Books on the topic 'Mental state language'
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1
Laurie, MacGillivray, ed. Literacy in times of crisis: Practices and perspectives. New York: Routledge, 2010.
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Sokolova, Elena. Onomastic space of monuments of writing of Kievan Rus. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1869553.
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The monograph is devoted to the problem of recreating the linguistic-ethnic unity of the Old Russian anthroponymic and toponymic systems, the discovery of direct connections between the proper name and mental landmarks.
The monograph provides a comprehensive description of the onomasticon of ancient Russian monuments of writing in line with comparative historical linguistics, taking into account the encyclopedic, ethnolinguistic and etymological characteristics of proper names. The system and structure of the onomastic space of monuments of ecclesiastical and secular content of the XI-XIII centuries are investigated, conceptual approaches to their description are proposed. The study of the functions of proper names, their morphemics and semantics allowed us to establish the national and cultural specifics of the Old Russian onomastic vocabulary, to determine the prospects for its evolution, as well as the formation of the modern Russian anthroponymic system.
Modeling of the Old Russian onomastic space both in the field of anthroponymy and toponymy takes into account the connection of proper names with contextual usage. The participation of nominal signs in the formation of the space of written and artistic texts of the era of the Kievan state is based on the attachment of certain proper names to texts of a religious and secular nature. Nomination in the space of proper names is considered in the monograph not only as a process of activity of a creative nature, but also as a means of onymic word production in the older era.
It is addressed to specialists in historical lexicology and onomastics, language history, teachers of literature, local historians.
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Conservation of wildlife populations: Demography, genetics, and management. 2nd ed. Hoboken, NJ: Wiley-Blackwell, 2013.
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Office, General Accounting. VA health care: Language barriers between providers and patients have been reduced : report to the chairman, Committee on Veterans' Affairs, U.S. Senate. Washington, D.C: The Office, 1989.
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5
Simon, Winchester. The professor and the madman: A tale of murder, insanity, and the making of the Oxford English dictionary. New York: HarperCollins Publishers, 1998.
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Simon, Winchester. The Professor and the Madman. New York: HarperCollins, 2006.
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The professor and the madman: A tale of murder, insanity, and the making of the Oxford English dictionary. Thorndike, Me: G.K. Hall, 1999.
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The professor and the madman: A tale of murder, insanity, and the making of the Oxford English dictionary. New York: HarperPerennial, 1999.
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The professor and the madman: A tale of murder, insanity, and the making of the Oxford English dictionary. New York: HarperCollins Publishers, 1998.
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Alice, Walker. Yorokobi no himitsu. Tōkyō: Shūeisha, 1995.
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Alice, Walker. Possessing the secret of joy. London: Vintage, 1992.
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Alice, Walker. Possessing the secret of joy. New York: Pocket Star Books, 1993.
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Alice, Walker. Possessing the secret of joy. New York: New Press, 2008.
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Alice, Walker. Possessing the secret of joy. London: BCA, 1992.
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Alice, Walker. Possessing the secret of joy. Boston: Compass Press, 1996.
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Alice, Walker. En posesion del secreto de la alegría. Barcelona: Plaza & Janés Editores, 1993.
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Alice, Walker. Possessing the secret of joy. New York: Harcourt Brace Jovanovich, 1992.
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Alice, Walker. Possessing the secret of joy. New York: Washington Square Press, 1997.
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Alice, Walker. Possessing the secret of joy. London: Cape, 1992.
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20
Sisko, Yvonne Collioud. American 24-Karat Gold: 24 classic American short stories. 2nd ed. New York: Pearson Longman, 2006.
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21
Ünal, Ercenur, and Anna Papafragou. The relation between language and mental state reasoning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0008.
