When faced with a difficult task, people often look at the sky or close their eyes. This behavior is functional: the reduction of distractions in the environment can improve performance on cognitive tasks, including memory retrieval. Reduction of visual distractions can be operationalized through eye-closure, gaze aversion, or by comparing exposure to simple and complex visual displays, respectively. Reduction of auditory distractions is typically examined by comparing performance under quiet and noisy conditions. Theoretical reasoning regarding this phenomenon draws on various psychological principles, including embodied cognition, cognitive load, and modality-specific interference. Practical applications of the research topic are diverse. For example, the findings could be used to improve performance in forensic settings (e.g., eyewitness testimony), educational settings (e.g., exam performance), occupational settings (e.g., employee productivity), or medical settings (e.g., medical history reporting). This Research Topic welcomes articles from all areas of psychology relating to the reduction of distractions to improve task performance. Articles can address (but are not limited to) new empirical findings, comprehensive reviews, theoretical frameworks, opinion pieces, or discussions of practical applications.

A bold new book reveals how we can tap the intelligence that exists beyond our brains--in our bodies, our surroundings, and our relationships Use your head. That's what we tell ourselves when facing a tricky problem or a difficult project. But a growing body of research indicates that we've got it exactly backwards. What we need to do, says acclaimed science writer Annie Murphy Paul, is think outside the brain. A host of "extra-neural" resources--the feelings and movements of our bodies, the physical spaces in which we learn and work, and the minds of those around us-- can help us focus more intently, comprehend more deeply, and create more imaginatively. The Extended Mind outlines the research behind this exciting new vision of human ability, exploring the findings of neuroscientists, cognitive scientists, psychologists, and examining the practices of educators, managers, and leaders who are already reaping the benefits of thinking outside the brain. She excavates the untold history of how artists, scientists, and authors--from Jackson Pollock to Jonas Salk to Robert Caro--have used mental extensions to solve problems, make discoveries, and create new works. In the tradition of Howard Gardner's Frames of Mind or Daniel Goleman's Emotional Intelligence, The Extended Mind offers a dramatic new view of how our minds work, full of practical advice on how we can all think better.

"Learn to Manage Time" is an essential guide for anyone looking to take control of their life and maximize daily productivity. This book offers tested techniques and strategies to optimize time management, enabling you to achieve your goals efficiently and stress-free. From the importance of setting clear objectives and using them as a daily compass, to implementing techniques like time blocking and the Eisenhower matrix, this work provides practical tools you can apply immediately. You will learn to prioritize tasks, minimize distractions, and use digital tools to stay organized. Additionally, it addresses effective delegation and outsourcing of non-essential tasks so you can focus on what truly matters. Whether you're a student looking to improve your study habits or a professional needing to balance multiple responsibilities, this book provides a clear and accessible plan for managing your time successfully. Through practical examples and easy-to-follow advice, you'll discover how to transform your life and achieve greater balance and personal satisfaction.

In an Era characterized by the pervasive influence of digital technology in every facet of our lives, the book “Human cognition: In the Digital Era” emerges as a critical exploration of the intricate relationship between Human Cognitive processes and the Digital landscape that envelops us. The aim of the book is to provide essential insights for navigating our digital future, fostering an understanding of how cognitive faculties adapt and evolve. Organized into six sections, the book delves into key topics. Section I: Digital Detox and Cognitive Rejuvenation examines the importance of disconnecting from devices to restore mental health. Section II: Digital Exposure and Learning focuses on how screen exposure affects cognitive development, especially in children, and the cognitive challenges posed by online learning post-COVID. Section III: Artificial Intelligence and Cognitive Adaptation investigates AI’s influence on decision-making, cognitive diversity, and errors in cybercrime. Section IV: Digital Interactions and Relationships explores online identity, parasocial relationships, and their impact on social cognition. Section V: Digital Marketing and Cognitive Automation analyzes the cognitive mechanisms behind consumer behavior in the digital economy. Section VI: Diverse Perspectives on Digital Engagement and Cognition highlights digital mental health interventions and smartphone usage effects on mindfulness in adolescents. This book is designed for academician, researchers, policy makers, students, and anyone interested in the profound ways digital technology is shaping human thought and behavior. This book’s unique contribution lies in its ability to foster a deeper comprehension of the transformative power of the digital era on human cognition

This handbook provides foundational, conceptual, and practical knowledge and understanding of inclusive education and special needs education. It highlights the need for preparing special educators and teachers for inclusive classrooms to effectively cater to the needs of students with diverse needs in various low-, middle-, and high-income countries globally. It demonstrates various evidence-based and practice-based strategies required to create classrooms inclusive of diverse learners. While tracing the historical trajectory of the foundational underpinnings, philosophical bases, and crucial issues associated with inclusive education, this book presents a future roadmap and pathways through case instances and in-depth discussions to share with educators how they can strengthen their bases and make learning more inclusive in their context. It also provides an overview of the different models of assessment and their applications in the analysis of children in inclusive classroom settings. Comprehensive, accessible, and nuanced, this handbook will be of immense interest and benefit to teachers, educators, special educators, students, scholars, and researchers in the areas of social inclusion, education, special needs education, educational psychology, technology for inclusion, disability studies, among other related disciplines. It will be extremely beneficial for academicians, teacher educators, special educators, and those interested in professional teacher training courses.

