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Готові списки джерел за темами / Shared cognition / Книги

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Книги з теми "Shared cognition"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 6 лютого 2022

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1

Resnick, Lauren B., John M. Levine, and Stephanie D. Teasley, eds. Perspectives on socially shared cognition. Washington: American Psychological Association, 1991. http://dx.doi.org/10.1037/10096-000.

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2

Sillince, John A. A. Shared cognition as internalisation of organizational context. Sheffield: Sheffield University, School of Management, 1995.

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3

Nye, Judith, and Aaron Brower. What's Social about Social Cognition? Research on Socially Shared Cognition in Small Groups. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 1996. http://dx.doi.org/10.4135/9781483327648.

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4

1973-, Hacker David, ed. Problematic and risk behaviours in psychosis: A shared formulation approach. Hove, East Sussex: Routledge, 2010.

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5

Rizzolatti, Giacomo. Mirrors in the brain: How our minds share actions and emotions. Oxford: Oxford University Press, 2008.

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6

Rizzolatti, Giacomo. Mirrors in the brain: How our minds share actions and emotions. Oxford: Oxford University Press, 2008.

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7

Battista, Michael T. Cognition-based assessment and teaching of geometric shapes: Building on students' reasoning. Portsmouth, NH: Heinemann, 2012.

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8

Vertinsky, Ilan. Shades of green: Cognitive framing and the dynamics of corporate environmental response. Edmonton, Alta: Sustainable Forest Management Network, 1998.

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9

author, Gowlett John, and Dunbar, R. I. M. (Robin Ian MacDonald), 1947- author, eds. Thinking big: How the evolution of social life shaped the human mind. London: Thames & Hudson, 2014.

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10

Levine, John M., Leigh L. Thompson, and David M. Messick, eds. Shared Cognition in Organizations. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203763803.

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11

Levine, John M., David M. Messick, and Leigh L. Thompson, eds. Shared Cognition in Organizations. Psychology Press, 1999. http://dx.doi.org/10.4324/9781410603227.

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12

(Editor), Lauren B. Resnick, John M. Levine (Editor), and Stephanie D. Teasley (Editor), eds. Perspectives on Socially Shared Cognition. American Psychological Association (APA), 1996.

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13

B, Resnick Lauren, Levine John M, and Teasley Stephanie D, eds. Perspectives on socially shared cognition. Washington, DC: American Psychological Association, 1991.

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14

Shared Cognition in Organizations: The Management of Knowledge. Taylor & Francis Group, 2015.

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15

L, Thompson Leigh, Levine John M, and Messick David M, eds. Shared cognition in organizations: The management of knowledge. Mahwah, N.J: L. Erlbaum, 1999.

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16

What's Social about Social Cognition?: Research on Socially Shared Cognition in Small Groups. Sage Publications, Inc, 1996.

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17

What's social about social cognition?: Research on socially shared cognition in small groups. Thousand Oaks, Calif: Sage Publications, 1996.

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18

What's Social about Social Cognition?: Research on Socially Shared Cognition in Small Groups. Sage Publications, Inc, 1996.

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19

(Editor), John M. Levine, Leigh L. Thompson (Editor), and David M. Messick (Editor), eds. Shared Cognition in Organizations: The Management of Knowledge (Lea's Organization and Management Series). Lawrence Erlbaum, 1999.

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20

(Editor), John M. Levine, David M. Messick (Editor), and Leigh L. Thompson (Editor), eds. Shared Cognition in Organizations: The Management of Knowledge (Lea's Organization and Management Series). Lawrence Erlbaum, 1999.

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21

W, Kalish Charles, and Sabbagh Mark A, eds. Conventionality in cognitive development: How children acquire shared representations in language, thought and action. San Francisco: Jossey-Bass, 2007.

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22

van Knippenberg, Daan, Astrid C. Homan, and Wendy P. van Ginkel. Diversity Cognition and Climates. Edited by Quinetta M. Roberson. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199736355.013.0013.

