Luria's Legacy in the 21st Century PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Luria's Legacy in the 21st Century PDF full book. Access full book title Luria's Legacy in the 21st Century by Anne-Lise Christensen. Download full books in PDF and EPUB format.
Author: Anne-Lise Christensen
Publisher: Oxford University Press
ISBN: 0199734445
Category : Psychology
Languages : en
Pages :
Get Book Here
Book Description
This is a collection of essays by leading neuropsychologists and cognitive neuroscientists to honor Alexander Romanovich Luria and to highlight the enduring impact of his legacy on cognitive neuroscience and clinical neuropsychology. A wide range of topics is covered, from functional neuroimaging in neuropsychology to bedside evaluation techniques. Several generations of neuropsychologists and cognitive neuroscientists are among contributors, including those who closely worked with Luria, their own students, and others influenced in their work by Luria's pioneering insights.
Author: Anne-Lise Christensen
Publisher: Oxford University Press
ISBN: 0199734445
Category : Psychology
Languages : en
Pages :
Get Book Here
Book Description
This is a collection of essays by leading neuropsychologists and cognitive neuroscientists to honor Alexander Romanovich Luria and to highlight the enduring impact of his legacy on cognitive neuroscience and clinical neuropsychology. A wide range of topics is covered, from functional neuroimaging in neuropsychology to bedside evaluation techniques. Several generations of neuropsychologists and cognitive neuroscientists are among contributors, including those who closely worked with Luria, their own students, and others influenced in their work by Luria's pioneering insights.
Author: Aleksandr Romanovich Lurii︠a︡
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 230
Get Book Here
Book Description
This Luria Festschrift is dedicated to the life and legacy of A R Luria, celebrating the centennial anniversary of his birth (1902-2002). The volume represents a group of authors, most of whom either studied or collaborated with Alexander Romanovich. The articles, which were selected by Russians, have also been written by Russians, with the inclusion of international authors. This volume is unique in that readers have the opportunity of discovering a Russian approach in understanding and implementing Luria's theories. The contents of this book are divided into five sections: The first section, Cherishing the Memory of A R Luria, presents a collection of personal experiences the authors had with Luria, offering the reader a picture of the different sides of his personality. The second section, A R Luria and the Historical-Cultural Approach in Psychology, focuses on Luria's overall cultural-historical approach, also connected with remembrances of Alexander Romanovich. The third section, Luria's School of Neuropsychology, presents a collection of articles by authors who use Luria's neuropsychology (brain-behavior relationships), as well as directions developed after Luria's death, such as ageing and dementia, neuropsychology of psychiatry, etc. The fourth section, Luria's Approach in Developmental Neuropsychology, introduces the reader to the process of assessment and remediation with children in Russia. The fifth section Lurian Neuropsychological Assessment and its Development focuses on the implementation of the Lurian approach to the practice of diagnostics in different social-cultural conditions and on possibilities of quantitative evaluation of Lurian neuropsychological assessment data.
Author: Robert L. Mapou
Publisher: Springer Science & Business Media
ISBN: 1475797095
Category : Medical
Languages : en
Pages : 398
Get Book Here
Book Description
Practicing neuropsychologists and students in clinical neuropsychology must increas ingly cross disciplinary boundaries to understand and appreciate the neuroanatomical, neurophysiological, and neuropharmacological bases of cognition and behavior, cur rent cognitive theory in many different domains of functioning, and the nature and tools of clinical assessment. Although the cognitive functions and abilities of interest are often the same, each of these fields has grappled with them from sometimes very different perspectives. Terminology is often specific to a particular discipline or ap proach, methods are diverse, and the goals or outcomes of study or investigation are usually very different. This book poises itself to provide a largely missing link between traditional approaches to assessment and the growing area of cognitive neuropsy chology. Historically, neuropsychology had as its central core the consideration of evidence from clinical cases. It was the early work of neurologists such as Broca, Wernicke, Hughlings-Jackson, and Liepmann, who evaluated and described the behavioral cor relates of prescribed lesions in individual patients and focused investigation on the lateralization and localization of cognitive abilities in humans. An outgrowth of those approaches was the systematic development of experimental tasks that could be used to elucidate the nature of cognitive changes in individuals with well-described brain lesions.
Author: Reitan&dav
Publisher: Toxicology-Sci
ISBN: 9780891163671
Category : Psychology
Languages : en
Pages : 436
Get Book Here
Book Description
Author: Jacob W. Getzels
Publisher: CreateSpace
ISBN: 9781438288321
Category : Self-Help
Languages : en
Pages : 310
Get Book Here
Book Description
Creativity is one of the most highly valued of human qualities. It is also one of the most elusive to systematic inquiry. Questions without end have been asked and re-asked. What is the nature of the creative process? Can creative potential be identified before creative achievement? What is the effect of family environment on creative development? What is the relationship between creativity and personality? Between creativity and intelligence? We ourselves begin with the last question, hoping that in the course of seeking an answer we shall throw light on the other issues. The concept of intelligence and the consequent intelligence measure have been used to define individual differences in cognition as if the concept and the measure encompassed the totality of the human mind and imagination. In school, and more recently in other areas requiring intellectual accomplishment, the IQ (or some cognate of it) has become the critical metric on which individuals are evaluated and sorted, given preferment or denied it. Individual differences in potential for productive thinking have been made synonymous with individual differences in performance on one or another of the numerous intelligence tests. We began our studies with few preconceptions and few presuppositions. We did not begin (as is our more usual preference) with an explicitly stated theoretical framework and a set of formal hypotheses. Instead, we permitted the behavior of the children and our own interests, whatever their conceptual foundation, to lead us from problem to problem and from question to question. That this procedure enabled us sometimes to come upon fascinating new vistas in the behavior of children seemed worth the cost of being often lost in phenomena without relevant explicit concepts to guide our observations.
