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Books on the topic 'Cognitive distance'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Sanders, William R. Collective staff training in a virtual learning environment. Alexandria, Va: U.S. Army Research Institute for the Behavioral and Social Sciences, 2002.

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2

Roy, Kalyan, Rupak Goswami, Sudarshan Dutta, Krishnendu Ray, Sukamal Sarkar, Kaushik Brahmachari, Manoj Nanda, et al. Researching From a Distance: Mapping COVID-19 and Cyclonic Storm Affected Agri-Food Systems by Integrating Qualitative Research and Fuzzy Cognitive Mapping. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529604092.

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3

R, Cocking Rodney, and Renninger K. Ann, eds. The development and meaning of psychological distance. Hillsdale, N.J: L. Erlbaum, 1993.

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4

Polyakova, Anna, Tat'yana Sergeeva, and Irina Kitaeva. The continuous formation of the stochastic culture of schoolchildren in the context of the digital transformation of general education. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1876368.

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The material presented in the monograph shows the possibilities of continuous teaching of mathematics at school, namely, the significant potential of modern information and communication technologies, with the help of which it is possible to form elements of stochastic culture among students. Continuity in learning is considered from two positions: procedural and educational-cognitive. In addition, a distinctive feature of the book is the presentation of the digital transformation of general education as a way to overcome the "new digital divide". Methodological features of promising digital technologies (within the framework of teaching students the elements of the probabilistic and statistical line) that contribute to overcoming the "new digital divide": artificial intelligence, the Internet of Things, additive manufacturing, machine learning, blockchain, virtual and augmented reality are described. The solution of the main questions of probability theory and statistics in the 9th grade mathematics course is proposed to be carried out using a distance learning course built in the Moodle distance learning system. The content, structure and methodological features of the implementation of the stochastics course for students of grades 10-11 of a secondary school are based on the use of such tools in the educational process as an online calculator for plotting functions, the Wolfram Alpha service, Google Docs and Google Tables services, the Yaklass remote training, the Banktest website.<url>", interactive module "Galton Board", educational website "Mathematics at school". It will be interesting for students, undergraduates, postgraduates, mathematics teachers, as well as specialists improving their qualifications in the field of pedagogical education.
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5

Lasker, G. E. Advances in education: A working model of educational process, cognitonics and cognitive mechanism in education, education for sustainable development, an open Ph.D. program in distance education, e-commerce and e-marketing on e-platform, the procedure for founding a non-public university, the remuneration system in educational services, standards of education in non-public universities. Tecumseh, Ont: International Institute for Advanced Studies in Systems Research and Cybernetics, 2008.

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6

1963-, Conceição-Runlee Simone, ed. Creating a sense of presence in online teaching: How to "be there" for distance learners. San Francisco: Jossey-Bass, 2010.

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7

A, Barab Sasha, Kling Rob, and Gray James H, eds. Designing for virtual communities in the service of learning. New York: Cambridge University Press, 2004.

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8

Ely, Timothy C., Jennie Hinchcliff, and Amanda C. Roth Clark. Cognitive Distance: The Bookworks and Thoughtforms of Timothy C. Ely. San Francisco Center for the Book, 2022.

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9

Scharf, Miri, and Shmuel Shulman. Closeness, Distance, and Rapprochement in Sibling Relationships. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.28.

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The chapter discusses the nature of sibling relationships during emerging adulthood and the interplay between developmental processes and sibling relationships. Past unresolved conflicts and continuous rivalry might lead to conflictual and alienated relationships. However, greater maturity and separate residence might induce a kind of rapprochement. Emerging adults’ acknowledgment of their need to maintain family bonds, combined with greater emotional and cognitive maturity, might enable them to reconstruct their siblinghood. Family structure, history, personality, and culture contribute to the intensity and quality of sibling relationships. Considering the challenges young people face in the current societal context, siblings are among the closet kin to whom one can turn in stressful conditions. The authors present narratives of emerging adults demonstrating possible factors that influence the sibling bond, the possible influence of culture and more distal variables (sibling relationships of the respondents’ parents), and suggestions for future research and implications for practice.
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10

Designing for Virtual Communities in the Service of Learning (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2004.

