The Cambridge handbook of cognitive aging

Public ISBD Titre : The Cambridge handbook of cognitive aging : a life course perspective Type de document : texte imprimé Auteurs : Ayanna K. Thomas, Éditeur scientifique ; Angela Gutchess, Éditeur scientifique Editeur : New York (N.Y.) : Cambridge university press Collection : Cambridge handbooks in psychology Importance : 764 p Format : 25 cm ISBN/ISSN/EAN : 978-1-108-42834-7 Langues : Anglais (eng) Mots-clés : G Index. décimale : 155.6 Résumé : "Decades of research have demonstrated that normal aging accompanies cognitive change. Much of this change has been conceptualized as a decline in function. However, age-related changes are not universal. Oft-found decrements in older adult performance may be moderated by experience, genetics, and environmental factors. To date, cognitive aging has largely emphasized biological changes in the brain, with less evaluation of the range of external contributors to behavioral manifestations of age-related decrements in performance. The goal of this book is to examine cognitive aging through the lens of a life course perspective. Understanding cognition within the context of both the life-span (aging) and the life-course (experience) is a relatively new approach to the field of cognitive aging. However, the approach has already pushed the field forward in theoretically and practically important ways. This edited volume will focus on fundamental principles that characterize a life course approach to cognitive aging by (1) presenting an overview of lifespan and life course models of cognitive aging; (2) presenting the recent state of domain-specific models; (3) considering older cognition in socioemotional contexts; (4) considering the influences of early life and biological predispositions (5) and ending with a review of later life interventions" The Cambridge handbook of cognitive aging : a life course perspective [texte imprimé] / Ayanna K. Thomas, Éditeur scientifique ; Angela Gutchess, Éditeur scientifique . - New York (N.Y.) : Cambridge university press, [s.d.] . - 764 p ; 25 cm. - (Cambridge handbooks in psychology) . ISBN : 978-1-108-42834-7 Langues : Anglais (eng) Mots-clés : G Index. décimale : 155.6 Résumé : "Decades of research have demonstrated that normal aging accompanies cognitive change. Much of this change has been conceptualized as a decline in function. However, age-related changes are not universal. Oft-found decrements in older adult performance may be moderated by experience, genetics, and environmental factors. To date, cognitive aging has largely emphasized biological changes in the brain, with less evaluation of the range of external contributors to behavioral manifestations of age-related decrements in performance. The goal of this book is to examine cognitive aging through the lens of a life course perspective. Understanding cognition within the context of both the life-span (aging) and the life-course (experience) is a relatively new approach to the field of cognitive aging. However, the approach has already pushed the field forward in theoretically and practically important ways. This edited volume will focus on fundamental principles that characterize a life course approach to cognitive aging by (1) presenting an overview of lifespan and life course models of cognitive aging; (2) presenting the recent state of domain-specific models; (3) considering older cognition in socioemotional contexts; (4) considering the influences of early life and biological predispositions (5) and ending with a review of later life interventions"

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The Cambridge handbook of psychology and human rights

Public ISBD Titre : The Cambridge handbook of psychology and human rights Type de document : texte imprimé Auteurs : Neal Stuart Rubin, Éditeur scientifique ; Roseanne L. Flores, Éditeur scientifique Editeur : New York (N.Y.) : Cambridge university press Collection : Cambridge handbooks in psychology Importance : 1 vol. (XXXI-627 p.) Présentation : ill. Format : 25 cm ISBN/ISSN/EAN : 978-1-108-42563-6 Note générale : Bibliogr. en fin de chapitres. Index Langues : Anglais (eng) Mots-clés : Psychologie  Droits de l'homme Index. décimale : 323 Résumé : "Two sentiments governed the post-war world: fear and hope. Fear of slipping into an unimaginable, worldwide atomic confrontation even more violent and destructive than the Second World War; and hope that, if the people of world could only acknowledge their common dignity, nations might find a way to perpetuate peace for the foreseeable future. These two feelings dominated the debates that gave birth to both the Charter of the United Nations and the Universal Declaration of Human Rights. In late April 1946, shrouded in the shadow of a horrific world war, nine delegates, selected for their individual expertise, gathered in New York at Hunter College to discuss what action the four-month old United Nations should take to advance "universal respect for, and observance of, human rights and fundamental freedoms," as set forth in the UN Charter (Art. 55). It was" The Cambridge handbook of psychology and human rights [texte imprimé] / Neal Stuart Rubin, Éditeur scientifique ; Roseanne L. Flores, Éditeur scientifique . - New York (N.Y.) : Cambridge university press, [s.d.] . - 1 vol. (XXXI-627 p.) : ill. ; 25 cm. - (Cambridge handbooks in psychology) . ISBN : 978-1-108-42563-6 Bibliogr. en fin de chapitres. Index Langues : Anglais (eng) Mots-clés : Psychologie  Droits de l'homme Index. décimale : 323 Résumé : "Two sentiments governed the post-war world: fear and hope. Fear of slipping into an unimaginable, worldwide atomic confrontation even more violent and destructive than the Second World War; and hope that, if the people of world could only acknowledge their common dignity, nations might find a way to perpetuate peace for the foreseeable future. These two feelings dominated the debates that gave birth to both the Charter of the United Nations and the Universal Declaration of Human Rights. In late April 1946, shrouded in the shadow of a horrific world war, nine delegates, selected for their individual expertise, gathered in New York at Hunter College to discuss what action the four-month old United Nations should take to advance "universal respect for, and observance of, human rights and fundamental freedoms," as set forth in the UN Charter (Art. 55). It was"

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