Psychology

More than one third of the human brain is devoted to the processes of seeing — vision is after all the main way in which we gather information about the world. But human vision is a dynamic process during which the eyes continually sample the environment. Where most books on vision consider it as a passive activity, this book focuses on vision as an ‘active’ process. It goes beyond most accounts of vision where the focus is on seeing, to provide an account of seeing AND looking. The book starts by pointing out the weaknesses in our traditional approaches to vision and the reason we need this new approach. It then gives a thorough description of basic details of the visual and oculomotor systems necessary to understand active vision. The book goes on to show how this approach can give a new perspective on visual attention, and how the approach has progressed in the areas of visual orienting, reading, visual search, scene perception, and neuropsychology. Finally, the book summarizes progress by showing how this approach sheds new light on the old problem of how we maintain perception of a stable visual world.

What do we do when we view a work of art? What does it mean to have an “aesthetic” experience? Are such experiences purely in the eye (and brain) of the beholder? Such questions have entertained philosophers for millennia and psychologists for over a century. More recently, with the advent of functional neuroimaging methods, a handful of ambitious brain scientists have begun to explore the neural correlates of such experiences. The notion of aesthetics is generally linked to the way art evokes an hedonic response—we like it or we don't. Of course, a multitude of factors can influence such judgments, such as personal interest, past experience, prior knowledge, and cultural biases. In this book, philosophers, psychologists, and neuroscientists were asked to address the nature of aesthetic experiences from their own discipline's perspective. In particular, the scholars were asked to consider whether a multidisciplinary approach, an aesthetic science, could help connect mind, brain, and aesthetics. As such, this book offers an introduction to the way art is perceived, interpreted, and felt and approaches these mindful events from a multidisciplinary perspective.

This book proposes a new integrative framework for understanding and promoting creatively adaptive thinking. The mind is not only cognition, narrowly construed, but is deeply intermeshed with action, perception, and emotion. This means that optimal mental agility is realized at the dynamic intersection of environment, brain, and mind. Building on empirical research from the behavioral and brain sciences, from developmental and social psychology, and from neuropsychology, psychopathology, and allied disciplines, this book argues that understanding our agile minds requires that we go beyond dichotomous classifications of cognition as intuitive versus deliberate. When we are optimally creatively adaptive, we are able to adroitly move across not only a wide range of levels of cognitive control, but also across multiple levels of detail. Neither abstraction nor specificity, neither controlled nor automatic processes alone are what is needed. Contextually sensitive variation is essential, including rapidly intermixed modes of cognitive control, if we are to realize our fullest capacities for insightful innovation, fluent improvisation, and flexible thinking.

In 1953 a young female Japanese macaque called Imo began washing sweet potatoes before eating them, presumably to remove dirt and sand grains. Soon other monkeys had adopted this behaviour, and potato washing gradually spread throughout the troop. When, three years after her first invention, Imo devised a second novel foraging behaviour, that of separating wheat from sand by throwing mixed handfuls into water and scooping out the floating grains, she was almost instantly heralded around the world as a ‘monkey genius’. Imo is probably the most celebrated of animal innovators. In fact, many animals will invent new behaviour patterns, adjust established behaviours to a novel context, or respond to stresses in an appropriate and novel manner. Innovation is an important component of behavioural flexibility, vital to the survival of individuals in species with generalist or opportunistic lifestyles, and potentially of critical importance to those endangered or threatened species forced to adjust to changed or impoverished environments. Innovation may also have played a central role in avian and primate brain evolution.

Language is one of the faculties that sets humans apart from animals, the crucial thing which makes our complex social interactions possible. This book explores the ways in which the mind produces and understands language: the ways in which the sounds of language evoke meaning, and the ways in which the desire to communicate causes us to produce those sounds to begin with. The ‘ascent’ symbolises different things: the progression from sound to meaning, the ascent that we each undergo, from birth onwards, as we learn our mother tongue, and the quest to understand the mental processes which underlie our use of language. The book leads this ascent — a fascinating tour which takes us from babies learning to say words to the production of spoken and written language, the effects of brain damage on language, and the ways in which computer simulations of interconnecting nerve cells can learn language.