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Анотація:

Demographic diversity at work can yield performance benefits but also invite psychological disengagement and be a source of interpersonal tension. In managing this double-edged sword of demographic diversity, the role of diversity cognition (beliefs, attitudes) and climates seems particularly promising, and in this chapter we take stock of the state of the science in this area. We conclude that research in diversity cognition and climates will benefit from more attention to diversity as a group characteristic to complement the dominant focus on demographic dissimilarity, and from more attention to the potential positive effects of diversity to complement the dominant emphasis on diversity’s potential negative effects. This is a conclusion that by and large holds across the study of individual diversity beliefs and attitudes, individual diversity climate perceptions, and shared diversity climate perceptions.

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23

Sustained Shared Thinking in the Early Years: Linking Theory to Practice. Taylor & Francis Group, 2014.

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24

Sustained Shared Thinking in the Early Years: Linking Theory to Practice. Taylor & Francis Group, 2014.

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25

Marschark, Marc, and Harry Knoors, eds. The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190054045.001.0001.

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In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume allows synergy among ideas that possess the potential to move research, theory, and practice forward.

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26

Arrow, Holly, and Alexander Garinther. Thinking Together about Genocide. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198801764.003.0010.

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This chapter explores how people “think together” in dyads, small groups, and larger collectives via mutual influence that organizes shared attention and intention, collectively constructs and validates meaning, and collaboratively develops and adjusts distributed networks of learning, memory, and forgetting. It weaves together a selective review of psychological literature on socially shared and situated cognition with applications to the shared and unshared memories of survivors and killers in post-genocide Rwanda. The process and content of convergent and divergent memories about a devastating collective experience helps illuminate the practical psychological functions served by socially shared cognition.

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27

Harbus, Antonina. The Long View. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190457747.003.0008.

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This chapter considers how a modern reader can make sense of a medieval text, but also to have an aesthetic and emotional reaction to the text. It deploys insights from neuroscientific work on emotion in mental processing, the psychology and history of emotions, and cognitive poetic approaches to the aesthetics of reading, to consider how poetic language use interacts with cognitive structures and processes. By using a new diachronic perspective, this chapter explores the shared cognitive basis of meaning and feeling in short (translated) elegiac poems written over 1,000 years ago in Old English. It demonstrates that readerly emotional investment arises from linguistic features, including metaphoric language and affective triggers, to produce a literary effect. By tracing the interaction of affective and interpretive processes, this chapter considers the shared cognitive/emotional basis of meaning-making in both proximate and distant literary responses and broadens the scope of inquiries into cognition and poetics.

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28

Dunne, John D. Reflexivity in Buddhist Epistemology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827436.003.0005.

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Recent developments in the study of human cognition suggest that, in the context of interacting to accomplish a task together, humans engage in a form of ‘distributed’ or ‘cooperative’ cognition that facilitates their work. A key feature of this type of shared cognition is the capacity for humans to be aware of themselves as members of the cooperating group, and as the need arises, they can also become aware of the group itself when it must be regulated due to some dysfunction. In an attempt to bring new insights to this feature of cooperative cognition, this chapter engages with Buddhist epistemological theories of ‘reflexive awareness’ presented by the Buddhist philosopher Dharmakīrti and his followers, and it points to crucial implications of the Dharmakīrtian notion of reflexivity that may be relevant to understanding the kind of reflexivity that sustains cooperative cognition.

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29

Fuchs, Thomas, Christian Tewes, and Christoph Durt. Embodiment, Enaction, and Culture: Investigating the Constitution of the Shared World. MIT Press, 2017.

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30

Fuchs, Thomas, Christian Tewes, and Christoph Durt. Embodiment, Enaction, and Culture: Investigating the Constitution of the Shared World. MIT Press, 2017.

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31

Fuchs, Thomas, Christian Tewes, Christoph Durt, and Christoph Durt. Embodiment, Enaction, and Culture: Investigating the Constitution of the Shared World. MIT Press, 2017.

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32

Embodiment, Enaction, and Culture: Investigating the Constitution of the Shared World. The MIT Press, 2017.

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33

Grift, Gavin. Transformative Talk: Cognitive Coaches Share Their Stories. Rowman & Littlefield Publishers, Incorporated, 2014.

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34

Yoris, Adrián, Adolfo M. García, Paula Celeste Salamone, Lucas Sedeño, Indira García-Cordero, and Agustín Ibáñez. Cardiac interoception in neurological conditions and its relevance for dimensional approaches. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198811930.003.0010.

