Chris Moore - Böcker

Human reasoning is marked by an ability to remember one's personal past and to imagine one's future. Together these capacities rely on the notion of a temporally extended self or the self in time. Recent evidence suggests that it is during the preschool period that children first construct this form of self. By about four years of age, children can remember events from their pasts and reconstruct a personal narrative integrating these events. They know that past events in which they participated affect present circumstances. They can also imagine the future and make decisions designed to bring about desirable future events even in the face of competing immediate gratification. This book brings together the leading researchers on these issues and for the first time in literature, illustrates how a unified approach based on the idea of a temporally extended self can integrate these topics.

This book is a result of a study group that met to discuss the child's theory of mind. A topic whose effects span cognitive, language, and social development, it may bring a unifying influence to developmental psychology. New studies in this area acknowledge children's conceptions of intention and belief, as well as intention and belief themselves, and consider the explanations they provide for children's developing abilities. The contributors to this important volume examine several aspects of the child's theory of mind, and present significant research findings on the theory itself and how it changes and develops for each child. Discussions of the utility of a theory of mind to the child, and to developmental psychologists trying to understand children, are provided. Finally, new explanations are offered for how children acquire a theory of mind in the first place.

This book is a result of a study group that met to discuss the child's theory of mind. A topic whose effects span cognitive, language, and social development, it may bring a unifying influence to developmental psychology. New studies in this area acknowledge children's conceptions of intention and belief, as well as intention and belief themselves, and consider the explanations they provide for children's developing abilities. The contributors to this important volume examine several aspects of the child's theory of mind, and present significant research findings on the theory itself and how it changes and develops for each child. Discussions of the utility of a theory of mind to the child, and to developmental psychologists trying to understand children, are provided. Finally, new explanations are offered for how children acquire a theory of mind in the first place.

It is perhaps no exaggeration to suggest that all of what is intrinsically human experience is grounded in its shared nature. Joint attention to objects and events in the world provides the initial means whereby infants can start to share experiences with others and negotiate shared meanings. It provides a context for the development of both knowledge about the world and about others as experiencers. It plays a central role in the development of the young child's understanding of both the social and nonsocial worlds and in the development of the communicative interplay between child and adult. The first devoted to this important topic, this volume explores how joint attention first arises, its developmental course, its role in communication and social understanding, and the ways in which disruptions in joint attention may be implicated in a variety of forms of abnormal development including autism.

Human reasoning is marked by an ability to remember one's personal past and to imagine one's future. Together these capacities rely on the notion of a temporally extended self or the self in time. Recent evidence suggests that it is during the preschool period that children first construct this form of self. By about four years of age, children can remember events from their pasts and reconstruct a personal narrative integrating these events. They know that past events in which they participated affect present circumstances. They can also imagine the future and make decisions designed to bring about desirable future events even in the face of competing immediate gratification. This book brings together the leading researchers on these issues and for the first time in literature, illustrates how a unified approach based on the idea of a temporally extended self can integrate these topics.

How do children develop an understanding of people as psychological entities - as feeling, thinking beings? How do they come to understand human behavior as driven by desires and informed by reason? These questions are at the heart of contemporary research on children’s "theories of mind." Although there has been an enormous amount of research on this topic, nobody - until now - has provided a coherent account that traces the development of theory of mind from birth to five years.This book begins by analyzing the nature of commonsense psychology and exploring the developmental processes relevant to its development. It then describes the manner in which the child moves from being a newborn with perceptual sensitivities to people, to an infant who can share psychological experiences with others, to a young child who can recognize people, including both self and others, as individual psychological beings. Finally, the book shows how, throughout this developmental process, the child’s social interactive experiences are used by the child to generate ever more sophisticated forms of commonsense psychology.The Development of Commonsense Psychology incorporates material from a wide range of research on early development, including infant social interaction, joint attention, self development, language development, theory of mind, and autobiographical memory.Suitable as a text for senior undergraduate/honors courses or graduate level courses in early development, the primary audience for this book is developmental psychologists. However, it is also written in a way that will make it accessible and appealing to anyone with an interest in social cognitive development in early childhood, including parents, educators, and policymakers.

How do children develop an understanding of people as psychological entities - as feeling, thinking beings? How do they come to understand human behavior as driven by desires and informed by reason? These questions are at the heart of contemporary research on children’s "theories of mind." Although there has been an enormous amount of research on this topic, nobody - until now - has provided a coherent account that traces the development of theory of mind from birth to five years.This book begins by analyzing the nature of commonsense psychology and exploring the developmental processes relevant to its development. It then describes the manner in which the child moves from being a newborn with perceptual sensitivities to people, to an infant who can share psychological experiences with others, to a young child who can recognize people, including both self and others, as individual psychological beings. Finally, the book shows how, throughout this developmental process, the child’s social interactive experiences are used by the child to generate ever more sophisticated forms of commonsense psychology.The Development of Commonsense Psychology incorporates material from a wide range of research on early development, including infant social interaction, joint attention, self development, language development, theory of mind, and autobiographical memory.Suitable as a text for senior undergraduate/honors courses or graduate level courses in early development, the primary audience for this book is developmental psychologists. However, it is also written in a way that will make it accessible and appealing to anyone with an interest in social cognitive development in early childhood, including parents, educators, and policymakers.

