Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Handbook of Behaviorism
Handbook of Behaviorism provides a comprehensive single source that summarizes what behaviorism is, how the various "flavors" of behaviorism have differed between major theorists both in psychology and philosophy, and what aspects of those theories have been borne out in research findings and continue to be of use in understanding human behavior.
On Folk Epistemology
On Folk Epistemology explores how we ascribe knowledge to ourselves and others. Empirical evidence suggests that we do so early and often in thought as well as in talk. Since knowledge ascriptions are central to how we navigate social life, it is important to understand our basis for making them. A central claim of the book is that factors that have nothing to do with knowledge may lead to systematic mistakes in everyday ascriptions of knowledge. These mistakes are explained by an empirically informed account of how ordinary knowledge ascriptions are the product of cognitive heuristics that are associated with biases. In developing this account, Mikkel Gerken presents work in cognitive psych...
The Philosophy of Psychology
This major text provides the first comprehensive anthology of the key topics arising in the philosophy of psychology. Bringing together internationally renowned authors, including Herb Simon, Karl Pribram, Joseph Rychlak, Ullin T Place and Adolf Gr[um]unbaum, this volume offers a stimulating and informative addition to contemporary debate. With the cognitive revolution of the 1960s, there has been a resurgence of interest in the study of the philosophical assumptions and implications of psychology. Several significant themes, such as the foundations of knowledge, behaviourism, rationality, emotion and cognitive science span both philosophy and psychology, and are covered here along with a wide range of issues in the fields of folk psychology, clinical psychology, neurophysiology and professional ethics.
The Cambridge Companion to Piaget
Jean Piaget (1896–1980) was listed among the 100 most important persons in the twentieth century by Time magazine, and his work - with its distinctive account of human development - has had a tremendous influence on a range of disciplines from philosophy to education, and notably in developmental psychology. The Cambridge Companion to Piaget provides a comprehensive introduction to different aspects of Piaget's work in a manner that does not eschew engagement with the complexities of subjects or debates yet is accessible to upper-level undergraduate students. Each chapter is a specially commissioned essay written by an expert on the subject matter. Thus, the book will also be of interest to academic psychologists, educational psychologists, and philosophers.
Life and Times of Cultural Studies
Moving world-systems analysis into the cultural realm, Richard E. Lee locates the cultural studies movement within a broad historical and geopolitical framework. He illuminates how order and conflict have been reflected and negotiated in the sphere of knowledge production by situating the emergence of cultural studies at the intersection of post–1945 international and British politics and a two-hundred-year history of conservative critical practice. Tracing British criticism from the period of the French Revolution through the 1960s, he describes how cultural studies in its infancy recombined the elite literary critical tradition with the First New Left’s concerns for history and popular...
The Handbook of Social Research Ethics
Brings together international scholars across the social and behavioural sciences and education to address those ethical issues that arise in the theory and practice of research within the technologically advancing and culturally complex world in which we live.
Norms in Human Development
The distinction between norms and facts is long-standing in providing a challenge for psychology. Norms exist as directives, commands, rules, customs and ideals, playing a constitutive role in human action and thought. Norms lay down 'what has to be' (the necessary, possible or impossible) and 'what has to be done' (the obligatory, the permitted or the forbidden) and so go beyond the 'is' of causality. During two millennia, norms made an essential contribution to accounts of the mind, yet the twentieth century witnessed an abrupt change in the science of psychology where norms were typically either excluded altogether or reduced to causes. The central argument in this book is twofold. Firstly, the approach in twentieth-century psychology is flawed. Secondly, norms operating interdependently with causes can be investigated empirically and theoretically in cognition, culture and morality. Human development is a norm-laden process.
Proceedings of the 1972 Biennial Meeting of the Philosophy of Science Association
This book contains selected papers from symposia and contributed sessions presented at the third biennial meeting of the Philosophy of Science Association, held in Lansing, Michigan, on October 27-29, 1972. We are grateful to Michigan State University, and especially to Professor Peter Asquith and his students and colleagues, for their friendly and efficient hospitality in organizing the circumstances of the sessions and of the 'intersessions', the unscheduled free time which is so important to any scholarly gathering. Several of the symposium papers have unhappily not been made available: those of Alasdair MacIntyre and Sidney Morgenbesser in the session on the social sciences, that of Ian ...
The Cambridge Companion to Piaget
The Cambridge Companion to Piaget provides a comprehensive introduction to different aspects of Jean Piaget's work.
Social Interaction and the Development of Knowledge
Written by highly respected theorists in psychology and philosophy, the chapters in this book explicate and address fundamental epistemological issues involved in the problem of the relationship between the individual and the collective. Different theoretical viewpoints are presented on this relationship, as well as between the nature of rationality and morality, relativism and universalism, and enculturation and internalization. Many chapters also highlight similarities and differences between these alternative frameworks and Piaget's theory, and thus correct the misperception that Piaget had nothing to say about the social dimension of development. Other chapters focus on the implications ...