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11

(Editor), Sasha A. Barab, Rob Kling (Editor), and James H. Gray (Editor), eds. Designing for Virtual Communities in the Service of Learning (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2004.

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12

DeTure, Monica. Investigating the Predictive Value of Cognitive Style and Online Technologies Self-efficacy in Predicting Student Success in Online Distance Education Courses /. Dissertation Discovery Company, 2018.

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13

Deture, Monica. Investigating the Predictive Value of Cognitive Style and Online Technologies Self-Efficacy in Predicting Student Success in Online Distance Education Courses /. Creative Media Partners, LLC, 2018.

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14

Rascaroli, Laura. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190238247.003.0009.

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The essay film is characterized not by its choice of objects, but by their “arrangement,” which is determined by a structure of gap. This structure is shaped by a framing and reframing activity, which is central to the practice of the essay film as critique of ideology. What is distinctive of the essay film is its stubborn labor of testing its perspective, its positioning, and its distance from the world; the visible result of this labor is that the essay film detaches objects from their background, introducing a gap of potentiality between object and world. The film essayist is always at once a critic and a metahistorian, whose engagement with a historical object is also always a reflection on the gap—be it cognitive, temporal, cultural, or experiential—that distances him or her from that object and on how film may negotiate such a gap. This negotiation is its philosophy.
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15

Argaud, Evelyne, Joël Bellassen, and Frine Beba Favaloro, eds. Distance entre langues, distance entre cultures. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.9782813003638.

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Apprendre une langue étrangère, c’est se confronter inévitablement à une distance à la fois culturelle et linguistique, inégale selon les langues ; c’est cette distance elle-même qui, parce qu’elle fascine autant qu’elle déroute, constitue très souvent une source forte de motivation. Si la didactique des langues et cultures étrangères sait qu’elle peut s’appuyer sur cette motivation, elle n’ignore pas non plus les questions soulevées par l’éloignement, de même que par son antonyme, la proximité. Quel contenu donner à cette notion de distance et quelles formes prend-elle ? Sur quel plan se situe-t-elle ? graphique ? lexical ? grammatical ? phonétique ? géographique ? culturel ? Une langue-culture distante est-elle plus facile ou difficile à apprendre/enseigner qu’une langue-culture proche ou voisine ? La proximité ne contient-elle pas des pièges qui présentent leurs propres difficultés et que l’illusion de la facilité empêcherait de saisir à leur juste mesure ? Et comment réduire la distance de manière à faciliter l’apprentissage ? Par ailleurs, la didactique des langues et cultures étrangères ne peut pas faire l’économie d’une interrogation sur les styles cognitifs des apprenants ; la variété de ces profils introduit une variable qui interfère dans l’appréhension de ce qui est plus ou moins distant, plus ou moins facile/difficile. Il en va de même pour les catégories épistémologiques sollicitées par la didactique dans le traitement de la distance ; leur utilisation, leur transfert d’un contexte éducatif à un autre doivent là aussi faire l’objet d’un questionnement. C’est l’ensemble de ces questions qu’examine le présent ouvrage, qui réunit une sélection de communications présentées au cours d’une journée d’étude : « Distance entre langues, Distance entre cultures. Quelles incidences didactiques ? », organisée par l’unité de recherche PLIDAM EA 4514, à l’Institut national des langues et civilisations orientales, le 24 novembre 2017, à Paris. Evelyne Argaud, professeur agrégé, docteur en didactique des langues et cultures Joël Bellassen, ancien professeur des universités en chinois à l’Inalco Frine Beba Favaloro, professeur de lycée, docteur en sciences du langage
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16

La Lecture sensorimotrice et cognitive de l'expérience spatiale: Directions et distances. Paris: Centre national de la recherche scientifique, 1985.

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17

Cocking, Rodney R., and K. Ann Renninger. Development and Meaning of Psychological Distance. Taylor & Francis Group, 2015.

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18

Cocking, Rodney R., K. Ann Renninger, and Ann Renninger. Development and Meaning of Psychological Distance. Taylor & Francis Group, 2013.

