New Books from Psychology Press & Routledge January – March 2012 by Psychology Press / Routledge

New Books from

Psychology Press & Routledge

January - March 2012

Contents Advertising Theory ....................................................... 3 An Introduction to Statistical Concepts, 3rd Ed............. 4 Applied Statistics for the Social and Health Sciences.. 6 Augmenting Cognition................................................... 7 Birmingham Cognitive Screen....................................... 8

Information Processing, Affect and Psychopathology....................................................... 36 Interactional Coaching................................................ 37 Judging Passions........................................................ 38 Memory and Aging...................................................... 39 Motor Learning in Practice.......................................... 41

Business Psychology and Organizational Behaviour, 5th Ed........................................................ 9

The Neighborhood in the Internet............................... 42

Cognitive Consistency................................................. 10

Neuroeconomics: Hype or Hope?............................... 43

Cognitive Neuroscience of Attention, 2nd Ed.............. 12

Neuropsychological Assessment of Work-Related Injuries....................................................................... 44

The Construction of the Self, 2nd Ed.......................... 13 Contemporary Intellectual Assessment, 3rd Ed.......... 14 The Development of Emotional Intelligence................ 16 Emerging Topics on Father Attachment...................... 17 The Emotions.............................................................. 18 The Employeeâ&#x20AC;&#x201C;Organization Relationship.................. 19 Event History Analysis with R...................................... 21 Evidence-based Parent Education Programmes to Promote Positive Parenting....................................... 22

Normal Family Processes, 4th Ed............................... 45 Politics in Organizations ............................................. 46 The Psychology of Entertainment Media.................... 48 The Psychology of Eyewitness Identification.............. 49 Psychoneuroendocrinology of Sport and Exercise..... 50 PTSD and Mild Traumatic Brain Injury........................ 51 The Science of the Couple.......................................... 52 Social Thinking and Interpersonal Behavior............... 53

Extraordinary Memories for Exceptional Events......... 23

The Specialization of Function.................................... 55

Families with Futures, 2nd Ed..................................... 24

Sport and Exercise Psychology, 2nd Ed..................... 56

Fatherâ&#x20AC;&#x201C;Daughter Relationships................................... 26

Statistical Concepts. 4th Ed........................................ 57

From Birth to Sixteen.................................................. 28

Thinking and Reasoning.............................................. 59

From Mental Imagery to Spatial Cognition and Language.................................................................. 29

Transcending Taboos.................................................. 60

Fundamentals of Cognition, 2nd Ed............................ 30 Handbook of Developmental Research Methods........ 32 Handbook of Self and Identity, 2nd Ed........................ 34 The Impact of Technology on Relationships in Educational Settings................................................. 35

Translation of Thought to Written Text While Composing................................................................ 61 Using a Positive Lens to Explore Social Change and Organizations....................................................... 63 Workplace Bullying...................................................... 65 Writing......................................................................... 66

New Books from

Psychology Press & Routledge

January - March 2012

Advertising Theory

Edited by Shelly Rodgers, University of Missouri, USA and Esther Thorson, University of Missouri, Columbia, USA Routledge Communication Series

Advertising Theory provides detailed and current explorations of key theories in the advertising discipline. The volume gives a working knowledge of the primary theoretical approaches of advertising, offering a comprehensive synthesis of the vast literature in the area. Editors Shelly Rodgers and Esther Thorson have developed this volume as a forum in which to compare, contrast, and evaluate advertising theories in a comprehensive and structured presentation. Chapters provide concrete examples, case studies, and readings written by leading advertising scholars and educators. Utilizing McGuire’s persuasion matrix as the structural model for each chapter, the text offers a wider lens through which to view the phenomenon of advertising as it operates within various environments. Within each area of advertising theory – and across advertising contexts – both traditional and non-traditional approaches are addressed, including electronic word-of-mouth advertising, user-generated advertising, and social media advertising contexts.

February 2012: 6x9: 648pp Hb: 978-0-415-88661-1: £125.00 $200.00 Pb: 978-0-415-88662-8: £46.99 $75.00 Available as a complimentary examination copy

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As a benchmark for the current state of advertising theory, this text will facilitate a deeper understanding for advertising students, and will be required reading for advertising theory coursework. CONTENTS 1. Perspectives on Advertising and Advertising Theory. 2. Psychological Processes in Response to Advertisements. 3. Specific Audiences. 4. Different Types of Advertising Messages. 5. Media and Media Devices. 6. Organizations. 7. Contexts of Advertising. 8. The Future of Advertising Theories.

Invitation to Authors If you are interested in publishing with us, please email: US/Canada: us.book.proposals@psypress.com UK/Europe/Rest of World: book.proposals@psypress.co.uk

Do you want to buy the ebook version of a book in this catalogue? Simply use the URL in the catalogue entry to find the book online. If the book is available as an ebook, you will see an “Available in ebook” link. Click on that then add to cart to buy the ebook from the Taylor & Francis ebookstore.

ebooks

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An Introduction to Statistical Concepts Third Edition

Richard G. Lomax, The Ohio State University, USA and Debbie L. Hahs-Vaughn, University of Central Florida, USA “I have been using this text to teach statistics to beginning and intermediate-level graduate students in education for years and have been extremely impressed with its readability and emphasis on conceptual understanding. I can’t wait to introduce my students to statistics with this new edition, as it addresses key concepts while also providing real-life examples that will aid them in learning to reason with statistics.” - H. Michael Crowson, The University of Oklahoma, USA “This is one of the most complete and lucid introductory statistics textbooks available for education and the social sciences: it blends theory and pragmatics seamlessly. The integration of SPSS into the chapters is a welcome addition. Each chapter describes what to do, why to do it, and how to do it. Not only is this book ideal for introductory statistics classes, it is clear and comprehensive enough to allow students to teach themselves statistics.” - Betsy McCoach, University of Connecticut, USA “The unique blend of conceptual approaches to statistical learning, interpretative exercises, and APA styled write-ups sets this book apart from other texts. The broad coverage of statistical procedures, SPSS generation and interpretation, and emphasis on statistical assumptions will serve students and researchers.” - C.Y. Joanne Peng, Indiana University, USA “Combining theory and mathematical accessibility with examples, SPSS applications, and APA style write-ups, this is a fascinating book for introductory statistical courses in the social and behavioral sciences. It has a broad coverage of topics and should prove invaluable as a classroom text or as a reference for applied researchers. “ - Feifei Ye, University of Pittsburgh, USA

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“Practical throughout, this edition delivers a nice balance between technical detail and understandable explanations of basic statistical methods appropriate for graduate students in the social sciences. The book recognizes the importance of effect sizes, offers screen shots of how to execute a statistical analysis

in SPSS with annotated output, provides graphs of sampling distributions to help users make correct decisions regarding their own research, and features APA guidelines with sample write-ups.” - Jeffrey R. Harring, University of Maryland, USA “This book is a refreshing treatment of introductory statistical concepts. The clear content, easy-to-follow software examples, and comprehensive coverage of topics will be extremely useful for researchers in the early stages of their statistical development.” - Brian F. French, Washington State University, USA “Lomax and Hahs-Vaughn write clearly. ... Writing statistical results in APA format is great for graduate students. ... The … changes ... make the book a better teaching tool. ... The level is appropriate for graduate and doctoral students in psychology, sociology, and education. ... The basic terms and concepts are defined and developed clearly, accurately, and in an interesting manner.” - Robert P. Conti, Sr., Mount Saint Mary College, USA In addition to updating throughout, the new edition features: •

New co-author, Debbie L. Hahs-Vaughn, the 2007 recipient of the University of Central Florida’s College of Education Excellence in Graduate Teaching Award

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A new chapter on logistic regression models for today’s more complex methodologies

•

More on computing confidence intervals and conducting power analyses using G*Power

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Many more SPSS screenshots to assist with understanding how to navigate SPSS and annotated SPSS output to assist in the interpretation of results

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Extended sections on how to write up statistical results in APA format

•

New learning tools including chapter-opening vignettes, outlines, and a list of key concepts, many more examples,

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tables, and figures, boxes, and chapter summaries •

More tables of assumptions and the effects of their violation including how to test them in SPSS

•

33% new conceptual, computational, and all new interpretative problems

•

A website that features PowerPoint slides, answers to the evennumbered problems, and test items for instructors, and for students the chapter outlines, key concepts, and datasets that can be used in SPSS and other packages, and more.

Each chapter begins with an outline, a list of key concepts, and a vignette related to those concepts. Realistic examples from education and the behavioral sciences illustrate those concepts. Each example examines the procedures and assumptions and provides instructions for how to run SPSS, including annotated output, and tips to develop an APA style write-up. Useful tables of assumptions and the effects of their violation are included, along with how to test assumptions in SPSS. ‘Stop and Think’ boxes provide helpful tips for better understanding the concepts. Each chapter includes computational, conceptual, and interpretive problems. The data sets used in the examples and problems are provided on the web. Answers to the odd-numbered problems are given in the book.

March 2012: 7x10: 838pp Hb: 978-0-415-88005-3: £59.95 $95.00 Available as a complimentary examination copy

such as robust methods, multiple comparison and nonparametric procedures, and advanced ANOVA and multiple and logistic regression models are also reviewed. Intended for one- or two-semester courses in statistics taught in education and/or the behavioral sciences at the graduate and/ or advanced undergraduate level, knowledge of statistics is not a prerequisite. A rudimentary knowledge of algebra is required. CONTENTS 1. Introduction. 2. Data Representation. 3. Univariate Population Parameters and Sample Statistics. 4. The Normal Distribution and Standard Scores. 5. Introduction to Probability and Sample Statistics. 6. Introduction to Hypothesis Testing: Inferences About a Single Mean. 7. Inferences About the Difference Between Two Means. 8. Inferences About Proportions. 9. Inferences About Variances. 10. Bivariate Measures of Association. 11. OneFactor Analysis of Variance – Fixed-Effects Model. 12. Multiple Comparison Procedures. 13. Factorial Analysis of Variance – Fixed-Effects Model. 14. Introduction to Analysis of Covariance: The One-Factor Fixed-Effects Model With a Single Covariate. 15. Random- and Mixed-Effects Analysis of Variance Models. 16. Hierarchical and Randomized Block Analysis of Variance Models. 17. Simple Linear Regression. 18. Multiple Regression. 19. Logistic Regression. Appendix Tables.

The first five chapters review descriptive statistics including ways of representing data graphically, statistical measures, the normal distribution, and probability and sampling. The remainder of the text covers inferential statistics involving means, proportions, variances, and correlations, basic and advanced analysis of variance and regression models. Topics not dealt with in other texts

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Applied Statistics for the Social and Health Sciences Rachel A. Gordon, University of Illinois, USA

“True to its title, it is ideal for a wide range of social and health sciences. The examples are practical applications where students will be interested in the results. Including both SAS and Stata code and exceptionally clear help interpreting the results sets this book apart from the rest.” - Alan C. Acock, Human Development and Family Sciences, Oregon State University, USA “I have been teaching a year-long graduate-level statistics course to first-year sociology, education, policy analysis and demography Ph.D. students for the past 39 years. I have always pieced together material from several different textbooks, software manuals, and published articles, since no one volume met the need to provide entering graduate students with appropriate content coverage at the right difficulty level. Rachel Gordon’s new book meets these needs better than any other volume I have seen.” - George Farkas, Education, University of California, Irvine, USA

March 2012: 8x10: 1008pp Hb: 978-0-415-87536-3: £100.00 $149.95 Available as a complimentary examination copy

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“This book is a teacher’s dream, perfect for an applied regression course in the health sciences. After covering introductory statistics and classical regression, it offers a sophisticated yet accessible approach to the generalized linear model, particularly with regard to logistic regression. Numerous excerpts from recent research papers complement the text nicely. I know of no book like it.” Richard T. Campbell, Biostatistics and Sociology, University of Illinois at Chicago, USA Applied Statistics for the Social and Health Sciences provides graduate students in the social and health sciences with the basic skills that they need to estimate, interpret, present, and publish statistical models using contemporary standards. The book targets the social and health science branches such as human development, public health, sociology, psychology, education, and social work in which students bring a wide range of mathematical skills and have a wide range of methodological affinities. For these students, a successful course in statistics will not only offer statistical content but will also help them develop an appreciation for how statistical techniques might answer some of the research questions of interest to them.

This book is for use in a two-semester graduate course sequence covering basic univariate and bivariate statistics and regression models for nominal and ordinal outcomes, in addition to covering ordinary least squares regression. Key features of the book include: Interweaving the teaching of statistical concepts with examples developed for the course from publicly-available social science data or drawn from the literature Thorough integration of teaching statistical theory with teaching data processing and analysis Teaching of both SAS and Stata “side-by-side” and use of chapter exercises in which students practice programming and interpretation on the same data set and course exercises in which students can choose their own research questions and data set. This book is for a two-semester course. For a one-semester course, see www.routledge.com/books/details/9780415991544/ CONTENTS Part 1. Getting Started. 1. Examples of Social Science Research Using Regression Analyses. 2. Planning a Quantitative Research Project with Existing Data. 3. Basic Features of Statistical Packages and Data Documentation. 4. Basics of Writing Batch Programs with Statistical Packages. Part 2. Basic Descriptive and Inferential Statistics. 5. Basic Descriptive Statistics. 6. Sample, Population and Sampling Distributions. 7. Basic Inferential Statistics. Part 3. Ordinary Least Squares Regression. 8. Basic Concepts of Bivariate Regression. 9. Basic Concepts of Multiple Regression. 10. Dummy Variables. 11. Interactions. 12. Nonlinear Relationships. 13. Indirect Effects and Omitted Variable Bias. 14. Outliers, Heteroskedasticity, and Multicollinearity. Part 4. The Generalized Linear Model. 15. Introduction to the Generalized Linear Model with a Continuous Outcome. 16. Dichotomous Outcomes. 17. Multi-Category Outcomes. Part 5. Wrapping Up. 18. Roadmap to Advanced Topics.

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Augmenting Cognition

Idan Segev, The Hebrew University, Jerusalem, Israel and Henry Markram, Swiss Federal Institute of Technology, Lausanne, Switzerland Augmenting cognition is a rapidly emerging field in neuroscience, concerned with the translation of what is known about cognitive function and dysfunction to engineer approaches to enhance and rehabilitate the brain. Modern medicine has few options to treat those with cognitive deficiencies, and as we learn more about the biology of these conditions, we consider the design of a new class of therapies to restore and augment cognition. This book describes a number of the foundational areas of cognitive enhancement, with chapters devoted to the following subject areas: use of stem cells, savants, post-traumatic stress disorder, deep-brain stimulation, music and dance, virtual reality, role of sleep, longevity, drugs, and the brain-computer interface.

November 2011: 6x9: 250pp Hb: 978-1-4398-3993-5: ÂŁ57.99 $89.95

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Birmingham Cognitive Screen

Glyn Humphreys, University of Oxford, UK and Wai-Ling Bickerton, University of Birmingham, UK

Following different kinds of brain damage, including stroke, head injury, carbon monoxide poisoning, and degenerative change, people can experience a range of cognitive problems, in addition to any difficulties in motor function. These problems strongly influence a patient’s ability to recover, but often patients are not routinely screened to detect them. Birmingham Cognitive Screen (BCoS) is a new test instrument. The test pack consists of a manual, a ringbound Test Book, the Auditory Attention Test stimuli on CD, a pack of 15 Examiner Booklets, a pack of 15 Examinee booklets, and a set of test objects, all contained in a durable messenger bag. Developed to screen patients for cognitive problems, it provides a novel ‘cognitive profile’ across a range of cognitive processes within a one-hour testing session, that will indicate whether a patient has a clinical impairment (related to norms) in five primary domains of cognition: • Attention and executive function • Language March 2012 Multi-pack set : 978-1-84872-099-2: £250.00 $450.00

• Memory • Number skills • Praxis and action

Training on administration of the assessment is available from http://www.cognitionmatters.co.uk/ The following items are available as free downloads from http://www.cognitionmatters.co.uk/ or buy them from Psychology Press: Birmingham Cognitive Screen Examiner’s Booklet (Pack of 15): http://www.psypress.com/birmingham-cognitivescreen-9781848721074 Birmingham Cognitive Screen Examinee’s Booklet (Pack of 15): http://www.psypress.com/birmingham-cognitivescreen-9781848721081 Birmingham Cognitive Screen Examiner’s Booklet B (Pack of 15): http://www.psypress.com/birmingham-cognitivescreen-9781848721104 CONTENTS 1. Attention and Executive Functions. 2. Language. 3. Memory. 4. Number Skills. 5. Praxis. 6. Appendices.

BCoS has been validated against ‘standard’ neuropsychological tests used to measure similar cognitive functions. It has also been used for prognostic modelling, and assessed against measures of cognition and activities of everyday living for patients in the chronic stage.

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The first test of its kind, BCoS is an invaluable tool for neuropsychologists, neuropsychiatrists, occupational and speech therapists, and a wide range of other clinical practitioners.

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Business Psychology and Organizational Behaviour Fifth Edition

Eugene McKenna, University of East London, UK

stress; and emergent trends in selection.

“This book presents the important theoretical and conceptual issues along with multiple relevant, real-life examples. Readers should be able to fully understand and appreciate the importance of psychology to behaviour in individual, organisational and societal settings. A core text for anyone interested in human behaviour in organisations!” - Sharon Feeney, College of Business, Dublin Institute of Technology, Republic of Ireland

The book’s numerous helpful features include panels which contain relevant theories, research and illustrations of practice; learning outcomes; chapter summaries; review questions; a comprehensive bibliography; and a glossary. For lecturers who adopt the book, we provide access to a wealth of online teaching resources, including a chapter-by-chapter lecture course and multiple-choice question testbanks.

“This substantially revised edition of McKenna’s classic textbook is a labour of love. It enables people interested in human behaviour in the workplace, but without a background in psychology, to follow the development of this influential discipline. It is a wide ranging, honest and representative survey of the field and is a very useful resource for undergraduates, postgraduates and professionals in occupational psychology, business studies and management science.” - George Erdos, Senior Lecturer, School of Psychology, Newcastle University, UK

January 2012: 7½x10: 872pp Hb: 978-1-84872-034-3: £70.00 $125.00 Pb: 978-1-84872-035-0: £39.95 $62.50 Available as a complimentary examination copy

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Now in full colour, the fifth edition of this best-selling textbook introduces all of the major theories, research findings, principles and concepts in business psychology and organizational behaviour, whilst emphasising their reallife application using relevant examples. The book, which is well-organized and clearly written, takes the reader through individual, group, and organizational/HR perspectives on the subject, while at the same time offering an appreciation of their historical development and methodological issues.

This is an essential textbook for undergraduates and postgraduates studying psychology and organizational behaviour; it will also be welcomed as a rich source of information by practitioners in organizations. CONTENTS Part 1. Perspectives and Enquiry. 1. Historical Influences and Research Methodology. Part 2. The Individual. 2. Personality. 3. Intelligence and Psychological Testing. 4. Motivation and Job Design. 5. Perception. 6. Communication. 7. Learning and Memory. 8. Individual Decision Making and Creativity. 9. Attitudes, Values, Job Satisfaction and Commitment. Part 3. The Group. 10. Groups. 11. Teambuilding. 12. Leadership and Management Style. 13. Power, Politics and Conflict. Part 4. The Organization. 14. Organizational Structure and Design. 15. Organizational Culture. 16. Organizational Change and Development. 17. Health and Work: Stress. Part 5. Occupational Psychology/Human Resource Techniques. 18. Selection and Appraisal. 19. Rewards, Training and Development.

