North Atlantic Treaty Organization (NATO) awarded us a grant to conduct an Advanced Study Institute (ASI) on Neuropsychology and Cognition. The ASI was conducted at Augusta, Georgia, USA, from September 8-18, 1980. Two volumes resulted from this Institute. Volume one consists of chapters from Corballis, Dimond, Spreen, Bakker, Pirozzolo, Aaron, Whitaker and Zangwill. Corballis discusses the evolution of laterality and Dimond presents specialization of hemispheric functions. Neuropsychological assess- ment is the theme of Spreen's chapter and neuropsychological aspects of dyslexia is examined by Bakker, Pirozzolo, and Aaron. Whitaker analyzes a rare form of language impairment. The volume closes with a critical review of cerebral dominance by Zangwill. Volume two deals with such topics as hemispheric specialization neuropsychological assessment, neuropsychological aspects of cogni- tion, language, and reading, and research implications in neuro- psychology. These two volumes will be useful to practicing clinicians, educationists, psychologists, linguists, speech pathologists and audiologists. We sincerely thank NATO Scientific Affairs Division for their financial and moral support. The Institute was successful because of the generous help from the Oregon State University, Medical College of Georgia, and the Augusta Hilton. The Institute would not have been possible without the understanding and contribution of lecturers and participants.
Electronic inspection copy available for instructors here. Providing a complete introduction to qualitative methods in psychology, this textbook is ideal reading for anyone doing a research methods course in psychology that includes qualitative approaches or someone planning a practical project using qualitative methods. Not just another research methods book, Doing Qualitative Research in Psychology is more a 'how to do it' manual, linked with a specifically designed set of digitised video recordings, transcripts and online resources to make learning about qualitative methods as easy as possible. The primary resources are a set of online, publically available video-recorded interviews produced by the editor and contributors to support student learning. The text offers useful descriptions of how and why research questions are formulated and explains the importance of selecting appropriate methods for research investigations. Using examples from the specially produced data set, it describes four specific qualitative methods, outlining - in its very clear 'how to proceed' style - how each of these methods can form the basis of a qualitative methods laboratory class, practical or field study. As well as covering key topics such as ethics, literature reviews and interviewing, the book also describes precisely how research reports using qualitative methods are written up, in line with the appropriate conventions within psychology.
The social character of psychological phenomena has never been easy to comprehend. Despite the fact that an intricate set of social relations forms our most intimate thoughts, feelings, and actions, we believe that psychology originates inside our body, in genes, hormones, the brain, and free will. Perhaps this asocial view stems from the alienated nature of most societies which makes individual activity appear to be estranged from social relations. One might have thought that the emergence of scientific psychology would have disclosed the social character of activity had overlooked. Unfortunately, a century and a which naive experience half of psychological science has failed to comprehend the elusive social character of psychological phenomena. Psychological science has evi- dently been subjugated by the mystifying ideology of society. This book aims to comprehend the social character of psychological functioning. I argue that psychological functions are quintessentially so- cial in nature and that this social character must be comprehended if psychological knowledge and practice are to advance. The social nature of psychological phenomena consists in the fact that they are constructed by individuals in the process of social interaction, they depend upon properties of social interaction, one of their primary purposes is facili- tating social interaction, and they embody the specific character of his- torically bound social relations. This viewpoint is known as sociohistorical psychology. It was artic- ulated most profoundly and comprehensively by the Russian psycholo- gists Lev Vygotsky and Alexander Luria during ,the 1920s and 1930s.
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