The Cambridge Handbook Of Situated Cognition

This book is a guide to a movement in cognitive science showing how environmental and bodily structure shapes cognition.

In this important theoretical treatist, the authors push forward the notion of situated learning - that learning is fundamentally a social process.

A cutting-edge reference source for the interdisciplinary field of computational cognitive modeling.

An authoritative, up-to-date survey of the state of the art in cognitive science, written for non-specialists.

One of the key questions in cognitive psychology is how people represent knowledge about concepts such as football or love. Some researchers have proposed that concepts are represented in human memory by the sensorimotor systems that underlie interaction with the outside world. These theories represent developments in cognitive science to view cognition no longer in terms of abstract information processing, but in terms of perception and action. In other words, cognition is grounded in embodied experiences. Studies show that sensory perception and motor actions support understanding of words and object concepts. Moreover, even understanding of abstract and emotion concepts can be shown to rely on more concrete, embodied experiences. Finally, language itself can be shown to be grounded in sensorimotor processes. This book brings together theoretical arguments and empirical evidence from several key researchers in this field to support this framework.

The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006.

An authoritative, up-to-date survey of the state of the art in artificial intelligence, written for non-specialists.

The Cambridge Handbook of Thinking and Reasoning is the first comprehensive and authoritative handbook covering all the core topics of the field of thinking and reasoning. Written by the foremost experts from cognitive psychology, cognitive science, and cognitive neuroscience, individual chapters summarize basic concepts and findings for a major topic, sketch its history, and give a sense of the directions in which research is currently heading. The volume also includes work related to developmental, social and clinical psychology, philosophy, economics, artificial intelligence, linguistics, education, law, and medicine. Scholars and students in all these fields and others will find this to be a valuable collection.