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This chapter discusses how children’s conceptual representations of the mind make contact with language. It focuses on two domains: the understanding of the conditions that lead to knowledge, and the ability to attribute knowledge to oneself and others. Specifically, it asks whether language provides the representational resources necessary for representing mental states and whether cross-linguistic differences in encoding of mental states influence sensitivity to the features that distinguish the conditions that allow people to gain knowledge. Empirical findings in these domains strongly suggest that language scaffolds the development of these cognitive abilities without altering the underlying conceptual representations of mental states.
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Gocek, Elif. Mothers' mental state language and emotional availability in clinical vs. nonclinical populations. 2007.
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Papafragou, Anna, John C. Trueswell, and Lila R. Gleitman, eds. The Oxford Handbook of the Mental Lexicon. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780198845003.001.0001.
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The present handbook is a state-of-the-art compilation of papers from leading scholars on the mental lexicon—the representation of language in the mind/brain at the level of individual words and meaningful sub-word units. In recent years, the study of words as mental objects has grown rapidly across several fields including linguistics, psychology, philosophy, neuroscience, education, and computational cognitive science. This comprehensive collection spans multiple disciplines, topics, theories, and methods, to highlight important advances in the study of the mental lexicon, identify areas of debate, and inspire innovation in the field from present and future generations of scholars. The book is divided into three parts. Part I presents modern linguistic and cognitive theories of how the mind/brain represents words at the phonological, morphological, syntactic, semantic, and pragmatic levels. This part also discusses broad architectural issues pertaining to the organization of the lexicon, the relation between words and concepts, and the role of compositionality. Part II discusses how children learn the form and meaning of words in their native language drawing from the key domains of phonology, morphology, syntax, semantics, and pragmatics. Multiple approaches to lexical learning are introduced to explain how learner- and environment-driven factors contribute to both the stability and the variability of lexical learning across both individual learners and communities. Part III examines how the mental lexicon contributes to language use during listening, speaking, and conversation, and includes perspectives from bilingualism, sign languages, and disorders of lexical access and production.
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Holzer, Jacob C. The Psychiatric and Cognitive Mental Status Examination in the Medical-Legal Context. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199374656.003.0001.
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This chapter provides an introduction to and overview of psychiatric and cognitive mental status examination in older adults, particularly within a medical-legal context. A methodical approach to the mental status examination involves assessment of a range of areas, including behavior, alertness, mood state, affect, thought content and process, sensory input and perception, symptom experience and safety variables, and cognitive domains including attention, language, visuospatial, memory and executive cognitive functions. This assessment can be critical in a variety of forensic contexts involving the elderly, including civil commitment, different forms of capacity, end-of-life decision making, assisting in the determination of safe or unsafe driving, risk of victimization and abuse, criminal competency and responsibility evaluations, and need for assisted and structured living. Rating scales and tools can augment, but not replace, the examination.
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DelCarmen-Wiggins, Rebecca, and Alice S. Carter, eds. The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780199837182.001.0001.
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The fully revised and updated Handbook of Infant, Toddler, and Preschool Mental Health Assessment remains the first clinically-informative, research-based reference for those seeking to understand and assess mental health in infants and young children. It describes the latest empirical research on measures and methods of infant and young child assessment and provides clinically applicable information for those seeking to stay apprised of the latest empirical research on measures and procedures in early assessment. Through authoritative examination by leading developmental and clinical scholars, this handbook takes a closer look at current developmentally based conceptualizations of mental health function and dysfunction in infants and young children as well as current and new diagnostic criteria in such as specific disorders as sensory modulation dysfunction, autism spectrum disorders, affective disorders, and post-traumatic stress disorder. Translation and application to a variety of settings is also discussed. The chapters are presented in four sections corresponding to four broad themes: (1) contextual factors in early assessment; (2) temperament and regulation in assessment of young children; (3) early problems and disorders; and (4) translation and varied applied settings for assessment. Each chapter presents state of the science information on valid, developmentally based clinical assessment and makes recommendations based on developmental theory, empirical findings, and clinical experience. Chapters have been revised and updated, and new chapters have been added to cover family assessment, early care and educational environments, new approaches to distinguish temperament from psychopathology, assess language, and implement second stage screening and referral. The volume recognizes and highlights the important role of developmental, social, and cultural contexts in approaching the challenge of assessing early problems and disorders. This new, updated volume will be an ideal resource for teachers, researchers, and wide variety of clinicians and trainees including child psychologists and psychologists, early interventionists, and early special educators.
