Books: 'Profilo cognitivo'

1

Powell, Douglas H. Profiles in cognitive aging. Cambridge, Mass: Harvard University Press, 1994.

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2

Keefe, James W. Learning style profile. Reston, Va. (1904 Association Dr., Reston 22091): National Association of Secondary School Principals, 1986.

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3

Krause, Lois Breur. How we learn and why we don't: Student survival guide using the cognitive profile inventory. Mason, OH: Thomson Learning Custom Pub., 2002.

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4

Brunswick, Nicola. Early cognitive neuropsychological profiles and development of reading skills. [s.l.]: typescript, 1995.

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5

Boesch, Ernst Eduard. Discovering cultural psychology: A profile and selected readings of Ernest E. Boesch. Charlotte, NC: Information Age Pub., 2007.

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6

Richards, Ian Laurence. Dyslexia: A study of developmental and maturational factors associated with a specific cognitive profile. Birmingham: University of Aston. Department of Applied Psychology, 1985.

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7

Hannaford, Carla. Connaître son profil dominant: Un outil pour comprendre notre façon d'apprendre. Montréal, Qué: Chenelière Éducation, 2007.

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8

Talent abounds: Profiles of master teachers and peak performers. Boulder. CO: Paradigm Publishers, 2008.

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9

Gajadharsingh, Joel L. The cognitive profiles of students in multi-grade and single-grade classrooms as a function of gender and locale. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1987.

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10

Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/989683.

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The textbook is devoted to the problems of mental development of children of early and preschool age. It reveals the basic laws and conditions of mental development in preschool childhood, outlines the basic ideas about the personal characteristics, cognitive development of the preschool child, development of his various activities. Meets the requirements of Federal state educational standard of higher education of the last generation 44.03.01 direction of preparation "Pedagogical education" (profile "Primary education"). For students of higher educational institutions, as well as for practical psychologists, kindergarten teachers and anyone interested in the mental development of a preschooler, the formation of his personality.

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11

Yaguchi, Pamela Kinu. High risk and low risk psychosocial profiles and the effects of a brief cognitive behavioral stress management program on injury occurrence. Sudbury, Ont: Laurentian University, 2006.

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12

Uruntaeva, Galina. Child psychology. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1072188.

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The textbook examines the patterns and factors of mental development, describes the stages of development in preschool age from birth to school admission, including the formation of cognitive, personal spheres, the development of various types of activities by children. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical and psychological profiles. It can be useful for teachers, educators, psychologists, practitioners of preschool educational organizations, as well as parents and anyone interested in mental development in preschool childhood.

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13

Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.

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14

Bagnoli, Luca, ed. La lettura dei bilanci delle Organizzazioni di Volontariato toscane nel biennio 2004-2005. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-640-2.

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This study, emerging from workshop activity carried out as part of the course on ECONOMY AND ADMINISTRATION OF CO-OPERATION AND NON-PROFIT, represents an examination of the economic-financial dimension of the work of the Tuscan voluntary organisations. It is inserted within an articulated research process devoted to an analysis of the accountability of these third sector agents, in the awareness that voluntary work has always been an important factor in civil progress. More specifically, the economic and financial information made available to the provinces as a result of the obligation on the voluntary organisations to deposit the annual financial statement has been fully exploited. This compliance has thus been transformed from a mere bureaucratic procedure into an opportunity for a collective cognitive enrichment through collection at regional level, reclassification and the aggregate analysis of the economic and financial data relating to the management reports (profit and loss accounts) of the voluntary organisations for 2004-2005. This has made it possible to underscore the nature and provenance of the economic and financial resources that accrue annually to such bodies, as well as the principal productive factors "consumed" in the performance of their activities.

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15

How We Learn and Why We Don't. 4th ed. Custom Publishing, 2003.

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16

How We Learn and Why We Don't: Student Survival Guide Using the Cognitive Profile Inventory. 3rd ed. Thomson Learning, 2002.

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17

How We Learn and Why We Don't: Student Survival Guide Using the Cognitive Profile Inventory. Course Technology Ptr (Sd), 2000.