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Dimensional and transdiagnostic approaches have revealed multiple cognitive/emotional alterations shared by several neuropsychiatric conditions. While this has been shown for externally triggered neurocognitive processes, the disruption of interoception across neurological disorders remains poorly understood. This chapter aims to fill this gap while proposing cardiac interoception as a potential common biomarker across disorders. It focuses on key aspects of interoception, such as the mechanisms underlying different interoceptive dimensions; the relationship among interoception, emotion, and social cognition; and the roles of different interoceptive pathways. It considers behavioral and brain evidence in the context of an experimental and clinical agenda to evaluate the potential role of interoception as a predictor of clinical outcomes, a marker of neurocognitive deficits across diseases, and a general source of insights for breakthroughs in the treatment and prevention of multiple disorders. Finally, future directions to improve the dimensional and transdiagnostic assessment of interoception are outlined.

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35

Zelazo, Philip David. U-shaped Changes in Behavior and Their Implications for Cognitive Development: A Special Issue of journal of Cognition and Development (Special Issue of "Journal of Cognition & Development"). Lawrence Erlbaum, 2004.

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36

Williams, Wes. ‘Invisible Guests’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794776.003.0007.

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Poetry has long been concerned with truth grasped as a form of communicable proof. But poets know about failed communication, too: when Virgil’s Aeneas tries, three times, to embrace the shade of his dead father, he moves to a distinctive ternary rhythm; one that is repeated throughout human history. This chapter, centred on a close reading of ‘Album, V’, part of Seamus Heaney’s final collection, Human Chain, discusses the experiments in inference which poetry enacts as a sustained, reflexive inquiry into the conditions and limits of communicability. Exploring both intertextual relations between ancient and modern poets and the contextual implications of shared sights, sounds, memories, gestures, and words, Heaney’s work moves between languages, genres, and generations. In so doing, it exemplifies the enduring salience and force of what Sperber and Wilson term ‘poetic effects’: generating common knowledge, they prove to be links in the chain of human, embodied cognition.

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37

Shapiro, Lawrence A. Embodied Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0006.

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The article explains the history, core concepts, methodological practices, and future prospects of embodied cognition. Cognitivism treats cognition, including perception, as a constructive process in which computational operations transform a static representation into a goal state. Cognition begins with an input representation so that the psychological subject can be conceived as a passive receptor of information. The cognitivist's primary concern is the discovery of algorithms by which inputs such as those representing shading are transformed into outputs such as those representing shape. The experimental methods need to provide an environment that isolates the stimuli that will be relevant to an investigation of the mental process of interest. Gibson's theory of perception explains that information in the optic array sufficed to specify opportunities for action, thus providing observers with an ability to perceive. Gibson explains that perception is the detection of information that, with no further embellishment, suffices to specify features of an observer's world. The active observer could, by collecting and sampling the wealth of information contained within the optic array, know its world in terms relative to its needs. Embodied cognition researchers conceive of themselves as offering a new framework for studying the mind.

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38

Downes, William. Linguistics and the Scientific Study of Religion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190636647.003.0004.

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Registers of language are cultural templates, normatively constituting the situation types that make up a culture, and yet reciprocally determined by the situation’s linguistic requirements. This chapter proposes that a register such as prayer has typical psychological effects within the mind/brain of its users. These make it also a cognitive register, a linguistically enabled and shaped way of thinking and feeling. This process is analysed using cognitive pragmatics, more specifically relevance theory. Processing petitionary prayer can produce specific psychological effects. It is proposed that the petitions are not directive speech acts, but tools for learning. Petitionary prayer also shapes affectivity and motivation. This is explored using Panksepp’s concept of the SEEKING system. The mind-brain of one who prays is trained into habits of understanding and feeling otherwise unavailable. By bringing together these two approaches, the sociological and the psychological, the essay investigates how a cultural linguistic practice shapes religious cognition.

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39

Núñez, Rafael, and Tyler Marghetis. Cognitive Linguistics and the Concept(s) of Number. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.023.

