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Thematische Bibliographien / Whole Brain® Thinking / Bücher

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Bücher zum Thema „Whole Brain® Thinking“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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1

Priscilla, Donovan, Hrsg. Whole-brain thinking: Working from both sides of the brain to achieve peak job performance. New York: Ballantine Books, 1990.

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2

Wonder, Jacquelyn. Whole-brain thinking: Working from both sides of the brain to achieve peak job performance. New York, N.Y: Ballantine, 1985.

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3

Priscilla, Donovan, Hrsg. Whole-brain thinking: Working from both sides of the brain to achieve peak job performance. New York: Quill, 1992.

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4

Mildred, Haipt, Hrsg. Thinking with the whole brain: An integrative teaching/learning model (K-8). Washington, D.C: National Education Association, 1986.

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5

Lehni, Watson Joy, Hrsg. The mind fitness program for esteem and excellence: Guided stories for imagery in whole-brain learning. Tucson, Ariz: Zephyr Press, 1992.

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6

Whole Brain Business Book: Unlockingthe Power of Whole Brain Thinking in Organizations and Individuals. McGraw-Hill Education, 2015.

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7

Donovan, Priscilla, und Jacquelyn Wonder. Whole Brain Thinking: Working from Both Sides of the Brain to Achieve Peak Performance. Ballantine Books, 1985.

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8

The Whole-Brain Solution: Thinking Tools to Help Students Observe, Make Connections and Solve Problems. Pembroke Pub Ltd, 2003.

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9

Olson, James. How Whole Brain Thinking Can Save the Future: Why Left Hemisphere Dominance Has Brought Humanity to the Brink of Disaster and How We Can Think Our Way to Peace and Healing. Origin Press, 2017.

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10

Strawson, Galen. “But next …”: Personal Identity without Substantial Continuity. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691161006.003.0013.

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This chapter examines the notion that personal identity or sameness of subject of experience across time doesn't require sameness of substance or substantial composition across time, any more than the diachronic continuity of an individual animal life requires sameness of substance or substantial composition. It begins with a discussion of materialism, one of John Locke's principal ideas in his discussion of personal identity, and especially the idea that one's whole psychological being—one's character, personality, memory, and so on—is wholly located in one's brain. It then considers Locke's claim that materialists can—must—allow full transmission of personal identity across complete change of substance, along with his attempt to block an argument from the taken-for-granted or nonnegotiable fact of personal responsibility on the Day of Judgment to the immateriality of thinking substance.

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11

Schechter, Elizabeth. How Many Minds? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809654.003.0004.

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The previous chapters argued that within a split-brain subject there are two subjects of conscious experience and intentional agents, R and L. This chapter explains who these two thinking beings are and how it is possible for two thinkers to be co-embodied. The basis of the 2-thinkers claim is, naturally, that R and L think, feel, decide, and so on, independently of each other. Of course, this does not mean that they do not causally interact; since they are co-embodied, they interact all the time. What split-brain experiments show, however, is that R’s mental activities interact with L’s largely only indirectly: one of them acts or reacts in some way, and the other senses or perceives this re/action. Mental activities are causal activities whose psychological kinds are defined by their powers to interact directly. Thus the thinking things in the split-brain case are R and L, and only derivatively S.

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12

Finger, Stanley, und Paul Eling. Franz Joseph Gall. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190464622.001.0001.

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Franz Joseph Gall (1758–1828) viewed himself as a cutting-edge scientist, whose broad goals were to understand the mind and brain, and to be able to account for both group and individual behavioral traits in humans and animals. Starting in Vienna during the 1790s, he argued for many independent faculties of mind (e.g., music, calculation), ultimately settling on 27, with 8 being unique to humans. At the same time, he became the first person to provide evidence for cortical localization of function, the idea that the cerebral cortex is composed of specialized functional areas or organs, as he preferred to say. But although he utilized many acceptable methods in his multifaceted research program (e.g., dissections, studying people with brain damage, and observing behaviors over a lifetime), his doctrine was highly controversial from the start. For scientists and physicians, this was largely because he made cranioscopy his primary method, believing cranial bumps and depressions faithfully reflect the cortical organs and could be correlated with specific behaviors. In this book, Gall is shown to be a dedicated scientist with brilliant insights: a free-thinking naturalist of the mind and a visionary of the brain, yet a researcher with faults. Despite being frequently portrayed as a charlatan or comical figure, the authors also show how what others called his “phrenology” (a term he abhorred) helped shape the modern neurosciences and other disciplines. Maintaining that Gall’s impact deserves more recognition today, this book provides a fresh look at the man, his objectives, and his revolutionary doctrine.

