Communication Disorders - Neuropsychology

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iNTrODUCTOrY AND GeNerAL NeUrOPSYCHOLOGY throughout the world. Neuropsychology of Asian-Americans is an essential resource for clinical neuropsychologists and school psychologists who perform neuropsychological services to Asians. It is also an important resource for academic neuropsychologists and students with Asians in their sample, as cultural variables may have moderating effects on data that information in this proposed book helps to elucidate. CONTENTS Part I: Asian-American Neuropsychology. D. Fujii, Introduction. D. Fujii, B. Yee, S. Eap, T. Kuoch, M. Scully, Neuropsychology of Cambodian- Americans. T. Wong, Neuropsychology of Chinese-Americans. K. Nadal, J. Monzones, Neuropsychological Assessments and Filipino Americans: Cultural Implications for Practice. D. Fujii, A. Vang, Neuropsychology of Hmong. V. Phatak, V. Kamath, D. Fujii, Neuropsychology of Asian Indian-Americans. B. Tsushima, V. Tsushima, D. Fujii, Neuropsychology of Japanese-Americans. M.-Y. Jo, L. Kwon Dawson, Neuropsychological Assessment of Korean-Americans. D. Fujii, Neuropsychology of Laotian- Americans. D. Fujii, T. Wu, K. Ratanadilok, Neuropsychology of Thai- Americans. D. Ngo, M.-T. Le, P.-D. Le, Neuropsychology of Vietnamese- Americans. Part II: Neuropsychology in Asia. A. Chan, W. Leung, M.-C. Cheung, Neuropsychology in China. K. Kumar, Neuropsychology in India. A. Isomura, M. Mimura, Neuropsychology in Japan. J. Chey, H. Park, Neuropsychology in Korea. N.C. Din, Neuropsychology in Malaysia. M.R. Lopa-Ramos, L. Ledesma, Neuropsychology in the Philippines. S. Collinson, D. Yeo, Neuropsychology in Singapore: History, Development, and Future Directions. K. Ratanadilok, Neuropsychology in Thailand. December 2010: 6⅛x9¼ Hb: 978-1-84169-784-0: $85.00 www.psypress.com/nnc New! The Neurocognition of Dance Mind, Movement and Motor Skills Bettina Bläsing, University of Bielefeld, Germany; Martin Puttke, Director, aalto-ballett-theater Essen, Germany; Thomas Schack, University of Bielefeld, Germany “This book is the first of its kind, combining science with the art of dance. The editors provide an appealing and informative overview of cognitive and neuroscientific approaches to dance, and use clear, effective diction to deepen the understanding of the physical, neural and cognitive principles of human motor learning.” – Juliane Jacqueline Honisch, Behavioural Brain Sciences, School of Psychology, University of Birmingham, UK “Actions speak louder than words, but this book finds the words and pictures with which to give actions their voice. It does so by focusing on actions which are expressive and emotional rather than instrumental, the actions of dance, in a way which enriches and is enriched by new studies of the cognitive science and neuroscience of action.” – Michael Arbib, USC Brain Project, University of Southern California, USA Dance has always been an important aspect of all human cultures, and the study of human movement and action has become a topic of increasing relevance over the last decade, bringing dance into the focus of the cognitive sciences. This book discusses the wide range of interrelations between body postures and body movements as conceptualised in dance with perception, mental processing and 10 www.neuropsychologyarena.com action planning. The volume brings together cognitive scientists, psychologists, neuroscientists, choreographers, and ballet teachers, to discuss important issues regarding dance and cognition. First, scientists introduce ideas that offer different perspectives on human movement. Professionals from the world of dance then go on to report how their creative and pedagogical work relates to cognition and learning. Finally, researchers with personal links to the dance world demonstrate how neurocognitive methods are applied to studying different aspects related to dance. This book is suitable for students and professionals from the fields of psychology, neuropsychology, cognitive psychology, sport psychology and sport science, movement science, motor control and motor