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What is a ‘number,’ as studied within numerical cognition? The term is highly polysemous, and can refer to numerals, numerosity, and a diverse collection of mathematical objects, from natural numbers to infinitesimals. However, numerical cognition has focused primarily on prototypical counting numbers (PCNs) – numbers used regularly to count small collections of objects. Even these simple numbers are far more complex than apparent pre-conditions for numerical abilities like subitizing and approximate discrimination of large numerosity, which we share with other animals. We argue that the leap to number concepts proper relies, in part, on two embodied, domain-general cognitive mechanisms: conceptual metaphor and fictive motion. These mechanisms were first investigated within cognitive linguistics, a subdiscipline of cognitive science, but are now thought to subserve cognition more generally. We review the proposal that these mechanisms structure numerical cognition – including PCNs, but also the positive integers and arithmetic – and survey the supporting empirical evidence.

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40

Ready, Jonathan L. Shared Similes in the Homeric Epics. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198802556.003.0006.

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Our Homeric poets strove to display their competence by doing what their predecessors and peers did. To discover the shared similes in the Iliad and the Odyssey, the chapter first reviews the (nearly) verbatim short vehicle portions and similar long vehicle portions found (a) in the Iliad and Odyssey or (b) in the Iliad or Odyssey and in other archaic Greek hexameter poems or lyric poems. The chapter then discusses “scenarios” to get at the mental templates underlying many of our Homeric poets’ vehicle portions, templates that reveal the extent of their use of shared vehicle portions. By linking this model of scenarios with an approach from cognitive linguistics known as Frame Semantics, one can detect the ease with which a Homeric poet learned the scenarios. Our poets’ demonstrations of their use of shared elements also comes to the fore when one examines their similes as two-part equations, each composed of a tenor and a vehicle.

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41

Broccias, Cristiano. Cognitive Grammar. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0011.

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This chapter offers an overview of Ronald Langacker's Cognitive Grammar (CG), with special reference to the relation between CG and constructionist approaches. It explains that although CG was developed prior to constructionist approaches, it shares many assumptions with them. CG views language as being grounded in embodied human experience and language-independent cognitive processes, and it assumes grammar to be inherently meaningful, and that language consists of form-meaning pairings or assemblies of symbolic structures. The chapter also addresses the relation between lexemes and constructions and discusses semantic and grammatical roles in CG.

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42

King, Daniel. What’s in a View? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198810513.003.0014.

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This chapter draws together the main themes of the last three analyses of viewing culture in the Imperial period. Viewing the traumatized body is important because it speaks to this culture’s shared assumptions about what one imagines in the destroyed bodies of others. It shows how different formulations of viewing constructed, interrogated, and contested different aspects of pain experience. These discussions of viewing have shaped how those who are physically violated are imagined to feel on the basis of the viewer’s interpretation of their emotional context, and the characteristics of the body. In addition, they are asked to navigate their own emotional and cognitive reactions to what they see. Viewing shapes both the imagined experience of the viewed, and their relationship with the viewed.

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43

Goldblum, Naomi. The Brain-Shaped Mind. Cambridge University Press, 2001.

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44

(Illustrator), Shifra Glick, ed. The Brain-Shaped Mind. Cambridge University Press, 2001.

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45

Longuenesse, Béatrice. The First Person in Cognition and Morality. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198845829.001.0001.

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The book is the revised version of two lectures presented, in the spring 2017, as the Spinoza lectures in the University of Amsterdam. Both lectures explore the contrast and collaboration between two types of standpoint on the world, each of which finds expression in a specific use of the first-person pronoun “I.” One standpoint is the particular standpoint we have on the world insofar as we are spatially and temporally located, biologically unique, socially and culturally determined individuals. The other is the universally communicable standpoint we share or can hope to share with all other human beings, whatever their particular biological, social, or cultural determination. The book explores the degree to which using the first-person pronoun “I” is the expression of one or the other standpoint. The first lecture explores this question in relation to the exercise of our mental capacities in abstract reasoning and knowledge of objective facts about the world. The second lecture explores this question in relation to what we take to be our moral obligations.

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46

Bender, Andrea, Sieghard Beller, and Douglas L. Medin. Causal Cognition and Culture. Edited by Michael R. Waldmann. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399550.013.34.