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Borgoni, Cristina, Dirk Kindermann, and Andrea Onofri, eds. The Fragmented Mind. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198850670.001.0001.
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Mental fragmentation is the thesis that the mind is fragmented, or compartmentalized. Roughly, this means that an agent’s overall belief state is divided into several sub-states—fragments. These fragments need not make for a consistent and deductively closed belief system. The thesis of mental fragmentation became popular through the work of philosophers like Christopher Cherniak, David Lewis, and Robert Stalnaker in the 1980s. Recently, it has attracted great attention again. This volume is the first collection of essays devoted to the topic of mental fragmentation. It features important new contributions by leading experts in the philosophy of mind, epistemology, and philosophy of language. Opening with an accessible Introduction providing a systematic overview of the current debate, the fourteen essays cover a wide range of issues: foundational issues and motivations for fragmentation, the rationality or irrationality of fragmentation, fragmentation’s role in language, the relationship between fragmentation and mental files, and the implications of fragmentation for the analysis of implicit attitudes.
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Greenberg, Mark, and Gilbert Harman. Conceptual Role Semantics. Edited by Ernest Lepore and Barry C. Smith. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199552238.003.0014.
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Conceptual role semantics (CRS) is the view that the meanings of expressions of a language (or other symbol system) or the contents of mental states are determined or explained by the role of the expressions or mental states in thinking. The theory can be taken to be applicable to language in the ordinary sense, to mental representations, conceived of either as symbols in a ‘language of thought’ or as mental states such as beliefs, or to certain other sorts of symbol systems. CRS rejects the competing idea that thoughts have intrinsic content that is prior to the use of concepts in thought. According to CRS, meaning and content derive from use, not the other way round.
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Carruthers, Peter. The Causes and Contents of Inner Speech. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198796640.003.0002.
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This chapter will first sketch an account of how inner speech is generated. It will suggest that most inner speech comprises attended “sensory forward models” of mentally rehearsed speech actions. The chapter will then argue that inner speech needs to be interpreted by normal language-comprehension mechanisms in order to acquire content. The contents of inner speech, it will be suggested, can include semantic and pragmatic information (“what is said” and “what is meant”), as well as mental state information (what attitude one takes to the saying of it—judging, believing, wondering whether, and so on).
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Gammelgaard, Lasse R., ed. Madness and Literature. University of Exeter Press, 2022. http://dx.doi.org/10.47788/pmmg3806.
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Mental illness has been a favourite topic for authors throughout the history of literature, and, conversely, psychologists and psychiatrists like Sigmund Freud and Karl Jaspers have been interested in and influenced by literature. Pioneers within philosophy, psychiatry and literature share the endeavour to explore and explain the human mind and behaviour, including what a society deems as being outside perceived normality. This volume engages with literature’s multifarious ways of probing minds and bodies in a state of ill mental health. To encompass this diversity, the theoretical approach is eclectic and transdisciplinary. The cases and the theory are in dialogue with a clinical approach, addressing issues and diagnoses such as trauma, psychosis, bipolar disorder, eating disorders, self-harm, hoarding disorder, PTSD and Digital Sexual Assault. The volume has three parts. Chapters in Part I address literary representations of madness with a historical awareness, outlining the socio-political potentials of madness literature. Part II investigates how representations of mental illness can provide a different way of understanding what it is like to experience alternative states of mind, as well as how theoretical concepts from studies in literature can supplement the language of psychopathology. The chapters in Part III explore ways to apply literary cases in clinical practice. Throughout the book, the contributors explore and explain how the language and discourses of literature (stylistically and theoretically) can teach us something new about what it means to be in ill mental health.
