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What kind of a science is psychoanalysis? What constitutes its domain? What truth claims does it maintain? In this unique and scholarly work concerning the nature of psychoanalysis, Gunnar Karlsson guides his arguments through phenomenological thinking which, he claims, can be seen as an alternative to the recent attempts to cite neuropsychoanalysis as the answer to the crisis of psychoanalysis. Karlsson criticizes this effort to ground psychoanalysis in biology and neurology and emphasizes instead the importance of defining the psychoanalytic domain from the vantage point of the character of consciousness. His understanding of the unconscious, the libido and the death drive offer new insights into the nature of psychoanalysis, and he also illuminates and develops neglected dimensions such as consciousness and self-consciousness. Karlsson's approach to psychoanalysis is rigorous yet original, and this book fills an intellectual gap with implications for both the theoretical understanding and clinical issues of psychoanalysis.

Depth psychology --- Psychoanalysis --- Psychology --- Psychology, Pathological --- Psychoanalysis. --- Health Sciences --- Psychiatry & Psychology

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When people are in a certain mood, whether elation or depression, that mood is often communicated to others. When we are talking to someone who is depressed it may make us feel depressed, whereas if we talk to someone who is feeling self-confident and buoyant we are likely to feel good about ourselves. This phenomenon, known as emotional contagion, is identified here, and compelling evidence for its affect is offered from a variety of disciplines - social and developmental psychology, history, cross-cultural psychology, experimental psychology, and psychopathology.

Affective and dynamic functions --- Health Sciences --- Psychiatry & Psychology --- Emotional contagion. --- Contagion (Social psychology)

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What do our assumptions about authorship matter for our experience of meaning? This book examines the debates in the humanities and social sciences over whether authorial intentions can, or should, constrain our interpretation of language and art. Scholars assume that understanding of linguistic and artistic meaning should not be constrained by beliefs about authors and their possible intentions in creating a human artifact. It is argued here that people are strongly disposed to infer intentionality when understanding oral speech, written texts, artworks, and many other human actions. Although ordinary people, and scholars, may infer meanings that diverge from, or extend beyond, what authors intend, our experience of human artifacts as meaningful is fundamentally tied to our assumptions of intentionality. This challenges the traditional ideas of intentions as existing solely in the minds of individuals, and formulates a new conceptual framework for examining if and when intentions influence the interpretation of meaning.

Meaning (Psychology) --- Intentionalism. --- Act psychology --- Action psychology --- Psychology --- Theory of knowledge --- Lexicology. Semantics --- Psycholinguistics --- Health Sciences --- Psychiatry & Psychology

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The Skills of Argument presents a comprehensive empirical study of informal reasoning as argument, involving subjects across the life span. Subjects ranging in age from adolescence to late adulthood were asked to describe their views on social problems that people have occasion to think and talk about in everyday life, such as crime and unemployment. In addition to providing supporting evidence for their theories, subjects were asked to contemplate alternative theories and counterarguments and to evaluate new evidence on the topics. This is the first major study of informal reasoning across the life span. Highlighting the importance of argumentive reasoning in everyday thought, the book offers a theoretical framework for conceptualizing and studying thinking as argument. The findings address issues of major importance to cognitive and developmental psychologists, as well as educators concerned with improving the quality of people's thinking. The work is also relevant to philosophers, political scientists, and linguists interested in informal reasoning and argumentive discourse.

Reasoning (Psychology) --- -#PEDA *P 1.8 --- #PEDA *P 4.037 --- Thought and thinking --- Case studies --- Logic --- Reasoning (Psychology) - Case studies. --- #PEDA *P 1.8 --- Health Sciences --- Psychiatry & Psychology

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This book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. This approach seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's cognitive functions cannot be viewed as following a natural maturational path: they should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches - Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers.

Didactics of mathematics --- Mathematics --- Math --- Science --- Study and teaching. --- Psychological aspects. --- Health Sciences --- Psychiatry & Psychology --- Mathematics. --- Mathématiques --- Psychological aspects --- Étude et enseignement. --- Aspect cognitif.