The text has an improved structure and style of presentation, and has been revised and updated with new and expanded material including coverage of recent debates in occupational psychology; investor psychology or behavioural finance; cognitive evaluation theory; employee engagement and positive psychology; corporate memories in culture; storytelling and social media; technostress and environmental influences on

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Cognitive Consistency

A Fundamental Principle in Social Cognition Edited by Bertram Gawronski, University of Western Ontario, Canada and Fritz Strack, University of Würzburg, Germany “With chapter authors including central figures in attitudes and social cognition, this book’s ambitious scope is evident from initial chapters on consciousness, social neuroscience, connectionism, and fluency, to concluding ones on stereotyping, social justice, and group processes. In between, chapters cover such diverse subjects as identity, motivational fit, implicit ambivalence, and regret, among many others, organized into major sub-areas of social cognition and social psychology. This volume joins a very small handful of worthy successors to Festinger’s A Theory of Cognitive Dissonance. More important, it resurrects, modernizes, and expands cognitive consistency theories in a way that makes a valuable contribution. I intend to use this book in my graduate course on social cognition. It should be useful in training the next generation of graduate students, while providing a novel and heuristic perspective for more advanced professionals. Gawronski and Strack have created an instant classic.” - Donal E. Carlston, Department of Psychological Sciences, Purdue University, USA

March 2012: 6⅛x9¼: 494pp Hb: 978-1-60918-946-4: £56.99

“Cognitive consistency has been an implicit if not explicit construct in social psychology for over 60 years, cutting across both motivated reasoning and automaticity and playing a role in all phases of information processing, including attention and comprehension, information retrieval, inference and judgment, and behavioral decision making. This volume – edited and written by well-known psychologists with perspectives ranging from cognitive neuroscience to interpersonal relations – testifies to the breadth of issues to which consistency principles are potentially relevant. In combination, the chapters provide a valuable resource for cognitive and social psychologists and graduate students.” - Robert S. Wyer, Jr., Department of Marketing, Chinese University of Hong Kong, USA

This volume provides an overview of recent research on the nature, causes, and consequences of cognitive consistency. In 22 chapters, leading scholars address the pivotal role of consistency principles at various levels of social information processing, ranging from microlevel to macro-level processes. The book’s scope encompasses mental representation, processing fluency and motivational fit, implicit social cognition, thinking and reasoning, decision making and choice, and interpersonal processes. Key findings, emerging themes, and current directions in the field are explored, and important questions for future research identified. CONTENTS B. Gawronski, F. Strack, Cognitive Consistency as a Basic Principle of Social Information Processing. Part 1. Mental Representation. E. Morsella, P. Zarolia, A. Gazzaley, Cognitive Conflict and Consciousness. E. Harmon-Jones, C. Harmon-Jones, D.M. Amodio, A Neuroscientific Perspective on Dissonance, Guided by the Action-Based Model. S.J. Read, D. Simon, Parallel Constraint Satisfaction as a Mechanism for Cognitive Consistency. Part 2. Fluency and Fit. P. Winkielman, D.E. Huber, L. Kavanagh, N. Schwarz, Fluency of Consistency: When Thoughts Fit Nicely and Flow Smoothly. S. Topolinski, Nonpropositional Consistency. E.T. Higgins, Motivational Fit. Part 3. Implicit Social Cognition. D. Cvencek, A.G. Greenwald, A.N. Meltzoff, Balanced Identity Theory: Review of Evidence for Implicit Consistency in Social Cognition. R.E. Petty, P. Briñol, I. Johnson, Implicit Ambivalence. C.H. Jordan, C. Logel, S.J. Spencer, M.P. Zanna, Discrepancies between Implicit and Explicit Attitudes, Prejudices, and Self-Esteem: A Model of Simultaneous Accessibility. Part 4. Thinking and Reasoning. P.N. Johnson-Laird, Mental Models and Consistency. A.W. Kruglanski, G. Shteynberg, Cognitive Consistency as Means to an End: How Subjective Logic Affords Knowledge. Part 5. Decision Making and Choice. F. van Harreveld, I.K. Scheider, H. Nohlen, J. van der Pligt, The Dynamics of Ambivalence: Evaluative Conflict in Attitudes and Decision Making. L.

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Bullens, J. Förster, F. van Harreveld, N. Liberman, Self-Produced Decisional Conflict Due to Incorrect Metacognitions. K.D. Markman, D.R. Beike, Regret, Consistency, and Choice: An Opportunity x Mitigation Framework. J. Stone, Consistency as a Basis for Behavioral Interventions: Using Hypocrisy and Cognitive Dissonance to Motivate Behavior Change. Part 6. Interpersonal Processes. E. Walther, R. Weil, Balance Principles in Attitude Formation and Change: The Desire to Maintain Consistent Cognitions about People. B. Gawronski, P.M. Brochu, R. Sritharan, F. Strack, Cognitive Consistency in Prejudice-Related Belief Systems: Integrating Old-Fashioned, Modern, Aversive, and Implicit Forms of Prejudice. J.W. Sherman, T.J. Allen, D.L.M. Sacchi, Stereotype Confirmation and Disconfirmation. K. van den Bos, M. Maas, Adhering to Consistency Principles in an Unjust World: Implications for Sense-Making, Victim Blaming, and Justice Judgments. E.S. Park, R.S. Tindale, V.B. Hinsz, Interpersonal Cognitive Consistency and the Sharing of Cognition in Groups.

March 2012: 6⅛x9¼: 494pp Hb: 978-1-60918-946-4: £56.99

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Cognitive Neuroscience of Attention Second Edition

Edited by Michael I. Posner, University of Oregon, USA “Posner, the world’s foremost expert on attention, has assembled an all-star team of scientists covering the whole range of cognitive neuroscience research into attention. No stone is left unturned – from discrete working memory slots to frontal and cingulate neural circuits, from resting-state networks to temperament, genetics, and education, the reader is exposed to all of the concepts and findings that count in this rapidly evolving field. Any student or researcher who reads these concise, pithy chapters will be taken to the forefront of contemporary knowledge.” - Stanislas Dehaene, Professor at Collège de France and Director, INSERM-CEA Cognitive Neuroimaging Unit, France This authoritative reference provides a comprehensive examination of the nature and functions of attention and its relationship to broader cognitive processes. The editor and contributors are leading experts who review the breadth of current knowledge, including behavioral, neuroimaging, cellular, and genetic studies, as well as developmental and clinical research. Chapters are brief yet substantive, offering clear presentations of cutting-edge concepts, methods, and findings. The book addresses the role of attention deficits in psychological disorders and normal aging and considers the implications for intervention and prevention. January 2012: 7x10: 514pp Hb: 978-1-60918-985-3: £56.99

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New to this edition: •

Significant updates and many new chapters reflecting major advances in the field important breakthroughs in neuroimaging and cognitive modeling

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Chapters on the development of emotion regulation and temperament

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Expanded section on disorders, including upto-date coverage of ADHD as well as chapters on psychopathy and autism

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Chapters on cognitive training and rehabilitation.

CONTENTS M.I. Posner, Progress in Attention Research. Part 1. Cognitive Science. R.M. Klein, M.A. Lawrence, On the Modes and Domains of Attention. L. Huang, H. Pashler, Boolean Map Approach to Visual Attention. H. Wang, X. Liu, J. Fan, Symbolic and Connectionist Models of Attention. G.W. Humphreys, E. Mavritsaki, Models of Visual Search: From Abstract Function

to Biological Constraint. L.J. Fuentes, A.B. Vivas, L.K. Langley, Q. Chen,C. González-Salinas, Inhibitory Mechanisms in the Attentional Networks: A Multidisciplinary Approach. C.S. Carter, M.K. Krug, Dynamic Cognitive Control and Frontal-Cingulate Interactions. E.F. Ester, E.K. Vogel, E. Awh, Discrete Resource Limits in Attention and Working Memory. Part 2. Imaging. G.L. Shulman, M. Corbetta, Two Attentional Networks: Identification and Function within a Larger Cognitive Architecture. L. Reddy, N. Kanwisher, Clutter and Attention in Multivoxel Functional Magnetic Resonance Imaging. J. Duncan, T. Manly, A Frontoparietal Attention System in Human and Monkey Brain: Constructing and Assembling the Fragments of Thought and Behavior. A.C. Nobre, G. Rohenkohl, M.G. Stokes, Nervous Anticipation: Top-Down Biasing across Space and Time. B.D. McCandliss, Microstructural Properties of White Matter Tracts are Linked to the Efficiency of Specific Attention Networks. S.K. Andersen, M.M. Müller, S.A. Hillyard, Tracking the Allocation of Attention in Visual Scenes with Steady-State Evoked Potentials. Part 3. Neuroscience. G.F. Woodman, C.E. Schroeder, Using Nonhuman Primates to Study the Microand Macro-Dynamics of Neural Mechanisms of Attention. E.K. Miller, T.J. Buschman, Top-Down Control of Attention by Rhythmic Neural Computations. J.D. Schall, K.G. Thompson, Neural Mechanisms of Saccade Target Selection: Evidence for a Stage Theory of Attention and Action. T. Moore, B. Burrows, K.M. Armstrong, R.J. Schafer, M.H. Chang, Neural Circuits Controlling Visual Attention. D.C. Rowland, C.G. Kentros, Attentional Modulation of the Firing Patterns of Hippocampal Neurons. Part 4. Development. D.A. Fair, N.U.F. Dosenbach, S.E. Petersen, B.L. Schlaggar, Resting State Studies on the Development of Control Systems. A. Berger, C. Buchman, T. Green-Bleier, Development of Error Detection. M.A. Bell, S.D. Calkins, Attentional Control and Emotion Regulation in Early Development. K. Deater-Deckard, Z. Wang, Development of Temperament and Attention: Behavioral Genetic Approaches. Part 5. Deficits. B.J. Casey, M. Riddle, Typical and Atypical Development of Attention. J. Townsend, B. Keehn, M. Westerfield, “Abstraction of Mind”: Attention in Autism. G. Bush, Cingulate-Frontal-Parietal Function in Health and Disease. M. Arcos-Burgos, M. Muenke, Understanding Attention through Evolutionary and Epidemiological Genetics: Attention-Deficit/Hyperactivity Disorder as an Extreme Phenotypic Variant. K.R. Ridderinkhof, W.P.M. van den Wildenberg, S.A. Wylie, Action Control in Times of Conflict: Analysis of Reaction Time Distributions in Healthy and Clinical Populations. J.P. Newman, A.R. Baskin-Sommers, Early Selective Attention Abnormalities in Psychopathy: Implications for Self-Regulation. T.J. Simon, S.J. Luck, Attentional Impairments in Children with Chromosome 22q11.2 Deletion Syndrome. R.G. O’Connell, I.H. Robertson, Training the Brain: Nonpharmacological Approaches to Stimulating Cognitive Plasticity. T. Klingberg, Training of Working Memory and Attention

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The Construction of the Self

Developmental and Sociocultural Foundations Second Edition Susan Harter, University of Denver, USA Foreword by William M. Bukowski, Concordia University, Quebec, Canada “Harter surveys the struggle for a sense of identity and worth that individuals face from youth to old age. She offers an in-depth description of how families and cultures shape our self-concepts, and how so many of these adopted identities hamper personal growth and connectedness. On topics from motivation to mindfulness, this second edition offers both solid wisdom and new insights. Harter is truly one of developmental psychology’s luminaries.” - Richard M. Ryan, University of Rochester, USA

April 2012: 6x9: 440pp Hb: 978-1-4625-0297-4: £36.99

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“In The Construction of the Self, Second Edition, Harter shows again why she has been the preeminent scholar in child and adolescent development for over four decades. Weaving together new theoretical insights with a far-ranging review of diverse research literatures, Harter provides a masterful look at the processes through which cognitive changes and personal experiences combine to influence selfviews, which in turn underlie broader patterns of social and psychological development. Harter’s perspectives on adaptive and maladaptive trajectories of self development provide an important framework for promoting self-views that buttress positive relationships and psychological well-being.” - Mark R. Leary, Duke University, North Carolina, USA An important work from a leading scholar, this book explores self-development from early childhood to adulthood. Susan Harter traces the normative stages that define the emergence of many self-processes, including self-esteem. She also addresses individual differences and societal influences on self-development. Presenting pioneering empirical research, Harter shows that increasingly mature features of the self have both benefits and liabilities for psychological adjustment. The book highlights the causes and consequences of different types of self-representations, including those that are unrealistically

negative or positive. New to this edition: •

Reflects over a decade of conceptual, empirical, and methodological advances

•

Provides a broader sociocultural framework for understanding self development

•

Chapters on emerging adulthood, self-esteem and physical appearance, self-processes in the classroom, motivation, cross-cultural issues, and the quest for authenticity

•

Expanded chapters on childhood, adolescence, and the self-conscious emotions, including humiliation

•

Increased attention to the liabilities of our contemporary preoccupation with the self.

CONTENTS W.M. Bukowski, Foreword. 1. Introduction: A Contemporary Approach to Self-Development. 2. Developmental Differences in Self-Representations During Childhood. 3. Developmental Differences in Self-Representations During Adolescence. 4. Self-Processes During Emerging Adulthood. 5. The Inextricable Link between Perceived Physical Appearance and SelfEsteem. 6. Self-Conscious Emotions. 7. Self-Processes and Motivation in the Classroom. 8. Cross-Cultural and Multicultural Considerations. 9. Reconsidering the Self: In Search of Authenticity.

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Contemporary Intellectual Assessment Theories, Tests, and Issues Third Edition

Edited by Dawn P. Flanagan, St. John’s University, New York, USA and Patti L. Harrison, University of Alabama, USA “This is the most comprehensive, authoritative, and up-to-date text on intellectual assessment available. It covers current theories of intelligence, methods of intelligence testing, and their applications to special populations. The chapters are all written by leading scholars and combine clear research summaries with practical advice, making this a valuable book for graduate students and professionals interested in both research and practice.” - Paul J. Frick, University Distinguished Professor and Chair, Department of Psychology, University of New Orleans, USA “A single source for essential, detailed information on the past, present, and future of intellectual and cognitive assessment practices. The table of contents provides an objective sweep of all major theories, tests, and evaluation procedures at a glance; the expertise of the chapter authors results in a work that is consistently outstanding. The third edition reflects the latest efforts in clinical inquiry that explore cognitive abilities and processes as they relate to the real world. It emphasizes cross-cultural issues in assessment and incorporates new approaches and instruments related to learning and developmental problems. This is an essential text for graduate-level assessment courses.” - Elaine Fletcher-Janzen, Department of School Psychology, Chicago School of Professional Psychology, USA

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In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations – including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities – in today’s educational settings. New to this edition: •

Incorporates major research advances and legislative and policy

changes •

Covers recent test revisions plus additional tests: the NEPSY-II and the WNV

•

Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities

•

Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools.

CONTENTS Part 1. The Origins of Intellectual Assessment. Wasserman, A History of Intelligence Assessment: The Unfinished Tapestry. Kamphaus, Winsor, Rowe, Kim, A History of Intelligence Test Interpretation. Part 2. Contemporary Theoretical Perspectives. Horn, Blankson, Foundations for Better Understanding of Cognitive Abilities. Schneider, McGrew, The Cattell-Horn-Carroll (CHC) Model of Intelligence. Chen, Gardner, Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory. Sternberg, The Triarchic Theory of Successful Intelligence. Naglieri, Das, Goldstein, Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing-Based Theory of Intelligence. Part 3. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests). Drozdick, Wahlstrom, Zhu, Weiss, The Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and the Wechsler Memory Scale-Fourth Edition (WMS-IV). Wahlstrom, Breaux, Zhu, Weiss, The Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III), the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), and the Wechsler Individual Achievement Test-Third Edition (WIAT-III). Roid, Pomplun, The Stanford-Binet Intelligence Scales, Fifth Edition (SB5). Singer, Lichtenberger, J.C. Kaufman, A.S. Kaufman, N.L. Kaufman, The Kaufman Assessment Battery for Children-Second Edition (KABC-II) and the Kaufman Test of Educational Achievement-Second Edition (KTEA-II). Schrank, Wendling, The Woodcock-Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement. Elliott, The Differential Ability Scales-Second Edition (DAS-II). McCallum, Bracken, The

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February 2012: 7x10: 926pp Hb: 978-1-60918-995-2: £63.99

Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment. Naglieri, Otero, The Cognitive Assessment System (CAS): From Theory to Practice. Reynolds, Kamphaus, Raines, The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST). Matthews, Riccio, Davis, The NEPSY-II. Naglieri, Otero, The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations. Part 4. Contemporary Interpretive Approaches and Their Relevance for Intervention. Flanagan, Alfonson, Ortiz, The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions. Fiorello, Hale, Wycoff, Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World. Floyd, Kranzler, Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review. Ortiz, Ochoa, Dynda, Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal-Performance Dichotomy into Evidence-Based Practice. Mather, Wendling, Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD). Part 5. Assessment of Intelligence and Cognitive Functioning in Different Populations. Ford, Kozey, Negreiros, Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives. McIntosh, Dixon, Pierson, Use of Intelligence Tests in the Identification of Giftedness. Flanagan, Alfonso, Mascolo, Sotelo-Dynega, Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition. Klinger, O’Kelley, Mussey, Goldstein, DeVries, Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD). Hale, Yim, Schneider, Wilcox, Henzel, Dixon, Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder. Decker, Englund, Roberts, Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury. Armstrong, Hangauer, Nadeau, Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD). Part 6. Contemporary and Emerging Issues in Intellectual Assessment. Braden, Niebling, Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests. Keith, Reynolds, Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests. Miller, Maricle, The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities. Maricle, Avirett, The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions. BrownChidsey, Andren, Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications. McCloskey, Whitaker, Murphy, Rogers, Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools. Carroll, Appendix: The Three-Stratum Theory of Cognitive Abilities.

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The Development of Emotional Intelligence A Case Study

Nadja Reissland, University of Durham, UK Concepts in Developmental Psychology Series

“Here is a beautifully written book about young children’s emotional development, which is informative, interesting and intelligent and, at the same time, profoundly moving. Nadja Reissland’s description of the growing and fast-changing relationship between a particular father and his daughter, and of its sudden and tragic ending, is an impressive contribution to the study of children’s emotions.” - Peter Bryant FRS, Senior Research Fellow, University of Oxford, UK

January 2012: 5½x8½: 184pp Hb: 978-0-415-35951-1: £44.95 $80.00 Pb: 978-0-415-35952-8: £17.95 $32.50 Available as an e-inspection copy

“This is a charming book that has something to say to a wide range of audiences. The unfolding of emotional intelligence is illustrated movingly with an excellent longitudinal case study through father-daughter conversations from the birth of the daughter to the death of the father six years later. The case illustrates how a deeply empathetic and sensitive father helps his young daughter Toto to become emotionally intelligent, which will in turn guide her through the most difficult times when her father is dying.” - Emese Nagy, Senior Lecturer, University of Dundee, UK How do children learn about the expression and meaning of emotions – both happy and sad? This book answers questions regarding the foundation of emotional intelligence, and examines how children become emotionally literate as they are socialised into their family environment from birth to two years of age. These early stages are vitally important in teaching children to understand themselves and others, as well as how to relate to people, and how to adapt to and cope with their immediate surroundings.

In order to examine the development of emotional intelligence, the author presents an overview of the literature on the subject and in the second part of the book presents a case study in which the concepts introduced in the first part of the book are revisited. Based on daily tape-recorded ‘conversations’ between a baby and her father, the data demonstrate how, over a two-year period, the child learns to express and understand emotions within social interactions. This capacity to reason with emotions is examined through four areas: perceiving emotion, integrating emotion, understanding emotion and managing emotion. The Development of Emotional Intelligence adds a new perspective to the theoretical debate on emotions and how they develop. It will be of great interest to psychologists and any professionals dealing with families. It will also be helpful reading for parents. CONTENTS Part 1. Overview of the Literature on Emotional Intelligence (EI). 1. Introduction. 2. Emotional Intelligence: Models and Controversies. 3. The Language of Emotional Intelligence. 4. Regulation of Emotional Expression. 5. Emotional Intelligence: The Ability to Interact Emotionally through Empathy. 6. Emotional Intelligence, Health and Negative Emotions. Part 2. Case Study. Introduction to the Case Study. 7. The Language of Emotions from the First Months of Life. 8. Acoustic Aspects of Emotion Talk. 9. On the Changing Table: The Use of Rhetoric with an Infant. 10. Teasing and Emotional Development. 11. From ‘Social Smile’ to Laughter: How Positive Emotions Develop. 12. Toto’s Experience of Her Father’s Death. 13. Conclusion. 14. Emotional Intelligence for Parents.

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Now in paperback!

Emerging Topics on Father Attachment Considerations in Theory, Context and Development

Edited by Lisa A. Newland, University of South Dakota, USA, Harry S. Freeman, University of South Dakota, USA and Diana D. Coyl, California State University, USA

November 2011: 7x10: 278pp Pb: 978-0-415-50895-7: £24.95 $45.95 2010 Hb: 978-0-415-57459-4: £80.00 $125.00

This book is the first of its kind to focus specifically on children’s attachment to fathers, and explores the connections among fathering, family dynamics, and attachment relationships. It includes theoretical, methodological and research reports written by an interdisciplinary group of researchers from around the globe. The purpose of this book is to familiarize the reader with the conceptualization, measurement and provisions of the attachment bond between children and their fathers, from infancy through young adulthood and across diverse individual, family, community, and cultural systems. Recent empirical findings suggest that new methods of measuring child–father attachment are warranted, and that attachment to fathers may be unique from, but complementary to attachment to mothers. These findings also suggest that attachment to fathers uniquely predicts children’s healthy developmental outcomes, and these findings are robust across various contexts, but these predictive relationships are best understood within context. This book provides a summary of current scholarly knowledge of fathering and attachment, and describes future directions to be explored by professionals, policy makers and practitioners within family services, education, and social work settings. It is also of interest to the general public. This book was published as a special issue of Early Child Development and Care. CONTENTS

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H. Freeman, L. Newland, D. Coyl, Editorial: New Directions in Father Attachment. I. Bretherton, Fathers in Attachment Research: A Review. L. Newland, D. Coyl, Fathers’ Role as Attachment Figures: An Interview with Sir Richard Bowlby. D. Paquette, M. Bigras, The Risky Situation: A Procedure for Assessing the Father–Child Activation Relationship. N.