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Dirks, Evelien. The Development of Young Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0018.
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Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.
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Shabani-Jadidi, Pouneh. Psycholinguistics. Edited by Anousha Sedighi and Pouneh Shabani-Jadidi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198736745.013.17.
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Psycholinguistics encompasses the psychology of language as well as linguistic psychology. Although they might sound similar, they are actually distinct. The first is a branch of linguistics, while the latter is a subdivision of psychology. In the psychology of language, the means are the research tools adopted from psychology and the end is the study of language. However, in linguistic psychology, the means are the data derived from linguistic studies and the end is psychology. This chapter focuses on the first of these two components; that is, the psychology of language. The goal of this chapter is to give a state-of-the-art perspective on the small but growing body of research using psycholinguistic tools to study Persian with a focus on two areas: presenting longstanding debates about the mental lexicon, language impairments and language processing; and introducing a source of data for the linguistic analysis of Persian.
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Schouten, Ronald, ed. Mental Health Practice and the Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199387106.001.0001.
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Mental health professionals, more than any other clinicians, encounter legal issues on a regular basis. Mental Health Practice and the Law is written for anyone in the field, at any stage in their training or practice, who has ever found themselves scratching their head in confusion or dreading that they will expose themselves to liability as they navigate the complexities at the interface of law and mental health. Written by established experts and the rising stars of the next generation, the sixteen chapters in this book offer readers a basic understanding of legal principles encountered in clinical practice, as well as practical advice on how to manage situations at the interface of law and clinical practice. Using case examples and clear language, this book will help clinicians understand the underlying principles behind the legal requirements of clinical care. It aims to enhance the reader’s knowledge of legal issues and ability to deliver good clinical care when those issues are encountered.
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Papineau, David. Naturalist Theories of Meaning. Edited by Ernest Lepore and Barry C. Smith. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199552238.003.0008.
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Naturalist theories of meaning aim to account for representation within a naturalist framework. This programme involves two ideas: representation and naturalism. Both of these call for some initial comment. To begin with the former, representation is as familiar as it is puzzling. Sentences can represent, and so can mental states. By and large, naturalist theories of meaning take mental representation to be basic, and linguistic representation to be derivative. Most such theories aim first to account for the representational powers of mental states — paradigmatically beliefs — and then to account for the representational powers of sentences in public languages by viewing the latter as in some sense ‘expressing’ mental states.
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Gaskell, M. Gareth, ed. The Oxford Handbook of Psycholinguistics. Oxford University Press, 2007. http://dx.doi.org/10.1093/oxfordhb/9780198568971.001.0001.
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This book examines the young science of psycholinguistics, which attempts to uncover the mechanisms and representations underlying human language. This interdisciplinary field has seen massive developments over the past decade, with a broad expansion of the research base, and the incorporation of new experimental techniques such as brain imaging and computational modelling. The result is that real progress is being made in the understanding of the key components of language in the mind. This book brings together the views of seventy-five leading researchers to provide a review of the current state of the art in psycholinguistics. The contributors are eminent in a wide range of fields, including psychology, linguistics, human memory, cognitive neuroscience, bilingualism, genetics, development, and neuropsychology. Their contributions are organised into six themed sections, covering word recognition, the mental lexicon, comprehension and discourse, language production, language development, and perspectives on psycholinguistics.
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Stratigos, Katharine, Nina Tioleco, Anna Silberman, and Agnes Whitaker. Individuals with Developmental Disabilities. Edited by Hunter L. McQuistion. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190610999.003.0021.
