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Bibliographies thématiques / Phenomenology, Motivation, perception, cognition / Livres

Livres sur le sujet « Phenomenology, Motivation, perception, cognition »

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Auteur : Grafiati

Publié le 10 mars 2023

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Consultez les 36 meilleurs livres pour votre recherche sur le sujet « Phenomenology, Motivation, perception, cognition ».

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1

1951-, Weary Gifford, Gleicher Faith et Marsh Kerry L, dir. Control motivation and social cognition. New York : Springer-Verlag, 1993.

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2

Weary, Gifford. Control Motivation and Social Cognition. New York, NY : Springer New York, 1993.

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3

Phenomenology and the physical reality of consciousness. Amsterdam : John Benjamins Pub. Co., 2011.

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4

P, Forgas Joseph, dir. Handbook of affect and social cognition. Mahwah, N.J : L. Erlbaum Associates, 2001.

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5

Merry, Bullock, et International Society for the Study of Behavioral Development. Meeting, dir. The Development of intentional action : Cognitive, motivational, and interactive processes. Basel : Karger, 1991.

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6

1906-1973, Stevens S. S., et Atkinson Richard C, dir. Stevens' handbook of experimental psychology. 2^e éd. New York : Wiley, 1988.

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7

Palmer, Stephen E. Vision Science : Photons to Phenomenology. MIT Press, 1999.

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8

Motivation and the Primacy of Perception : Merleau-Ponty's Phenomenology of Knowledge. Ohio University Press, 2021.

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9

Vision Science : Photons to Phenomenology. The MIT Press, 1999.

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10

Palmer, Stephen E. Vision Science : Photons to Phenomenology. MIT Press, 1999.

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11

Palmer, Stephen E. Vision Science : Photons to Phenomenology. MIT Press, 1999.

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12

(Editor), Richard C. Atkinson, Richard J. Herrnstein (Editor), Gardner Lindzey (Editor) et R. Duncan Luce (Editor), dir. Stevens' Handbook of Experimental Psychology, Perception and Motivation. Wiley, 1988.

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13

Forgas, Joseph P. Handbook of Affect and Social Cognition. Taylor & Francis Group, 2012.

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14

(Editor), Richard C. Atkinson, Richard J. Herrnstein (Editor), Gardner Lindzey (Editor) et R. Duncan Luce (Editor), dir. Stevens' Handbook of Experimental Psychology, Learning and Cognition (Stevens' Handbook of Experimental Psychology Vol. 2). Wiley, 1988.

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15

Phillippe G. Schyns (Series Editor), Robert L. Goldstone (Series Editor) et Douglas L. Medin (Series Editor, Editor), dir. Perceptual Learning (The Psychology of Learning and Motivation : Advances in Research and Theory, Volume 36). Academic Press, 1997.

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16

Phillippe G. Schyns (Series Editor), Robert L. Goldstone (Series Editor) et Douglas L. Medin (Series Editor, Editor), dir. Perceptual Learning (The Psychology of Learning and Motivation : Advances in Research and Theory, Volume 36). Academic Press, 1997.

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17

Medin, Douglas L. Psychology of Learning & Motivation. Academic Press, 1997.

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18

Madary, Michael. Visual Phenomenology. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/9780262035453.001.0001.

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The main argument of the book is as follows: (1) The descriptive premise: The phenomenology of vision is best described as an ongoing process of anticipation and fulfillment. (2) The empirical premise: There are strong empirical reasons to model vision using the general form of anticipation and fulfillment. (AF) Conclusion: Visual perception is an ongoing process of anticipation and fulfillment. The book consists of three parts and an appendix. The first part of the book makes the case for premise (1) based on descriptive claims about the nature of first-person experience. The initial support for (1) in Chapter 2 is based on the fact that visual experience has the general features of being perspectival, temporal, and indeterminate. Chapter 3 includes an argument for (1) based on the possibility of surprise when appearances do not change as we expect, and Chapter 4 contains a discussion of the content of visual anticipations. The second part of the book focuses on empirical support. Chapter 5 covers a range of evidence from perceptual psychology that motivates premise (2). Chapter 6 turns to evidence from neuroscience, including recent work in predictive coding. The seventh chapter shows how evidence for the two-visual systems hypothesis can be re-interpreted in support of (2). The third part of the book turns to general methodological questions (Chapter 8) and the relationship between visual perception and social cognition (Chapter 9). The appendix addresses the ways in which Husserlian phenomenology relates to the main theme of the book.

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19

Medin, Douglas L. Psychology of Learning & Motivation : Advances in Research and Theory (Psychology of Learning and Motivation). Academic Press, 1998.

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20

Psychology of Learning & Motivation. Academic Press, 1997.

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21

Medin, Douglas L. The Psychology of Learning and Motivation : Advances in Research and Theory, Volume 39 (Psychology of Learning and Motivation). Academic Press, 1999.

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22

Psychology of Learning & Motivation : Advances in Research and Theory (Psychology of Learning and Motivation). Academic Press, 1998.

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23

Medin, Douglas L. Psychology of Learning and Motivation : Advances in Research and Theory, Volume 33. Academic Press, 1995.