development, kinesiology, cognitive robotics, dance, choreography, dance education and therapy. CONTENTS I. Wachsmuth, Preface B. Bläsing, M. Puttke, T. Schack, Preface: Towards a Neurocognitive Science of Dance - Two Worlds Approaching or Two Approaches to the Same World of Movement? Part 1. The Scientist’s Perspective. T. Schack, “Do Your Senses Tingle?” - Building Blocks and Architecture of Dance. D. Rosenbaum, Shall we dance?: Action Researchers and Dancers Can Move Together. H.Cruse, M. Schilling, Getting Cognitive. Bläsing, The Dancer’s Memory: Expertise and Cognitive Structures in Dance. Part 2. The Dance Perspective. M.Puttke, Learning to Dance Means Learning to Think! G. Zöllig, Searching for That Other Land of Dance: The Phases in Developing a Choreography. G. BenZion, Prevailing the Dyslexia Barrier: The Role of Kinesthetic Stimuli in the Teaching of Spelling. Part 3. Neurocognitive Studies of Dance. B. Calvo- Merino, Neural Mechansims for Seeing Dance. E. Cross, Building a Dance in the Human Brain: Insights from Expert and Novice Dancers. C. Jola, Research and Choreography - Merging Dance and Cognitive Neuroscience. April 2010: 9x6: 256pp Hb: 978-1-84872-024-4: $90.00 www.psypress.com/9781848720244 Textbook! An Introduction to Applied Cognitive Psychology Anthony Esgate & David Groome University of Westminster, UK Co-Authors: Kevin Baker, Corriene Reed, David Heathcote, Moira Maguire and Richard Kemp. Series: Psychology Focus “So far, no introductory textbook has been completely dedicated to an overview of the various applications of cognitive psychological findings. This book by Esgate, Groome and colleagues thus fills a gap. In my opinion this book provides excellent supplementary reading to theoretical courses on cognitive psychology at undergraduate level.” – Gezinus Wolters, Department of Psychology, Leiden University CONTENTS Introduction. D. Groome, Memory Improvement. D. Groome, Everyday Memory. R. Kemp, Face Identification. D. Heathcote, Working Memory and Performance Limitations. A. Esgate, Skill, Attention, and Cognitive Failure. M. Maguire, Biological Cycles and Cognitive Performance. M. Maguire, Drugs and Cognitive Performance. A. Esgate, Intuitive Statistics,
Judgements, and Decision-making. K. Baker, Auditory Perception. C. Reed, Reading and Dyslexia. 2004: 10x7: 352pp Pb: 978-1-84169-318-7: $39.95 www.psypress.com/psychologyfocus/ 60-day examination copy available New! Forgetting Sergio Della Sala University of Edinburgh, UK (Ed.) Series: Current Issues in Memory Memory and forgetting are inextricably intertwined. In order to understand how memory works we need to understand how and why we forget. The topic of forgetting is therefore hugely important, despite the fact that it has often been neglected in comparison with other features of memory. This volume addresses various aspects of forgetting, drawing from several disciplines, including experimental and cognitive psychology, cognitive and clinical neuropsychology, behavioural neuroscience, neuroimaging, clinical neurology, and computational modeling. The first chapters of the book discuss the history of forgetting, its theories and accounts, the difference between short-term and longterm forgetting as well as the relevance of forgetting within each of the numerous components of memory taxonomy. The central part summarizes and discusses what we have learned about forgetting from animal work, from computational modeling, and from neuroimaging. Further chapters discuss pathological forgetting in patients with amnesia and epilepsy, as well as psychogenic forgetting. The book concludes by focusing on the difference between forgetting of autobiographical memories versus collective memory forgetting. This book is the first to address the issue of forgetting from an interdisciplinary point of view, but with a particular emphasis on psychology. The book is scientific and yet accessible in tone, and as such is suitable for advanced undergraduate and postgraduate students of psychology and related subjects, such as science and neuroscience. CONTENTS H.L. Roediger III, Y. Weinstein, P.K. Agarwal, Forgetting: