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This book takes as a starting point, John Dewey's article, The Reflex Arc Concept in Psychology, in which Dewey was calling for, in short, the utilisation of systems theories within psychology, theories of behaviour that capture its nature as a vastly-complex dynamic coordination of nested coordinations. This line of research was neglected as American psychology migrated towards behaviourism, where perception came to be thought of as being both a neural response to an external stimulus and a mediating neural stimulus leading to, or causing a muscular response. As such, perception become

Perception. --- System theory. --- Systems, Theory of --- Systems science --- Science --- Supraliminal perception --- Cognition --- Apperception --- Senses and sensation --- Thought and thinking --- Philosophy

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Reasoning. --- Persuasion (Rhetoric) --- Ad hominem arguments. --- Argumentation --- Ratiocination --- Reason --- Thought and thinking --- Judgment (Logic) --- Logic --- Rhetoric --- Forensics (Public speaking) --- Oratory --- Fallacies (Logic) --- Philosophical anthropology --- General ethics

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The last work of the eminent philosopher Bimal Krishna Matilal, this book traces the origins of logical theory in India.

Logic --- History. --- Argumentation --- Deduction (Logic) --- Deductive logic --- Dialectic (Logic) --- Logic, Deductive --- Intellect --- Philosophy --- Psychology --- Science --- Reasoning --- Thought and thinking --- Methodology --- Philosophy, Indic --- Philosophy, indic

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In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented, scientifically. Instead of theoretical convergence towards a generally accepted set of principles, there remains a vast diversity of models of what knowledge and reasoning are, and how they develop. Courses and books tend to deal with this perplexing situation by simply presenting students with either a specific, favoured line, or by offering selections from the theoretical salad. As a result, students have great difficulty in obtaining a cohesive picture of the area. They are frequently bewildered by the diversity of schools, frameworks and approaches, with seemingly little connection between them. More seriously, they are deprived of a critical grasp of the area, and thus forced into a habit of early selectivity, rote memory of specific models in isolation, and regurgitation at exams. This in turn deprives the area of cognitive development of important critical impetus for future improvement. Models of Cognitive Development is an attempt to overcome these problems. It does this by arguing that the vast diversity of theories or models can be organised into groups according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, students may be helped to find their way more confidently around the area as a whole, to see the 'wood' as well as the theoretical forest, and thus find themselves in a position to react to individual models more positively and more critically. Such criticism may, in turn, assist theoretical progress and unity in the future. Models of Cognitive Development covers all the contemporary theoretical and research strands in the area, with numerous examples, in a clear and straightforward manner, and should be useful to all students, researchers, and comparative theoreticians in the area. In spite of its obvious importance and popularity, the field of cognitive development remains highly fragmented, scientifically. Instead of theoretical convergence towards a generally accepted set of principles, there remains a vast diversity of models of what knowledge and reasoning are, and how they develop. Courses and books tend to deal with this perplexing situation by simply presenting students with either a specific, favoured line, or by offering selections from the theoretical salad. As a result, students have great difficulty in obtaining a cohesive picture of the area. They are frequently bewildered by the diversity of schools, frameworks and approaches, with seemingly little connection between them. More seriously, they are deprived of a critical grasp of the area, and thus forced into a habit of early selectivity, rote memory of specific models in isolation, and regurgitation at exams. This in turn deprives the area of cognitive development of important critical impetus for future improvement. Models of Cognitive Development is an attempt to overcome these problems. It does this by arguing that the vast diversity of theories or models can be organised into groups according to a much smaller set of underlying assumptions or preconceptions, which themselves can be historically interrelated. By understanding these, students may be helped to find their way more confidently around the area as a whole, to see the 'wood' as well as the theoretical forest, and thus find themselves in a position to react to individual models more positively and more critically. Such criticism may, in turn, assist theoretical progress and unity in the future. Models of Cognitive Development covers all the contemporary theoretical and research strands in the area, with numerous examples, in a clear and straightforward manner, and should be useful to all students, researchers, and comparative theoreticians in the area.

Cognition in children. --- Child psychology. --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology --- Cognition (Child psychology) --- Thought and thinking in children --- Child psychology --- Psychology

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The Handbook of Neurolinguistics is a state-of-the-art reference and resource book; it describes current research and theory in the many subfields of neurolinguistics and its clinical application. Thorough and clearly written, the Handbook provides an excellent overview of the field of neurolinguistics and its development. The book is organized into five parts covering the history of neurolinguistics, methods in clinical and experimental neurolinguistics, experimental neurolinguistics, clinical neurolinguistics, and resources in neurolinguistics. The first four parts contain a wide range of topics which discuss all important aspects of the many subfields of neurolinguistics. Also included are the relatively new and fast developing areas of research in discourse, pragmatics, and recent neuroimaging techniques. The resources section provides currently available resources, both traditional and modern. The Handbook is useful to the newcomer to the field, as well as the expert searching for the latest developments in neurolinguistics. Key Features * Clearly written and well organized * Provides extensive resources * Discusses both history and current research * Covers the many subfields of neurolinguistics as well the developing areas of research.

Psycholinguistics --- Neurolinguistics. --- Medische psychologie --- neuropsychologie. --- Neurolinguistics --- Neurolinguistique. --- Brain --- Functional Laterality. --- Language Development. --- Psycholinguistics. --- physiology. --- Language, Psychology of --- Language and languages --- Psychology of language --- Speech --- Linguistics --- Psychology --- Thought and thinking --- Neuro-linguistics --- Biolinguistics --- Higher nervous activity --- Neuropsychology --- Psychological aspects --- Language Development --- physiology