Despite the increased public awareness of traumatic brain injury (TBI), the complexities of the neuropsychiatric, neuropsychological, neurological, and other physical consequences of TBI of all severities across the lifespan remain incompletely understood by patients, their families, healthcare providers, and the media. Keeping pace with advances in the diagnosis, treatment, and science of TBI, the Textbook of Traumatic Brain Injury, Third Edition, comprehensively fills this gap in knowledge. Nearly all 50 chapters feature new authors, all of them experts in their field. Chapters new to this edition include biomechanical forces, biomarkers, neurodegenerative dementias, suicide, endocrine disorders, chronic disease management, and social cognition. An entirely new section is devoted to the evaluation and treatment of mild TBI, including injuries in athletes, military service members and veterans, and children and adolescents. These chapters join newly updated sections on the assessment and treatment of the cognitive, emotional, behavioral, and other physical sequelae of TBI. The Textbook of Traumatic Brain Injury is a must-read for all of those working in any of the multitude of disciplines that contribute to the care and rehabilitation of persons with brain injury. This new volume is also a potentially useful reference for policymakers in both the public and private sectors.

Attitudes and Persuasive Communication Defining Attitudes: Components and Functions Attitude Formation and Change Cognitive Dissonance: Resolving Inconsistencies Persuasion Theories: ELM and HSM Compliance-Gaining Strategies Rhetorical Devices and Persuasive Tactics Ethical Considerations in Persuasive Communication Conclusion and Key Takeaways

Section I: Reaction time and mental speed 1. Ageing and response times: a comparison of sequential sampling models, Roger Ratcliff, Anjali Thapar, Philip L. Smith & Gail McKoon 2. Inconsistency in response time as an indicator of cognitive ageing, David F. Hultsch, Michael A. Hunter, Stuart W. S. MacDonald & Esther Strauss 3. Ageing and the ability to ignore irrelevant information in visual search and enumeration tasks, Elizabeth A. Maylor & Derrick G. Watson 4. Individual differences and cognitive models of the mind: using the differentiation hypothesis to distinguish general and specific cognitive processes, Mike Anderson & Jeff Nelson 5. Reaction time parameters, intelligence aging and death: the West of Scotland Twenty-07 study, Ian J. Deary & Geoff Der 6. The wrong tree: time perception and time experience in the elderly, John Wearden Section II: Cognitive control and frontal lobe function 7. The chronometrics of task-set control, Stephen Monsell 8. An evaluation of the frontal lobe theory of cognitive ageing, Louise H. Phillips & Julie D. Henry 9. The gateway hypothesis of rostral prefrontal cortex (area 10) function, Paul W. Burgess, Jon S. Simons, Iroise Dumontheil & Sam J. Gilbert 10. Prefrontal cortex and Spearman's g, John Duncan Section III: Memory and age 11. On reducing age-related declines in memory and executive control, Fergus I. M. Craik 12. Working memory and ageing, Alan Baddeley, Hilary Baddeley, Dino Chincotta, Simona Luzzi & Christobel Meikle 13. The own-age effect in face recognition, Timothy J. Perfect & Helen C. Moon Section IV: Real-world cognition 14. Cognitive ethology: giving real life to attention research, Alan Kingstone, Daniel Smilek, Elina Birmingham, Dave Cameron & Walter Bischof 15. Are automated actions beyond conscious access?, Peter McLeod, Peter Sommerville & Nick Reed 16. Operator functional state: the prediction of breakdown in human performance, Robert J. Hockey

The incidence of attention-deficit/hyperactivity disorder (ADHD), with an estimated 5% of the population affected, is on the rise. Of those 5%, more than half must also cope with one or more comorbid disorders of learning, emotion, and behavior—complicating ADHD diagnosis and treatment. The challenge for clinicians is to treat not just ADHD, but also the psychiatric disorders and comorbid disorders that often accompany it. Edited by a leading researcher and practitioner, Attention-Deficit Disorders and Comorbidities in Children, Adolescents, and Adultsbrings together the work of 25 distinguished contributors—all on the cutting edge of ADHD research. The past decade of research and clinical experience has shown that ADHD is far from the simple disorder, starting in childhood and remitting in adulthood, it was once thought to be. Divided into two main sections, this volume includes a chapter on each of the psychiatric disorders and comorbidities that often occur with ADHD. • In the first section, "ADDs With Comorbidities," the editor introduces readers to ADHD by talking about our emerging understanding of and the latest genetic research on ADHD. The author of each subsequent chapter shows how ADHD interacts with mood and anxiety disorders, oppositionality and aggression, obsessive-compulsive disorder, learning disorders, substance abuse disorders, sleep disturbances, Tourette syndrome, and developmental coordination disorder. This section concludes with two final chapters: one on assessing and treating ADDs in preschoolers and the other on different treatment outcomes as reported in existing longitudinal studies of ADDs. • The second section, "Assessments and Interventions for ADDs", includes in-depth chapters on clinical assessment and diagnosis, pharmacotherapy, psychosocial and educational interventions, and a cognitive therapy perspective on ADHD. This section wraps up by emphasizing the importance of tailoring treatment to the individual as a whole, considering not only comorbidities but also family and social settings. Heavily annotated and written with practical implications for both clinicians and educators in mind, this comprehensive volume demonstrates a scope and depth unparalleled within the current literature. As such, it will find its way into the libraries of professionals and interested laypersons alike: clinical psychiatrists and psychologists; pediatricians, family practitioners and other primary care physicians who treat children, adolescents, and adults; education professionals, including school nurses, special education teachers and administrators, and college and university disability services personnel; and juvenile justice system professionals, including clinical and social workers and administrators.

Human error is involved in more than 90 percent of traffic accidents, and of those accidents, most are associated with visual distractions, or looking-but-failing-to-see errors. Human Factors of Visual and Cognitive Performance in Driving gathers knowledge from a human factors psychology standpoint and provides deeper insight into traffic -user beh