Hazen, L. McFarland, D. Jacobvitz, E. Boyd-Soisson, Fathers’ Frightening and Sensitive Infant Caregiving: Relations with Fathers’ Attachment Representations, Father–Infant Attachment, and Children’s Later Development of Emotion Regulation and Attention Problem. A. John, A. Halliburton, Q Methodology to Assess Father–Child Attachment. T. Kokkinaki, Intersubjectivity during Free Infant–Father ‘Protoconversation’ and within ‘Protoconversation’ Pauses. M.R.W. George, E.M. Cummings, P.T. Davies, Positive Aspects of Fathering and Mothering, and Children’s Attachment in Kindergarten. G. Brown, S. Schoppe-Sullivan, S. Mangelsdorf, C. Neff, Observed and Reported Supportive Coparenting as Predictors of Infant–Mother and Infant–Father Attachment Security. K. Bost, E. Choi, M. Wong, Narrative Structure and Emotional References in Parent–Child Reminiscing: Associations with Child Gender, Temperament, and the Quality of Parent–Child Interactions. K. Howard, Paternal Attachment, Parenting Beliefs, and Children’s Attachment. L. Newland, D. Coyl, H. Hua Chen, Fathering and Attachment in the U.S. and Taiwan: Contextual Predictors and Child Outcomes. M.C. Richaud de Minzi, Gender and Cultural Patterns of Mothers’ and Fathers’ Attachment and Links with Children’s Self Competence, Depression and Loneliness in Middle and Late Childhood. D. Michiels, H. Grietens, P. Onghena, S. Kuppens, Perceptions of Maternal and Paternal Attachment Security in Middle Childhood: Links with Positive Parental Affection and Psychosocial Adjustment. H. Freeman, T. Reiser, Mapping Young Adults’ Use of Fathers for Attachment Support: Implications on Romantic Relationship Experiences. T. Goodsel, J. Meldrum, Nurturing Fathers: A Qualitative Examination of Child–Father Attachment.

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The Emotions

A Philosophical Introduction Julien Deonna and Fabrice Teroni, University of Bern, Switzerland “Quite simply the best introduction to the philosophy of the emotions on the market. The book is beautifully written, and would be ideal for an advanced undergraduate or graduate course on the emotions, but in fact all scholars working on this topic will have things to learn from it. I recommend it very highly.” - Tim Crane, University of Cambridge, UK

emotions, over which many great philosophers of the past have laboured, revolve around attempts to understand what this significance amounts to. Are emotions feelings, thoughts, or experiences? If they are experiences, what are they experiences of? Are emotions rational? In what sense do emotions give meaning to what surrounds us?

“Deonna’s and Teroni’s argumentation is subtle and muscular; their prose is engaging and accessible; and their novel account of the relation of emotions to value is particularly notable. Not only informative, but exciting to read.” - Ronald de Sousa, University of Toronto, Canada

The Emotions: A Philosophical Introduction introduces and explores these questions in a clear and accessible way. The authors discuss the following key topics:

“Exceptionally wide-ranging, yet tightly structured, sophisticated in discussion, yet succinctly and lucidly written. Accessible to newcomers and enlarging to those already engaged in philosophising about the emotions.” - David Pugmire, University of Southampton, UK “An eminently readable book, which will certainly prove indispensable for neophytes and specialists alike.” - Christine Tappolet, University of Montréal, Canada March 2012: 6x9: 146pp Hb: 978-0-415-61492-4: £65.00 $120.00 Pb: 978-0-415-61493-1: £17.99 $34.95 Available as an e-inspection copy

“The positive account of emotions Deonna and Teroni provide is a viable contender, well worth taking seriously. I highly recommend the book.” - Bennett Helm, Franklin and Marshall College, USA “This is an excellent volume. The work is original, important and timely, and will no doubt receive a wide audience.” Michael Brady, University of Glasgow, UK “This is a wonderful, engaging introduction to the philosophy of emotion. The book has a fast pace and a challenging style. Yet, its subject matter represents first-class scholarship.” Nico H. Frijda, University of Amsterdam, The Netherlands

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•

The diversity and unity of the emotions

•

The relations between emotion, belief and desire

•

The nature of values

•

The relations between emotions and perceptions

•

Emotions viewed as evaluative attitudes

•

The link between emotions and evaluative knowledge

•

The nature of moods, sentiments, and character traits.

Including chapter summaries and guides to further reading, The Emotions: A Philosophical Introduction is an ideal starting point for any philosopher or student studying the emotions. It will also be of interest to those in related disciplines such as psychology and the social sciences. CONTENTS 1. Homing in on the Emotions. 2. The Diversity and Unity of Emotions. 3. Emotion, Belief and Desire. 4. Enters Value. 5. Emotions as Value Judgments. 6. Perceptual Theories of the Emotions. 7. The Attitudinal Theory of Emotions. 8. Emotions and Their Justification. 9. The Nature and Role of Affective Explanations. 10. The Importance of Emotions. Notes. Bibliography. Index.

The emotions are at the centre of our lives and, for better or worse, imbue them with much of their significance. The philosophical problems stirred up by the existence of the

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The Employee–Organization Relationship Applications for the 21st Century

Edited by Lynn M. Shore, San Diego State University, USA, Jacqueline A-M. Coyle-Shapiro, London School of Economics and Political Science, UK and Lois E. Tetrick, George Mason University, USA Applied Psychology Series

“This new volume provides new perspectives on the new employment relationships, a topic of importance to managers and scholars that transcends space and time. This is a wonderful collection of papers authored by the brightest minds in management. In this world of unstable economies, uncertainty employment outlooks, and conflicting interests, the readers will discover insight into the multi-faceted nature of employment relationship and ideas to enrich their own work.” - Anne Tsui, W.P. Carey School of Business, Arizona State University, USA “The previous Coyle-Shapiro, Taylor and Tetrick book on the Employee Relationship was absolutely brilliant. What made it such a strong volume was the authors’ focus on bringing together several disparate threads into a single coherent overarching concept and framework. … There is no doubt that the editors (once again) have lined up an all star cast. The authors in this volume are the absolute best in their respective fields.” - Carol Kulik, University of South Australia “This volume is timely and should serve to keep this area of scholarship moving forward. What is especially new and unique is the integration of other literatures with that of EOR.” - Tammy Allen, University of South Florida, USA

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“This rich collection of inspiring and innovative approaches to employee-organization relationships is a must read for everyone interested in the understanding of the impact of the fundamentals of the interplay between employees and organizations on organizational performance and employee well-being.” - Rene Schalk, Tilburg University, The Netherlands, and North West University, South Africa

“A masterful job at unpacking the unknowns of the Employee– Organization Relationship, while also weaving it into the broader fabric of the Organization Sciences. Great authors, very insightful chapters!” - M. Susan Taylor, Robert H. Smith School of Business, University of Maryland, USA “Employee–organization relationship” (EOR) is an overarching term which describes the relationship between the employee and the organization. It encompasses psychological contracts, perceived organizational support, and the employment relationship. Remarkable progress has been made in the last thirty years in the study of EOR. This volume, by a stellar list of international contributors, offers perspectives on EOR that will be of interest to scholars, practitioners and graduate students in IO psychology, business and human resource management. CONTENTS J.N. Cleveland, K.R. Murphy, Series Foreword. L.M. Shore, J.A.-M. Coyle-Shapiro, L.E. Tetrick, Expanding the Boundaries and Challenging the Assumptions of the Employee–Organization Relationship (EOR) Literature. Part 1. New Ways of Thinking about the EOR. B.E. Ashforth, K.M. Rogers, Is the Employee–Organization Relationship Misspecified? The Centrality of Tribes in Experiencing the Organization. M. Schminke, The Employee–Organization Relationship and Ethics: When it Comes to Ethical Behavior, Who is the Organization and Why Does it Matter? D. van Kippenberg, Social Identity-Based Leadership and the Employee–Organization Relationship. J. McLean Parks, F.L. Smith, Resource Commensurability and Ideological Elements of the Exchange Relationship. L.M. Shore, J.A.-M. Coyle-Shapiro, Perceived Organizational Cruelty: An Expansion of the Negative Employee– Organization Relationship Domain. J.L. Pearce, Assumptions in Employee–Organization Relationship Research: A Critical Perspective

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from the Study of Volunteers. Part 2. Putting the ‘R’ Back in the EOR. D.E. Guest, R. Rodrigues, Can the Organizational Career Survive? An Evaluation within a Social Exchange Perspective. E. Ernst Kossek, M.N. Ruderman, Work–Family Flexibility and the Employment Relationship. D.G. Gallagher, C.E. Connelly, Rethinking the EOR: Insights from the Experiences of Contingent Workers. K.M. Bartol, Y. Dong, Virtual EOR: Linking in to the Challenge of Increasingly Virtual Employee– Organizational Relationships. R. Takeuchi, A Relational Perspective on the Employee–Organization Relationship: A Critique and Proposed Extension. Part 3. Creation, Maintenance and Complexion of the EOR. D.L. Shapiro, M. Fugate, Fostering Anticipatory Justice: A New Option for Enhancing the Employee–Organization Relationship? A.M. Ryan, AOR and EOR: What’s the Connection? P.W. Hom, Employee– Organizational Relationships: Their Impact on Push-and-Pull Forces for Staying and Leaving. M. Wang, Y. Zhan, Employee–Organization Relationships in Older Workers. Part 4. Organizational and Strategic Implications. D. Lepak, W.R. Boswell, Strategic HRM and Employee– Organizational Relationship (EOR). L.E. Tetrick, Emotions: The Glue that Holds the Employee–Organization Relationships Together (or Not). D.R. Avery, P.F. McKay, Q.M. Roberson, Managing Diversity Means Managing Differently: A Look at the Role of Racioethnicity in Perceptions of Organizational Support. E. Salas, S.M. Fiore, Why Work Teams Fail in Organizations: Myths and Advice. W.F. Cascio, R.J. Greene, The EOR and the Scholar–Practitioner Divide. L.M. Shore, J.A.-M. Coyle-Shapiro, L.E. Tetrick, What We Have Learned and Recommendations Going Forward.

February 2012: 6x9: 664pp Hb: 978-0-415-88077-0: £54.95 $80.00 Available as an e-inspection copy

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Event History Analysis with R

Göran Broström, Professor Emeritus, Centre for Population Studies, Umeå University, Sweden Chapman &Hall/CRC The R Series

With an emphasis on social science applications, this book presents an introduction to survival and event history analysis. It focuses on practical applications in the fields of demography, epidemiology, and econometrics. The text includes a wide range of real examples, with data available online and supported by a dedicated R package for performing all of the analyses. Keeping mathematical details to a minimum, the author covers key topics, including both discrete and continuous time data, parametric proportional hazards, and accelerated failure times. He also describes how to use methods that are not available in other software for survival analysis. CONTENTS 1. Event History and Survival Data. 2. One-Sample Data. 3. Cox Regression. 4. Poisson Regression. 5. More on Cox Regression. 6. Parametric Models. 7. Multivariate Survival Models. Appendices.

April 2012: 6⅛x9¼: 236pp Hb: 978-1-4398-3164-9: £49.99 $79.95

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Evidence-based Parent Education Programmes to Promote Positive Parenting

Edited by María José Rodrigo, Universidad de La Laguna, Spain, Ana Almeida, Universidade do Minho, Portugal, Christiane Spiel, University of Vienna, Austria and Willem Koops, Utrecht University, The Netherlands A Special Issue of the European Journal of Developmental Psychology

The objective of this special issue is to illustrate some of the theoretical, methodological and practical aspects involved in the evidenceCONTENTS based evaluation of family educational programs aimed at M.J. Rodrigo, A. Almeida, C. Spiel, W. Koops, Introduction: Evidencesupporting positive parenting. The main novelty that this special based Parent Education Programs to Promote Positive Parenting. W. Koops, issue brings is the compilation of studies involving experiences of Infantilization, Civilization and Child Abuse. K. Salmelo-Aro, Transition to parent education programs from several countries. The objectives Parenthood and Positive Parenting: Longitudinal and Intervention Approaches. of the papers are to develop theoretically-based prevention B. Reichle, S. Backes, D. Dette-Hagenmeyer, Positive Parenting the Preventive programs, to evaluate their effectiveness according to standards Way: Transformation of Research into Practice with an Intervention for New of evidence, and to examine factors that influence implementation Parents. S. Scott, K. Sylva, C. Beckett, A. Kallitsoglu, M. Doolan, T. Ford, process. The papers also provide recommendations for researchers Should Early Intervention Using Parenting Programmes Address Child to establish stable cooperation with politicians, officials, service Behaviour, Reading Skills, or Both? The Helping Children Achieve Trial. providers, and practitioners. M. Deković, S. Stoltz, H. Schuiringa, W. Manders, J.J. Asscher, Testing

February 2012: 6x9: 164pp Pb: 978-1-84872-761-8: £29.95 $50.95

Theories through Evaluation Research: Conceptual and Methodological Issues Embedded in Evaluations of Parenting Programs. L. McDonald, S. Fitzroy, I. Fuchs, I. Fooken, H. Klasen, Strategies to Increase Retention Rates of Low-income Families Participating in an Evidence-based Parenting Programme in UK, Holland and Germany: Families and Schools Together (FAST). M.J. Rodrigo, S. Byrne, M. Álvarez, Preventing Child Maltreatment through Parenting Programs Implemented at the Local Social Services Level. K.L. Kumpfer, J. Xie, C. Magalhães, Cultural Adaptations of Evidencebased Family Interventions to Strengthen Families and Improve Children’s Developmental Outcomes. M. Finsterwald, G. Spiel, Evaluation of Family Involvement in a Community-based Mental Health Service for Children and Adolescents: A Case Study. A. Almeida, I. Abreu-Lima, O. Cruz, F. Gaspar, T. Brandão, M. Alarcão, M. Ribeiro Santos, J.C. Cunha Machado, Parent Education Interventions: Results from a National Study in Portugal.C. Spiel, D. Strohmeier, Evidence-based Practice and Policy: When Researchers, Policy Makers, and Practitioners Learn How to Work Together.

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Extraordinary Memories for Exceptional Events Stephen R. Schmidt, Middle Tennessee State University, USA Essays in Cognitive Psychology Series

Not all memories are created equal. Our memories for some very exceptional events seem to stand out in our minds, and as such they may form the very core of who we are. Perhaps you have a vivid recollection of a fateful day, an unforgettable face, or a hilarious joke. This book summarizes theories and data that provide insight into these extraordinary memories for exceptional events. The book begins with a classification scheme for exceptional events, followed by a theoretical overview grounded in four metaphors of memory. The classification scheme and theoretical perspectives are used to explore topics including: flashbulb memories, the influence of emotion on memory, the bizarre imagery effect, the humor effect, the serial position effect, and the isolation effect. The conclusion provides a framework for understanding these outstanding memories for exceptional events. CONTENTS 1. What are Extraordinary Memories and Exceptional Events? 2. Metaphors and Foundations. 3. Flashbulb Memories. 4. Emotional Significance: Laboratory Studies. 5. Secondary Distinctiveness: Memory for the Bizarre and Unusual. 6. Primary Distinctiveness: Escape from Monotony. 7. Summary and Conclusions: What Supports Outstanding Memories? References. Author Index. Subject Index.

May 2012: 6x9: 232pp Hb: 978-1-84872-915-5: £29.99 $49.95

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Families with Futures

Family Studies into the 21st Century Second Edition Meg Wilkes Karraker, University of St. Thomas, USA and Janet R. Grochowski, College of Saint Benedict and Saint John’s University, USA “Families with Futures is a truly innovative textbook about family relationships and change. The content is timely, the stories are relevant, and the writing is engaging. The authors expertly blend cutting-edge theory, research, and practice in ways that will delight both students and instructors.” Katherine R. Allen, Virginia Tech, USA “Families with Futures, 2nd edition, captures the diversity across and the complexity within family systems in a way that is both accessible and authentic for undergraduate students of family science.” - Catherine Solheim, University of Minnesota, USA “Karraker & Grochowski combine strong academic knowledge with practical orientation in an outstanding way. In clear and straightforward language, specially addressed for students and professionals, the book provides the most current research on key family topics. This second edition covers, together with traditional issues of interest, emerging and increasingly more frequent new family realities and dilemmas.” - Gerardo Meil, Universidad Autónoma de Madrid, Spain “The authors have crafted an engaging and intricate introduction to the field of family science. By centering the diversity and intersectionality of family experiences in sociopolitical context, the authors skillfully guide readers through research and practice to show that families are knowable in their complexity and that healthy family life has many pathways.” - Tara Saathoff-Wells, University of Central Florida, USA

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“This is the ONLY text for family studies that I have found to be comprehensive and provide both research and application of material for students. ... We are currently using the text for [our] ... Family Theories [course]. ... [I would adopt it]

without any reservations! It is an excellent text and is needed in the family field!” - Mary Ann Adams, The University of Southern Mississippi, USA Noted for its interdisciplinary approach to family studies, Families with Futures provides an engaging, contemporary look at the discipline’s theories, methods, essential topics, and career opportunities. Featuring strong coverage of theories and methods, readers explore family concepts and processes through a positive prism. Concepts are brought to life through striking examples from everyday family life and cutting-edge scholarship. Throughout, families are viewed as challenged but resilient. Each chapter opens with a preview of the chapter content and concludes with key terms and varied learning activities that promote critical thinking. The activities include provocative questions and exercises, projects, and interactive web activities. Boxes feature authentic voices from scholars and practitioners (including CFLEs) from a variety of disciplines including family studies, sociology, psychology, and more. These boxes provide a firsthand look at what it is like to work in the field. The book concludes with a glossary defining each chapter’s boldfaced key terms. Updated throughout, the new edition features new coverage of: •

The latest family theories including feminist theory and postmodernism

•

Immigrant and transnational families in the 21st century

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Physiology, psychology, and sociology of intimacy and sexuality

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Effects of recent health and other policy decisions on families

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•

Care giving in families, especially in later life

•

Family finances, with an emphasis on the recent economic downturns

•

Career opportunities in family studies.

The new Instructor’s Resource website features test questions, PowerPoint slides, chapter outlines, news bulletins of current events, hotlinks to helpful tools such as the NCFR’s Ethical Principles and Guidelines, and more. This is an ideal text for upper-level undergraduate and lower-level graduate courses in family studies, family ecology, and family science offered in departments of family and consumer sciences, human development, psychology, and sociology. CONTENTS Part 1. The Art and Science of Family Studies. 1. The Changing World of Families. 2. Family Scholarship in Action: Theories, Methods and Ethics. Part 2. From Risk to Resilience. 3. Risk and Resilience: Families at Their Best. 4. Family Health: Beyond Illness and Disease. 5. Sexual Intimacy: Biology and Pleasure. Part 3. Family Life Courses. 6. Early Trajectories: Being Single, Choosing Partners. 7. The New Conjugal: Marriage, but Also Civil Unions. 8. Kith and Kin: Creating Families in Communities. 9. Family Discord: Power, Conflict, and Violence. 10. Decoupled Families: Deserted, Separated, Divorced, and Widowed. 11. Money Matters: Economies and Family Lives. Part 4. Into the Future. 12. From Family Values to Valuing Families.

February 2012: 7x10: 424pp Hb: 978-0-415-88556-0: £74.95 $120.00 Pb: 978-0-415-88590-4: £44.95 $70.00 Available as a complimentary examination copy

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Father–Daughter Relationships Contemporary Research and Issues Linda Nielsen, Wake Forest University, USA Textbooks in Family Studies Series

“The [research] is very solid. … I especially appreciate that it is up-to-date and interdisciplinary. … The writing … is high in clarity and accessibility. … This book will be a huge contribution to the field.” - Robert Crosnoe, University of Texas at Austin, USA “This book … will bring disparate research and information on father–daughter relationships together under one comprehensive ‘roof’. … The manuscript was engaging, informative, and interesting in a page-turning sort of way that textbooks usually are not. … Sources were current and some of the very best in the field. ... I would definitely recommend this book to my Women’s Studies colleagues. … It is … a unique resource.” - Brian P. Masciadrelli, State University of New York at Fredonia, USA “Dr. Nielsen has summarised the available literature compellingly. ... I expect a strong demand, especially in women’s studies programmes and in courses for trainee professionals. ... The material is very readable ... [and] enhanced by ... the liberal use of quotes [that] bring the material to life. ... Professionals who do custody evaluations and reports ... would ... love such a book. ... It ... answer[s] questions that many of them face every day.” - Michael E. Lamb, University of Cambridge, UK

h t t p : / / g o o . g l / c e 5 q H h t t p : / / g o o . g l / c e 5 q H

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“The marked growth that has occurred in research on the father’s role in child rearing and the effects of this relationship on youth outcomes over the last decade makes this book particularly timely. … The material is presented in an interesting way. … The use of active learning strategies is a valuable aspect of the book. … I would seriously consider adopting this book …. [due to] its reliance on findings from the recent research and inclusion of multiple ways to enhance engagement in the material.” - Sharlene Wolchik, Arizona State University, USA

“The book provides a quick and easily-read reference and will acquaint readers with up-to-date research demographics, laws, and views on a variety of issues related to father– daughter relationships. … The author’s focus … allows for a depth of coverage that is unique.” - Harry Freeman, University of South Dakota, USA “The citations are very recent. … The author writes clearly. ... Appropriate for graduate students, faculty/scholars, and undergraduates in a variety of fields. ... I would seriously consider it for adoption.” - Mark Fine, University of Missouri – Columbia, USA “It fills a much understudied need. I know of no other book that addresses this issue. … The author is clearly accomplished as a scholar with expertise in this area, and a very accomplished textbook author.” - Robert Milardo, University of Maine, USA, Series Editor The first research-based text that focuses on the impact of the father–daughter relationship, this provocative book examines the factors that can strengthen or weaken these relationships and the impact that these relationships have on society. The research is brought to life with compelling personal stories from fathers and daughters, including well-known celebrities and politicians. Controversial questions engage the reader, and film lists and website resources demonstrate the relevance of the research. Boxed quizzes and questionnaires show students how the research can be applied to their own lives while others highlight the relationships between actual fathers and daughters. Boldfaced terms, a conclusion, and review questions keep readers focused on the key concepts. How these relationships are often ignored or denigrated in the media and in some mental health and legal systems is examined. The hope is that readers will apply the research to their own families and/or work.

