world we know has become disturbing, unfamiliar, and even threatening. In the wake of uncertainty and rapid change, adults are doubling-down on the pressure-filled parenting style that pushes children to excel. Yet these daunting expectations, combined with the stress parents feel and unwittingly project onto their children, are leading to a generation of young people who are overwhelmed, exhausted, distressed—and unprepared for the future that awaits them. While these damaging effects are known, the world into which these children are coming of age is not. And continuing to focus primarily on grades and performance are leaving kids more ill-prepared than ever to navigate the challenges to come.But there is hope. Using the latest developments in neuroscience and epigenetics (the intersection of genetics and environment), as well as extensive research gleaned from captains of industry, entrepreneurs, military leaders, scientists, academics, and futurists, Levine identifies the skills that children need to succeed in a tumultuous future: adaptability, mental agility, curiosity, collaboration, tolerance for failure, resilience, and optimism. Most important, Levine offers day-to-day solutions parents can use to raise kids who are prepared, enthusiastic, and ready to face an unknown future with confidence and optimism.
Ready or Not: Preparing Our Kids to Thrive in an Uncertain and Rapidly Changing World
by Madeline Levine PhDThe New York Times bestselling author of The Price of Privilege and Teach Your Children Well explores how today’s parenting techniques and our myopic educational system are failing to prepare children for their certain-to-be-uncertain future—and how we can reverse course to ensure their lasting adaptability, resilience, health and happiness.In The Price of Privilege, respected clinician, Madeline Levine was the first to correctly identify the deficits created by parents giving kids of privilege too much of the wrong things and not enough of the right things. Continuing to address the mistaken notions about what children need to thrive in Teach Your Children Well, Levine tore down the myth that good grades, high test scores, and college acceptances should define the parenting endgame. In Ready or Not, she continues the discussion, showing how these same parenting practices, combined with a desperate need to shelter children from discomfort and anxiety, are setting future generations up to fail spectacularly.Increasingly, the world we know has become disturbing, unfamiliar, and even threatening. In the wake of uncertainty and rapid change, adults are doubling-down on the pressure-filled parenting style that pushes children to excel. Yet these daunting expectations, combined with the stress parents feel and unwittingly project onto their children, are leading to a generation of young people who are overwhelmed, exhausted, distressed—and unprepared for the future that awaits them. While these damaging effects are known, the world into which these children are coming of age is not. And continuing to focus primarily on grades and performance are leaving kids more ill-prepared than ever to navigate the challenges to come.But there is hope. Using the latest developments in neuroscience and epigenetics (the intersection of genetics and environment), as well as extensive research gleaned from captains of industry, entrepreneurs, military leaders, scientists, academics, and futurists, Levine identifies the skills that children need to succeed in a tumultuous future: adaptability, mental agility, curiosity, collaboration, tolerance for failure, resilience, and optimism. Most important, Levine offers day-to-day solutions parents can use to raise kids who are prepared, enthusiastic, and ready to face an unknown future with confidence and optimism.
Ready, Set, Potty!
by Brenda BattsPotty training a child with developmental disorders can be a real challenge, and sometimes the extra difficulties make you feel as though you've tried everything, and failed. In this book, Brenda Batts shows how you can overcome problems, big and small, and provides tried and tested methods that really work, tailored to each individual child. Bursting with ideas on how to see past conventional strategies and adapt toilet training to suit your child, this book outlines methods that have helped even the most despairing of parents and caregivers. Examples of success stories range from two-year-olds to adults aged 20, and show that no matter how difficult it may seem, a little creativity and adaptation can get anyone toilet trained, however many previous attempts have failed. The program itself is supported by plenty of helpful hints and tips, as Brenda covers all you need to get your child past the diaper stage and help them to achieve a big step towards independence. This book is a must for anybody looking to toilet train someone with developmental disorders.
Ready, Willing, and Able: A Developmental Approach to College Access and Success
by Mandy Savitz-Romer Suzanne BouffardHow can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education. These include identity development, articulating aspirations and expectations, forming and maintaining strong peer and adult relationships, motivation and goal-setting, and self-regulatory skills, such as planning. The authors challenge the predominant approach of giving young people information and leaving it to them to figure out how to apply it. They show how well-intended college-access efforts can miss the mark--for instance, by focusing on students who already see themselves as college material, rather than working to help all students develop a "college-going identity." In addition, most college-access programs and practices focus almost exclusively on providing academic preparation and financial support. In Ready, Willing, and Able, Savitz-Romer and Bouffard call for a new approach: one that emphasizes the key developmental tasks and processes of adolescence and integrates them into existing college-access practices in meaningful ways. Rather than treating young people as passive recipients of services, they argue, adults can engage them as active agents in the construction of their own futures.