Cognitive Mapping

This important work brings together international academics from a variety of disciplines to explore the topic of spatial cognition on a 'geographic' scale. It provides an overview of the historical origins of the subject, a description of current debates and suggests directions for future research.

There are currently two major theories about the role of the hippocampus, a distinctive structure in the back of the temporal lobe. One says that it stores a cognitive map, the other that it is a key locus for the temporary storage of episodic memories. A. David Redish takes the approach that understanding the role of the hippocampus in space will make it possible to address its role in less easily quantifiable areas such as memory. Basing his investigation on the study of rodent navigation--one of the primary domains for understanding information processing in the brain--he places the hippocampus in its anatomical context as part of a greater functional system. Redish draws on the extensive experimental and theoretical work of the last 100 years to paint a coherent picture of rodent navigation. His presentation encompasses multiple levels of analysis, from single-unit recording results to behavioral tasks to computational modeling. From this foundation, he proposes a novel understanding of the role of the hippocampus in rodents that can shed light on the role of the hippocampus in primates, explaining data from primate studies and human neurology. The book will be of interest not only to neuroscientists and psychologists, but also to researchers in computer science, robotics, artificial intelligence, and artificial life.

This important work brings together international academics from a variety of disciplines to explore the topic of spatial cognition on a 'geographic' scale. It provides an overview of the historical origins of the subject, a description of current debates and suggests directions for future research.

This book studies how to improve problem-based and inquiry-based learning by incorporating cognitive maps. Problem-based learning and cognitive mapping are reviewed from the perspective of both learning sciences and cognitive sciences, including the underpinning theories of experiential learning, situated learning, collaborative learning, meaningful learning, externalized representations, and visual representations. The result is a comprehensive review and analysis of cognitive mapping-supported problem-based learning, with the topic discussed from cognitive, metacognitive, social, and motivational and emotional perspectives. Furthermore, the author presents a theory-driven design, implementation, and analysis of design-based research to improve problem-based learning using cognitive mapping. The book will provide implications for researchers and practitioners of learning sciences, psychology, instructional systems, and cognitive tools.

How do human beings negotiate the spaces in which they live, work, and play? How are firms and institutions, and their spatial behaviors, being affected by processes of economic and societal change? What decisions do they make about their natural and built environment, and how are these decisions acted out? Updating and expanding concepts of decision making and choice behavior on different geographic scales, this major revision of the authors' acclaimed Analytical Behavioral Geography presents theoretical foundations, extensive case studies, and empirical evidence of human behavior in a comprehensive range of physical, social, and economic settings. Generously illustrated with maps, diagrams, and tables, the volume also covers issues of gender, discusses traditionally excluded groups such as the physically and mentally challenged, and addresses the pressing needs of our growing elderly population.

The metaphor of a "cognitive map" has attracted interest since the 1940s. Researchers from many fields have explored how humans process and use spatial information, why they make errors or not. This text brings together contributors from diverse fields to explore the

"This in-depth text ... not only sheds light on the problems inhibiting art education, but also demonstrates how art contributes to the overall development of the mind ... Describes how the arts can be used to develop cognitive ability in children; identifies implications for art curricula, teaching practices, and the reform of general education"--http://www.naea-reston.org/publications-list.html.

Management and Langugage explores and develops the image of the manager as one who is aware of, and attends to, the way in which language is used in everyday managerial activity. Much managerial activity is achieved through language and a vital task for any manager is to generate with others an intelligible account of the various feelings that surround the contested issues in the organization. Such a process involves reading a context from different perspectives, constructing new meanings, framing the complexities and dilemmas faced into new 'landscapes' of possible future actions, and creating a persuasive argument for those landscapes amongst those who must work in them. For such a process to be conducted successfully a range of abilities and skills become relevant such as storytelling, metaphors and developing arguments. Management and Language is a timely publication with contributions from eminent academics in the field. This book will be engaging reading to academics and management teachers interested in critical management theory and those generally open to new and different approaches to management. It will also be of relevance to practising managers who wish to have a deeper understanding of how they use language in their everyday work.