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Persons with developmental disabilities (DD), such as autism spectrum disorder and intellectual disability, are at substantially greater risk of having comorbid mental illness compared to the general population. Their mental health care needs, however, are vastly undertreated. Contributors to this situation include the challenges of evaluating mental illness in individuals with DD; stigma associated with and systematic barriers against people with DD; communication barriers; inadequate training of health care workers; insufficient availability of community mental health services; and the complexity of the available social services and legal systems at the federal, state, and community levels. This chapter uses a case to review the different factors that contribute to irritability and problem behavior in a person who has autism spectrum disorder with intellectual and language impairment. Also reviewed is the complicated system of services and statutes that may be of assistance when working with this population.
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(Editor), Diane M. Browder, and Fred Spooner (Editor), eds. Teaching Language Arts, Math, & Science to Students With Significant Cognitive Disabilities. Brookes Publishing Company, 2006.
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More Language Arts, Math, and Science for Students with Severe Disabilities. Brookes Publishing, 2014.
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Egan, Frances. Representationalism. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0011.
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The article gives an overview of several distinct theses demonstrating representationalism in cognitive science. Strong representationalism is the view that representational mental states have a specific form, in particular, that they are functionally characterizable relations to internal representations. The proponents of strong representationalism typically suggest that the system of internal representations constitutes a language with a combinatorial syntax and semantics. Braddon-Mitchell and Jackson argued that mental representations might be more analogous to maps than to sentences. Waskan argued that mental representations are akin to scale models. Fodor and Fodor and Pylyshyn argued that certain pervasive features of thought can only be explained by the hypothesis that thought takes place in a linguistic medium. A physical symbol system (PSS) hypothesis is a version of strong representationalism, the idea that representational mental states are functionally characterizable relations to internal representations. The representational content has a significant role in computational models of cognitive capacities. The internal states and structures posited in computational theories of cognition are distally interpreted in such theories. The distal objects and properties that determine the representational content of the posited internal states and structures serve to type-individuate a computationally characterized mechanism. Strong Representationalism, as exemplified by the PSS hypothesis, construes mental processes as operations on internal representations.
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Smith, Matthew Wilson. The Emptying of Gesture. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644086.003.0002.
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How can one read another’s true thoughts and feelings? Many philosophical texts and acting manuals reached the same answer to this age-old question: we can read another’s hidden mental states through careful observation of gesture—especially unconscious gesture. Gesture, in this account, offered a promise that words could not, the promise of a natural, universal language and a royal road to the psyche. This chapter tells a story of this promise’s disintegration and the gradual replacement of gestures by nerves as reliable signs of mental states. The chapter’s first part traces connections between acting handbooks of the period, the plays of Joanna Baillie, and the scientific work of two of Britain’s most prominent medical researchers: Joanna’s brother, Matthew Baillie, and Charles Bell. These interactions indicate both the continuing cultural importance of natural-language theories of gesture and its fraying in the face of neurological developments. The second half examines the ways that Percy Shelley’s play The Cenci rends this fraying fabric.
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Moores, Donald F. Research Methodology in Deaf Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0002.
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The purpose of this chapter is to provide historical context for research in deaf education. Educators began conducting research from the time of the establishment of the first school for the deaf in the United States in 1816, long before the development of sophisticated research methodology. Investigators used the resources at hand and addressed issues of importance in their time. First reports tended to be anecdotal and self-report, followed by demographic studies. Research in the first half of the twentieth century concentrated on mental measurement and standardized tests of academic achievement. From this developed a core of professionals with skills to conduct studies in a wide range of areas and consumers with the interest to profit from them. Since that time, advances have been made in the study of sign languages, language acquisition, intellectual and cognitive assessment, and measurement of academic achievement, resulting in a broad array of research approaches.
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Bara, Bruno G. Cognitive Pragmatics. Edited by Yan Huang. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199697960.013.14.
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Cognitive pragmatics focuses on the mental states and, to some extent, the mental correlates of the participants of a conversation. The analysis of the mental processes of human communication is based on three fundamental concepts: cooperation, sharedness, and communicative intention. All of the three were originally proposed by Grice in 1975, though each has since been refined by other scholars. The cooperative nature of communication is justified by the evolutionary perspective through which the cooperative reasoning underlying a conversation is explained. Sharedness accounts for the possibility of comprehending non-standard communication such as deceit, irony, and figurative language. Finally, communicative intention presents the unique characteristic of recursion, which is, according to most scientists, a specific trademark of humans among all living beings.