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18

Perkins, Lisa. Conversation Analysis Profile For People With Cognitive Impairment ( Cappci ). Whurr Publishers, 1997.

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19

Peña-Ayala, Alejandro, and Alejandro Pena Ayala. Metacognition : Fundaments, Applications, and Trends: A Profile of the Current State-Of-the-Art. Springer International Publishing AG, 2016.

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20

Peña-Ayala, Alejandro. Metacognition : Fundaments, Applications, and Trends: A Profile of the Current State-Of-the-Art. Springer, 2014.

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21

Call, Josep. Bonobos, chimpanzees and tools: Integrating species-specific psychological biases and socio-ecology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198728511.003.0012.

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Over the years there has been some controversy regarding the comparison between chimpanzees and bonobos. Whereas some authors have stressed their differences, others have stressed their similarities. One striking difference between wild chimpanzees and bonobos is tool use, especially in foraging contexts. While several chimpanzee populations possess tool kits formed by multiple tools (and their associated techniques) to exploit embedded resources, bonobos display no such tool specialization. However, studies in the laboratory have shown that bonobos are perfectly capable of using tools. In fact, several studies devoted to investigate the cognitive abilities underlying tool use have failed to detect any substantial differences between the two species. This chapter explores three aspects that could explain the difference between chimpanzees and bonobos in their propensity to use tools in the wild: socio-ecological factors, social versus technical cognition, and personality profiles. Au cours du temps, il y a eu beaucoup de controverse en relation aux comparaisons entres les chimpanzés et les bonobos. Alors que certains auteurs ont stressé les différences entre eux, d’autres ont stressé les similarités. Une grande différence entre les chipmanzés et les bonobos sauvages est l’utilisation des outils, spécialement en butinage. Tandis que plusieurs populations de chimpanzés possèdent des boîtes à outils diverses (et leur techniques respectives) pour exploiter les ressources, les bonobos ne montrent pas une spécialisation pareille. Cependant, les études en laboratoir ont montré que les bonobos sont capables d’utiliser des outils. En faite, plusieurs études des facultés cognitives dans l’utilisation des outils n’ont pas pu détecter de différences substantielles entre les deux espèces. Je vais explorer trois aspects qui pourraient expliquer les différences entre les chimpanzés et les bonobos en ce qui concerne leur tendance naturelle à utiliser les outils: facteurs socio-écologiques, cognition social vs. technique, et profils de personnalité.

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22

Kovaleski, Mark. Gender differences in the cognitive profiles of psychiatric patients. 1986.

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23

Metacognition : Fundaments, Applications, and Trends: A Profile of the Current State-Of-The-Art. Springer, 2014.

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24

Hayes, Susanna A., and Walter J. Lonner. Discovering Cultural Psychology: A Profile and Selected Readings of Ernest E. Boesch. Information Age Publishing, Incorporated, 2007.

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25

Crogman, Maryam Trebeau, Jeffrey Gilger, and Fumiko Hoeft. Visuo-Spatial Skills in Atypical Readers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0015.

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Atypical learners, including those with developmental dyslexia or reading disorder (RD) and twice exceptionality (2e), exhibit a wide variety of cognitive profiles. The empirical data reviewed in this chapter suggest that RD individuals as a group do not generally exhibit superior visual-spatial abilities, but there appear to be specific types of visuo-spatial (VS) skills that RD individuals may show strengths in. This may be particularly true for a subset of RD individuals who could be classified as 2e-RD. This chapter aims to highlight the need for a different theoretical and applied approach to how VS skills in RD populations are considered; it also suggests the need for different methodologies to assess those skills. Recommendations are made for future research to better characterize the VS aspects of the RD profile, their possible neurological underpinnings, and what may be unique VS processing mechanisms in RD and 2e-RD populations.

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26

(Editor), Walter J. Lonner, and Susanna A. Hayes (Editor), eds. Discovering Cultural Psychology: A Profile and Selected Readings of Ernest E. Boesch (HC) (Advacnes in Cultural Psychology). Information Age Publishing, 2007.