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February 2012: 6x9: 301pp Hb: 978-1-84872-933-9: £54.95 $90.00 Pb: 978-1-84872-934-6: £24.95 $39.95 Available as an e-inspection copy

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The book addresses:

CONTENTS

•

What is “good” fathering?

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How do daughters influence their fathers’ well-being?

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How do fathers affect their daughters’ social, academic, athletic, and psychological development?

1. Introduction. 2. Fathers, Facts and Fiction. 3. Fathering and Fatherhood. 4. How and Why Fathers Matter. 5. The Mother’s Impact. 6. Divorced Fathers and their Daughters. 7. Fathers and Daughters in Racial and Ethnic Minorities. 8. Difficult and Challenging Relationships. Epilogue.

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How are problems such as depression, eating disorders, and teenage pregnancy related to the quality of these relationships?

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How are father–daughter relationships in ethnic and racial groups unique?

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How do incarceration, abuse, gay or lesbian relationships, military service, immigration, and poverty affect father– daughter relationships?

The book opens with the importance of the father’s role to daughters and the changing patterns of these roles. Chapter 2 examines the myths and misconceptions of father–daughter relationships, including how they are portrayed in the media and the differences between parenting styles. Chapter 3 explores the behaviors that constitute “good” fathering. Scales used to measure “good” fathering are included. How fathers affect their daughters’ social, academic, intellectual, athletic, and psychological development is then considered. Factors that can weaken father–daughter relationships, such as divorce, including various theoretical perspectives, are explored in chapters 5 and 6. Father–daughter relationships of racial or ethnic minorities and an array of potentially destructive situations that affect these relationships are the focus of chapters 7 and 8. The impact of fathers who are incarcerated, abusive, alcoholics, gay, or sperm donors are considered. The book concludes with suggestions on where we go from here. Intended as a supplemental text for upper-level undergraduate or graduate courses on father–daughter relationships and/ or parenting taught in human development, family studies, psychology, sociology, counseling, social work, and women’s studies, this practical book also appeals to mental health practitioners, social workers, legal professionals, and school counselors interested in these relationships.

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From Birth to Sixteen

Children’s Health, Social, Emotional and Linguistic Development Helen Cowie, University of Surrey, UK From Birth to Sixteen outlines children’s physical, social, emotional and language development from infancy through to adolescence. In both its practical application of research and its contribution to the assessment of child development, this text provides essential reading for those studying, or indeed practising, child development in the context of nursing, play work, youth work, play therapy, early years education, teaching, social work and occupational therapy.

CONTENTS 1. The Developing Child. 2. The Evolving Sense of Self and Others. 3. Attachment. 4. Peer Relationships in Day Care, Nursery and School. 5. Language and Communication. 6 The Impact of Traditional and New Media. 7. Addiction, Obesity, and Eating Disorders. 8. Safe and Risky Sexual Behaviour. 9. Emotional Health and Well-Being.

This innovative text is accessible and engaging, with case studies, tables, and references to relevant studies making links to professional practice throughout. Designed to fit with the requirements of the Common Assessment Framework, it presents developmental models for the years from birth to sixteen under each of the following themes:

February 2012: 7x10: 224pp Hb: 978-0-415-60265-5: £70.00 $115.00 Pb: 978-0-415-60266-2: £14.99 $23.95 Available as a complimentary examination copy

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•

Children’s rights and responsibilities

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Relationships in the family

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Relationships in day care, at school and with the peer group

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Language and communication

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Children and the media

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Health issues in childhood and adolescence

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Emotional well-being and resilience

A dedicated companion website will offer additional teaching and learning resources for students and lecturers, including an interactive timeline, further case studies and extensive selfassessment material. Crucially, the text appreciates the diversity of ways in which children develop, taking into account gender, ethnicity, social background and disability, and values children’s resilience in conditions of adversity. From the foundations of the subject through to its application in practice, From Birth to Sixteen provides an indispensable companion to child development courses and beyond.

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From Mental Imagery to Spatial Cognition and Language Essays in Honour of Michel Denis

Edited by Valérie Gyselinck, Laboratoire de Psychologie et Neurosciences Cognitives, Université Paris Descartes and Francesca Pazzaglia, Department of General Psychology, University of Padua, Italy

March 2012: 6x9: 304pp Hb: 978-1-84872-049-7: £54.95 $100.00

Psychology Press Festschrift Series

such as:

“This book presents a diverse set of chapters, providing a wide ranging review of current issues in visuo-spatial cogniton. It is refreshing to find such a range of material presented together, and I am sure this strategy will continue to foster debate and discussion of these important issues. The book provides both a survey of recent and not so recent research, as well as recounting a particular route taken through a range of topics by Denis and co-workers. It is invaluable reading both for those with a clear sense of direction, as well as those who prefer a more meandering course through a range of related topics, gaining inspiration along the way.” - Kevin Dent, Department of Psychology, University of Essex, UK

•

Working memory

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Space and time representation

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Language and embodiment.

“This timely edited collection is a joy to read. The chapters are approachable and clearly written, and cover every major area of the field of mental imagery and its place in cognition.” - Trevor Harley, School of Psychology, University of Dundee, UK The nature of mental images and their relation to language has caused controversy amongst psychologists for years, and the so-called “imagery debate” is still unresolved. However, fresh light is being shed on this argument using recent findings in neuroscience and the development of behavioural studies. This book analyses how this research can be used to explain the performance of complex tasks in everyday life.

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Reviewing the state-of-the-art research in the field of imagery, visuo-spatial memory, spatial representation and language, with special emphasis on their interactions, the volume shows how, and to what extent, findings from the studies on imagery can positively influence and enrich other psychological areas

Chapter 9, written by Michel Denis, to whom this book is dedicated, analyses more than three decades of research, and outlines the shared scientific journey of friendship and discovery that has developed across various cognitive topics, all of which are linked to, and inspired by, imagery conceptualization. This is the only book to present a critical outline of research on these topics in a single volume, and as such will be invaluable to advanced undergraduates, postgraduates and researchers in such fields as cognitive psychology, neuroscience, computer science and neuropsychology. CONTENTS V. Gyselinck, F. Pazzaglia, Introduction. Part 1. Visual Imagery and Imagery Processes. B. Tversky, Telling Tales, or Journeys. G. Borst, S.M. Kosslyn, Scanning Visual Mental Images: Some Structural Implication, Revisited. H.D. Zimmer, Visual Imagery in the Brain: Modality-Specific and Spatial, But May be Without Space. Part 2. Working Memory and Imagery. R.H. Logie, E.H. Niven, Working Memory: An Ensemble of Functions in Online Cognition J.G. Quinn, Theories and Debate in Visuo-Spatial Working Memory: The Questions of Access and Rehearsal. Part 3. Language, Space and Action. F. Pazzaglia, V. Gyselinck, C. Cornoldi, R. De Beni, Individual Differences in Spatial Text Processing M.L. Noordzij, A. Postma, Language of Space: A Comparison Between Blind and Sighted Individuals. M. De Vega, Language and Action: An Approach to Embodied Cognition. Part 4. Decades of Images. M. Denis, Decades of Images: Subjective Reminiscences of a Shared Scientific Journey

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Fundamentals of Cognition Second Edition

Michael Eysenck, Royal Holloway, University of London, UK “I enjoyed reading this excellent introduction to cognition. I was intrigued by the sheer amount of recent work included, and the way in which it is used to throw fresh light on the standard topics of cognitive psychology. It is particularly good at providing links between behavioural laboratory research, neuroscience and everyday cognition. I strongly recommend it.” - Alan Baddeley, Professor of Psychology, University of York, UK “This book is ideal for those looking for a readable introduction to the key ideas that have driven the development of cognitive psychology. Every chapter includes classic papers and brand new research findings. The book’s structure, with overviews, demonstrations for the reader to try on themselves, real world applications, and section summaries, makes it a model text.” - Jon May, Professor of Psychology, University of Plymouth, UK “The author strikes a perfect balance between ‘classic’ psychology experiments and more recent findings and theoretical developments in cognitive psychology, including core concepts in cognitive neuroscience.” - Matt Field, Reader in Psychology, University of Liverpool, UK “Eysenck covers all of the standard material for an undergraduate-level course in cognitive psychology, authoritatively and engagingly.” - Bruce Bridgeman, Professor of Psychology and Psychobiology, University of California, USA

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“This book has a comprehensive coverage of the up-to-date findings on the neural bases of memory and cognition. Memory and cognitive deficits caused by brain damages or diseases are extensively covered in the book, making it especially suitable for neural and clinical students.” - Jerwen Jou, Professor of Psychology, University of Texas-Pan American, USA “This new edition builds on a solid framework and contains contemporary conceptual and methodological issues within an

historical context. The concepts and methods reflect current thinking and practice in the field of cognition.” - Mitchell Longstaff, Associate Lecturer, Southern Cross University, Australia Is it possible to learn something without being aware of it? How does emotion influence the way we think? How can we improve our memory? Fundamentals of Cognition, Second Edition is a basic, readerfriendly introduction to the key cognitive processes we use to interact successfully with the world around us. Our abilities in attention, perception, learning, memory, language, problem solving, thinking, and reasoning are all vitally important in enabling us to cope with everyday life. Understanding these processes through the study of cognitive psychology is essential for understanding human behavior. This new edition has been extensively updated and revised, with an emphasis on making it even more accessible for introductory students. Several new textbook features, including ‘In the Real World’ case studies, and research activities, make it easy for students to engage fully with the material. The book includes comprehensive coverage of all the key topics in cognition, and provides a perfect balance between traditional approaches to cognition and cutting-edge cognitive neuroscience and cognitive neuropsychology. It is the most upto-date textbook in cognitive psychology, and now includes a substantial amount of research from the last five years. The book has been written very much with introductory-level students in mind, and can be read with ease by those with no previous knowledge of cognitive psychology. However, it also includes directions for more detailed and advanced study. This excellent overview will be essential reading for all students of cognitive psychology and related areas such as clinical psychology.

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Instructors who adopt the book will be able to access a wealth of online teaching resources. CONTENTS 1. Introduction. 2. Perception. 3. Attention and Consciousness. 4. Short-Term Memory and Working Memory. 5. Learning and Long-Term Memory. 6. Everyday Memory. 7. General Knowledge and Semantic Memory. 8. Language Comprehension. 9. Language Production. 10. Problem Solving and Expertise. 11. Decision Making and Reasoning. 12. Cognition and Emotion.

January 2012: 7½x10: 504pp Hb: 978-1-84872-070-1: £55.00 $100.00 Pb: 978-1-84872-071-8: £29.95 $49.95 Available as a complimentary examination copy

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Handbook of Developmental Research Methods

Edited by Brett Laursen, Florida Atlantic University, USA, Todd D. Little, University of Kansas, USA and Noel A. Card, University of Arizona, USA “The study of developmental change is a cardinal activity of behavioral and social science, but determining how to do it has prompted denial, disagreement, and despair for nearly a century. The contributors to this excellent volume are an outstanding group whose qualifications for guiding the field at this point in our history are truly stellar. Graduate students and faculty members alike will find this well-organized, highly informative volume indispensable as they articulate questions, design research, and analyze data pertaining to the study of change.” - John R. Nesselroade, Hugh Scott Hamilton Professor of Psychology, University of Virginia, USA “In 41 chapters, this volume covers a very wide range of research methods, all extremely relevant to the developmental researcher. I know of no other handbook that even comes close to being so generally useful to young developmental researchers seeking to improve their knowledge of research methods. Numerous advanced topics are also treated – in many cases in depth – making the book valuable for methodologists as well. A highly commendable feature is the discussion of each method’s applicability and assumptions.” - Lars R. Bergman, Department of Psychology, Stockholm University, Sweden

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

This is the first methods handbook specifically designed to meet the needs of today’s developmental scholars. Leading developmental methodologists describe cutting-edge approaches to measurement and design, data collection, and interindividual and intraindividual longitudinal analysis. For each method or analytic tool – whether created to measure change, or adapted for this purpose – chapters describe key issues, assumptions, and applications. Chapters also include research examples that demonstrate the procedures in action and give readers a better understanding of how to match research questions to developmental methods. The companion

website http://web.ku.edu/~quant/cgi-bin/mw3/index. php?title=Contents provides data and program syntax files for most of the examples. CONTENTS Part 1. Measurement and Design. S.M. Hofer, V. Thorvaldsson, A. M. Piccinin, Foundational Issues of Design and Measurement in Developmental Research. M. Foster, Causal Inference, Identification, and Plausibility. S.C. Duncan, T.E. Duncan, Accelerated Longitudinal Designs. T.A. Walls, W.D. Barta, R.S. Stawski, C.E. Collyer, S.M. Hofer, Time-Scale-Dependent Longitudinal Designs. B. Laursen, J. Denissen, D. Bjorklund, Event Frequency Measurement. S.E. Embretson, J. Poggio, The Impact of Scaling and Measurement Methods on Individual Differences in Growth. R.E. Millsap, H. Cham, Investigating Factorial Invariance in Longitudinal Data. Part 2. Approaches to Data Collection. L. Pulkkinen, K. Kokko, Foundational Issues in Longitudinal Data Collection. P. Davis-Kean, J. Jager, The Use of Large-Scale Data Sets for the Study of Developmental Science. J. Wilt, D.M. Condon, W. Revelle, Telemetrics and Online Data Collection: Collecting Data at a Distance. B. Schmitz, J. Klug, S. Hertel, Collecting and Analyzing Longitudinal Diary Data. A.F. Greenhoot, Retrospective Methods in Developmental Science. W.M. Bukowski, A.H.N. Cillessen, A.M. Velásquez, Peer Ratings. Part 3. Interindividual Longitudinal Analysis. J.E. Nurmi, Foundational Issues in Investigating Development as Interindividual Variation. R. Gonzalez, T. Yu, B. Volling, Analysis of Experimental and Quasi-Experimental Data: Pinpointing Explanations. J.P. Selig, T.D. Little, Autoregressive and Cross-Lagged Panel Analysis for Longitudinal Data. K. London, D.B. Wright, Analyzing Change between Two or More Groups: Analysis of Variance versus Analysis of Covariance. M.S. Fritz, D.P. MacKinnon, Mediation Models for Developmental Data. Part 4. Intraindividual Longitudinal Analysis. M.J. Rovine, L.L. Lo, Foundational Issues in Intraindividual Longitudinal Analysis. P.C.M. Molenaar, L.L. Lo, Dynamic Factor Analysis and Control of Developmental Processes. I.A. Lee, T.D. Little, P-Technique Factor Analysis. K. Keiley, C. Kirkland, A. Zaremba, A.A. Jackson, Hazard, Event History, and Survival Modeling. Part 5. Combining Interindividual and Intraindividual Longitudinal Analysis. J.J.

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McArdle, Foundational Issues in the Contemporary Modeling of Longitudinal Trajectories. K.J. Grimm, N. Ram, Growth Curve Modeling from a Structural Equation Modeling Perspective. J.J. Hox, J. Boom, Growth Curve Modeling from a Multilevel Model Perspective. S.A. Blozis, Nonlinear Growth Modeling. D.S. Nagin, C.L. Odgers, GroupBased Trajectory Modeling in Developmental Science. N. Ram, K.J. Grimm, L.M. Gatzke-Kopp, P.C.M. Molenaar, Longitudinal Mixture Models and the Identification of Archetypes: Action-Adventure, Mystery, Science Fiction, or Romance. J.A. Bovaird, L.H. Shaw, Multilevel Structural Equation Modeling. Part 6. Nonindependent Data Analysis. W.L. Cook, Foundational Issues in Nonindependent Data Analysis. R.A. Ackerman, M.B. Donnellan, D.A. Kashy, R.D. Conger, Dyadic Data Analyses in a Developmental Context. N.A. Card, R.B. Toomey, Applying the Social Relations Model to Developmental Research. S.D. Gest, T.A. Kindermann, Analysis of Static Social Networks and Their Developmental Effects. R. Veenstra, C. Steglich, Actor-Based Model for Network and Behavior Dynamics. Part 7. Special Topics in Data Analysis. A. von Eye, E.Y. Mun, R.M. Lerner, J.V. Lerner, E.P. Bowers, Configural Frequency Analysis in Developmental Research. C. DiStefano, Cluster Analysis and Latent Class Clustering Techniques. M.H. van IJzendoorn, M.J. Bakermans-Kranenburg, L.R.A. Alink, Meta-Analysis in Developmental Science. M. Brendgen, F. Vitaro, A. Girard, Evaluating Gene-Environment Interplay. J.L. Rodgers, A. Koval, Epidemic Models of the Onset of Social Activities. P. van Geert, Dynamic Systems. S.A. Mistler, C.K. Enders, Planned Missing Data Designs for Developmental Research.

January 2012: 7x10: 788pp Hb: 978-1-60623-609-3: £84.50

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Handbook of Self and Identity Second Edition

Edited by Mark R. Leary, Duke University, North Carolina, USA and June Price Tangney, George Mason University, Virginia, USA “Take the world’s leading authorities on the psychology of the self and ask them to write about what they know best, and you have the Handbook of Self and Identity. Now in its second edition, this remarkable handbook offers the first and last word on this important subject.” - Daniel Gilbert, Harvard University, Massachusetts, USA “Understanding the nature of self – what it is and what it does – has challenged scholars for many centuries. Scientific progress in understanding the nature of self was stifled by the inherent subjectivity and ambiguity that plagued much of the early research on the topic. Fortunately, the last few decades have witnessed major strides in the scientific understanding of self-relevant processes. In this second edition, Leary and Tangney have assembled a stellar group of authors who have made important contributions to understanding the nature of self, from its biological foundations to its developmental and cultural influences. This book will serve as an invaluable resource for students and scholars alike, and it belongs on the shelf of anyone interested in self and identity.” - Todd F. Heatherton, Dartmouth College, New Hampshire, USA

February 2012: 7x10: 702pp Hb: 978-1-4625-0305-6: £73.99

Widely regarded as the authoritative reference in the field, this volume comprehensively reviews theory and research on the self. Leading investigators address this essential construct at multiple levels of analysis, from neural pathways to complex social and cultural dynamics. Coverage includes how individuals gain selfawareness, agency, and a sense of identity; self-related motivation and emotion; the role of the self in interpersonal behavior; and selfdevelopment across evolutionary time and the lifespan. Connections between self-processes and psychological problems are also addressed. New to this edition:

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Incorporates significant theoretical and empirical advances

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Nine entirely new chapters

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Coverage of the social and cognitive neuroscience of selfprocesses; self-regulation and health; self and emotion; and

hypoegoic states, such as mindfulness. CONTENTS M.R. Leary, J.P. Tagney, The Self as an Organizing Construct in the Behavioral and Social Sciences. Part 1. Awareness, Cognition, and Regulation. C.C. Morf, W. Mischel, Self as Psychosocial Dynamic Processing System: Toward a Converging Science of Selfhood. C.S. Carver, Self-Awareness. D. Oyserman, K. Elmore, G. Smith, Self, Self-Concept, and Identity. C.J. Showers, V. ZieglerHill, Organization of Self-Knowledge: Features, Functions, and Flexibility. H.M. Wallace, D.M. Tice, Reflected Appraisal through a 21st Century Looking Glass. G.M. Walton, D. Paunesku, C.S. Dweck, Expandable Selves. T. Devos, Q.L. Huynh, M.R. Banaji, Implicit Self and Identity. R.F. Baumeister, K.D. Vohs, Self-Regulation and the Executive Function of the Self. J.E. Maddux, J.T. Gosselin, Self-Efficacy. R.M. Ryan, E.L. Deci, Multiple Identities within a Single Self: A Self-Determination Theory Perspective on Internalization within Contexts and Cultures. T.J. Strauman, E.L. Goetz, Self-Regulation Failure and Health: Pathways to Mental and Physical Illness. M.R. Leary, M.L. Terry, Hypoegoic Mindsets: Antecedents and Implications of Quieting the Self. Part 2. Evaluation, Motivation, and Emotion. M.D. Alicke, C.L. Guenther, E. Zell, Social Self-Analysis: Constructing and Maintaining Personal Identity. J. Crocker, L.E. Park, Contingencies of Self-Worth. C. Sedikides, Self-Protection. G. MacDonald, M.R. Leary, Individual Differences in Self-Esteem. T. Pyszczynski, J. Greenberg, J. Arndt, Freedom versus Fear Revisited: An Integrative Analysis of the Dynamics of the Defense and Growth of Self. W.B. Swann, Jr., M.D. Buhrmester, Self-Verification: The Search for Coherence. J. Silvia, K.M. Eddington, Self and Emotion. J.P. Tangney, J. Tracy, Self-Conscious Emotions. Part 3. Interpersonal Behavior and Culture. D. Dunning, The Relation of Self to Social Perception. M.A. Hogg, Social Identity and the Psychology of Groups. A. Aron, N. Nardone, Self and Close Relationships. B.R. Schlenker, Self-Presentation. F. Rhodewalt, Contemporary Perspectives on Narcissism and the Narcissistic Personality Type. S.E. Cross, J.S. Gore, Cultural Models of the Self. Part 4. Physiological, Phylogenetic, and Developmental Perspectives. S.B. Klein, The Two Selves: The Self of Conscious Experience and Its Brain. J.S. Beer, A Social Neuroscience Perspective on the Self. R.W. Mitchell, Self-Recognition in Animals. S. Harter, Emerging Self-Processes during Childhood and Adolescence.