Although many professionals in psychology (including the sub-disciplines of human learning and memory, clinical practice related to psychopathology, neuroscience, educational psychology and many other areas) no longer receive training in learning and conditioning, the influence of this field remains strong. Therefore, many researchers and clinicians have little knowledge about basic learning theory and its current applications beyond their own specific research topic. The primary purpose of the present volume is to highlight ways in which basic learning principles, methodology, and phenomena underpin, and indeed guide, contemporary translational research. With contributions from a distinguished collection of internationally renowned scholars, this twenty-three-chapter volume contains specific research issues but is also broad in scope, covering a variety of topics in which associative learning and conditioning theory apply, such as drug abuse and addiction, anxiety, fear and pain research, advertising, attribution processes, acquisition of likes and dislikes, social learning, psychoneuroimmunology, and psychopathology (e.g., autism, depression, helplessness, and schizophrenia). This breadth is captured in the titles of the three major sections of the book: Applications to Clinical Pathology; Applications to Health and Addiction; Applications to Cognition, Social Interaction, and Motivation. The critically important phenomena and methodology of learning and conditioning continue to have a profound influence on theory and clinical concerns related to the mechanisms of memory, cognition, education, and pathology of emotional and consummatory disorders.

The study of attention in the laboratory has been crucial to understanding the mechanisms that support several different facets of attentional processing: Our ability both to divide attention among multiple tasks and stimuli, and focus it selectively on task-relevant information, while ignoring distracting task-irrelevant information, as well as how top-down and bottom-up factors influence the way that attention is directed within and across modalities. Equally important, however, is research that has attempted to scale up to the real world this empirical work on attention that has traditionally been well controlled by limited laboratory paradigms and phenomena. These types of basic and theoretically guided applied research on attention have benefited immeasurably from the work of Christopher Wickens. This book honors Wickens' many important contributions to the study of attention by bringing together researchers who examine real-world attentional problems and questions in light of attentional theory. The research fostered by Wickens' contributions enrich not only our understanding of human performance in complex real-world systems, but also reveal the gaps on our knowledge of basic attentional processes.

For decades, the fundamental processes underlying memory and attention have been understood within an “information processing” framework in which information passes from one processing stage to another, leading eventually to a response. More recently, however, the attempt to build a general theoretical framework for information processing has been largely supplanted in favor of two more recent approaches: mathematical models of processing and direct investigations of brain function. This book reconciles theoretical conflicts in the literature to present an important, analytical update of the traditional information-processing approach by modifying it to incorporate the last few decades of research on memory, attention, and brain functioning. Throughout, the book cogently considers and ultimately refutes recent challenges to the fundamental assumption of the existence of special short-term memory and selective attention faculties. It also draws a key distinction between memory processes operating inside and outside of the focus of attention. The book hopes to foster an understanding of how memory and attention operate together, and how both functions are produced by brain processes.

Our ability to attend selectively to our surroundings is crucial if we are to negotiate the world around us in an efficient manner. Several aspects of the temporal dimension turn out to be critical in determining how we can put together and select the events that are important to us as they themselves unfold over time. For example, we often miss events that happen while we are occupied perceiving or responding to another stimulus. On the other hand, temporal regularity between events can also greatly improve our perception. In addition, our perception of the passage of time itself can also be distorted while we are performing actions or paying attention to different aspects of the environment. This interplay between ‘attention’ and ‘time’ has been relatively neglected in the psychology and neuroscience literatures until very recently. This book addresses this foundational topic, bringing together several hitherto fragmented findings into a cohesive field of enquiry. It contains thirty-one critical-review chapters, organised into three stand-alone, yet extensively cross-referenced, themed sections. Each section focuses on distinct ways in which attention and time influence one another. These sections, each encompassing a range of methodologies from classical cognitive psychology to single-cell neurophysiology, provide functionally unifying frameworks to help guide through the many various experimental and theoretical approaches adopted. Section 1 considers variations of attention across time; Section 2 describes several types of temporal illusion; and Section 3 examines how attention can be directed in time.