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27

(Editor), Walter J. Lonner, and Susanna A. Hayes (Editor), eds. Discovering Cultural Psychology: A Profile and Selected Readings of Ernest E. Boesch (PB) (Advances in Cultural Psychology). Information Age Publishing, 2007.

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28

Arnove, Robert F. Talent Abounds: Profiles of Master Teachers and Peak Performers. Taylor & Francis Group, 2015.

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29

Arnove, Robert F. Talent Abounds: Profiles of Master Teachers and Peak Performers. Taylor & Francis Group, 2015.

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30

Talent Abounds: Profiles of Master Teachers and Peak Performers. Taylor & Francis Group, 2009.

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31

DuBois, John W. Ergativity in Discourse and Grammar. Edited by Jessica Coon, Diane Massam, and Lisa Demena Travis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198739371.013.2.

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This chapter considers how a discourse profile may provide a key piece of the puzzle for explaining the distribution of ergative grammatical structures within and across the world’s languages. The ergative discourse profile, isomorphic to the ergative-absolutive pattern of syntactic alignment, is found in a typologically diverse array of languages including ergative, accusative, and active. Speakers tend to follow soft constraints limiting the Quantity and Role of new and lexical noun phrases within the clause. Evidence for the universality of the ergative discourse profile is examined from typology, child language, and diachrony. A conflicting discourse pressure for topicality motivates accusativity, giving rise to competing motivations. As one recurrent resolution of competing demands, ergativity represents an evolutionarily stable strategy realized in grammar. While discourse-pragmatic and cognitive motivations contribute crucially to a functional explanation of ergativity, additional factors must include semantics of verbs, constructions, aspects, and splits; inherited morphosyntax; and more.

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32

Board, Food and Nutrition, Institute of Medicine, Committee on Metabolic Monitoring for Military Field Applications, and Standing Committee on Military Nutrition Research. Monitoring Metabolic Status: Predicting Decrements in Physiological and Cognitive Performance. National Academies Press, 2004.

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33

Monitoring Metabolic Status: Predicting Decrements in Physiological and Cognitive Performance. National Academies Press, 2004.

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34

Board, Food and Nutrition, Institute of Medicine, Committee on Metabolic Monitoring for Military Field Applications, and Standing Committee on Military Nutrition Research. Monitoring Metabolic Status: Predicting Decrements in Physiological and Cognitive Performance. National Academies Press, 2004.

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35

Hodges, John R. Illustrative Cases. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0008.

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This chapter comprises 16 case histories that illustrate methods of assessment described in the rest of this book and the use of the Addenbrooke’s Cognitive Examination (ACE)-III. Each case begins with a brief history from the patient and observations by the family followed by findings on cognitive examination focusing on the profile shown on the ACE-III, the results of imaging investigations, and a discussion of the diagnosis and its differential, with a final summary of the principal conclusions, indicating whether the services of a neuropsychologist are required or not. The cases present important common conditions (such as mild cognitive impairment, Alzheimer’s disease in the mild and moderate stages, behavioural variant frontotemporal dementia, progressive non-fluent aphasia, semantic dementia, corticobasal degeneration, progressive supranuclear palsy, and Huntington’s disease) as well as interesting neuropsychological syndromes (such as prosopagnosia, amnestic stoke, and transient epileptic amnesia).

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36

Grohmann, Kleanthes K., Maria Kambanaros, and Evelina Leivada, eds. Developmental, Modal, and Pathological Variation — Linguistic and Cognitive Profiles for Speakers of Linguistically Proximal Languages and Varieties. Frontiers Media SA, 2018. http://dx.doi.org/10.3389/978-2-88945-638-3.

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37

Shatté, Andrew J., Karen Reivich, Jane E. Gillham, and Martin E. P. Seligman. Learned Optimism in Children. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195119343.003.0008.

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In this chapter examines learned optimism in children and examines a depression prevention program for children. It focuses on two related cognitive-behavioral risk factors for depression in children; learned helplessness and pessimistic explanatory style. It briefly profiles childhood depression and outlines the nature of learned helplessness and pessimism in children, before offering two conceptualizations of learned optimism.