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19

Cocking, Rodney R., K. Ann Renninger, and Ann Renninger. Development and Meaning of Psychological Distance. Taylor & Francis Group, 2013.

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20

R, Cocking Rodney, and Renninger K. Ann, eds. The development and meaning ofpsychological distance. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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21

Cocking, Rodney R., K. Ann Renninger, and Ann Renninger. Development and Meaning of Psychological Distance. Taylor & Francis Group, 2013.

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22

Cocking, Rodney R., K. Ann Renninger, and Ann Renninger. Development and Meaning of Psychological Distance. Taylor & Francis Group, 2013.

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23

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

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This chapter considers how a modern reader can make sense of a medieval text, but also to have an aesthetic and emotional reaction to the text. It deploys insights from neuroscientific work on emotion in mental processing, the psychology and history of emotions, and cognitive poetic approaches to the aesthetics of reading, to consider how poetic language use interacts with cognitive structures and processes. By using a new diachronic perspective, this chapter explores the shared cognitive basis of meaning and feeling in short (translated) elegiac poems written over 1,000 years ago in Old English. It demonstrates that readerly emotional investment arises from linguistic features, including metaphoric language and affective triggers, to produce a literary effect. By tracing the interaction of affective and interpretive processes, this chapter considers the shared cognitive/emotional basis of meaning-making in both proximate and distant literary responses and broadens the scope of inquiries into cognition and poetics.
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24

Kopytowska, Monika. The Televisualization of Ritual. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190636647.003.0017.

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This chapter demonstrates how contemporary ‘media culture’ has altered the way we experience and communicate religion and explains the role which language and other semiotic resources play in mediating religious experience and transforming the notion of sacred space, sacred time and a sense of communion based on collective emotion. The underlying assumption is that media together with religious institutions proximize the spiritual reality to believers and create a community of the faithful by reducing various dimensions of distance and providing the audience with a sense of participation and interaction. The chapter focuses on mediated rituals and demonstrates how both TV and radio, with their semiotic properties enabling liveness and immediacy, blur time-space boundaries, change the nature of individual and collective experience, and enhance the emotional and axiological potential of religious messages. It discusses the role of metaphor and metonymy as well as other cognitive operations within discourse space (involving both verbal and visual strategies) in these processes.
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25

Cave, Terence. Live Artefacts. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192858122.001.0001.

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Literary artefacts—the stories people tell, the songs they sing, the scenes they enact—are neither a by-product nor a side-issue in human culture. They provide a model of everything that cognition does. They refuse to separate thought from emotion, bodily responses from ethical reflection, perception from imagination, logic from desire. Above all, they demonstrate the essential fluidity and mobility of human cognition, its adaptive inventiveness. If we are astonished by the art of Chauvet or Lascaux as an early model of human cognition, then we should be continually astonished by what literature is and does as it reaches beyond itself to reimagine the world. This book argues that literary artefacts are quasi-autonomous living entities, fashioned to animate captured environments, embodied people and other creatures, ways of being and living that remain virtual. They own a freely delegated agency that allows them to speak to listeners and readers present and distant, present and future, adapting themselves and their meanings to whatever cognitive environment they encounter. Such an approach offers a way of linking a close attention to the specific properties of literary artefacts with the insights of cognitive anthropology and archaeology, and thus of satisfying the conditions for a properly interdisciplinary understanding of literature. It aims both to defend literary study against utilitarian and reductive arguments of all kinds and to argue that literary artefacts may give us new insights into how the mind (and its indispensable substratum, the brain) functions in the human ecology.
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26

1946-, Arts Wilhelmus Antonius, ed. Through a glass, darkly: Blurred images of cultural tradition and modernity over distance and time. Boston, MA: Brill, 2000.

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27

Conceição, Simone C. O., and Rosemary M. Lehman. Creating a Sense of Presence in Online Teaching: How to Be There for Distance Learners. Wiley & Sons, Incorporated, John, 2010.

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28

Nuerk, Hans-Christoph, Korbinian Moeller, and Klaus Willmes. Multi-digit Number Processing. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.021.

