Richard J. Davidson, Klaus R. Scherer and H. Hill GoldsmithThis volume is a comprehensive roadmap to the burgeoning area of affective sciences, which now spans several disciplines. The Handbook brings together, for the first time, the various strands of inquiry and latest research in the scientific study of the relationship between the mechanisms of the brain and the psychology of mind. In recent years, scientists have made considerable advances in understanding how brain processes shape emotions and are changed by human emotion. Drawing on a wide range of neuroimaging techniques, neuropsychological assessment, and clinical research, scientists are beginning to understand the biological mechanisms for emotions. As a result, researchers are gaining insight into such compelling questions as: How do people experience life emotionally? Why do people respond so differently to the same experiences? What can the face tell us about internal states? How does emotion in significant social relationships influence health? Are there basic emotions common to all humans? This volume brings together the most eminent scholars in the field to present, in sixty original chapters, the latest research and theories in the field. The book is divided into ten sections: Neuroscience; Autonomic Psychophysiology; Genetics and Development; Expression; Components of Emotion; Personality; Emotion and Social Processes; Adaptation, Culture, and Evolution; Emotion and Psychopathology; and Emotion and Health. This major new volume will be an invaluable resource for researchers that will define affective sciences for the next decade.

Obra fruto del trabajo conjunto de la Sociedad Española de Psiquiatría, la Sociedad Española de Psiquiatría Biológica y la Fundación Española de Psiquiatría y Salud Mental, que cuenta con la colaboracion de profesionales de gran prestigio.El presente libro recopila los conocimientos mas recientes sobre los trastornos psicoticos, especialmente se podran encontrar debates abiertos, por ejemplo, en torno al concepto de psicosis, psicosis unica, cotinuum psicopatologico, etc., asi como las investigaciones mas recientes en genetica, neuroimagen o tratamientos biologicos y psicologicos. Esta obra constituye, por su extension y profundidad, un verdadero tratado de referencia sobre los trastornos psicoticos.

Los trastornos de personalidad gozan de “una larga historia y de un pasado muy corto” y se han incorporado de forma tardía a la psiquiatría como especialidad. Estas razones refuerzan el acierto del c

Clark, M. Diane; Marschark, Marc; Karchmer, Michael A.In past studies of the effect of environment and social settings upon the cognitive development of deaf children, results frequently were confounded by conflicting conclusions related to the participants' varying degrees of hearing loss. Context, Cognition, and Deafness: An Introduction takes an interdisciplinary approach that clarifies these disparate findings by analyzing many methodologies. Editors M. Diane Clark, Marc Marschark, and Michael Karchmer, widely respected scholars in their own right, have assembled work by a varying cast of renowned researchers to elucidate the effects of family, peers, and schools on deaf children. To integrate the often contrasting approaches of clinical and cultural researchers, this sharply focused volume has called upon experts in anthropology, psychology, linguistics, basic visual sensory processes, education, cognition, and neurophysiology to share complementary observations. One of William C. Stokoe's last contributions, "Deafness, Cognition, and Language" leads fluidly into Jeffery P. Braden's analysis of clinical assessments of deaf people's cognitive abilities. Margaret Wilson expands on the impact of sign language expertise on visual perception. Context, Cognition, and Deafness also shows that theory can intersect practice, as displayed by editor Marschark and Jennifer Lukomski in their research on literacy, cognition, and education. Amy R. Lederberg and Patricia E. Spencer have combined sequential designs in their study of vocabulary learning. Ethan Remmel, Jeffrey Bettgen, and Amy Weinberg explore the theory of mind development. The emotional development of deaf children also receives detailed consideration by Colin D. Gray, Judith A.Hosie, Phil A. Russell, and Ellen Ormel. Kathryn P. Meadow-Orlans delineates her perspective on the coming of age of deaf children in relation to their education and development. Marschark concludes with insightful impressions on the future of theory and application, an appropriate close to this exceptional, coherent volume.