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Cramer, Jennifer. Perceptual Dialectology. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935345.013.60.
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This chapter introduces the topic of Perceptual Dialectology (PD), an area of sociolinguistics concerned with how nonlinguists understand dialectal variation. The chapter provides a brief history of the field and explores the ways in which the perceptions and language attitudes of nonlinguists have typically been elicited in research conducted within the modern tradition of PD with a particular focus on mental maps. Additionally, this chapter identifies ways in which these methods have been improved upon, specifically through the use of geographic information systems (GIS) tools. As an illustration of both the typical tools used in PD research and these recent advances in data analysis, a research project on the perceptions of dialectal variation within and across the state of Kentucky is presented.
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Unnsteinsson, Elmar. Talking About. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192865137.001.0001.
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Abstract The book develops and argues for a new intentionalist theory of the speech act of singular reference. Specifically, it proposes a Gricean theory of pragmatic competence within which referential competence can be identified and explained. It argues that combining insights from theories of mechanistic explanation in cognitive science and intentionalist theories of speech acts affords a completely new perspective on old questions about reference and speaker meaning. The resulting theory is called edenic intentionalism and it is based on the idea that referential competence is explained by a dedicated cognitive mechanism with a specific function, namely the function of enabling the production of edenic or optimal referential speech acts. Importantly, the author shows how this theory dissolves traditional puzzles in the philosophy of language and mind, puzzles arising from cases where the speaker is confused about the identity of the object of intended reference. The author develops an original account of the mental state of confusion, based on a detailed examination of the distinction between representational actions and representational states, which allows for a satisfying answer to familiar questions about attitude ascription and Frege’s puzzle about identity.
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Wedgwood, Ralph. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198802693.003.0001.
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This chapter introduces the book’s central themes. Arguments are offered to support the assumption that there is a single concept of ‘rationality’, which applies univocally to mental states (like beliefs and intentions) and processes of reasoning (like choices and belief revisions), and plays a central role in epistemology, ethics, and the study of practical reason. It will be widely believed that ‘rationality’ is a normative concept: to think rationally is in a sense to think properly, or as one should think. The goal of the book is to defend this belief, and to explain how ‘rationality’ differs from other normative concepts. Although normative language is not the main topic, reflections on language will be methodologically important, to ensure that we are not misled by our linguistic intuitions.
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Henning, Tim. From a Rational Point of View. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797036.001.0001.
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When we discuss normative reasons, oughts, requirements of rationality, hypothetical imperatives (or “anankastic conditionals”), motivating reasons, or weakness and strength of will, we often use verbs like “believe” and “want” to capture a relevant subject’s perspective. According to the received view, what these verbs do is describe the subject’s mental states. Many puzzles concerning normative discourse have to do with the role that mental states consequently appear to play in this discourse. This book uses tools from formal semantics and the philosophy of language to develop an alternative account of sentences involving these verbs. According to this view, called parentheticalism in honour of J. O. Urmson, we very commonly use these verbs in a parenthetical sense. Clauses with these verbs thereby express backgrounded side-remarks on the contents they embed, and these latter, embedded contents constitute the at-issue contents of our utterances. Thus, instead of speaking about the subject’s mental states, we often use sentences involving “believe” and “want” to speak about the world in a way that, in the conversational background, relates our utterances to her point of view. This idea is made precise and used to solve various puzzles concerning normative discourse. The result is a new, unified understanding of normative discourse, which does not postulate conceptual breaks between objective and subjective normative reasons, or normative reasons and rationality, or indeed between the reasons we ascribe to an agent and the reasons she herself can be expected to cite.
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Kapoor, Reena, and Ezra E. H. Griffith. Cultural competence. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0060.