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The Impact of Technology on Relationships in Educational Settings

Edited by Angela Costabile, University of Calabria, Italy and Barbara A. Spears, University of South Australia As the linguistic, cognitive and social elements of our lives are transformed by new and emerging technologies, educational settings are also challenged to respond to the issues that have arisen as a consequence. This book focuses on that challenge: using psychological theory as a lens to highlight the positive uses of new technologies in relationships and educational settings, and to advocate technological learning opportunities and social support where the misuse and abuse of ICT occurs. The Impact of Technology on Relationships in Educational Settings sets out to explore the role of ICTs in relationship forming, social networking and social relationships within our schools and has grown out of the European Cooperation in Science and Technology (COST) Action on Cyberbullying, involving 28 participating countries, and two non-COST countries, of which Australia is one.

February 2012: 6x9: 240pp Hb: 978-0-415-61007-0: £100.00 $170.00 Pb: 978-0-415-61008-7: £29.99 $50.95 Available as an e-inspection copy

This cutting-edge international text offers cross-cultural, psychological perspectives on the positive uses of new and emerging technologies to improve social relationships and examples of best practice to prevent virtual bullying. This comes at a time when much of the focus in current writings has been on the more negative aspects which have emerged as new technologies evolved: cyberbullying, cyber-aggression and cybersafety concerns.

Secure Internet and Responsibility. E. De Santo, A. Costabile, Media Education: A New Academic Curriculum. Part 2. Positive Uses of ICTs: Scholarly Settings. A. Brighi, M. Fabbri, L. Guerra, E. Pacetti, ICT and Relationships: Promoting Positive Peer Interactions. M. Pörhölä, H. Lahti, The Use of Interpersonal Communication Technologies to Establish and Maintain Peer Relationships. R. Del Rey, V. Sánchez, R. Ortega, Prosocial Use of the Internet in Adolescence. V. Popper, D. Strohmeier, C. Spiel, Using the Internet Positively in Schools: The Case for Notebooks. J. Pyżalski, The Digital Generation Gap Revisited: Constructive and Dysfunctional Patterns of Social Media Usage. A.H. Yair, Kids in the Fast Lane: Achieving Well-being through Online Support. B. Aouil, Online Support in Psychological and Pedagogical Practices. K. Glasheen, M.A. Campbell, Online Counselling for Enhancing Relationships. Part 3. Positive Uses of ICTs: Prevention of Cyberbullying. E. Menesini, A.L. Nocentini, Peer Education Intervention: Face-to-Face versus Online. J. von Kaenel-Flatt, T. Douglas, Cybermentoring. E. Poskiparta, A. Kaukiainen, V. Pöyhonen, C. Salmivalli, Bullies’ and Victims’ Experiences of the Anti-Bullying Game from the KiVa- Programme. D. Wolke, M. Sapouna for the eCircus team, Fear Not: An Innovative Interdisciplinary Virtual Intervention to Reduce Bullying and Victimisation. A. Wotherspoon, G. Cox, P. Slee, Using Mobile Phones to Counter Cyberbullying: An Innovative Project. B. Spears, A Review of Initiatives Using Technology to Promote Cybersafety and Digital Citizenship. A. Costabile, B. Spears, Conclusions.

This text is ideally suited to researchers and practiitioners in the fields of educational and developmental psychology, as well as those specialising in educational technology and the sociology of education.

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CONTENTS P.K. Smith, Preface. A. Costabile, B. Spears, Introduction. Part 1. Positive Uses of ICTs: Background Issues. B. Spears, J. Kofoed, M.G. Bartolo, A.L. Palermiti, A. Costabile, Positive Uses of Social Networking Sites: Youth Voice Perspectives. H. Arnþórsson, Secure Net Addresses:

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Information Processing, Affect and Psychopathology Edited by Nazanin Derakshan, Birkbeck University, UK and Ernst Koster, Ghent University, Belgium A Special Issue of the Journal of Cognitive Psychology

This special issue is a tribute to Michael W. Eysenck, a distinguished pioneer in the field of cognition and emotion, and the founding editor of the Journal of Cognitive Psychology. It consists of a collection of theoretical as well as empirical papers by eminent scholars who have led the field of cognition and emotion in their own right. In keeping with Mike Eysenck’s original ideas, information-processing and attentional control are dominant themes across a diversity of interesting studies and theoretical models that provide a state-of-the-art update on biological influences on cognition, cognitive influences on emotion, and personality traits influencing cognition and emotion.

January 2012: 8½x11: 116pp Pb: 978-1-84872-759-5: £35.00 $55.00

CONTENTS Derakshan, Koster, Introduction: Information Processing, Affect, and Psychopathology. Baddeley, Banse, Page, Working Memory and Emotion: Detecting the Hedonic Detector. Fox, Standage, Variation on the Serotonin Transporter Gene and Bias in the Interpretation of Ambiguity. Ohman, Soares, Juth, Lindstrom, Esteves, Evolutionary Derived Modulations of Attention to Two Common Fear Stimuli: Serpents and Hostile Humans. Mathews, Effects of Modifying the Interpretation of Emotional Ambiguity. MacLeod, The Ups and Downs of Cognitive Bias: Dissociating the Attentional Characteristics of Positive and Negative Affectivity. Mogg, Reinholdt-Dunne, Louise, Benson, Bradley, Hardin, Liversedge, Pine, Ernst, Anxiety and Selective Attention to Angry Faces: An Antisaccade Study. Gutiérrez, Fernández-Martín, Anxiety and Deficient Inhibition of Threat Distracters: Spatial Attention Span and Time Course. Berggren, Koster, Derakshan, The Effect of Cognitive Load in Emotional Attention and Trait Anxiety: An Eye-Movement Study.

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Interactional Coaching Choice-focused Learning at Work

Michael Harvey, founder, Interactional Coaching, London, UK Essential Coaching Skills and Knowledge Series

Interactional Coaching is a powerful, one-to-one learning approach, used successfully for over fifteen years, that enables executives to make the choices that work for them. Drawing on existential philosophy, psychotherapy and business theory, interactional coaching uses innovative techniques to help clients identify their best possible choices and effectively put them into practice. Featuring numerous case studies, which integrate theoretical principles with practical tools, Interactional Coaching illustrates:

January 2012: 5x8: 280pp Hb: 978-0-415-61473-3: £55.00 $90.00 Pb: 978-0-415-61472-6: £16.99 $26.95

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Coaching for vision and other time-related issues

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Coaching in the personal dimension

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Coaching interactional strategy and skills

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Coaching conflicts and dilemmas

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Coaching creativity and communication

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Coaching leadership and managerial expertise.

Part 4. Coaching in the Self Dimension. Coaching Final Choices and Dilemmas. Coaching Confidence. Coaching Action and Inaction. Part 5. Coaching in the Dimension of Others. Coaching Practical Interactional Expertise. Coaching Communication Skills. Coaching Around Conflict. Part 6. Coaching Leadership and Managerial Expertise. Coaching Leadership. Coaching Managerial Expertise. Part 7. Other Coaching Purposes. Coaching Creativity and Innovation. Coaching Stress: Reclaiming the Power of Choice. Coaching “Failure”, Relapse and Renewal. The Interactional Coach.

Interactional Coaching: Choice-focused Learning at Work is essential reading for anyone interested in a new, comprehensive approach to helping coachees develop the selfknowledge and interpersonal skills necessary for achievement in today’s workplace. CONTENTS Preface. Part 1. Interactional Coaching in Theory and Practice. Introduction to Interactional Coaching: The Choice Business. Performance and Development Coaching: The Case of Julia T. The Interactional Coaching Model: Tools, Techniques, Principles. The Achievement Matrix and the Purposes of Coaching. Part 2. Fundamental Coaching Purposes. Coaching for Vision: Knowing What You Want. Coaching Self-knowledge and Awareness: Knowing Who You Are. Coaching Interactional Strategy: Knowing Who to Interact With and How. Part 3. Coaching in the Time Dimension. Coaching Transitions: The Past, Present and Future. Coaching Ambiguity and Uncertainty.

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Judging Passions

Moral Emotions in Persons and Groups Roger Giner-Sorolla, University of Kent, UK European Monographs in Social Psychology Series

“This is an excellent, easy to grasp and engagingly written book which is highly accessible for all students and researchers working on emotions, interpersonal and intergroup relations and morality. I would strongly recommend this book to everybody who is interested in these topics.” - Thomas Kessler, Head of Social Psychology, Friedrich-Schiller-University, Jena, Germany “Finally, a book that describes in detail the important intersections between groups, morality, and emotions. Roger Giner-Sorolla provides a fresh new look to these very old concepts.” - Brad Bushman, Margaret Hall and Robert Randal Rinehart Chair of Mass Communication, Ohio State University, USA

January 2012: 6x9: 232pp Hb: 978-1-84872-068-8: £49.95 $80.00

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Psychological research shows that our emotions and feelings often guide the moral decisions we make about our own lives and the social groups to which we belong. But should we be concerned that out important moral judgments can be swayed by ‘hot’ passions, such as anger, disgust, guilt, shame and sympathy? Aren’t these feelings irrational and counterproductive?

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Drawing on extensive research, including many studies from the author’s own lab, this book shows why emotions work to encourage reasonable moral behaviour, and why they sometimes fail.

This is the first single-authored volume in the field of psychology dedicated to a separate examination of the major moral and positive emotions. As such, the book is ideal reading for researchers, postgraduates and undergraduates of social psychology, sociology, philosophy and politics. CONTENTS 1. Emotions, Morality, and Groups: Introduction and Definition. 2. Emotion: A Functional Conflict Theory. 3. Emotions, Morality, and Groups: Intersections. 4. Disgust and Anger. 5. Shame and Guilt. 6. Positive Moral Emotions. 7. Applications and Conclusion.

Using a functional conflict theory of emotions (FCT), GinerSorolla proposes that each emotion serves a number of different functions, sometimes inappropriately, and that moral emotions in particular are intimately tied to problems faced by the individuals in a group, and by groups interacting with each other. Specifically, the author suggests that these emotions help us, as individuals and group members, to: •

Appraise developments in the environment

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Learn through association

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Regulate our own behaviour

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Communicate convincingly with others.

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Memory and Aging

Current Issues and Future Directions Edited by Moshe Naveh-Benjamin, University of Missouri-Columbia, USA and Nobuo Ohta, University of Tsukuba, Japan “This collection of related chapters by eminent researchers in the field provides an outstanding opportunity to catch up with the latest findings and theoretical insights in the important and highly relevant area of memory and aging. A noteworthy feature of the book is its broad coverage of issues: age-related change in memory and cognition remains the dominant focus, but the topics range from biological correlates of these changes, through cognitive studies, to a consideration of the social, emotional and cultural contexts in which the changes are embedded. It is an excellent collection, and I recommend it highly to everyone interested in how memory changes as we age.” - Fergus I.M. Craik, Rotman Research Institute, Canada “This is the book I will recommend to anyone asking about a state-of-the-art volume on aging memory. Students and researchers alike will find in it both empiricial and theoretical inspirations.” - Elizabeth Maylor, University of Warwick, UK “In this book, premier scientists summarize the state of the art in research on the aging of human memory. The focus is on various aspects of memory performance, including its socio-cultural ramifications and neural correlates. I strongly recommend this book to those wishing to obtain a comprehensive overview on memory functioning in adulthood and old age.” - Ulman Lindenberger, Max Planck Institute for Human Development, Germany

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Current demographical patterns predict an aging worldwide population. It is projected that by 2050, more than 20% of the US population and 40% of the Japanese population will be older than 65. A dramatic increase in research on memory and aging has emerged to understand the age-related changes in memory, since the ability to learn new information and retrieve previously learned information is essential for successful

aging, and allows older adults to adapt to changes in their environment, self-concept, and social roles. This volume represents the latest psychological research on different aspects of age-related changes in memory. Written by a group of leading international researchers, its chapters cover a broad array of issues concerning the changes that occur in memory as people grow older, including the mechanisms and processes underlying these age-related memory changes, how these changes interact with social and cultural environments, and potential programs intended to increase memory performance in old age. Similarly, the chapters draw upon diverse methodological approaches, including crosscultural extreme group experimental designs, longitudinal designs assessing intra-participant change, and computational approaches and neuroimaging assessment. Together, they provide converging evidence for stability and change in memory as people grow older, for the underlying causes of these patterns, as well as for the heterogeneity in older adults’ performance. Memory and Aging is essential reading for researchers in memory, cognitive aging, and gerontology. CONTENTS M. Naveh-Benjamin, N. Ohta, Preface. Part 1. Psychological Perspectives: Short-Term and Working Memory. P. Verhaegen, Working Memory Still Working: Age-Related Difference in Working Memory Functioning and Cognitive Control. S. Kemper, The Interaction of Linguistic Constraints, Working Memory, and Aging on Language Production and Comprehension. E. Harada, Error Repetition Phenomenon and its Relation to Cognitive Control, Working Memory and Aging: Why Does it Happen Outside the Psychology Laboratory? Part 2. Psychological Perspectives: Long-Term Memory. M. NavehBenjamin, Age-Related Changes in Episodic Memory: Automatic and Strategic Contributions. L. Light, Dual Process Theories of Memory in Old Age: An Update. D. Howard, J. Howard, Dissociable Forms

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of Implicit Learning in Aging. G. Einstein, M. McDaniel, M. Scullin, Prospective Memory and Aging: Understanding the Variability. Part 3. Social, Emotional, and Cultural Perspectives. T. Hess, L. Emery, Memory in Context: The Impact of Age-Related Goals on Performance. E. Kensinger, Emotion-Memory Interactions in Older Adulthood. A. Castel, S. McGillivray, M.C. Friedman, Metamemory and Memory Efficiency in Older Adults: Learning about the Benefits of Priority Processing and Value-Directed Remembering. Part 4. Neuroscientific, Biological, Epidemiological, and Health Perspectives. G. Kalpouzos, L. Nyberg, Multimodal Neuroimaging in Normal Aging: Structure-Function Interactions. S.-C. Li, Dopaminergic Modulation of Memory Aging: Neurocomputational, Neurocognitive, and Genetic Evidence. R. Dixon, B.J. Small, S.W.S. MacDonald, J.J. McArdle, Yes, Memory Declines With Aging – But When, How, and Why? K. Anstey, Biomarkers and Memory Aging: A Lifecourse Perspective.

December 2011: 6x9: 439pp Hb: 978-1-84872-918-6: £49.95 $80.00

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Now in paperback!

Motor Learning in Practice A Constraints-Led Approach

Edited by Ian Renshaw and Keith Davids, Queensland University of Technology, Brisbane, Australia and Geert J.P. Savelsbergh, Vrije Universiteit Amsterdam, the Netherlands and Manchester Metropolitan University, UK Motor Learning in Practice explores the fundamental processes of motor learning and skill acquisition in sport, and explains how a constraints-led approach can be used to design more effective learning environments for sports practice and performance. Drawing on ecological psychology, the book examines the interaction of personal, environmental and task-specific constraints in the development of motor skills, and then demonstrates how an understanding of those constraints can be applied in a wide range of specific sports and physical activities.

January 2012: 6x9: 272pp Pb: 978-0-415-52240-3: £24.95 $42.95 2010 Hb: 978-0-415-47863-2: £95.00 $156.00

The first section of the book contains two chapters that offer an overview of the key theoretical concepts that underpin the constraints-led approach. These chapters also examine the development of fundamental movement skills in children, and survey the most important instructional strategies that can be used to develop motor skills in sport. The second section of the book contains eighteen chapters that apply these principles to specific sports, including basketball, football, boxing, athletics field events and swimming. This is the first book to apply the theory of a constraintsled approach to training and learning techniques in sport. Including contributions from many of the world’s leading scholars in the field of motor learning and development, this book is essential reading for any advanced student, researcher or teacher with an interest in motor skills, sport psychology, sport pedagogy, coaching or physical education.

CONTENTS Part 1. 1. The Constraints-based Approach to Motor Learning: Implications for a Non-linear Pedagogy in Sport and Physical Education. 2. Instructions as Constraints in Motor Skill Acquisition. 3. Building the Foundations: Skill Acquisition in Children. Part 2. 4. Perceptual Training for Basketball Shooting. 5. Saving Penalties, Scoring Penalties. 6. Stochastic Perturbations in Athletics Field Events Enhance Skill Acquisition. 7. Interacting Constraints and Inter-limb Co-ordination in Swimming. 8. The Changing Face of Practice for Developing Perception: Action Skill in Cricket. 9. The “Nurdle to Leg” and Other Ways of Winning Cricket Matches. 10. Manipulating Tasks Constraints to Improve Tactical Knowledge and Collective Decision-making in Rugby Union. 11. The Ecological Dynamics of Decision-making in Sailing. 12. Using Constraints to Enhance Decision-making in Team Sports. 13. Skill Development in Canoeing and Kayaking: An Individualised Approach. 14. A Constraints-led Approach to Coaching Association Football: The Role of Perceptual Information and the Acquisition of Co-ordination. 15. Identifying Constraints on Children with Movement Difficulties: Implications for Pedagogues and Clinicians. 16. Augmenting Golf Practice Through the Manipulation of Physical and Informational Constraints. 17. Skill Acquisition in Dynamic Ball Sports: Monitoring and Controlling Action-effects. 18. A Constraints-based Training Intervention in Boxing. 19. Researching Co-ordination Skill. 20. Skill Acquisition in Tennis: Equipping Learners for Success.

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The Neighborhood in the Internet Design Research Projects in Community Informatics John M. Carroll, Pennsylvania State University, USA Routledge Advances in Sociology Series

Today, “community” seems to be everywhere. At home, at work, and online, the vague but comforting idea of the community pervades every area of life. But have we lost the ability truly to understand what it means? The Neighborhood in the Internet investigates social and civic effects of community networks on local community, and how community network designs are appropriated and extended by community members.

CONTENTS 1. Community Lost, Community Regained. 2. What are Community Networks? 3. Appropriating a Community Network. 4. Community Consequences of a Network. 5. Learning in a Networked Community. 6. Reaching Across Generations. 7. Designing Our Town. 8. Whither Community Networks? References.

Carroll uses his conceptual model of “community” to reexamine the Blacksburg Electronic Village – the first Webbased community network – applying it to attempts to sustain and enrich contemporary communities through information technology. The book provides an analysis of the role of community in contemporary paradigms for work and other activity mediated by the Internet. It brings to the fore a series of design experiments investigating new approaches to community networking and addresses the future trajectory and importance of community networks. March 2012: 6x9: 256pp Hb: 978-0-415-78308-8: £80.00 $135.00

This book will be of interest to students of sociology, community psychology, human-computer interaction, information science, and computer-supported collaborative work.

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Neuroeconomics: Hype or Hope?

Edited by Caterina Marchionni, University of Helsinki, Finland and Jack Vromen, Erasmus University of Rotterdam, The Netherlands Is neuroeconomics a flimsy fad likely to pass without leaving a discernible trace in economics? Or is it a promising new field with the potential to enrich and improve economic theory? Neuroeconomics brings together a unique mix of perspectives ranging from philosophy of science to neuroeconomics practice to reflect on the promises and limitations of neuroeconomics for the future of economics. The analyses collected in the volume suggest that although neuroeconomics raises methodological worries that ought to be dealt with, it might contribute to economics in various ways, some perhaps more promising than others. One thing comes out clearly, though: a complete insulation of economics from neuroscience and psychology is likely to do economics more harm than good. This book was originally published as a special issue of the Journal of Economic Methodology.

January 2012: 7x10: 144pp Hb: 978-0-415-69823-8: £80.00 $125.00

CONTENTS C. Marchionni, J. Vromen, Introduction. U. Mäki, When Economics Meet Neuroscience: Hype and Hope. R. Fumagalli, The Disunity of Neuroeconomics: A Methodological Approach. M. Vercoe, P.J. Zak, Inductive Modeling Using Causal Studies in Neuroeconomics: Brains on Drugs. F. Guala, T. Hodgson, The Philosopher in the Scanner (or: How Can Neuroscience Contribute to Social Ontology?). E. Aydinonat, Why Neuroeconomics is Relevant for Economics, Despite Different Questions, Abstractions and All That. J. Vromen, Where Economics and Neuroscience Might Meet. G. Harrison, D. Ross, The Methodologies of Neuroeconomics. M. Nagatsu, Neuroeconomics: A Radical Replacement of Economics? A. Antonietti, Do Neurobiological Data Help Us to Understand Economic Decisions Better? J. Kuorikoski, P. Ylikoski, Explanatory Relevance across Disciplinary Boundaries – The Case of Neuroeconomics.