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38

Thomas, Michael S. C., Harry R. M. Purser, and Fiona M. Richardson. Modularity and Developmental Disorders. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0019.

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In this chapter, we consider the origin of uneven cognitive profiles in individuals with developmental disorders, including accounts from cognitive, brain, and genetic levels of description. We begin by introducing the main types of developmental disorder. We then discuss what is meant by the idea of modularity and the key issues surrounding it, outlining how modularity has been applied to explain deficits in developmental disorders. We illustrate competing theoretical positions by contrasting two developmental disorders, Williams syndrome (WS) and specific language impairment (SLI). In the first case, we consider cognitive deficits in WS with reference to modularity at a cognitive level and evidence from behavioral studies. In the second case, we consider SLI with reference to modularity at the neural level and evidence from brain imaging studies. We finish by considering the future for modular theories of atypical development, including the implication of recent findings from genetics and from computational modeling.

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39

Willment, Kim, and David Loring. Practical and Diagnostic Challenges for the Neuropsychologist. Edited by Barbara A. Dworetzky and Gaston C. Baslet. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190265045.003.0009.

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The objective of this chapter is to outline practical and diagnostic challenges in the clinical neuropsychological evaluation of patients with psychogenic nonepileptic seizures (PNES) and to aid neuropsychologists in developing a consistent decision-making protocol. Challenges outlined include responding to performance validity test (PVT) failures, testing in different clinical environments, medications effects, acute psychological distress, and length of evaluations. Diagnostic challenges related to the neuropsychological evaluation in PNES, including the lack of specificity of cognitive profiles and psychopathological heterogeneity, are discussed. The final focus of the chapter is therapeutic goals of the neuropsychological evaluation, particularly the integration of the neuropsychological findings during the delivery of the PNES diagnosis and promoting cognitive self-efficacy.

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40

Van Herwegen, Jo, and Annette Karmiloff-Smith. Genetic Developmental Disorders and Numerical Competence across the Lifespan. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.031.

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Due to their frequent uneven cognitive profiles, genetic developmental disorders allow researchers to investigate which numerical sub-system of those present in typically developing infants best predicts subsequent numerical abilities. More importantly, they can provide evidence of which other cognitive abilities outside number are necessary for the successful development of these numerical sub-systems. We discuss evidence from cross-syndrome comparisons of adults, adolescents, children, and infants with Williams syndrome and those with Down syndrome to show that the approximate magnitude sub-system is crucial for later number development. In addition, we show that specific problems outside the number domain, and within basic-level visual and attention systems contribute to an explanation of the difficulties and proficiencies observed within each genetic disorder. Finally, we argue that a truly developmental approach is critical when using the cross-syndrome design in order to reveal subtle differences that impact over time on the development of cognitive abilities.

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41

Spencer-Rodgers, Julie, and Kaiping Peng, eds. The Psychological and Cultural Foundations of East Asian Cognition. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199348541.001.0001.

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The unprecedented economic growth in many East Asian societies in the few past decades have placed the region center stage, and increasing globalization have made East-West cultural understanding of even greater importance today. This book is the most comprehensive on East Asian cognition and thinking styles to date, and is the first to bring together a large body of empirical research on “naïve dialecticism” (Peng & Nisbett, 1999; Peng, Spencer-Rodgers, & Nian, 2006) and “analytic/holistic thinking” (Nisbett, 2003), theories in cultural psychology that stem from Richard Nisbett’s (2003) highly influential and successful book on The Geography of Thought: How Asians and Westerners Think Differently … and Why. More specifically, the current book examines the psychological, philosophical, and cultural underpinnings and consequences of “dialectical thinking” (Peng & Nisbett, 1999) and cognitive holism (Nisbett, 2003) for human thought, emotion, and behaviour. Since the publication of Peng and Nisbett’s (1999) seminal article, research on this topic has flourished, and East-West cultural differences have been documented in almost all aspects of the human condition and life, from the manner in which people reason and make decisions, conceptualize themselves and others, to how they cope with stress and mental illness, and interact with others, including romantic partners and social groups. Twenty-one chapters written by leading experts in psychology and related fields cover such diverse topics as cultural neuroscience and the brain, lifespan development, attitudes and group perception, romantic relationships, extracultural cognition (the adoption of foreign mind-sets and perspectives), creativity, emotion, the self-concept, racial/ethnic identity, psychopathology, and coping processes and wellbeing. This research has practical implications for business and organizational management, international relations and politics, education, and clinical and counselling psychology, and may be of particular interest to business professionals, managers in government and non-profit sectors, as well as educators and clinicians working with East Asians and Americans of East Asian descent.

