At some point in our lives, most of us have been lost. How does this happen? What are the limits of our ability to find our way? Do we have an innate sense of direction? 'How people get lost' reviews the psychology and neuroscience of navigation. It starts with a history of studies looking at how organisms solve mazes. It then reviews contemporary studies of spatial cognition, and the wayfinding abilities of adults and children. It then considers how specific parts of the brain provide a cognitive map and a neural compass. This book also considers the neurology of spatial disorientation, and the tendency of patients with Alzheimer's disease to lose their way. Within the book, the author considers that, perhaps we get lost simply because our brain's compass becomes misoriented. This book is written for anyone with an interest in navigation and the brain. It assumes no specialised knowledge of neuroscience, but covers recent advances in our understanding of how the brain represents space.

An introduction to the application of dynamical systems science to the cognitive sciences. Dynamical Cognitive Science makes available to the cognitive science community the analytical tools and techniques of dynamical systems science, adding the variables of change and time to the study of human cognition. The unifying theme is that human behavior is an "unfolding in time" whose study should be augmented by the application of time-sensitive tools from disciplines such as physics, mathematics, and economics, where change over time is of central importance. The book provides a fast-paced, comprehensive introduction to the application of dynamical systems science to the cognitive sciences. Topics include linear and nonlinear time series analysis, chaos theory, complexity theory, relaxation oscillators, and metatheoretical issues of modeling and theory building. Tools and techniques are discussed in the context of their application to basic cognitive science problems, including perception, memory, psychophysics, judgment and decision making, and consciousness. The final chapter summarizes the contemporary study of consciousness and suggests how dynamical approaches to cognitive science can help to advance our understanding of this central concept.

Edwin Hutchins combines his background as an anthropologist and an open ocean racing sailor and navigator in this account of how anthropological methods can be combined with cognitive theory to produce a new reading of cognitive science. His theoretical insights are grounded in an extended analysis of ship navigation—its computational basis, its historical roots, its social organization, and the details of its implementation in actual practice aboard large ships. The result is an unusual interdisciplinary approach to cognition in culturally constituted activities outside the laboratory—"in the wild." Hutchins examines a set of phenomena that have fallen in the cracks between the established disciplines of psychology and anthropology, bringing to light a new set of relationships between culture and cognition. The standard view is that culture affects the cognition of individuals. Hutchins argues instead that cultural activity systems have cognitive properties of their own that are different from the cognitive properties of the individuals who participate in them. Each action for bringing a large naval vessel into port, for example, is informed by culture: the navigation team can be seen as a cognitive and computational system. Introducing Navy life and work on the bridge, Hutchins makes a clear distinction between the cognitive properties of an individual and the cognitive properties of a system. In striking contrast to the usual laboratory tasks of research in cognitive science, he applies the principal metaphor of cognitive science—cognition as computation (adopting David Marr's paradigm)—to the navigation task. After comparing modern Western navigation with the method practiced in Micronesia, Hutchins explores the computational and cognitive properties of systems that are larger than an individual. He then turns to an analysis of learning or change in the organization of cognitive systems at several scales. Hutchins's conclusion illustrates the costs of ignoring the cultural nature of cognition, pointing to the ways in which contemporary cognitive science can be transformed by new meanings and interpretations. A Bradford Book

In the tradition of My Stroke of Insight and Brain on Fire, this powerful memoir recounts Barbara Lipska's deadly brain cancer and explains its unforgettable lessons about the brain and mind. Neuroscientist Lipska was diagnosed early in 2015 with metastatic melanoma in her brain's frontal lobe. As the cancer progressed and was treated, she experienced behavioral and cognitive symptoms connected to a range of mental disorders, including dementia and her professional specialty, schizophrenia. Lipska's family and associates were alarmed by the changes in her behavior, which she failed to acknowledge herself. Gradually, after a course of immunotherapy, Lipska returned to normal functioning, amazingly recalled her experience, and through her knowledge of neuroscience identified the ways in which her brain changed during treatment. Lipska admits her condition was unusual; after recovery she was able to return to her research and resume her athletic training and compete in a triathalon. Most patients with similar brain cancers rarely survive to describe their ordeal. Lipska's memoir, coauthored with journalist Elaine McArdle, shows that strength and courage but also an encouraging support network are vital to recovery.

From the author of the #1 New York Times bestseller Grain Brain and New York Times bestseller Brain Maker... Loss of memory is not a natural part of aging—and this book explains why. Celebrated neurologist David Perlmutter reveals how everyday memory-loss—misplacing car keys, forgetting a name, losing concentration in meetings—is actually a warning sign of a distressed brain. Here he and Carol Colman offer a simple plan for repairing those problems, clarifying misconstrued connections between memory loss and aging, and regaining and maintaining mental clarity by offering the tools for: Building a better brain through nutrition, lifestyle changes, and brain workouts Coping with specific brain disorders such as stroke, vascular dementia, Alzheimer's, Parkinson's, multiple sclerosis, and Lou Gehrig's disease Understanding risk factors and individually tailoring a diet and supplementary program Features a "Life Style Audit," quizzes, a brain fitness program with the most effective ways to exercise your brain, and a nutritional program that details the best brain food and supplements.

The Grieving Brain has descriptive copy which is not yet available from the Publisher.

Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field's immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science. Examples, cases, and research findings taken from the wide range of phenomena studied by cognitive scientists effectively explain and explore the relationship among the three perspectives. Intended to introduce both graduate and senior undergraduate students to the foundations of cognitive science, Mind, Body, World addresses a number of questions currently being asked by those practicing in the field: What are the core assumptions of the three different schools? What are the relationships between these different sets of core assumptions? Is there only one cognitive science, or are there many different cognitive sciences? Giving the schools equal treatment and displaying a broad and deep understanding of the field, Dawson highlights the fundamental tensions and lines of fragmentation that exist among the schools and provides a refreshing and unifying framework for students of cognitive science.