A flaneur is a a streetwise observer, a stroller, someone who rambles through a city without apparent purpose but feels tuned to the place and is constantly searching for adventure, aesthetic and erotic. In Codols in New York, the Spanish writer Antonio Beneyto has created a protagonist, a persona of Beneyto himself, with a perspective reminiscent of the fin-de-siecle viewpoint of Baudelaire's French dandy and the obsessed Breton's surrealist flaneur. A passionate observer, whose immense pleasure is to take up residence in multiplicity, Beneyto's flaneur feels at home in the crowd and finds himself at the center of everything in the city. His flaneur, like a rolling stone, enters into the multitude as into an immense reservoir of electricity. New York suits him well. He immerses himself in the waves of the New York's crowds, gathers impressions and records in words and drawings his sightings and experiences. Ordinary beings, urban sites and events rise to a myriad of versions of the city. Beneyto takes pleasure everywhere. Antonio Beneyto, who visited New York for long periods in the1980s and the mid-1990s, wandered through the streets and avenues, into parts of New York virtually unkown to visitors and indeed to many newyorkers. We meet street vendors, hookers, tourists, businessmen, musicians and all kind of peculiar characters, including Woody Allen. All are subjected to the artist's scrutinity, to his sharp pen. Beneyto visits caf?s, night clubs, parks, shoeshops, pubs, taverns, restaurants, museums, monuments, bookstores, providing gossip and background to each site. But his Codols is much more than an amusing kaleidoscope of the New York scene and the encounter with the unusual.His wild poetic vignettes are testimonies of the inner human drama of the American society.

The fifth Summer School organized by the European Associa tion of Experimental Social Psychology was held in Aix-en-Proven ce (France, from July 12 to 31, 1981. Previous schools had taken place in The Hague (The Nederlands) in 1966, Leuven (Belgium) in 1967, Konstanz (Germany) in 1972 and in Oxford (Great-Britain) in 1976. This is an important activity of the European Association and has always met with great success. This time, 130 applica tions were received while only 50 could be accepted, given the format adopted for the Summer School. They represented many different countries and institutions. To fully understand the aims of such a Summer School, es pecially of the present one, it is probably best to consider first its organization. Participants were graduates or young postdoctoral students in experimental social psychology. For three weeks they worked in five teams of ten participants each under the mentorship of a senior researcher. Each of five staff members had suggested a special topic of study in which they were interested, well be fore the start of the session. This enabled the teams to be de termined early enough for the participants to be able to prepare for the sessions. In Aix, in the magnificent surroundings of an old convent, afternoons (and often evenings as well) were spent discussing theoretical issues arising from the suggested topics and in planning research to test specific hypotheses.

The field of social cognitive neuroscience has captured the attention of many researchers during the past ten years. Much of the impetus for this new field came from the development of functional neuroimaging methods that made it possible to unobtrusively measure brain activation over time. Using these methods over the last 30 years has allowed psychologists to move from simple validation questions -- would flashing stimuli activate the visual cortex -- to those about the functional specialization of brain regions-- are there regions in the inferior temporal cortex dedicated to face processing-- to questions that, just a decade ago, would have been considered to be intractable at such a level of analysis. These so-called "intractable" questions are the focus of the chapters in this book, which introduces social cognitive neuroscience research addressing questions of fundamental importance to social psychology: How do we understand and represent other people? How do we represent social groups? How do we regulate our emotions and socially undesirable responses? This book also presents innovative combinations of multiple methodologies, including behavioral experiments, computer modeling, functional Magnetic Resonance Imaging (fMRI) experiments, Event-Related Potential (ERP) experiments, and brain lesion studies. It is divided into four sections. The first three sections present the latest research on, respectively, understanding and representing other people, representing social groups, and the interplay of cognition and emotion in social regulation. In the fourth section, contributors step back and consider a range of novel topics that have emerged in the context of social neuroscience research: understanding social exclusion as pain, deconstructing our moral intuitions, understanding cooperative exchanges with other agents, and the effect of aging on brain function and its implications for well-being. Taken together, these chapters provide a rich introduction to an exciting, rapidly developing and expanding field that promises a richer and deeper understanding of the social mind.

This volume presents a selection of the papers presented at the International Conference on Cognition, Social Cognition and the Question of the Self, and some original contributions by well-known scholars on these topics. Its main purpose is to present the European studies on the self from a social cognitive perspective. The first part (introduced by A Greenwald and M Jarymowicz) focuses on the sociopsychological processes linked to the self when it acts as a reference point or as a prototype in social perception. In the second part (introduced by W Doise), the authors analyze the social conditions, particularly group membership, that modify the functioning of such processes. The third part (introduced by J-M Monteil) contributes to the debate on the relationship between cognition and social cognition.

Includes decisions of the Supreme Court and various intermediate and lower courts of record; May/Aug. 1888-Sept../Dec. 1895, Superior Court of New York City; Mar./Apr. 1926-Dec. 1937/Jan. 1938, Court of Appeals.