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Causality is a core concept of human cognition, but the extent to which cultural factors constrain, trigger, or shape the way in which humans think about causal relationships has barely been explored. This chapter summarizes empirical findings on the potential for cultural variability in the content of causal cognition, in the way this content is processed, and in the context in which all this occurs. This review reveals cultural variability in causal cognition along each of these dimensions and across physical, biological, and psychological explanations. Specifically, culture helps defining the settings in which causal cognition emerges, the manner in which potential factors are pondered, and the choices for highlighting some causes over others or for expressing them in distinct ways. Future tasks include the need to re-conceptualize ‘culture’ and to overcome blind spots in research strategies such as those linked to disciplinary boundaries and the ‘home-field disadvantages’ in cross-cultural comparisons.

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47

Foddy, Bennett, Guy Kahane, and Julian Savulescu. Practical Neuropsychiatric Ethics. Edited by K. W. M. Fulford, Martin Davies, Richard G. T. Gipps, George Graham, John Z. Sadler, Giovanni Stanghellini, and Tim Thornton. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199579563.013.0069.

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Philosophers have long been involved in the pursuit of a goal shared by researchers in psychiatry and the cognitive sciences: understanding the relationship between the functioning of the human mind and human well-being or suffering. For this reason there is a very large area of overlap between philosophical and psychiatric research. The overlap is particularly significant in the domain ofpractical ethics, which is concerned with understanding the moral dimension of policies and actions in the real world. This chapter reviews two distinct domains in which psychiatry and practical ethics overlap. First, issues in practical ethics arise out of new advances in psychopharmacology, including clinical and non-clinical use of new antidepressants drugs, the clinical use of placebo medications, and psychiatric drugs which enhance human cognition; these issues are frequently grouped under the banner of "neuroethics." Second, the understanding of fundamental questions in moral philosophy is being driven forward by evidence from psychology and psychiatry. Evidence from autism and the personality disorders is shedding light on the nature of moral motivation, while evidence from addiction and compulsion is generating progress in understanding moral responsibility. Finally, some areas are highlighted in which the science of psychiatry may benefit from the application of existing work in moral philosophy and practical ethics.

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48

David, Zelazo Philip, ed. U-shaped changes in behavior and their implications for cognitive development. Mahwah, N.J: Lawrence Erlbaum Associates, 2004.

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49

Cummings, Jeffrey L., and Jagan A. Pillai. Neurodegenerative Diseases. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190233563.003.0001.

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Neurodegenerative diseases (NDDs) are growing in frequency and represent a major threat to public health. Advances in scientific progress have made it clear that NDDs share many underlying processes, including shared intracellular mechanisms such as protein misfolding and aggregation, cell-to-cell prion-like spread, growth factor signaling abnormalities, RNA and DNA disturbances, glial cell changes, and neuronal loss. Transmitter deficits are shared across many types of disorders. Means of studying NDDs with human iPS cells and transgenic models are similar. The progression of NDDs through asymptomatic, prodromal, and manifest stages is shared across disorders. Clinical features of NDDs, including cognitive impairment, disease progression, age-related effects, terminal stages, neuropsychiatric manifestations, and functional disorders and disability, have many common elements. Clinical trials, biomarkers, brain imaging, and regulatory aspects of NDD can share information across NDDs. Disease-modifying and transmitter-based therapeutic interventions, clinical trials, and regulatory approaches to treatments for NDDs are also similar.

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50

Wade, Tracey D., and Cynthia Bulik. Genetic Influences on Eating Disorders. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.5.

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The current chapter reviews our progress in understanding how genes influence eating disorders by addressing the following areas: (1) how recognition of genetic influences on eating disorders emerged; (2) the complexities of gene environment interplay; (3) what twin studies can tell us about gene environment interplay, and (4) the current state of molecular genetic studies. It is concluded that both genes and nonshared environment play a critical role in the explanatory framework for the etiology of eating disorders. Shared environment is likely to contribute to the development of cognition and attitudes that may initiate disordered eating practices. Researchers are on the cusp of identifying specific genes that are implicated, and explication of the manner in which genes and the environment work together to increase risk for eating disorders hinges on the collection of larger samples.

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