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Disparities exist in the rate of incarceration of minorities, with substantial elevations occurring in African American, Latino, and Native populations. Cultural competence is an essential aspect of providing mental health care in any setting. An understanding of culture is even more important in correctional settings, as several unique factors may lead to conflict and misunderstanding if not adequately addressed. First, minority ethnic groups are vastly overrepresented in prisons and jails, so a familiarity with the predominant culture of those groups is necessary to engage inmates in treatment and diagnose them accurately. Second, mental health clinicians may be unfamiliar with law enforcement culture, which heavily influences the practices of corrections officers and differs significantly from health care culture. Third, many correctional psychiatrists grow up and train outside the United States, bringing their own cultural beliefs about crime and punishment into the American health care system. As the field of cultural psychiatry has developed, scholars have attempted to apply its principles to the correctional setting to deliver competent care in prisons and jails. These papers have provided guidance to correctional mental health clinicians on matters such as immigrant populations, language barriers, validity of psychological testing in different ethnic groups, stigma of mental illness in prison, religion’s role in coping with the stress of incarceration, and many others. This chapter reviews the evolution of cultural competence skills in correctional settings and current best practices in jails and prisons to optimize effective treatment outcomes.
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Brogaard, Berit. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190495251.003.0001.
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Seeing and Saying is an extended defense of the view that visual experience in creatures like us is fundamentally representational. The majority of the author’s arguments rest on the semantics of ‘seem’, ‘look’, and ‘see’ and the corresponding mental states. In the introduction to the book, the author reflects on the question of what has caused the relatively sudden interest in the question of whether experience is representational, as witnessed in the last two decades. The author then discusses the common complaint against the argumentative strategy that language cannot in general be thought to provide insight into the nature of the world. Finally, the author provides an overview of the main arguments and the structure of the book.
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Romero, Andrea, and Brandy Piña-Watson. Acculturative Stress and Bicultural Stress. Edited by Seth J. Schwartz and Jennifer Unger. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190215217.013.8.
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This chapter discusses the concepts of acculturative and bicultural stress, the theory and method behind the measurement, and the implications of the US immigration policy context for stress. The central sources of acculturative and bicultural stress are reviewed, including intergroup discrimination, language stress, intragroup marginalization, and family cultural conflict. In particular, literature is reviewed that examines the association between mental health and acculturative or bicultural stress. Extant research does demonstrate that degree of stress varies for individuals and that acculturative/bicultural stress is experienced not only by immigrants but also by minorities in the United States. Therefore, the present chapter reviews literature that connects the acculturative/bicultural stress process across generations. The immigration context is considered for future research in the area of acculturation and stress.
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MacGillivray, Laurie. Literacy in Times of Crisis: Practices and Perspectives. Taylor & Francis Group, 2009.
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Brogaard, Berit. Seeing and Saying. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190495251.001.0001.
Full textAbstract:
We often communicate with each other about how the things we see visually appear to us when we want to achieve a goal like finding the perfect end table, deciding what to eat or issuing a warning. But what do we say when we talk about how things visually appear to us? Can our talk about appearances tell us anything about the nature of visual perception? In this book, the author delves into these questions, defending the view that in spite of all its imprecision, the language used to report on how things look provides important insight into the nature of visual perception. In chapters that explore the semantics of ‘appear’ words and the nature of the mental states they are used to express, she argues that considerations of how we talk and think about our experiences can help us establish that our visual experiences are akin to mental states, such as belief and desire, in being relations to contents, or propositions, that represent things and features in the perceiver’s environment. Along the way, she argues against alternative theories of what our talk about looks can tell us, including those of Chisholm, Jackson, Byrne, Johnston, Martin, Brewer, Travis, Siegel, Schellenberg, and Glüer. Finally, she examines how our talk about visual experience compares to our talk about how things sound, smell, taste and feel. This book is thus an extended defense of the view that experience in creatures like us is representational.