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Only recently the focus in numerical cognition research has considered multi-digit number processing as a relatively new and yet understudied domain in mathematical cognition. In this chapter: (i) we argue that single-digit number processing is not sufficient to understand multi-digit number processing; (ii) provide an overview on which representations and effects have been investigated for multi-digit numbers; (iii) suggest a conceptual distinction between place-identification, place-value activation, and place-value computation; (iv) identify language influences on multi-digit number processing along that conceptual distinction; and (v) argue that for numerical development indices of multi-digit number processing may be more suitable predictors of later arithmetical performance than classical single-digit measure such as the distance effect or non-numerical variables (e.g., working memory). In the final section, we summarize the important issues in multi-digit number processing, outline future directions and try to encourage readers to contribute to a new, exciting, yet understudied domain of numerical cognition.
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29

Kling, Rob, James H. Gray, and Sasha Barab. Designing for Virtual Communities in the Service of Learning. Cambridge University Press, 2012.

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30

James, Philip. Human biology and the urban environment. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198827238.003.0011.

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Climate change and the rapid movement of people and goods over great distances are changing global disease patterns. Human health and well-being are also being adversely affected by the absence of biodiverse, vegetation-rich green spaces. The human body adapts poorly to urban life. The result is ill health. A typology of interactions (intentional, incidental, and indirect) between people and nature is set out. Similarly, benefits of contact with nature in terms of physiological, psychological, cognitive, and social factors. The emergent central mechanism linking urban environments to ill health is studied. Urban environments cause chronic, low level stress resulting in the release of cortisone (a stress hormone), decreased physical activity, and increased calorie intake, all of which lead to chronic cellular inflammation and to the life-style diseases of the twenty-first century: depression, cancer, cardiovascular disease, diabetes, and dementia.
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31

Lyne, Raphael. Relevance Across History. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794776.003.0003.

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An ostensive-inferential model of communication offers useful tools for organizing our thinking about reading works from the past and practising historicist criticism. Robert Herrick’s ‘Corinna’s going a Maying’ is woven into the religious controversies of its time, but it also accesses more or less timeless traditions in poetry (pastoral; carpe diem). It looks backward into tradition, forward into posterity, and at its immediate context. In order to describe the poem’s different kinds of communication with readers at different temporal and cultural distances, it is useful to see its intentions, the different things it might communicate, and its implicatures as an ‘array’ (a term taken from Sperber and Wilson’s ‘array of implicatures’). A cognitive pragmatics of literary interpretation provides good ways of exploring how writers explore this multiple communication, how they use contemporary readers as a screen for posterity, and how they use posterity as a screen for the contemporary.
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32

Callender, Craig. Explaining the Temporal Value Asymmetry. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198797302.003.0012.

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An important feature of life is the past/future value asymmetry. Not to be confused with proximal/distant discounting, the past/future value asymmetry is the fact that we prefer future rather than past preferences be satisfied. Misfortunes are better in the past, where they are “over and done,” than in the future. Some philosophers take this value asymmetry to warrant positing a radical metaphysical asymmetry between the past and future. By contrast, others contend that the value asymmetry is due to the causal asymmetry. Thanks to the causal asymmetry, there is a mechanism between future desires and future fulfilment, but no such mechanism between past desires and past fulfilment. Opponents of this view deride it as a piece of “socio-biological mythology.” Here, appealing to recent work in cognitive science, neuroscience, and evolution, a rich and powerful version of the “causal asymmetry” explanation of the value asymmetry is built.
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33

Roth, Andrew, and Chris Nelson. Psychopharmacology in Cancer Care. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780197517413.001.0001.