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42

Seeratan, Kavita L. Motivation for success: A new probe for exploring the cognitive, metacognitive and affective profiles of individuals with and without a learning disability. 2000.

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43

Lehman, Frank. Pantriadic Wonder. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190606398.003.0006.

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This chapter focuses on the wider cultural and psychological ramifications of chromaticism in film music. It is argued that pantriadicism strives for a specific affect: wonderment, and with it two subsidiary psychological states, frisson and awe. Both literary and cognitive/psychological accounts are given for this affect’s connection with harmony, with particular emphasis on the relationship of emotion and musical expectation. Frisson and awe have distinctive temporal profiles, leading to an evaluation of theoretical and empirical work on subjective temporality in connection with chromaticism. The analytical ramifications of this theory of chromatic temporality are examined with respect to a single large-scale case study, Howard Shore’s music for the Lord of the Rings trilogy. In the process, the author finds ways of integrating two traditionally separate analytical approaches: transformational networks and cognitive models of musical expectation.

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44

Mazzocco, Michèle M. M. The Contributions of Syndrome Research to the Study of MLD. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.69.

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Studies of mathematics learning disabilities (MLD) in persons with a known genetic syndrome can illustrate the heterogeneity of MLD by revealing distinct cognitive profiles linked to poor mathematics achievement. These profiles may model the development of MLD and have implications for diagnosis and intervention. This approach is evident in research on fragile X or Turner syndromes. Both syndromes have a high incidence of MLD, and their phenotypes include remarkable strengths and difficulties in select math skills. Girls with fragile X syndrome show remarkable rote knowledge that does not appear to support problem solving or conceptual mastery; at some stages, it may mask MLD. Girls with Turner syndrome have remarkably difficulty with math fluency and estimation, but untimed performance is often accurate, even under high working memory demands, suggesting unique compensatory strategies. These phenotypes have important implications for the roles of individual and developmental differences in MLD.

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45

Zungu, Sinethemba. Student Support Services: Opening TVET Education in South Africa through the Provision of Student Support. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p07.

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The number of challenges facing students at South Africa’s Technical and Vocational Education and Training (TVET) colleges is profound. Many come in with fragile educational foundations, inadequate financial resources, insufficient English proficiency, and a lack of career guidance (Moodley & Singh 2015). Many others try to pursue their studies while already working full- or part-time, or caring for family members at home. Meanwhile, TVET colleges themselves are trying to cope with the changing profile of the students they now serve. In any given classroom, lecturers encounter students from multiple language groups who may have physical or learning disabilities and who occupy several age categories. To deal with the challenges that emerge from this – and the calls for TVET colleges to prepare their students for the Fourth Industrial Revolution – new programmes have been developed requiring higher cognitive investments from students and greater infrastructure and resource allocation from the government (DHET 2020).

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46

Costley White, Khadijah. Welcome to the Party. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190879310.003.0001.

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This chapter lays out the Tea Party’s history as a mass-mediated construction in the context of journalism, political communication, and social movement studies. It argues that the news coverage of the Tea Party primarily chronicled its meaning, appeal, motivations, influence, and circulation—an emphasis on its persona more than its policies. In particular, the news media tracked the Tea Party as a brand, highlighting its profits, marketability, brand leaders, and audience appeal. The Tea Party became a brand through news media coverage; in defining it as a brand, the Tea Party was a story, message, and cognitive shortcut that built a lasting relationship with citizen-consumers through strong emotional connections, self-expression, consumption, and differentiation.