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Neuropsychological Assessment of Work-Related Injuries

Edited by Shane S. Bush, Stony Brook University Medical School, New York, USA and Grant L. Iverson, University of British Columbia, Canada “Given the paucity of books on the neuropsychological assessment of individuals who have been injured at work, this is a welcome contribution. Neurological and psychological injuries specific to the workplace are summarized. The book succeeds in promoting evidence-based neuropsychological assessments by integrating the latest research and facilitating biopsychosocial understanding. Graduate students and experienced clinicians alike will benefit from the authoritative reviews and guidelines for practice in both clinical and forensic settings.” - Ronald M. Ruff, in private practice, San Francisco, California, USA “Bush, Iverson, and their well-known contributing authors have targeted an area of neuropsychological practice that is important, yet underserved, in terms of books that provide needed guidance. Clinicians will find a diversity of topics relevant to practice with individuals who have – or may have – work-related injuries.” - Jerry J. Sweet, NorthShore University HealthSystem and University of Chicago, USA February 2012: 6x9: 414pp Hb: 978-1-4625-0227-1: £43.99

Unique in its focus, this book provides an evidence-based framework for assessing work-related neurological and psychological injuries. Meeting a key need, chapters address a range of problems encountered in the workplace: traumatic brain injury, sports concussion, electrical injury, exposure to neurotoxic substances, posttraumatic stress, depression, and brain and psychological injuries experienced in combat. Professionals will find the best available tools and strategies for conducting effective, ethical evaluations of injured workers, making diagnostic determinations, considering

causality, determining disability status, and offering treatment recommendations. The complexities of consulting to attorneys, government agencies, and insurance companies are also discussed. CONTENTS S.Bush, G.L. Iverson, Introduction. Part 1. Work-Related Injuries. G.L. Iverson, R.T. Lange, Traumatic Brain Injury in the Workplace. M.R. Lovell, Assessment of Mild Traumatic Brain Injury in the Professional Athlete. J.W. Fink, L. Rog, S.S. Bush, N.H. Pliskin, Electrical Injury in the Workplace. R.J. McCaffrey, A.S. Miele, Neurotoxic Exposure Injuries in the Workplace. L.M. French, G.L. Iverson, R.T. Lange, R.A. Bryant, Neuropsychological Consequences of Injury in Military Personnel. Part 2. Mental Health and Chronic Pain. G.M. Rosen, B.K. Grunert, Posttraumatic Stress Disorder in the Workplace. K.E. Ferguson, G.L. Iverson, S.A. Langenecker, A.H. Young, Depression in the Context of Workplace Injury. L.M. McCracken, M. Thompson, Neuropsychological Aspects of Chronic Pain. Part 3. Professional Practice Issues. G.J. Lamberty, Neuropsychological Evaluation and Treatment: The Clinician’s Perspective. S.S. Bush, R.L. Heilbronner, The Neuropsychological IME. R.L. Heilbronner, G.K. Henry, Neuropsychological Assessment and Consultation in Forensic Practice: A Practical Approach to Work-Related Injuries. D.W. Lovejoy, H.J. Oakes, The Behavioral Health Provider as a Participant in the Disability Determination Process: Evaluations, Terminology, and Systems. R. Fraser, D. Strand, E. Johnson, C. Johnson, Applying Neuropsychology in Vocational Rehabilitation Intervention: Issues in Work Access and Work Return. G.L. Iverson, B.L. Brooks, J.A. Holdnack, Evidence-Based Neuropsychological Assessment Following Work-Related Injury.

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Normal Family Processes Growing Diversity and Complexity Fourth Edition

Edited by Froma Walsh, The University of Chicago and Chicago Center for Family Health, USA “This volume takes another step forward on the trail that Walsh has blazed in the field of family therapy. It captures the breadth and depth of family life like no other book. This is a great text for graduate courses and a joy to read for experienced professionals.” - William M. Pinsof, Northwestern University, Illinois, USA “There is a reason this book is in its fourth edition – it is simply the most definitive text on this topic on the market today. The comprehensive coverage and chapter authors who are leaders in the field have made Normal Family Processes part of the ‘collective conscious’ of clinicians, students, and faculty who work with families the world over. With new chapters on contemporary topics such as neurobiology, gender norms, and kinship care, this book will continue to be the standard text for clinically focused graduate family development courses.” - Sean D. Davis, Marital and Family Therapy Program, Alliant International University, USA January 2012: 6⅛x9¼: 622pp Hb: 978-1-4625-0255-4: £50.99 Available as a complimentary examination copy

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Widely adopted, this valued course text and practitioner guide has expanded the understanding of family normality and healthy functioning in our increasingly diverse society. The editor and contributors are at the forefront of research and clinical training. They describe the challenges facing contemporary families and ways in which clinicians can promote resilience. With consideration of sociocultural and developmental influences, chapters identify key family processes that nurture and sustain strong bonds in couples; dual-earner, divorced, single-parent, remarried, adoptive, and kinship care families; gay and lesbian families; culturally diverse families; and those coping with adversity, such as trauma, poverty, and chronic illness. New to this edition: Reflects important research advances and the changing contexts of family life

Additional chapter topics: kinship care, family rituals, evidencebased assessment, and neurobiology Chapters on lesbian and gay families, stepfamilies, gender norms, and spirituality have been fully rewritten. CONTENTS Part 1. Overview. Walsh, The New Normal: Diversity and Complexity in 21st-Century Families. Walsh, Clinical Views of Family Normality, Health, and Dysfunction: From Deficit to Strengths Perspective. Part 2. Varying Family Forms and Challenges. Driver, Tabares, Shapiro. Gottman, Couple Interaction in Happy and Unhappy Marriages: Gottman Laboratory Studies. Fraenkel, Capstick, Contemporary Two-Parent Families: Navigating Work and Family Challenges. Greene, Anderson, Forgatch, DeGarmo, Hetherington, Risk and Resilience after Divorce. Anderson, The Diversity, Strengths, and Challenges of Single-Parent Households. Pasley, Garneau, Remarriage and Stepfamily Life. Green, Gay and Lesbian Family Life: Risk, Resilience, and Rising Expectations. Engstrom, Family Processes in Kinship Care. Rampage, Eovaldi, Ma, Foy, Bloom, Samuels, Adoptive Families. Part 3. Cultural Dimensions in Family Functioning. McGoldrick, Ashton, Culture: A Challenge to Concepts of Normality. Boyd-Franklin, Karger, Intersections of Race, Class, and Poverty: Challenges and Resilience in African American Families. Falicov, Immigrant Family Processes: A Multidimensional Framework. Knudson-Martin, Changing Gender Norms in Families and Society: Toward Equality Amid Complexities. Walsh, The Spiritual Dimension of Family Life. Part 4. Developmental Perspectives on Family Functioning. McGoldrick, Shibusawa, The Family Life Cycle. Walsh, Family Resilience: Strengths Forged through Adversity. P.A. Cowan, C.P. Cowan, Normative Family Transitions, Couple Relationship Quality, and Healthy Child Development. Rolland, Mastering Family Challenges in Serious Illness and Disability. Imber-Black, Family and Community Rituals in the 21st Century. Part 5. Advancing Family Systems Research and Practice. Lebow, Stroud, Assessment of Effective Couple and Family Functioning: Prevailing Models and Instruments. Spotts, Unraveling the Complexity of Gene-Environment Interplay and Family Processes. Fishbane, Neurobiology and Family Processes.

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Politics in Organizations Theory and Research Considerations

Edited by Gerald R. Ferris, Florida State University, USA and Darren C. Treadway, State University of New York at Buffalo, USA SIOP Organizational Frontiers Series

“This book represents an important contribution to a timely – and often underappreciated – topic in the field of industrialorganizational (I-O) psychology: organizational politics. The editors have assembled a superb array of scholars who, collectively, cover a very broad range of subject areas in this domain and provide fresh insights from both conceptual and research perspectives. The book is a “must” for anyone – scholar or practitioner alike – who wants to gain a broader and deeper understanding of the critical role that politics plays in organizational settings.” - Lyman W. Porter, University of California, Irvine, USA “Power is an important topic in the organizational sciences. This compendium not only brings together what we know about politics in organizations from a variety of perspectives, it helps set a research agenda for the future. Ferris and Treadway have done a fantastic job in organizing the field, recruiting great chapters, and publishing the resource on organizational power and politics.” - Jeffrey Pfeffer, Professor, Graduate School of Business, Stanford University, USA, and author of Power: Why Some People Have it –and Others Don’t

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“Politics in Organizations presents the good – yes, the good – the bad and the ugly – all true – about how human organizations work in human ways. The chapters are very thorough and frequently truly insightful, shedding muchneeded light on this largely ignored but very interesting take on human organizational functioning. The implications are wide-spread and suggest many avenues for important future research. And practitioners, of course, will empathize with what the book has to say and may find useful hints for how to deal with the politics they encounter.” - Benjamin Schneider, Senior Research Fellow, Valtera

“The study of organizational politics has had a rich history, but has not been integrated into the breadth of organizational behavior literature. In this volume, Ferris and Treadway pull together esteemed scholars who integrate the pervasive issue of organizational politics into a broad realm of organizational behavioral phenomena. This book is sure to revitalize the study of political behavior in organizations.” - Adrienne Colella, President, SIOP, James McFarland Distinguished Chair in Business, A.B. Freeman School of Business, Tulane University, USA This edited volume in the SIOP Frontiers series is one of the first to look at the psychological factors behind politics and power in organizations. Noted contributors from schools of management, psychology, sociology and political science look at the theory, research, methodology and ethical issues related to organizational politics and climates. The book is divided into three parts: Part 1 looks at the historical evolution of the field; Part 2 integrates organizational politics with important organizational behavior constructs and/or areas of inquiry, for example in the chapter by Lisa Leslie and Michele Gelfand which discusses the implications of cross-cultural politics on expatriates and within cross-national mergers; and Part 3 focuses on individual differences and organizational politics, focusing on the nature of political relationships. CONTENTS E. Salas, Foreword. Part 1. Construct Specification, Theory Development, and Methodological Considerations. G. R. Ferris, D.C. Treadway, Organizational Politics: History, Construct Specification, and Research Directions. W.A. Hochwarter, The Positive Side of Organizational Politics. M.G. Pratt, D.A. Lepisto, Politics in Perspective(s): On the Theoretical Challenges and Opportunities in Organizational Politics. L.A. McFarland, C.H. Van Iddekinge, R.E. Ployhart, Measurement and Methodology in Organizational Politics

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Research. Part 2. Critical Research Issues in Organizational Politics. M. L. Ambrose, It’s Fairly Political around Here: The Relationship between Perceptions of Organizational Politics and Organizational Justice. M.C. Bolino, W.H. Turnley, Organizational Citizenship Behavior: A Review of the Political Perspective. B.J. Tepper, M.K. Duffy, D.M. Breaux-Soignet, Abusive Supervision as Political Activity: Distinguishing Impulsive and Strategic Expressions of Downward Hostility. P.L. Perrewé, C.C. Rosen, C. Maslach, Organizational Politics and Stress: The Development of a Process Model. L.R. James, R. Meyer, How Organizational Climates Reflect the Political Motives of Those in Power. E. Vigoda-Gadot, D. Vashdi, Politics in and Around Teams: Toward a Team-Level Conceptualization of Organizational Politics. F.J. Yammarino, M.D. Mumford, Leadership and Organizational Politics: A Multi-Level Review and Framework for Pragmatic Deals. D.J. Brass, D.M. Krackhardt, Power, Politics, and Social Networks in Organizations. R.A. Baron, S. Lux, G.L. Adams, B.T. Lamont, Organizational Politics in Strategic Management and Entrepreneurship. L.M. Leslie, M.J. Gelfand, The Cultural Psychology of Social Influence: Implications for Organizational Politics. Part 3. Individual Differences in Organizational Politics. A.C. Charles, S.M. Nkomo, The Intersection of Race and Politics: A Framework for Racialized Organizational Politics Perceptions. G.R. Ferris, D.C. Treadway, R.L. Brouer, T.P. Munyon, Political Skill in the Organizational Sciences. D.C. Treadway, Political Will in Organizations. L.A. Witt, P.E. Spector, Personality and Reactions to Organizational Politics.

January 2012: 6x9: 656pp Hb: 978-0-415-88213-2: £44.95 $75.00 Available as an e-inspection copy

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The Psychology of Entertainment Media

Blurring the Lines Between Entertainment and Persuasion Second Edition Edited by L.J. Shrum, University of Texas at San Antonio, USA “People spend more time with entertainment media than with any other activity outside of work. Yet given how ubiquitous it is, we have spent far too little effort learning about how entertainment media affects how we think and act. This volume seeks to address this limitation in our knowledge by explaining how and why entertainment media may affect our everyday beliefs and actions.” - Ron Faber, School of Journalism and Mass Communication, University of Minnesota, USA “This volume is carefully developed and the approach has a clear significance to this important and rapidly changing field. The chapters that deal with the ways product and brand messages are integrated into media content deal with a new and unique, as well as urgent, research priority.” Sharon Shavitt, Department of Business Administration, University of Illinois, USA

March 2012: 6x9: 364pp Hb: 978-1-84872-944-5: £40.00 $75.00 Available as an e-inspection copy

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Messages: Product Placement and the Role of Conceptual Fluency. M.R. Nelson, M.K.J. Waiguny, Psychological Processes and Effects of InGame Advertising and Advergames. Part 2. The Programs between the Ads: The Persuasive Power of Entertainment Media. L.J. Shrum, J. Lee, How Fictional TV Narratives Shape Normative Perceptions and Personal Values. J. Carpenter, M.C. Green, Transportation into Narrative Worlds: Traveling Between Entertainment and Reality. K.E. Dill, M.C.R. Burgess, Seeing is Believing: Towards a Theory of Media Imagery and Social Learning (MISL). C.A. Russell, D.W. Russell, Alcohol Messages in Television Series: Content and Effects. E. Strahan, V. Buote, A. Wilson, Selling Beauty: The Hidden Cost to Women’s Self-Worth, Relationships, and Behavior. J.A. Maier, D.A. Gentile, Learning Aggression through the Media: Comparing Psychological and Communication Approaches. G. Comstock, J. Powers, Paths from Television Violence to Aggression: Reinterpreting the Evidence.

In this volume, psychologists and communication experts present theory on understanding and predicting how learning occurs. As the impact of traditional advertising has declined over the last couple of decades, marketers have scrambled to find other ways to effectively communicate with consumers. Among other approaches, marketers have utilized various forms of product integration, i.e., the mixing of a commercial message in with the non-commercial message via TV, movies and other entertainment media. This book will be of interest to students and researchers in psychology, marketing, communication, advertising, and consumer behavior. CONTENTS L.J. Shrum, What’s So Special About Entertainment Media and Why Do We Need a Psychology For It? An Introduction to The Psychology of Entertainment Media. Part 1. Embedding Promotions within Entertainment Media: Product Placement Effects and How They Work. J.A. McCarty, T.M. Lowery, Product Integration: Current Practices and New Directions. E. Cowley, As a Backdrop, Part of the Plot, or a Goal in a Game: The Ubiquitous Product Placement. L. Owen, H. Hang, S. Auty, C. Lewis, Children’s Processing of Ebbedded Brand

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The Psychology of Eyewitness Identification

James Michael Lampinen, University of Arkansas, USA, Jeffrey S. Neuschatz and Andrew D. Cling, both University of Alabama in Huntsville, USA Essays in Cognitive Psychology Series

“Despite the tragedies that have arisen from an overreliance on eyewitness evidence, the message of The Psychology of Eyewitness Identification is a positive one. Through consideration of the interplay of theory and research, the authors reveal the variables and practices that influence accuracy, and point to steps that can be taken to benefit the criminal justice system. Students of memory in the classroom or the courtroom will find The Psychology of Eyewitness Identification an essential guide.” - Scott D. Gronlund, University of Oklahoma, USA

February 2012: 6x9: 346pp Hb: 978-1-84872-883-7: £27.99 $49.95

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“The Psychology of Eyewitness Identification is a comprehensive and clear treatment of eyewitness identification science and its many productive connections to police practice and legal policy. The authors bring a careful, well-reasoned perspective, rigorous detail, and fresh examples that enliven their exploration of this significant research effort. The first chapter cleverly and compellingly draws the reader to the problem of eyewitness error. From that point, the book addresses the complexities of experimental and field research in a readable and engaging manner, with emphasis on the role of psychological research in helping the criminal justice system work more effectively.” - Nancy K. Steblay, Professor of Psychology, Augsburg College, Minneapolis, USA

This volume provides a tutorial review and evaluation of scientific research on the accuracy and reliability of eyewitness identification. The book starts with the perspective that there are a variety of conceptual and empirical problems with eyewitness identification as a form of forensic evidence, just as there are a variety of problems with other forms of forensic evidence. There is then an examination of the important results in the study of eyewitness memory and the implications of this research for psychological theory and for social and legal policy. The volume takes the perspective that research on eyewitness identification can be seen as the paradigmatic example of how psychological science can be successfully applied to real-world problems. CONTENTS 1. 27 Years. 2. Theoretical Approaches to Eyewitness Identification. 3. Estimator Variables. 4. System Variables. 5. Indicia of Reliability. 6. Field Studies of Eyewitness Identification. 7. Expert Testimony. 8. Conclusions and Thoughts. 9. Philosophical Afterword: Memory and Reasonable Belief.

“In conception and execution, this book does something that is both original and needed. Instead of taking a single route into the topic, it mixes complementary perspectives – from research on perception, memory, social reasoning, and philosophy to arrangements in a police lineup and the confidence of jurors in a trial. It is immensely helpful and illuminating.” - George Graham, Professor of Philosophy and Neuroscience, Georgia State University, Atlanta, USA

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Psychoneuroendocrinology of Sport and Exercise Foundations, Markers, Trends

Edited by Felix Ehrlenspiel, Technical University Munich, Germany and Katharina Strahler, University of Potsdam, Germany Routledge Research in Sport and Exercise Science Series

Psychoneuroendocrinology is the study of the interaction between hormones, the brain and human behaviour. This is the first book to examine psychoneuroendocrinology in the context of sport and exercise, offering a comprehensive review of current research and assessment techniques and highlighting directions for future research.

March 2012: 6x9: 232pp Hb: 978-0-415-67834-6: £85.00 $145.00

The book explores the bidirectional links between hormones and behaviour, and draws important conclusions for how their study will aid in the understanding of the bidirectional link between sport and behaviour that is central to the psychology of sport and exercise. It presents the key hormones that underpin behaviour in a sporting context, including the description of their physiologic mechanisms and behavioural effects. The book reports benchmark standards for the assessment and analysis of hormonal influences of behaviour in sport, and examines practical issues and contexts such as emotional state (anxiety, for example), overtraining and stress. Psychoneuroendocrinology in Sport and Exercise is a breakthrough text that will be of interest to all advanced students and researchers working in the psychology and physiology of sport and exercise.

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CONTENTS Part 1. Foundations of a Psychoneuroendocrinology in Sport and Exercise. Introduction. Part 2. Foundations in Psychoneuroendocrinology. Markers. Cortisol. Testosterone. Catecholamines. Salivary Alpha-Amylase. Part 3. Research Trends. The Psychoneuroendocrine Response to Sports Competition. Physical Activity and Psychophysiological Stress Reactivity. Spectators’ Physiological Responses to Sport Events. Staleness and the Overtraining Syndrome.

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PTSD and Mild Traumatic Brain Injury

Edited by Jennifer J. Vasterling, Boston Healthcare System and Boston University School of Medicine, Massachusetts, USA, Richard A. Bryant, University of New South Wales, Sydney, Australia and Terence M. Keane, Boston Healthcare System and Boston University, Massachusetts, USA “Vasterling, Bryant, and Keane have assembled an outstanding group of experts to provide a conceptual, scientific, and clinical overview of this daunting challenge. Co-occurring PTSD and mTBI unfortunately has emerged as a common problem for many service members and veterans in recent years. Since PTSD and mTBI affect one another, it is imperative that clinicians treat them concurrently, and do so within a multidisciplinary context. This book provides a thoughtful, comprehensive review of what we know, what we don’t know, and what we need to do to fill in the blanks. It should be mandatory reading for anyone in the field.” Matthew J. Friedman, Dartmouth Medical School, New Hampshire, USA

March 2012: 6x9: 308pp Hb: 978-1-4625-0338-4: £40.95

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“Clinicians and scientists alike are certain to welcome this volume, which meets a real need in presenting a comprehensive review of the basic and clinical science of PTSD and mTBI. The biopsychosocial conceptual framework provides a perfect translational bridge to evidence-based clinical management. The book will rapidly become the reference of choice for clinicians facing the complexities of these two conditions and for students in the neurosciences.” Michael McCrea, Medical College of Wisconsin, USA Events that lead to traumatic brain injury are often also psychologically traumatic. Addressing a growing need among mental health practitioners, this authoritative book brings together experts in both posttraumatic stress disorder (PTSD) and mild traumatic brain injury (mTBI). Chapters present empirically-based best practices for conceptualization, assessment, and intervention. The book also addresses the biological and psychosocial mechanisms by which PTSD and mTBI complicate each other; management of commonly associated conditions, including chronic pain and substance abuse; special considerations in military contexts; and possible ways to improve the structure and cost-effectiveness of providing care in this challenging area.