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13

Deutsch, Diana. Musical Illusions and Phantom Words. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190206833.001.0001.

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In this groundbreaking synthesis of art and science, Diana Deutsch, one of the world’s leading experts on the psychology of music, shows how illusions of music and speech – many of which she discovered - have fundamentally altered thinking about the brain. These astonishing illusions show that people can differ strikingly in how they hear musical patterns - differences that reflect both variations in brain organization and influences of language on music perception. They lead Deutsch to examine questions such as: When an orchestra performs a symphony, what is the ‘real’ music? Is it in the mind of the composer, or the conductor, or different members of the audience? Deutsch also explores extremes of musical ability, and other rare responses to music and speech. Why is perfect pitch so rare? Why are some people unable to recognize simple tunes? Why do some people hallucinate music or speech? Why do we hear phantom words and phrases? Why are most people subject to stuck tunes, or ‘earworms’? Why do we hear a spoken phrase as sung just because it is presented repeatedly? In evaluating these questions, she also shows how music and speech are intertwined, and argues that they stem from an early form of communication that had elements of both. Many of the illusions described here are so striking and paradoxical that you need to hear them to believe them. So the book enables you to listen to the sounds that are described while reading about them.

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14

Taylor, Eric. Developmental Neuropsychiatry. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198827801.001.0001.

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Neurodevelopmental disorders are a group of conditions involving alterations of behaviour, thinking, and emotions. They have onsets in early childhood, persistence into adult life, and high rates of altered cognitive and neurological function. They are frequent reasons for referral to psychiatry, paediatrics, and clinical psychology and often require team approaches to meet a variety of needs for service. This book includes accounts of the typical development and possible pathology of key functions whose alterations can underlie problems of mental development: motor function, attention, memory, executive function, communication, social understanding and empathy, reality testing, and emotional regulation. It goes on to descriptions of frequent clinical conditions: the spectra of attention deficit hyperactivity disorder (ADHD), autism, tic disorders, coordination and learning difficulties, intellectual disability, and the psychotic disorders of young people. There are descriptions of recognition, diagnosis, prevalence, pathophysiology, and consequences for later development. These conditions very often coexist and present as dimensions rather than categorical illnesses. The effects of brain disorders on mental life are then considered, with special attention to epilepsy, cerebral palsy, hydrocephalus, acquired traumatic injury to the head, localized structural lesions, and endocrine and genetic disorders. Widely used treatments, both psychological and physical, are described in the context of their value for meeting multiple, often overlapping needs. Consequences of the conditions for individuals’ psychosocial development are described: stigma; physical illness and injury; economic disadvantage; and family, peer, and school stresses. This book is aimed at clinicians of all disciplines, clinical students, and educators encountering neuropsychiatric problems in young people.

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15

Roelofs, Luke. Combining Minds. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190859053.001.0001.

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This book explores a neglected philosophical question: How do groups of interacting minds relate to singular minds? Could several of us, by organizing ourselves the right way, constitute a single conscious mind that contains our minds as parts? And could each of us have been, all along, a group of mental parts in close cooperation? Scientific progress seems to be slowly revealing that all the different physical objects around us are, at root, just a matter of the right parts put together in the right ways: How far could the same be true of minds? This book argues that we are too used to seeing the mind as an indivisible unity and that understanding our place in nature requires being willing to see minds as composite systems, simultaneously one conscious whole and many conscious parts. In thinking through the implications of such a shift of perspective, the book relates the question of mental combination to a range of different theories of the mind (in particular panpsychism, functionalism, and Neo-Lockeanism about personal identity) and identifies, clarifies, and addresses a wide array of philosophical objections (concerning personal identity, the unity of consciousness, the privacy of experience, and other issues) that have been raised against the idea of composite minds. The result is an account of the metaphysics of composition and consciousness that can illuminate many different debates in philosophy of mind, concerning split brains, collective intentionality, and the combination problem, among others.

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