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47

Reading, Paul. Sleep disorders. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780198569381.003.0736.

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Despite major advances in our understanding of its neurobiology, sleep remains an enigma. Its true function and even the amount needed for optimum brain performance remain uncertain (Frank 2006). However, the need to sleep is imperative, reflecting the fact that sleepiness, like hunger and thirst, is a true drive state. Sleepiness can only be satiated by sleep itself. Moreover, severely disordered sleep can profoundly affect cognition, mental health, and physical well-being.Although sleep medicine has a traditionally low profile in neurology teaching and practice, sleep-related phenomena are frequently associated with numerous neurological disorders. Conversely, sleep problems can adversely affect familiar conditions such as headache and epilepsy. Furthermore, in large surveys, sleep-related symptoms are undoubtedly common with 25 per cent of the population reporting problems that significantly and regularly impact on daily activities.

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48

Oscar-Berman, Marlene, Trinity A. Urban, and Avram J. Holmes. Effects of Alcoholism on Neurological Function and Disease in Adulthood. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.22.

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Alcoholism is associated with disparate and widespread negative consequences for brain anatomy and function. Consistent with a diffuse neurobiological profile, alcoholism is marked by a heterogeneous mix of cognitive and emotional abnormalities. Alcohol use disorders arise through diverse origins and follow an uncertain clinical course, with severity and consequences depending on many factors. The identification of specific alcoholism-related deficits is constrained both by methodological techniques employed and the distinct populations studied. To understand alcoholism-related alterations in brain structure and function, it is critical to consider the influence of contextual factors on clinical course. The optimal approach for understanding alcohol use disorders leverages a variety of scientific methodologies and clinical settings. The resulting confluence of data can provide evidence linking alterations in neurobiology with behavioral and neuropsychological effects of alcoholism. Critically, these data may help determine the degree to which abstinence and treatment facilitate the reversal of brain atrophy and dysfunction.

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49

Clark, Luke. Epidemiology and Phenomenology of Pathological Gambling. Edited by Jon E. Grant and Marc N. Potenza. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195389715.013.0035.

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Pathological gambling is an impulse control disorder (ICD) characterized by loss of control over gambling behavior. This chapter will describe the illness profile of pathological gambling. As well as summarizing the epidemiological data on the prevalence of pathological gambling and its associated comorbidities, I will also consider (1) the classificatory overlap between pathological gambling, the substance use disorders, and obsessive-compulsive disorder; (2) the emerging evidence for dimensional rather than categorical models of disordered gambling; and (3) some of the sources of hererogeneity among pathological gamblers, including the differences between common games. In the second part of the chapter, I will review several sets of psychological and neurobiological factors that are implicated in the etiology of pathological gambling, including the role of physiological arousal (“excitement”), conditioning influences, cognitive distortions, personality trait variables, and neuropsychological and neuroimaging markers. These mechanisms are often complementary, and a biopsychosocial theory of gambling will incorporate multiple levels of explanation.

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50

Grimm, Stephen R., ed. Varieties of Understanding. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190860974.001.0001.

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According to a long historical tradition, understanding comes in different varieties. In particular, it is said that understanding people has a different epistemic profile than understanding the natural world—it calls on different cognitive resources, for instance, and brings to bear distinctive normative considerations. Thus in order to understand people we might need to appreciate, or in some way sympathetically reconstruct, the reasons that led a person to act in a certain way. By comparison, when it comes to understanding natural events, like earthquakes or eclipses, no appreciation of reasons or acts of sympathetic reconstruction is arguably needed—mainly because there are no reasons on the scene to even be appreciated, and no perspectives to be sympathetically pieced together. In this volume some of the world’s leading philosophers, psychologists, and theologians shed light on the various ways in which we understand the world, pushing debates on this issue to new levels of sophistication and insight.

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Books on the topic 'Profilo cognitivo'

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