CONTENTS Part 1. Introduction. J.J. Vasterling, R.A. Bryant, T.M. Keane, Understanding the Interface of Traumatic Stress and Mild Traumatic Brain Injury: Background and Conceptual Framework. Part 2. Clinical Presentations and Mechanisms. E.D. Bigler, W.L. Maxwell, Understanding Mild Traumatic Brain Injury: Neuropathology and Neuroimaging. G.L. Iverson, A Biopsychosocial Conceptualization of Poor Outcome from Mild Traumatic Brain Injury. J.P. Hayes, M.W. Gilbertson, Understanding Posttraumatic Stress Disorder: Implications for Comorbid Posttraumatic Stress Disorder and Mild Traumatic Brain Injury. M. Verfaellie, M.M. Amick, J.J. Vasterling, Effects of Traumatic Brain Injury – Associated Neurocognitive Alterations on Posttraumatic Stress Disorder. Part 3. Commonly Associated Conditions. J.D. Otis, C.B. Fortier, T.M. Keane, Chronic Pain. L.M. Najavits, J. Highley, S.L. Dolan, F.A. Fee, Substance Use Disorder. Part 4. Clinical Management. E.W. Ulloa, B.P. Marx, R.D. Vanderploeg, J.J. Vasterling, Assessment. J.D. Elhai, J.J. Sweet, L.M. Guidotti Breting, D. Kaloupek, Assessment in Contexts That Threaten Response Validity. J. Ponsford, Treatment of Mild Traumatic Brain Injury. R.A. Bryant, B.T. Litz, Treatment of Posttraumatic Stress Disorder Following Mild Traumatic Brain Injury. R.A. Bryant, C.A. Castro, G.L. Iverson, Implications for Service Delivery in the Military. A. Hendricks, M. Krengel, K.M. Iverson, R. Kimerling, C. Tun, J. Amara, H.L. Lew, Estimating the Costs of Care. Part 5. Conclusions. J.J. Vasterling, R.A. Bryant, T.M. Keane, Understanding the Interface of Traumatic Stress and Mild Traumatic Brain Injury: Future Directions in Science and Clinical Practice.

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The Science of the Couple The Ontario Symposium, Volume 12

Edited by Lorne Campbell, University of Western Ontario, Canada, Jennifer La Guardia, University of Waterloo, Canada, James M. Olson, University of Western Ontario, Canada and Mark P. Zanna, University of Waterloo, Canada Ontario Symposia on Personality and Social Psychology Series

Although love and relationships have been focal points for poets and philosophers for thousands of years, these topics had not traditionally been the focus of empirical research. As a result, very little was known about how couples maintained happiness and satisfaction in their relationships, or how relationships deteriorated, ultimately ending in separation or divorce. However, since the early 1980s, relationships research has blossomed as a field – and is now one of the most vibrant topics in social psychology and beyond.

February 2012: 6x9: 287pp Hb: 978-1-84872-979-7: £49.95 $80.00

This volume brings together the latest research on couple functioning from the perspectives of social and personality psychology, neurobiology, health, and clinical psychology. Additionally, the research presented highlights the use of survey, experimental, implicit, and longitudinal methods, as well as specialized techniques employed in neuroscience, psychophysiology, and psychoneuroimmunology in the study of couple level processes. The underlying aim of this volume is to examine how these theories and methods converge to provide a deeper, holistic model of couples’ processes and functioning.

CONTENTS Preface. L. Campbell, H. Rubin, Modelling Dyadic Processes. P.R. Shaver, M. Mikulincer, Attachment Anxiety and Motivational Patterns in Close Relationships. G.M. Fitzsimons, E.J. Finkel, Outsourcing Effort to Close Others. S.L. Gable, Approaching Rewards and Avoiding Threats in Close Relationships. L. Beckes, J.A. Coan, Social Baseline Theory and the Social Regulation of Emotion. S. Tran, J.A. Simpson, Attachment, Commitment, and Relationship Maintenance: When Partners Really Matter. J.E. Lydo, L. Linardatos, Identification: The Why of Relationship Commitment. S.L. Murray, R.T. Pinkus, Motivating Commitment: The Power of a Smart Relationship Unconscious. T.J. Loving, B.L. Wright, Eustress in Romantic Relationships. J. La Guardia, Matters of the Heart: Couples’ Adjustment to Life Following a Health Crisis. D.A. Sbarra, Marital Dissolution and Physical Health Outcomes: A Review of Mechanisms. J.H. Holmes, The Future of Relationship Science.

With its state-of-the-art, integrative overview of this exciting discipline, The Science of the Couple is essential reading for social psychologists, clinicians, and anyone with an interest in the dynamics interpersonal relationships.

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Social Thinking and Interpersonal Behavior

Edited by Joseph P. Forgas, University of New South Wales, Australia, Klaus Fiedler, Ruprecht-Karls-Universität Heidelberg, Germany and Constantine Sedikides, University of Southampton, UK Sydney Symposium in Social Psychology Series

“You’ve got to hand it to that Sydney sunshine: not only does it attract some of the top minds in psychology to the Sydney Symposium each year (and there are stars aplenty in this year’s group), but judging from the chapters in this volume it seems to elevate everyone’s game. Chapter after chapter offers an insightful analysis of how intrapsychic and interpersonal processes (and their interaction) give rise to the complex, nuanced, and diverse social behavior we see around us every day. The full range of what social psychology has to offer is on display here – from evolutionary to cognitive to social-cultural perspectives, and from current takes on classic theories to entirely new approaches – and this book should stand for quite some time as a valuable resource for students and researchers interested in the underpinnings of social life.” - Tom Gilovich, Cornell University, Ithaca, USA “Forgas and company (in this case Klaus Fiedler and Constantine Sedikides) have done it again! This time, putting out a must-have volume of recent converging and diverging thoughts and evidence on the relationship between social thought and social behavior with a stellar list of fresh and seasoned contributors.” - Jim Blascovich, University of California, Santa Barbara, USA

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“This volume poignantly illustrates the richness and diversity of the social cognition paradigm in application to a broad variety of psychological phenomena. Authored by stellar theorists and researchers, chapters in this book offer the reader insights into the problems, methods, and conceptual frameworks that define cutting-edge research in personality and social psychology. Another landmark volume in this important series, and a must-read for everyone interested in current directions and advances on fundamental psychological problems.” - Arie W. Kruglanski, Distinguished University

Professor, University of Maryland, College Park, USA The connection between mental and social life remains one of the most intriguing topics in all of psychology. This book reviews some of the most recent advances in research exploring the links between how people think and behave in interpersonal situations. The chapters represent a variety of theoretical orientations, ranging from evolutionary approaches through cognitive and affective theories, all the way to considering social and cultural influences on the relationship between social cognition and interpersonal behavior. Given its breadth of coverage, this volume is useful both as a basic reference book and as an informative textbook for advanced courses dealing with social cognition and interpersonal behavior. The main target audience comprises researchers, students, and professionals in all areas of the social and behavioral sciences, including social, cognitive, clinical, counseling, personality, organizational, forensic, and applied psychology, as well as sociology, communication studies, and social work. Written in a readable yet scholarly style, this volume serves as an engaging overview of the field for students in courses dealing with social cognition and social interaction at undergraduate and graduate levels. CONTENTS J.P. Forgas, K. Fiedler, C. Sedikides, Social Thinking and Interpersonal Behaviour: Classical Theories and Contemporary Approaches. Part 1. Evolutionary Influences on Social Cognition and Behavior. D.T. Kenrick, Y.J. Li, A. E. White, S.L.Neuberg, Economic Subselves: Fundamental Motives and Deep Rationality. A. Galperin, M.G. Haselton, Error Management and the Evolution of Cognitive Bias. W. von Hippel, R. Trivers, Self-deception to Deceive Others. G.R. Semin, G.V. Garrido, A Systemic Approach to Impression Formation: From Verbal to Multimodal Processes. Part 2. Automatic Mechanisms Linking Social

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Cognition and Behavior. A. Dijksterhuis, Exploring the Relation between Motivation and Intuition. C.N. Macrae, L.K. Miles, S.B. Best, Moving through Time: Mental Time Travel and Social Behavior. P. Winkielman, L. Kavanagh, How Do Emotions Move Us? Embodied and Disembodied Influences of Emotions on Social Thinking and Interpersonal Behavior. M. Waenke, J. Samochowiecz, J. Landwehr, Facial Politics: Political Judgment Based on Looks. Part 3. Cognitive and Affective Mechanisms. E. Eich, T.C. Handy, E.A. Holmes, J. Lerner, H.K. McIsaac, Field and Observer Perspectives in Autobiographical Memory. K. Fiedler, The Formation of Attitudes and Judgments in a Virtual Class Environment. K.L. Johnson, C.M. Carpinella, Social Categorization at the Crossroads: Mechanisms by Which Intersecting Social Categories Bias Social Perception. J.P. Forgas, The Upside of Feeling Down: The Benefits of Negative Mood for Social Cognition and Social Behavior. C. Sedikides, J.J. Skowronski, Construct Accessibility and Interpretation of Self-Behaviors: Tracing and Reducing the Signatures of Self-Protection and Self-Enhancement. Part 4. Social and Cultural Factors in Social Thinking and Interpersonal Behavior. Y. Kashima, Culture as Interpersonal Process. J.T. Jost, A.C. Kay, System Justification as an Obstacle to the Attainment of Social Justice. J. Cooper, Thinking as a Social Group or Thinking as a Social Group Member: Different Implications for Attitude Change. B.F. Malle, S. Guglielmo, A.E. Monroe, Moral, Cognitive and Social: The Nature of Blame.

March 2012: 6x9: 355pp Hb: 978-1-84872-990-2: £45.00 $75.00

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The Specialization of Function Cognitive and Neural Perspectives on Modularity

Edited by Bradford Mahon and Jessica Cantlon, both, University of Rochester, NY, USA A Special Issue of Cognitive Neuropsychology

Functional specialization is a property of biological systems generally. A unifying theme that cuts across all research areas and techniques in the cognitive and brain sciences is whether there is specialization of function at levels of processing that are ‘abstracted away’ from sensory inputs and motor outputs. The articles collected together within this issue advance our understanding of the roles of modularity and functional specialization in deriving inferences about the structure of the mind from behavior in normal and brain damaged individuals, functional neuroimaging, computational modeling, development, and the study of individual differences.

January 2012: 7½x10: 160pp Pb: 978-1-84872-758-8: £41.99 $78.99

CONTENTS B.Z. Mahon, J.F. Cantlon, The Specialization of Function: Cognitive and Neural Perspectives on Modularity. S. Sternberg, Modular Processes in Mind and Brain. R.N. Henson, How to Discover Modules in Mind and Brain: The Curse of Nonlinearity, and Blessing of Neuroimaging: A Comment on Sternberg (2011). M. Coltheart, Methods for Modular Modelling: Additive Factors and Cognitive Neuropsychology. K.J. Friston, C.J. Price, Modules and Brain Mapping. D.C. Plaut, M. Behrmann, Complementary Neural Representations for Faces and Words: A Computational Exploration. D. D’Souza, A. Karmiloff-Smith, When Modularization Fails to Occur: A Developmental Perspective. C.D. Rabaglia, G.F. Marcus, S.P. Lane, What Can Individual Differences Tell Us about the Specialization of Function?

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Sport and Exercise Psychology A Critical Introduction Second Edition

Aidan Moran, University College, Dublin “This is an outstanding and very accessible book that presents a comprehensive roadmap of the main topics, theories and research findings in contemporary sport and exercise psychology. Aidan Moran has produced an extremely valuable book that offers important insights into, and up-to-date explanations of, key topics in this field.” - Aymeric Guillot, Associate Professor, University of Lyon, France “The second edition of Aidan Moran’s excellent text provides a broad-reaching update of the discipline, integrating new issues with the old. Researchers and students alike will appreciate, as I did, the clarity with which the author approaches the topic, examines the implications, and bridges gaps both between topics and between theory and practice. I for one will use this critical introduction when next I teach sport and exercise psychology.” - Rich Masters, Professor of Human Performance, The University of Hong Kong February 2012: 7x10: 464pp Hb: 978-0-415-43430-0: £60.00 $105.00 Pb: 978-0-415-43431-7: £34.95 $62.50 Available as a complimentary examination copy

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Although sport is played with the body, it is won in the mind. Inspired by this idea, the second edition of this popular textbook provides a comprehensive critical introduction to sport and exercise psychology – a discipline that is concerned with the theory and practice of helping athletes to do their best when it matters the most. The book is organized into four sections. Part one investigates the nature, foundations and current status of the discipline. Part two reviews the latest research findings on motivation, anxiety, concentration, mental imagery and expertise in athletes. Part three examines group processes and team dynamics. Finally, part four explores exercise behaviour and the psychology of injury rehabilitation. Each chapter contains specially designed critical thinking exercises to encourage the student to explore the deeper issues, and also features an

invaluable list of suggestions for independent research projects by students. Instructors who adopt the book will be able to access a wealth of online teaching resources. The text has been extensively re-written and updated with new material to take account of hot topics such as neuroscience and motor imagery, as well as issues such as ‘grunting’ in tennis, the psychology of penalty shootouts, mindfulness training as a concentration technique, the effects of music on physical activity, and ‘exer-gaming’ – the use of computer games to increase physical activity and exercise. Written in a lively, accessible style, the book is brimful of vivid contemporary examples and insights from the world’s leading athletes, to provide a compelling bridge between theory and practice for undergraduate and postgraduate students of sport psychology, health psychology, sport science, physical education, kinesiology and leisure management. CONTENTS Part 1. Introducing Sport and Exercise Psychology. 1. Introducing Sport and Exercise Psychology: Discipline and Profession. Part 2. Exploring Athletic Performance: Key Constructs. 2. Motivation and Goal-Setting in Sport. 3. “Psyching Up” and Calming Down: Anxiety in Sport. 4. Staying Focused in Sport: Concentration in Sport Performers. 5. Using Imagination in Sport: Mental Imagery and Mental Practice in Athletes. 6. What Lies Beneath the Surface? Investigating Expertise in Sport. Part 3. Team Cohesion. 7. Exploring Team Cohesion in Sport: A Critical Perspective. Part 4. Exploring Health, Exercise and Injury. 8. Does a Healthy Body Always Lead to a Healthy Mind? Exploring Exercise Psychology. 9. Helping Athletes to Cope with Injury: From Theory to Practice.

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Statistical Concepts A Second Course Fourth Edition

Richard G. Lomax, The Ohio State University, USA and Debbie L. Hahs-Vaughn, University of Central Florida, USA “I have been using this text to teach statistics to beginning and intermediate-level graduate students in education for years and have been extremely impressed with its readability and emphasis on conceptual understanding. I can’t wait to introduce my students to statistics with this new edition, as it addresses key concepts while also providing real-life examples that will aid them in learning to reason with statistics.” - H. Michael Crowson, The University of Oklahoma, USA “This is one of the most complete and lucid … statistics textbooks available for education and the social sciences: it blends theory and pragmatics seamlessly. The integration of SPSS into the chapters is a welcome addition. Each chapter describes what to do, why to do it, and how to do it.” - Betsy McCoach, University of Connecticut, USA “The unique blend of conceptual approaches to statistical learning, interpretative exercises, and APA styled write-ups sets this book apart from other texts. The broad coverage of statistical procedures, SPSS generation and interpretation, and emphasis on statistical assumptions will serve students and researchers.” - C.Y. Joanne Peng, Indiana University, USA “Combining theory and mathematical accessibility with examples, SPSS applications, and APA style write-ups, this is a fascinating book for … statistical courses in the social and behavioral sciences. It has a broad coverage of topics and should prove invaluable as a classroom text or as a reference for applied researchers.” - Feifei Ye, University of Pittsburgh, USA

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“The clear content, easy-to-follow software examples, and comprehensive coverage of topics will be extremely useful for researchers in the early stages of their statistical development.” - Brian F. French, Washington State University, USA

“Writing statistical results in APA format is great for graduate students. ... The … changes ... make the book a better teaching tool. ... The basic terms and concepts are defined and developed clearly, accurately, and in an interesting manner.” Robert P. Conti, Sr., Mount Saint Mary College, USA Statistical Concepts consists of the last 9 chapters of An Introduction to Statistical Concepts, 3rd Edition. Designed for the second course in statistics, it is one of the few texts that focuses just on intermediate statistics. The book highlights how statistics work and what they mean to better prepare students to analyze their own data and interpret SPSS and research results. As such it offers more coverage of nonparametric procedures used when standard assumptions are violated since these methods are more frequently encountered when working with real data. Determining appropriate sample sizes is emphasized throughout. Only crucial equations are included. The new edition features: •

New co-author, Debbie L. Hahs-Vaughn, the 2007 recipient of the University of Central Florida’s College of Education Excellence in Graduate Teaching Award

•

A new chapter on logistic regression models for today’s more complex methodologies

•

Much more on computing confidence intervals and conducting power analyses using G*Power

•

All new SPSS version 19 screenshots to help navigate through the program and annotated output to assist in the interpretation of results

•

Sections on how to write up statistical results in APA format and new templates for writing research questions

•

New learning tools including chapter-opening vignettes, outlines, a list of key concepts, ‘Stop and Think’ boxes,

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and many more examples, tables, and figures •

More tables of assumptions and the effects of their violation including how to test them in SPSS.

•

33% new conceptual, computational, and all new interpretative problems.

•

A website with PowerPoint slides, answers to the even-numbered problems, detailed solutions to the odd-numbered problems, and test items for instructors, and for students the chapter outlines, key concepts, and datasets.

Each chapter begins with an outline, a list of key concepts, and a research vignette related to the concepts. Realistic examples from education and the behavioral sciences illustrate those concepts. Each example examines the procedures and assumptions and provides tips for how to run SPSS and develop an APA style write-up. Tables of assumptions and the effects of their violation are included, along with how to test assumptions in SPSS. Each chapter includes computational, conceptual, and interpretive problems. Answers to the odd-numbered problems are provided. The SPSS data sets that correspond to the book’s examples and problems are available on the web. The book covers basic and advanced analysis of variance models and topics not dealt with in other texts such as robust methods, multiple comparison and non-parametric procedures, and multiple and logistic regression models. It is intended for courses in intermediate statistics and/or statistics II taught in education and/or the behavioral sciences, predominantly at the master’s or doctoral level. Knowledge of introductory statistics is assumed.

March 2012: 7x10: 532pp Pb: 978-0-415-88007-7: £44.95 $69.95 Available as a complimentary examination copy

CONTENTS 1. One-Factor Analysis of Variance - Fixed-Effects Model. 2. Multiple Comparison Procedures. 3. Factorial Analysis of Variance – Fixed-Effects Model. 4. Introduction to Analysis of Covariance: The One-Factor Fixed-Effects Model With a Single Covariate. 5. Random- and Mixed-Effects Analysis of Variance Models. 6. Hierarchical and Randomized Block Analysis of Variance Models. 7. Simple Linear Regression. 8. Multiple Regression. 9. Logistic Regression. Appendix Tables.

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Thinking and Reasoning

An Introduction to the Psychology of Reason, Judgment and Decision Making Ken Manktelow, University of Wolverhampton, UK “One of the few textbooks to focus specifically on thinking and reasoning, this book provides a sense both of the history of the field and of its current directions. The coverage of deductive reasoning, intuitive judgment and decision making are particularly thorough. Real-life examples are generously sprinkled throughout, making the material engaging for students.” - Keith J. Holyoak, Distinguished Professor of Psychology, University of California, Los Angeles, USA

February 2012: 7x10: 328pp Hb: 978-1-84169-740-6: £60.00 $110.00 Pb: 978-1-84169-741-3: £21.95 $39.95 Available as an e-inspection copy

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“Thinking and Reasoning provides a masterly overview of how our minds understand and solve complex problems. Manktelow has written a clear and lucid book describing the state of the art in psychological understanding of key topics in deduction, propositional reasoning, hypothesis testing, thinking about risk and probability, and decision making. Compelling examples illustrate fundamental principles, and numerous practical applications are described. This book will be a valuable source for students and researchers.” David Shanks, Professor of Psychology, University College London, UK “Thinking and Reasoning is Professor Ken Manktelow’s follow-up to his excellent textbook that was the mainstay of Thinking and Reasoning courses for over 10 years. The book introduces the reader to the major new developments that have occurred in the intervening years that many argue amounts to a new paradigm in reasoning research. As in the previous work, Ken leads the reader safely through this sometimes complex material with his characteristic wit and style.” - Mike Oaksford, Professor of Psychology, Birkbeck College, University of London, UK The area of psychological research reviewed in this book is one that is not only increasing in popularity in college

curricula, but is also making an ever larger impact on the world outside the classroom. Drawing upon research originally cited in Ken Manktelow’s highly successful publication Reasoning and Thinking, this completely rewritten textbook reflects on the revolutionary changes that have occurred in the field in recent years, stemming from the huge expansion in research output, as well as new methods and explanations, and the appearance of numerous books on the subject aimed at the popular market. The main areas covered are probability judgment, deductive and inductive reasoning, decision making, hypothetical thinking and rationality. In each case, the material is almost entirely new, with topics such as the new paradigm in reasoning research, causal reasoning and counterfactual thinking appearing for the first time. The book also presents an extended treatment of decision making research, and contains a chapter on individual and cultural influences on thinking. Thinking and Reasoning provides a detailed, integrated and approachable treatment of this area of cognitive psychology, and is ideal reading for intermediate and advanced undergraduate students; indeed, for anyone interested in how we draw conclusions and make choices. CONTENTS Preface. 1. Judging and Thinking about Probability. 2. The Study of Reasoning: Classic Research. 3. Reasoning with Propositions. 4. Reasoning and Meaning. 5. Explaining Reasoning: The Classic Approaches. 6. Explaining Reasoning: The ‘New Paradigm’. 7. Hypothetical Thinking: Induction and Testing. 8. Decision Making: Preference and Prospects. 9. Decisions in Context. 10. Reasoning, Thinking and You.

