Why Should Teachers Like Cognitive Science? A School Psychologist Answers
						This Question by Reviewing a Book With a Long Subtitle

Ellen L. Nuffer

doi:10.1037/a0019203

Why Should Teachers Like Cognitive Science? A School Psychologist Answers This Question by Reviewing a Book With a Long Subtitle

PsycCRITIQUES ◽

10.1037/a0019203 ◽

2010 ◽

Vol 55 (14) ◽

Author(s):

Ellen L. Nuffer

Keyword(s):

Cognitive Science ◽

School Psychologist

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Language as a mental travel guide

Behavioral and Brain Sciences ◽

10.1017/s0140525x19003182 ◽

2020 ◽

Vol 43 ◽

Author(s):

Charles P. Davis ◽

Gerry T. M. Altmann ◽

Eiling Yee

Keyword(s):

Cognitive Science ◽

Human Cognition ◽

Travel Guide

Abstract Gilead et al.'s approach to human cognition places abstraction and prediction at the heart of “mental travel” under a “representational diversity” perspective that embraces foundational concepts in cognitive science. But, it gives insufficient credit to the possibility that the process of abstraction produces a gradient, and underestimates the importance of a highly influential domain in predictive cognition: language, and related, the emergence of experientially based structure through time.

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Cognitive Science and Ancient Israelite Religion

10.1017/9781108767972 ◽

2020 ◽

Author(s):

Brett E. Maiden

Keyword(s):

Cognitive Science ◽

Israelite Religion

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Embodiment and Cognitive Science

10.1017/cbo9780511805844 ◽

2005 ◽

Cited By ~ 276

Author(s):

Raymond W. Gibbs, Jr

Keyword(s):

Cognitive Science

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On the Individual

European Psychologist ◽

10.1027//1016-9040.4.4.205 ◽

1999 ◽

Vol 4 (4) ◽

pp. 205-218 ◽

Cited By ~ 34

Author(s):

David Magnusson

Keyword(s):

School Psychologist ◽

Real Life ◽

Psychological Research ◽

Developmental Research ◽

Future Directions ◽

The 1950S ◽

The Individual ◽

Over Time

A description of two cases from my time as a school psychologist in the middle of the 1950s forms the background to the following question: Has anything important happened since then in psychological research to help us to a better understanding of how and why individuals think, feel, act, and react as they do in real life and how they develop over time? The studies serve as a background for some general propositions about the nature of the phenomena that concerns us in developmental research, for a summary description of the developments in psychological research over the last 40 years as I see them, and for some suggestions about future directions.

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