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Clinicians who care for adult cancer patients have many tools to manage symptoms of depression, anxiety, cognitive changes, insomnia, and fatigue. Non-prescribing clinicians, such as psychologists, nurses, social workers, and occupational and physical therapists, provide frontline psychosocial interventions and physical support for cancer patients. Psychotropic treatments are sometimes required to resolve complex syndromes that mingle both medical and psychiatric features. Psychiatric medications are most frequently prescribed to cancer patients by oncologists, general medical practitioners, general psychiatrists, and psychiatric advanced practice providers such as nurse practitioners and physician assistants, as few oncology practices have dedicated psycho-oncologists. Non-prescribing practitioners who care for people with cancer are often the first to identify a psychiatric syndrome that requires a referral for psychopharmacologic intervention. They can also play an important role in educating patients about how psychopharmacologic agents can augment their cancer care. After psychotropic medications are started, non-prescribers can observe for improvement and detect problematic side effects if they arise, thus improving adherence with medication regimens. Practitioners who read this book will benefit from the highlighted clinical pearls to follow, and the potholes to avoid, regarding the tricky diagnostics and pharmacologic treatment of psychiatric syndromes. All clinicians will learn communication strategies that bridge distances of professional specialty and geography so that treatment by multiple providers may be more seamless, which it is hoped will enrich outcomes, both medical and emotional.
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34

Slingerland, Edward. Mind and Body in Early China. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190842307.001.0001.

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Drawing upon cutting-edge knowledge and techniques from the sciences and digital humanities, Mind and Body in Early China employs the lens of mind-body concepts to critique Orientalist accounts of early China. Views of China as the radical, “holistic” Other are unsupportable for a variety of reasons. The idea that the early Chinese saw no qualitative difference between mind and body (the “strong” holist view) has long been contradicted by traditional archaeological and qualitative textual evidence. New digital humanities methods, such as large-scale textual analysis, make this position even less tenable. Finally, a large body of empirical evidence suggests that “weak” mind-body dualism is a psychological universal, and that human sociality would be fundamentally impossible without it. More broadly, this book argues that the humanities need to move beyond social constructivist views of culture and embrace instead a view of human cognition and culture that integrates the sciences and the humanities. Methodologically, it attempts to broaden the scope of humanistic methodologies by employing team-based qualitative coding and computer-aided “distant reading” of texts, while also drawing upon current best understanding of human cognition to transform the basic interpretative starting point. It has implications for anyone interested in comparative religion, early China, cultural studies, digital humanities, or science-humanities integration.
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35

Nieder, Andreas. Neuronal Correlates of Non-verbal Numerical Competence in Primates. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.027.

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Non-verbal numerical competence, such as the estimation of set size, is rooted in biological primitives that can also be explored in animals. Over the past years, the anatomical substrates and neuronal mechanisms of numerical cognition in primates have been unravelled down to the level of single neurons. Studies with behaviourally-trained monkeys have identified a parietofrontal network of individual neurons selectively tuned to the number of items (cardinal aspect) or the rank of items in a sequence (ordinal aspect). The properties of these neurons’ numerosity tuning curves can explain fundamental psychophysical phenomena, such as the numerical distance and size effect. Functionally overlapping groups of parietal neurons represent not only numerable-discrete quantity (numerosity), but also innumerable-continuous quantity (extent) and relations between quantities (proportions), supporting the idea of a generalized magnitude system in the brain. Moreover, many neurons in the prefrontal cortex establish semantic associations between signs and abstract numerical categories, a neuronal precursor mechanisms that may ultimately give rise to symbolic number processing in humans. These studies establish putative homologies between the monkey and human brain, and demonstrate the suitability of non-human primates as model system to explore the neurobiological roots of the brain’s non-verbal quantification system, which may constitute the phylogenetic and ontogenetic foundation of all further, more elaborate numerical skills in humans.
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36

Goodey, C. F., and M. Lynn Rose. Disability History and Greco-Roman Antiquity. Edited by Michael Rembis, Catherine Kudlick, and Kim E. Nielsen. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190234959.013.3.

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To obtain a historical perspective on disability, we need to know what questions people of the past asked about each other and thus how they grouped human types. This effort involves removing the carapace of modern forms of classification and avoiding their imposition on the primary sources of an era so distant from our own (“retrospective diagnosis”). At least three major forms are identifiable: (1) the post-Cartesian divide between mind and body; (2) the tightening of forms of human categorization in general since the late Middle Ages; and (3) the thoroughly modern divide between the scientific/medical and the social. Human disparities and putative disabilities, ranging widely from the ancient era to the start of the Middle Ages and including the body, the senses, cognition, speech, social behavior, and sexual make-up, are discussed. These may or may not correspond with modern categorizations.
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37

Chaves, Rui P., and Michael T. Putnam. Unbounded Dependency Constructions. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198784999.001.0001.