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Transcending Taboos

A Moral and Psychological Examination of Cyberspace Garry Young, Nottingham Trent University, UK and Monica Whitty, University of Leicester, UK “This book provides a thorough examination of the moral and ethical implications of online versus offline behaviour; the philosophical analysis of moral judgement regarding online versus offline behavior is particularly interesting and illuminating.” - Richard C. Sherman, Professor Emeritus, Miami University, USA “The conceptual issues addressed in this book are very important and fascinating. I don’t know of any book like this one; it is unique.” - John Suler, Department of Psychology, Rider University, USA

March 2012: 6x9: 240pp Hb: 978-0-415-57933-9: £80.00 $130.00 Pb: 978-0-415-57936-0: £24.99 $39.99 Available as an e-inspection copy

Cyberspace is composed of a multitude of different spaces where users can represent themselves in many divergent ways. Why in a video game, is it more acceptable to murder or maim than rape? After all, in each case, it is only pixels that are being assaulted. This book avoids wrestling with the common question of whether the virtual violation of real-world taboos is right or wrong, and instead provides a theoretical framework that helps us understand why such distinctions are typically made, and explores the psychological impact of violating offline taboos within cyberspace.

CONTENTS 1. Introduction. Part 1. Should Cyberspace be a Space Where, Virtually, Anything is Permissible? 2. Virtual Immediacy: Changing the Contingency. 3. Disgust: A Measure of Moral Wisdom or Moral Fallibility? 4. Obscenity: A Measure of Offence or Depravity? 5. The Passive Voyeur: Where’s the Harm in Looking? 6. Virtual Emotions: Addressing the Paradox of Fiction. 7. On the Nature of Play: Cyberspace as a Virtual Playground. 8. Single-Player Games: What is and, Perhaps What Should Never Be. 9. Multiplayer Games: Are We All Agreed? Part 2. The Nature and Authenticity of Selves Within Cyberspace. 10. Disembodiment: A Meeting of Minds. 11. Embodiment: Possible Selves and Cyber-Relations. 12. Progressive Embodiment: The Supermorphic Persona. Part 3. Psychological Parity and Changes to the Self. 13. Violent Games: Where’s the Harm in Playing? 14. Psychological Parity: Coping with Altered Contingencies. 15. Identity and Interpretation: Repercussion for Parity and Potential Harm. 16. Transcending Taboos: The Way Forward.

The authors discuss such online areas as: •

‘Reality’ sites depicting taboo images

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Social networking websites and online chatrooms

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Online dating websites

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Video game content.

This book considers whether there are some interactions that should not be permissible even virtually. It also examines how we might be able to cope with the potential moral freedoms afforded by cyberspace, and who might be vulnerable to such freedoms of action and representation within this virtual space.

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This book is ideal for researchers and students of internet psychology, philosophy and social policy, as well as therapists, those interested in computer science, law, media and communication studies.

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Translation of Thought to Written Text While Composing Advancing Theory, Knowledge, Research Methods, Tools, and Applications

Edited by Michel Fayol, Université Blaise-Pascale, Clérmont-Ferrand, France, M. Denis Alamargot, Université de Poitiers, France and Virginia Berninger, University of Washington, Seattle, USA “Panoramic in scope, theoretically dense, and finely detailed, this book is must reading for every writing researcher. It is a state-of-the-art resource that will support for many years to come professionals interested in advancing the knowledge of writing processes and improving instructional practices at all levels.” Paul M. Rogers, George Mason University, USA

writing; and make the case that translation is a higher-order executive function that is fundamental to the writing process.

“This book represents a major leap forward in our understanding of the translation processes involved in writing. The international and interdisciplinary set of authors present a critical outlook on research about translation that encompasses recent advances in both theory and methods. This allows the reader to gain a detailed and very up-to-date appreciation of the importance of translation to the development of writing.” - Vince Connelly, Oxford Brookes University, UK

This volume provides a rich resource for student, theorists, and empirical researchers in cognitive psychology, linguistics, and education; and teachers and clinicians who can use the research in their work.

“This fascinating new book brings together disparate lines of research on translation processes in writing to create new insights. Translation – the empty box in the original Hayes and Flower model of writing – is where cognitive representations and language merge to create text and, thus, is central to understanding writing. This book should be required reading for every serious student of writing.” - Charles MacArthur, University of Delaware, USA Translation of cognitive representations into written language is one of the most important processes in writing. This volume provides a long-awaited updated overview of the field.

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The contributors discuss each of the commonly used research methods for studying translation; theorize about the nature of the cognitive and language representations and cognitive/linguistic transformation mechanisms involved in translation during

The book also reviews the application of research to practice – that is, the translation of the research findings in education and the work-world for individuals who interact with others using written language to communicate ideas.

CONTENTS Part 1. Reexamining What Translation is and Its Role in Writing. Fayol, Alamargot, Berninger, Introduction to the Volume: From Cave Writers to Elite Scribes to Professional Writers to Universal Writers: Translation is Fundamental to Writing. Hayes, Translation and its Relation to Other Writing Processes: Evidence from Language Bursts, Revision, and Transcription. Berninger, Rijlaarsdam, Fayol, Mapping Research Questions about Translation to Methods, Measures, and Models. Part 2. Individual Differences and Developmental Research Methods for Generating and Applying Theory of Translation at Different Levels of Language to Writing. Berninger, Fayol, Alamargot, Contribution of the Pattern Analyzer, Oracle, Cross-Code Talker, Cross-Code Scribe, and Silent Orthographer in Learning to Transcribe and Translate at the Word-Level. Berninger, Hayes, Twenty Children on Writing Treks: Intra-Individual and Inter-Individual Variation in Their Developing, Self-Regulated Translation and Related Processes Grades 1 to 5. Verheyden, Van den Branden, Rijlaarsdam, Van den Bergh, De Maeijer, Translation Skills and TradeOff in Young L2-Learners’ Written Narrations. Part 3. Instructional Research with Improving Translation in Mind. Jones, Christensen, Impact of Teacher Professional Development on Understanding the Role

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of Handwriting during Translation of Beginning Writers: Improved Handwriting and Story Composing. Costa, Kitson, Knuth, Miller, Yerby, Anderson, Hooper, Beginning Writer’s Translational Processes during Composing: Insights from Selected Neuropsychological Findings, SelfTalk Strategies, and Evidence-Based Interventions. Puranik, Wagner, Kim, Lopez, Assessing Elementary Students’ Transcription and Text Generation during Written Translation: A Multivariate Approach. Dunn, Facilitating Children’s Translation of Ideas into Written Language through Combining Art Activities and Self-Regulated Strategy Instruction for Writing. Part 4. Experimental Methods for Studying Translation in Real Time in Adults and Children. Fayol, Lété, From Ideas to Written Text: The Contribution of On-Line Studies to Understanding Written Composition. Alamargot, Chesnut, Caporossi, Using Eye and Pen Movements to Study the Writing Process. Lambert, Alamargot, Fayol, Why Use a Copy Task to Study Spelling in Handwriting? Part 5. Reflections on Past, Present, and Future of Translation Research. Neef, Braunschweig, Translation in the Context of Theoretical Writing System Research. Torrance, Final Comments on Translation. Glossary.

February 2012: 6x9: 408pp Hb: 978-1-84872-920-9: £45.00 $75.00

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Using a Positive Lens to Explore Social Change and Organizations Building a Theoretical and Research Foundation

Edited by Karen Golden-Biddle, Boston University, USA and Jane E. Dutton, University of Michigan, Ann Arbor, USA Series in Organization and Management

“This is a very important book that opens up new arenas and vistas for organizational studies. Its key message that social change and organizations are deeply connected is one that we all need to hear and deal with. Its concern with critical social issues of sustainability, healthcare, poverty and lowwage work is, again, something that we all need to hear and deal with. The book provides a powerful voice for using a positive lens to further our understanding and stimulate our imagination. It will be a significant addition to my bookshelf.” - C.R. (Bob) Hinings, Department of Strategic Management and Organization, University of Alberta, Canada “This is a super book. It moves beyond traditional perspectives to give a fresh impetus to understanding social change and organizations. The ‘positive lens’ has reinvigorated organizational scholarship in recent years and this book showcases the strengths of that approach.” Royston Greenwood, Telus Chair of Strategic Management, School of Business, University of Alberta, Canada

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“This groundbreaking work promises to add a new positive dimension to understanding and enabling social and organizational change processes. Its diverse collection of innovative chapters and stunning applications of positive scholarship make this a must read for anyone interested in positive psychology, organizational development, and social change.” - Stewart I. Donaldson, Dean & Chair of Psychology, School of Behavioral and Organizational Sciences, Claremont Graduate University, USA “This book will make a contribution to the positive organizational research and will emphasize the role of

organizations in social change, linking organizations research to important problems in society and humanity. We clearly need more research on this topic.” - Anne Tsui, Management, Arizona State University, USA “This book will open new and important research frontiers and is destined to be a ‘must have’ volume for scholars and informed practitioners interested in examining the processes by which organizations create and sustain social change in the environment. For too long, organizational scholars have taken a limited approach to the interface between organizations and their environments. The time is absolutely right for this book.” - Belle Rose Ragins, University of Wisconsin-Milwaukee, USA “The major social changes of the last decade, such as the shift to an enhanced security state and the growth of a risk society, the crisis of casino capitalism, the socialization of private financial institutions’ debt, and the fiscal crisis of the North Atlantic nations, as well as global warming and the inadequacy of policy responses to it, should all be spurs to positive thinking. Interesting times that are more positive would be welcome and in this volume the contributors all seek to accentuate the positive in individuals and organizations making change for good happen.” - Stewart Clegg, Research Professor and Director of the Key Centre for Management and Organisation Studies, University of Technology Sydney Business School, Australia How can application of a positive lens to understanding social change and organizations enrich and elaborate theory and practice? This is the core question that inspired this book. It is a question that brought together a diverse and talented

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group of researchers interested in change and organizations in different problem domains (sustainability, healthcare, poverty alleviation and education). The contributors to this book bring different theoretical lenses to the question of social change and organizations. Some are anchored in more macro accounts of how and why social change processes occur, while others approach the question from a more psychological or social psychological perspective. Many of the chapters in the book travel across levels of analyses, making their accounts of social change good examples of multi-level theorizing. Some scholars are practiced and immersed in thinking about organizational phenomena through a positive lens; for others it was a total adventure in trying on a new set of glasses. However, connecting all contributing authors was an excitement and willingness to explore new insights and new angles on how to explain and cultivate social change within or across organizations. This edited volume will be of interest to an international community who seek to understand how organizations and people can generate positive outcomes for society. Students and researchers in organizational behavior, management, positive psychology, leadership and corporate responsibility will find this book of interest.

Administrator Relationships: The Importance of Identity Security in Managing Intractable Identity Conflicts. K. Golden-Biddle, K. Correia, Hope as Generative Dynamic in Transformational Change: Creating and Sustaining “Collaborative Care” in the ThedaCare Health System. R. Wells, Amplifying Resources and Buffering Demands: How Managers Can Support Front Line Staff in Loving Action for Each Child. V. Myers, L. Wooten, Generative Change in Health Care Organizations: From Inertia to Action in Reducing Patient Disparities. T. Reay, Revealing Themes: Applying a Positive Lens to the Chapters on Healthcare. Part 5. Poverty and Low-Wage Work. C.R. Leana, E.E. Kossek, Positive Organizational Change by and for the Working Poor. C.M. Beckman, B. Gatewood, Building Organizations to Change Communities: Educational Entrepreneurs in Poor Urban Areas. L. Jones Christensen, Navigating Change in the Company of (Dissimilar) Others: Co-Developing Relational Capabilities with Microcredit Clients. R. Canales, The Stranger as Friend: Loan Officers and Positive Deviance in Microfinance. J. Pearce, Revealing Themes: Applying a Positive Lens to the Chapters on Poverty and Low-Wage Work. Part 6. Conclusion. K. Golden-Biddle, J. Dutton, E. Feldman, The Response: What Does this Book Contribute to the Understanding of Positive Social Change and Organizations?

CONTENTS

March 2012: 6x9: 544pp Hb: 978-0-415-87885-2: £64.95 $100.00 Pb: 978-0-415-87886-9: £34.95 $49.95 Available as an e-inspection copy

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M. Frese, K. Elsbach, A. Brief, Series Foreword. Part 1. Introduction. J. Dutton, K. Golden-Biddle, E. Feldman, The Call: Why a Book on Positive Social Change and Organizations Now? Part 2. Change Agency. O. Branzei, Social Change Agency Under Adversity: How Relational Processes (Re)produce Hope in Hopeless Settings. S. Sonenshein, Being a Positive Social Change Agent through Issue Selling. T. Rimac, J. Mair, J. Battilana, Social Entrepreneurs, Socialization Processes, and Divergent Change: The Case of Sekem. D. Meyerson, L. Wernick, Power beyond the Purse: Philanthropic Foundations as Agents of Social Change. E. Steckler, J. Bartunek, Revealing Themes: Applying a Positive Lens to the Chapters on Change Agency. Part 3. Environment and Sustainability. A.J. Hoffman, K.K. Badiane, N. Haigh, Hybrid Organizations as Agents of Positive Social Change: Bridging the For-Profit and Non-Profit Divide. D. Riddell, O. Tjornbo, F. Westley, Agency and Innovation in a Phase of Turbulent Change: Conservation in the Great Bear Rain Forest. M. Feldman, Practicing Sustainability. P. Perez-Aleman, Connecting Sustainability Movements and Enterprises in Developing Economies: Building Networks and Capabilities. J. Howard-Grenville, Revealing Themes: Applying a Positive Lens to the Chapters on Environment and Sustainability. Part 4. Health Care. M.G. Pratt, C.M. Fiol, E.J. O’Connor, P. Panico, Promoting Positive Change in Physician-

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Workplace Bullying Symptoms and Solutions

Edited by Noreen Tehrani, Employee Support Training and Development, Twickenham, UK Is bullying really that bad? Why do some people just watch it happening? How do you know if it is bullying or strong management? What kind of leaders are able to create positive working environments? The effects of bullying on organisations and individuals can be devastating and can adversely affect both the workers themselves and the productivity of the organisation that they work for. This book explores the impact of bullying from the perspective of both the employee and the organisation in which they work. In addition to describing the negative outcome of bullying, Workplace Bullying also looks at ways to promote resilience and for the opportunity for growth and learning to take place.

February 2012: 5½x8½: 320pp Hb: 978-0-415-61707-9: £65.00 $100.00 Pb: 978-0-415-61708-6: £22.99 $36.95

•

Divided into four sections, this book covers:

•

The impact and symptoms of workplace bullying

•

Individual interventions

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Organisational interventions

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Underlying causes and future considerations.

Workplace Bullying: Symptoms and Solutions is essential reading for anyone with responsibility to help and support workers involved in bullying as a victim, supporter, or investigator. It offers organisations a chance to create an environment that will not only build a more resilient workforce, providing appropriate and effective interventions, but also provides solutions that will lead to the possibility of individual and organisational growth and development.

CONTENTS Tehrani, Introduction to Workplace Bullying. Part 1. The Impact and Symptoms. Hogh, Mikkelsen, Hansen, The Impact of Bullying on Workers. Tehrani, Bullying and Post-Traumatic Stress. Vaughan, Ya’makasi or the Art of Displacement in the Corporate World: A Target’s Perspective on the Impact of Workplace Bullying. Soares, When Darkness Comes: Workplace Bullying and Suicidal Ideation. Bloch, How Witnesses Contribute to Bullying in the Workplace. Tehrani, Popovic, Compassion Fatigue in Human Resource Professionals. Part 2. Individual Interventions. Dunn, Narrative Approaches or the Alternative Story. Crawshaw, Coaching Abrasive Leaders: Contradictory Tales of the Big Bad Wolf. Tehrani, An Integrated Counselling Approach. Hirgoyen, Healing the Wounded Soul. Part 3. Organisational Interventions. Hubert, Support, Informing and Aftercare by Co-Workers in the Netherlands: The Role of the Confidential Supporter. Dix, Davey, Latreille, Bullying and Harassment at Work: ACAS Solutions. Vartia, Tehrani, Addressing Bullying in the Workplace. León-Pérez, Arenas, Griggs, Effectiveness of Conflict Management Training to Prevent Workplace Bullying. Part 4. Other Wisdoms. Tehrani, Beyond the Drama of Conflict. Bloom, Building Resilient Workers and Organisations: The Sanctuary® Model of Organisational Change. Liefooghi,Vulnerable Selves, Disciplining Others.

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Writing

A Mosaic of New Perspectives Edited by Elena L. Grigorenko, Yale University, USA, Elisa Mambrino, Licensed Psychologist, Greenwich, CT, USA and David D. Preiss, Pontificia Universidad Catolica de Chile, Santiago, Chile “This volume about writing is different from any book on writing I am aware about in three ways. First, most books on writing are somewhat narrowly focused on writing, as if it is a phenomenon that exists in a vacuum. The chapters in this book embed writing in the larger context of development, and in doing so, enhance the importance of the aspects of writing that are considered. Second, the breadth of the topics covered is remarkable. Third, and most important, this if the first book about writing I have had a hard time putting down. This is a must have book for writing researchers and will be useful in the classroom.” - Richard Wagner, The Florida State University, USA

January 2012: 7x10: 505pp Hb: 978-1-84872-812-7: £60.00 $95.00

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This book captures the diversity and richness of writing as it relates to different forms of abilities, skills, competencies, and expertise. Psychologists, educators, researchers, and practitioners in neighboring areas are interested in exploring how writing develops and in what manner this development can be fostered, but they lack a handy, unified, and comprehensive source of information to satisfy their interest. The goal of this book is to fill this void by reflecting on the phenomenon of writing from a developmental perspective. It contains an integrated set of chapters devoted to issues of writing: how writing develops, how it is and should be taught and how writing paths of development differ across writing genres. Specifically, the book addresses typologies of writing; pathways of the development of writing skills; stages of the development of writing; individual differences in the acquisition of writing skills; writing ability and disability; teaching writing; and the development and demonstration of expertise in writing. CONTENTS D.D. Preiss, E. Mambrino, E.L. Grigorenko, Preface. Part 1. The Origins of Writing. D. Schmandt-Besserat, Tokens as Precursors of Writing. A. Lock, M. Gers, The Cultural Evolution of Written Language and Its Effects: A Darwinian Process from Prehistory to The Modern Day. D. Olson, Language, Literacy and Mind: The Literacy Hypothesis. Part 2. Writing and Human Development. J. Zins, S.R. Hooper, The Inter-Relationship of Child Development and Written Language Development. V.W. Berninger, L. Chanqouy, What Writing

Is and How It Changes Across Early and Middle Childhood Development: A Multi-Disciplinary Perspective. T.L. Richards, V.W. Berninger, M. Fayol, The Writing Brain of Normal Child Writers and Children with Writing Disabilities: Generating Ideas and Transcribing Them through the Orthographic Loop. Part 3. Working Memory and Expertise in Writing. R.T. Kellogg, A.P. Whiteford, The Development of Writing Expertise. T. Olive, Writing and Working Memory: A Summary of Theories and Findings. M. Fayol, J.N. Foulin, S. Maggio, B. Lété, Towards a Dynamic Approach of How Children and Adults Manage Text Production. D.L. Coker, Jr., Descriptive Writing. Part 4. The Teaching of Writing. M. Chuy, M. Scardamalia, C. Bereiter, Development of Writing through Knowledge Building: Theoretical and Empirical Bases. J. Randi, T. Newman, L. Jarvin, Creative Writing as Assessment of Content. C.R. Fallahi, Improving the Writing Skills of College Students. J.S. Hedgcock, Second Language Writing Processes Among Adolescent and Adult Learners. Part 5. Creativity and Emotions in Writing. J. Piirto, Themes in the Lives of Creative Writers. J.C. Kaufman, J.D. Sexton, A.E. White, The Creative Writer and Mental Health: The Importance of Domains and Style. M. Tan, J. Randi, B. Barbot, C. Levenson, L. Friedlaender, E.L. Grigorenko, Seeing, Connecting, Writing: Developing Creativity and Narrative Writing in Children. P. Smagorinsky, E.A. Daigle, The Role of Affect in Students’ Writing for School. Part 6. Disorder of Written Language: Diagnostic Criteria, Prevalence, and Biological Bases. A. Ardila, Neuropsychology of Writing. E. Mambrino, Written Expression’s Neuropsychological Nexus (WENN): A Working Clinical Theory. J. Reich, E.L. Grigorenko, The Effect of Language and Orthography On Writing Disabilities and the Necessity for Cross-Linguistic Research. M. Leung, S. Law. R. Fung, H. Lui, B.S. Weekes, A Model of Writing Chinese Characters: Data From Acquired Dysgraphia and Writing Development. Part 7. The Diagnosis and Assessment of Writing as a Skill and a Competence. J. Lee, L. Stankov, Large-Scale Writing Assessment: New Approaches Adopted In the National Assessment of Educational Progress (NAEP). J. Manzi, P. Flotts, D.D. Preiss, Design of a College-Level Test of Written Communication: Theoretical and Methodological Challenges. Part 8. Testimonials. R. Couch, Burning Down the House: Ethics and Reception in Poetry Translation. J. Felstiner, Bringing Redemption to the World: A Translation Sampler. A. Jeftanovic, A Narrator’s Testimony Between Reading, Writing, and Displacements. G.J. Rose, The Story Behind My Being A Writer. R.J. Sternberg, Twelve Hundred Publications Later: Reflections on a Career of Writing in Psychology.

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