Books in the SpringerBriefs in Theoretical Advances in Psychology series

This Brief presents the argument for the need to re-establish the theoretical focus of general psychology in contemporary psychological research.

This SpringerBrief provides an interdisciplinary synthesis based on psychology, logic, mathematics, cognitive science, and the history of science.

This Brief introduces two empirically grounded models of situated mental phenomena: contextual social cognition (the collection of psychological processes underlying context-dependent social behavior) and action-language coupling (the integration of ongoing actions with movement-related verbal information).

This Open Access Brief analyzes the dynamics in which childrenΓÇÖs selves emerge through their everyday activities of meaning construction, both in their relationships with family and within school education. It begins with a discussion of new psychological inquiries into children''s selves and builds upon the innovative theoretical notion of the Presentational Self, developed by the author over the last decade.The book illustrates how the observation of childrenΓÇÖs meaning construction in their everyday lives becomes a starting point for theoretical and empirical inquiries into child development and gives a framework that promotes new inquiries in this area. The book describes the Presentational Self Theory as a sense of how the notion of the Self is being worked upon in everyday life encounters. Chapters feature in-depth analyses of exchanges between adults and children in the Japanese cultural context. Meaning-Making for Living will be of interest to researchers and graduate students in the fields of cognitive, social, developmental, educational, and cultural psychology. 

This book is a theoretical account for general psychology of how human beings meaningfully relate with their bodies-- from the basic physiological processes upwards to the highest psychological functions of religiosity, ethical reasoning, and devotional practices.

This brief sets out on a course to distinguish three main kinds of thought that underlie scientific thinking. Current science has not agreed on an understanding of what exactly the aim of science actually is, how to understand scientific knowledge, and how such knowledge can be achieved.