Emily T. Troscianko – författare

Now in its fourth edition, this highly popular text is the definitive introduction to consciousness, exploring the key theories and evidence in consciousness studies ranging from neuroscience and psychology to quantum theories and philosophy.Written by mother and daughter author team Susan Blackmore and Emily Troscianko, the book examines why the term ‘consciousness’ has no recognised definition. It also provides an opportunity to delve into personal intuitions about the self, mind, and consciousness. Featuring comprehensive coverage of all core topics in the field, the book explains why the problem of consciousness is so hard. Theories of attention and free will, altered states of consciousness, and the differences between conscious and unconscious are all explored. Written with students of psychology, neuroscience, and philosophy in mind, this edition has been thoroughly updated throughout, and includes expanded coverage of panpsychism, illusionism, predictive processing, adversarial collaboration, psychedelics, and AI.Complete with key concept boxes, profiles of well-known thinkers, and questions and activities designed for both independent study and group work, Consciousness provides a complete introduction to this fascinating field, and is essential reading for students of psychology, philosophy, and neuroscience.

This book brings together researchers with cognitive-scientific and literary backgrounds to present innovative research in all three variations on the possible interactions between literary studies and cognitive science. The tripartite structure of the volume reflects a more ambitious conception of what cognitive approaches to literature are and could be than is usually encountered, and thus aims both to map out and to advance the field. The first section corresponds to what most people think of as "cognitive poetics" or "cognitive literary studies": the study of literature by literary scholars drawing on cognitive-scientific methods, findings, and/or debates to yield insights into literature. The second section demonstrates that literary scholars needn't only make use of cognitive science to study literature, but can also, in a reciprocally interdisciplinary manner, use a cognitively informed perspective on literature to offer benefits back to the cognitive sciences. Finally, the third section, "literature in cognitive science", showcases some of the ways in which literature can be a stimulating object of study and a fertile testing ground for theories and models, not only to literary scholars but also to cognitive scientists, who here engage with some key questions in cognitive literary studies with the benefit of their in-depth scientific knowledge and training.