Originally published in 1989, this study provides an informed and critical analysis of local partnerships between the private and public sectors in response to the unemployment problems. Until this book was published, there had been little objective analysis of the workings of the local partnership model with big business. This book assesses the contribution of local enterprise agencies, and how they related to other dimensions of policy responses to unemployment. An important element of the analysis is a number of local case studies of established partnerships in different parts of the United Kingdom. The book discusses the factors that lead to effective local response, in terms of organizational structures and networks and programmes of activity. It places local factors in a wider political and economic context in order to provide a realistic assessment of the motives and impact of policy actors.

Originally published in 1989, this study provides an informed and critical analysis of local partnerships between the private and public sectors in response to the unemployment problems. Until this book was published, there had been little objective analysis of the workings of the local partnership model with big business. This book assesses the contribution of local enterprise agencies, and how they related to other dimensions of policy responses to unemployment. An important element of the analysis is a number of local case studies of established partnerships in different parts of the United Kingdom. The book discusses the factors that lead to effective local response, in terms of organizational structures and networks and programmes of activity. It places local factors in a wider political and economic context in order to provide a realistic assessment of the motives and impact of policy actors.

It is perhaps no exaggeration to suggest that all of what is intrinsically human experience is grounded in its shared nature. Joint attention to objects and events in the world provides the initial means whereby infants can start to share experiences with others and negotiate shared meanings. It provides a context for the development of both knowledge about the world and about others as experiencers. It plays a central role in the development of the young child's understanding of both the social and nonsocial worlds and in the development of the communicative interplay between child and adult. The first devoted to this important topic, this volume explores how joint attention first arises, its developmental course, its role in communication and social understanding, and the ways in which disruptions in joint attention may be implicated in a variety of forms of abnormal development including autism.

Perhaps no person exerted more influence on postwar white Southern memory than former Confederate chaplain and Baptist minister J. William Jones. Christopher C. Moore's Apostle of the Lost Cause is the first full-length work to examine the complex contributions to Lost Cause ideology of this well-known but surprisingly understudied figure. Commissioned by Robert E. Lee himself to preserve an accurate account of the Confederacy, Jones responded by welding hagiography and denominationalism to create, in effect, a sacred history of the Southern cause.In a series of popular books and in his work as secretary of the Southern Historical Society Papers, Jones's mission became the canonization of Confederate saints, most notably Lee, Stonewall Jackson, and Jefferson Davis, for a postwar generation and the contrivance of a full-blown myth of Southern virtue-in-defeat that deeply affected historiography for decades to come. While personally committed to Baptist identity, Jones supplied his readers with embodiments of Southern morality who transcended denominational boundaries and enabled white Southerners to locate their champions (and themselves) in a quasi-biblical narrative that ensured ultimate vindication for the Southern cause.  In a time when Confederate monuments and the enduring effects of white supremacy are in the daily headlines, an examination of this key figure in the creation of the Lost Cause legacy could not be more relevant.

'A formidable read' - The Irish TimesA fascinating exploration into the psychology of guilt – and why we need it to thrive by renowned psychologist Professor Chris Moore.When was the last time you felt guilty? Chances are, you don’t even want to think about it; most of us would rather not. But avoiding guilt is a mistake we have to stop making if we want to improve our lives, our relationships, and our mental health.The Power of Guilt is a deep dive into one of our most excruciating – and underutilised – emotions. Moore takes the reader on an eye-opening journey through guilt and shows us that, by embracing it, we may improve our lives, our relationships and our mental health.Readers will learn:The purpose of guilt and how it impacts usHow we can view guilt as a healthy, healing emotionHow to reframe guilt as an opportunity to grow and strengthen ourrelationshipsWhy collective guilt can drive positive social changeSo no matter who you are or what you have done, you can take comfort in the fact that our ability to feel guilt is a gift, not a burden.‘Blends a gripping personal story with clear science’ – Greg Wells, author of The Ripple Effect

When was the last time you felt guilty?Chances are, you don't even want to think about it most of us would rather not. Guilt is messy, uncomfortable and one of the most powerful emotions we experience as humans. As soon as we feel it, we want it gone.But, despite the discomfort, guilt contains an important purpose. It provides us with an opportunity to grow, make amends and strengthen our relationships. It holds us accountable and can influence huge social change. When we can acknowledge guilt in its truest form, we become emotionally healthier and happier.Guilt by Chris Moore is a deep dive into one of our most excruciating and underutilised emotions. Through extensive research in psychology, psychotherapy, philosophy, comparative religion and legal studies, as well as his own experiences with it, Moore takes the reader on an eye-opening journey through guilt and shows us that, by embracing it, we may improve our lives, our relationships and our mental health.So no matter who you are or what you have done, you can take comfort in the fact that our ability to feel guilt is a gift, not a burden.