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This book is about one of the most intriguing features of human communication systems: the fact that words which go together in meaning can occur arbitrarily far away from each other. The kind of long-distance dependency that this volume is concerned with has been the subject of intense linguistic and psycholinguistic research for the last half century, and offers a unique insight into the nature of grammatical structures and their interaction with cognition. The constructions in which these unbounded dependencies arise are difficult to model and come with a rather puzzling array of constraints which have defied characterization and a proper explanation. For example, there are filler-gap dependencies in which the filler phrase is a plural phrase formed from the combination of each of the extracted phrases, and there are filler-gap constructions in which the filler phrase itself contains a gap that is linked to another filler phrase. What is more, different types of filler-gap dependency can compound, in the same sentence. Conversely, not all kinds of filler-gap dependencies are equally licit; some are robustly ruled out by the grammar whereas others have a less clear status because they have graded acceptability and can be made to improve in ideal contexts and conditions. This work provides a detailed survey of these linguistic phenomena and extant accounts, while also incorporating new experimental evidence to shed light on why the phenomena are the way they are and what important research on this topic lies ahead.
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38

Estudios eidéticos. Teseo, 2017. http://dx.doi.org/10.55778/ts874268624.

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<p>Estas conversaciones “desde el Sur” versan sobre la historia, las realidades y las perspectivas del amplio espectro de abordajes que se dedican al estudio del pensamiento y de las ideas. En este afán, se presenta la noción <span>“</span>estudios eidéticos<span>”</span>, que perfila una propuesta de reconfiguración del ámbito disciplinar. Buena parte de las conversaciones gira en torno a precisar en qué consiste o podría consistir esta propuesta, cómo se relacionaría con trayectorias preexistentes, en qué se parecería, y en qué no, a otros enfoques más o menos emparentados, cómo cabría pensar sus vínculos con otras disciplinas. Un punto clave radica en el acento colocado en concebir a estos estudios “más allá” de lo estrictamente historiográfico (sin excluir, desde luego, este nivel), y en la invitación a promover y densificar los intercambios con otras disciplinas –las más próximas y habituales y, también otras, en apariencia más distantes, como la biología, las ciencias cognitivas, la ingeniería–. Las ideas son realidades tan fascinantes como complejas. A lo largo de estas conversaciones se ofrecen definiciones, distinciones conceptuales y criterios de clasificación que pueden ser útiles para estudiar su “vida”.</p>
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39

Hanlon, Christopher. Emerson's Memory Loss. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190842529.001.0001.

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Emerson’s Memory Loss is about an archive of texts documenting Emerson’s intellectual state during the final phase of his life, as he underwent dementia. It is also about the way these texts provoke a rereading of the more familiar canon of Emerson’s thinking. Emerson’s memory loss, Hanlon argues, contributed to the shaping of a line of thought in America that emphasizes the social over the solipsistic, the affective over the distant, the many over the one. Emerson regarded his output during the time when his patterns of cognition transformed profoundly as a regathering of focus on the nature of memory and of thinking itself. His late texts theorize Emerson’s experience of senescence even as they disrupt his prior valorizations of the independent mind teeming with self-sufficient conviction. But still, these late writings have succumbed to a process of critical forgetting—either ignored by scholars or denied inclusion in Emerson’s oeuvre. Attending to a manuscript archive that reveals the extent to which Emerson collaborated with others—especially his daughter, Ellen Tucker Emerson—to articulate what he considered his most important work even as his ability to do so independently waned, Hanlon measures the resonance of these late texts across the stretch of Emerson’s thinking, including his writing about Margaret Fuller and his meditations on streams of thought that verge unto those of his godson, William James. Such ventures bring us toward a self defined less by its anxiety of overinfluence than by its communality, its very connectedness with myriad others.
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