Preliminary Consideration. H.J. Markowitsch, M. Brand, Forgetting: An Historical Perspective. R. Cubelli, A New Taxonomy of Memory and Forgetting. G.D.A Brown, S. Lewandowsky, Forgetting in Memory Models: Arguments against Trace Decay and Consolidation Failure. J.M.J. Murre, Connectionist Models of Forgetting. F. Valtorta, F. Benfenati, Synaptic Plasticity and the Neurobiology of Memory and Forgetting. B.J. Levy, B.A. Kuhl, A.D. Wagner, The Functional Neuroimaging of Forgetting. P. Peigneux, R. Schmitz, C. Urbain, Sleep and Forgetting. M. Dewar, N. Cowan, S. Della Sala, Forgetting due to Retroactive Interference in Amnesia Findings and Implications. C. Butler, N. Muhlert, A. Zeman, Accelerated Long-Term Forgetting. M. Brand, H.J. Markowitsch, Aspects of Forgetting in Psychogenic Amnesia. C.B. Harris, J. Sutton, A.J. Barnier, Autobiographical Forgetting, Social Forgetting and Situated Forgetting: Forgetting in Context. J.T. Wixted, The Role of Retroactive Interference and Consolidation in Everyday Forgetting. May 2010: 6x9: 328pp Hb: 978-1-84872-012-1: $75.00 www.psypress.com/9781848720121 Expository Discourse in Children, Adolescents, and Adults Development and Disorders Marilyn A. Nippold, University of Oregon, USA Cheryl M. Scott, Rush University Medical Center, USA (Eds.) Series: New Directions in Communication Disorders Research School success in the 21st century requires proficiency with expository discourse -- the use and understanding of informative language in spoken and written modalities. This occurs, for example, when high school students read their textbooks and listen to their teachers’ lectures, and later are asked to demonstrate their knowledge of this complex topic through oral reports and essay examinations. Although many students are proficient with the expository genre, others struggle to meet these expectations. This book is designed to provide information on the use and understanding of expository discourse in school-age children, adolescents, and young adults. Recently, researchers from around the world have been investigating the development of this genre in typical students and in those with language disorders. Although many books have addressed the development of conversational and narrative discourse, by comparison, books devoted to the topic of expository discourse are sparse. This crossdisciplinary volume fills that gap in the literature and makes a unique contribution to the study of language development and disorders. It will be of interest to a range of professionals, including speech-language pathologists, teachers, linguists, and psychologists who are concerned with language development and disorders. CONTENTS M.A. Nippold, C.M. Scott, Overview of Expository Discourse: Development and Disorders. L. Snyder, D. Caccamise, Comprehension Processes for Expository Text: Building Meaning and Making Sense. M.A. Nippold, Explaining Complex Matters: How Knowledge of a Domain Drives Language. J.M. Colletta, C. Pellenq, The Development of Multimodal Explanations in French Children. R.A. Berman, B. Nir-Sagiv, The Language of Expository Texts Across Adolescence. D. Ravid, E. Dromi, P. Kotler, Linguistic Complexity in School-Age Text Production: Expository vs. Mathematical Discourse. J. Ward-Lonergan, Expository Discourse in School-Age Children and Adolescents with Language Disorders: Nature of the Problem. C.M. Scott, Assessing Expository Discourse Production in Children and Adolescents. B.J. Ehren, Reading Comprehension and Expository Text Structure: Direction for Intervention with Adolescents. J. Ward-Lonergan, Expository Discourse Intervention: Helping School-Age Children and Adolescents with Language Disorders Master the Language of the Curriculum. C.A. Moran, G.T. Gillon, Expository Discourse in School-Age Children and Adolescents with Traumatic Brain Injury. October 2009: 6x9: 334pp Hb: 978-1-84169-892-2: $80.00 www.psypress.com/9781841698922 60-day examination copy available Order books online for a 10% discount and free shipping on US orders above $35 11 iNTrODUCTOrY AND GeNerAL NeUrOPSYCHOLOGY
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