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24

Medin, Douglas L. Psychology of Learning and Motivation : Advances in Research and Theory, Volume 35. Academic Press, 1996.

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25

The Psychology of Learning and Motivation : Advances in Research and Theory, Volume 39 (Psychology of Learning and Motivation). Academic Press, 1999.

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26

Psychology of Learning and Motivation : Advances in Research and Theory, Volume 35. Academic Press, 1996.

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27

Psychology of Learning and Motivation : Advances in Research and Theory, Volume 33. Academic Press, 1995.

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28

Medin, Douglas L. Psychology of Learning and Motivation : Advances in Research and Theory, Volume 28. Academic Press, 1992.

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29

Medin, Douglas L. Psychology of Learning and Motivation : Advances in Research and Theory, Volume 28. Academic Press, 1992.

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30

Medin, Douglas L. The Psychology of Learning and Motivation : Advances in Research and Theory, Volume 30. Academic Press, 1993.

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31

The Psychology of Learning and Motivation : Advances in Research and Theory, Volume 31. Academic Press, 1994.

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32

Medin, Douglas L. The Psychology of Learning and Motivation : Advances in Research and Theory, Volume 31. Academic Press, 1994.

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33

The Psychology of Learning and Motivation : Advances in Research and Theory, Volume 30. Academic Press, 1993.

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34

Gallagher, Shaun. Enactivist Interventions. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198794325.001.0001.

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Enactivist Interventions explores central issues in the contemporary debates about embodied cognition, addressing interdisciplinary questions about intentionality, representation, affordances, the role of affect, and the problems of perception and cognitive penetration, action and free will, higher-order cognition, and intersubjectivity. It argues for a rethinking of the concept of mind, drawing on pragmatism, phenomenology, and cognitive science. It interprets enactivism as a philosophy of nature that has significant methodological and theoretical implications for the scientific investigation of the mind. Enactivist Interventions argues that, like the basic phenomena of perception and action, sophisticated cognitive phenomena like reflection, imagining, and mathematical reasoning are best explained in terms of an affordance-based skilled coping. It thus argues for a continuity that runs between basic action, affectivity, and a rationality that in every case remains embodied. It also discusses recent predictive models of brain function and outlines an alternative, enactivist interpretation that emphasizes the close coupling of brain, body, and environment rather than a strong boundary that isolates the brain in its internal processes. The extensive relational dynamics that integrates the brain with the extra-neural body opens into an environment that is physical, social, and cultural and that recycles back into the enactive process. Cognitive processes are in the world, situated in affordance spaces defined across evolutionary, developmental, and individual histories, and are constrained by affective processes and normative dimensions of social and cultural practices.

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35

Maitra, Keya, et Jennifer McWeeny, dir. Feminist Philosophy of Mind. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190867614.001.0001.

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Abstract This collection is the first book to focus on the emerging field of study called feminist philosophy of mind. Each of the twenty chapters of Feminist Philosophy of Mind employs theories and methodologies from feminist philosophy to offer fresh insights into issues raised in the contemporary literature in philosophy of mind and/or uses those from the philosophy of mind to advance feminist theory. The book delineates the content and aims of the field and demonstrates the fecundity of its approach, which is centered on the collective consideration of three questions: What is the mind? Whose mind is the model for the theory? To whom is mind attributed? Topics considered with this lens include mental content, artificial intelligence, the first-person perspective, personal identity, other minds, mental attribution, mental illness, perception, memory, attention, desire, trauma, agency, empathy, grief, love, gender, race, sexual orientation, materialism, panpsychism, and enactivism. In addition to engaging analytic and feminist philosophical traditions, chapters draw from resources in phenomenology, philosophy of race, decolonial studies, disability studies, embodied cognition theory, comparative philosophy, neuroscience, and psychology.

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36

Holmes, Robyn M. Cultural Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199343805.001.0001.

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Cultural psychology draws upon major psychological topics, theories, and principles to illustrate the importance of culture in psychological inquiry. It explores how culture broadly connects to psychological processing across diverse cultural communities and settings, highlighting its application to everyday life events and situations, and presenting culture as a complex medium in which individuals acquire skills, values, and abilities. One central theme is the view of culture as a mental and physical construct that individuals live, experience, share, perform, and learn; a second core theme is how culture shapes growth and development. Culture-specific and cross-cultural examples reveal connections between culture and psychological phenomena. The text is multidisciplinary and presents different perspectives on how culture shapes human phenomena. It provides an introduction to this field; covers the history of cultural psychology, cultural evolution, and cultural ecology; explains methods; and examines language and nonverbal communication, and cognition and perception. Topics investigating social behavior include the self, identity, and personality; social relationships, social attitudes, and intergroup contact in a global world; and social influence, aggression, violence, and war. Topics addressing growth and development include human development and its processes, transitions, and rituals across the life span; and socializing agents, socialization practices, and child activities. Additional topics explore emotion and motivation, mental health and psychopathology, and future directions for cultural psychology. Chapters contain teaching and learning tools, including case studies, multidisciplinary contributions, thought-provoking questions, class and experiential activities, a chapter summary, and additional print and media resources.

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