Introduction to the special section on theory and data in categorization: Integrating computational, behavioral, and cognitive neuroscience approaches

This special section brings together behavioral, computational, mathematical, and neuroimaging approaches to understand the processes underlying category learning. Over the past decade, there has been growing convergence in research on categorization, with computational-mathematical models influencing the interpretation of brain imaging and neuropsychological data, and with cognitive neuroscience findings influencing the development and refinement of models. Classic debates between single-system and multiple-memory-system theories have become more nuanced and focused. Multiple brain areas and cognitive processes contribute to categorization, but theories differ markedly in whether and when those neurocognitive components are recruited for different aspects of categorization. The articles in this special section approach this issue from several diverse angles.     

Introduction to the special issue on cognitive epidemiology

This is an introduction to a special issue of the journal Intelligence on cognitive epidemiology. Cognitive epidemiology is a new field of study, which examines the associations between intelligence—usually from early in life—and later morbidity (physical and mental) and mortality. In addition to exploring and establishing associations, studies within cognitive epidemiology attempt to explain them, by testing possible confounders and mediators, and complex pathways, of intelligence–health associations. Popular among mediators are health behaviours and education, and the well-known risk factors for chronic illnesses such as cardiovascular disease. In this special issue, readers will find advances in all of these matters. Thirteen new empirical studies, all involving large cohorts of humans, provide novel associations between intelligence and mortality, morbidity, and health behaviours and risk factors. New hypotheses of these associations are tested. This is the largest collection of cognitive epidemiology studies to date. Together, they will take the field forward by a quantum jump. This is a feast of cognitive epidemiology, establishing that, beside education and occupation, health outcomes contribute to the impressive predictive validity of intelligence differences.     

Introduction to the special issue on computational cognitive modeling

This special issue of Cognitive Systems Research features the top twelve papers from the 4^th International Conference on Cognitive Modeling (ICCM-2001). These papers represent the current trends in computational cognitive modeling, displaying both the diversity and commonalities of the field. This introduction to the special issue describes the motivations for the conference and the special issue, and overviews the diversity and commonalities found in the papers.     

Introduction to the special section on health and cognitive function.

Numerous factors related to health and diseases have been studied in relation to cognitive function. It has been shown that across the life span, systemic medical diseases can negatively impact cognitive function. Factors that influence the development of medical diseases, such as poor health habits, biological risk factors, hormones, genetic factors, exposure to environmental toxins, and certain treatments for disease, can also have an adverse effect on cognitive function. Conversely, factors such as high levels of education, good health habits, and some treatments for disease can be protective. Included in this special section are 6 empirical articles that examine the relation of health or disease to cognitive function.     

The cognitive foundations of cultural stability and diversity

The existence and diversity of human cultures are made possible by our species-specific cognitive capacities. But how? Do cultures emerge and diverge as a result of the deployment, over generations and in different populations, of general abilities to learn, imitate and communicate? What role if any do domain-specific evolved cognitive abilities play in the emergence and evolution of cultures? These questions have been approached from different vantage points in different disciplines. Here we present a view that is currently developing out of the converging work of developmental psychologists, evolutionary psychologists and cognitive anthropologists.     

Introduction to the special section on clinical applications of analogue behavioral observation

This Special Section addresses methods, validity, and utility of analogue behavioral observation. Separate contributions to the Special Section cover analogue behavioral observation of marital interaction, child behavior problems, parent-child interaction, and adult social functioning. Additional articles address psychometric foundations of analogue behavioral observations, general issues, and future directions in the development and evaluation of this assessment method. Many published studies were reviewed in detail and issues of validity, clinical assessment utility, and sources of variance in obtained measures are addressed.     

Introduction to the self-management series: II

Journal of Behavioral Education -     

Bystanders in bullying: Introduction to the special issue

Bullying is a problem in most, if not all, contemporary schools around the world and is associated with socioemotional, academic, and physical difficulties for not only the victims of bullying, but also the youth who engage in bullying (Beran et al., 2008; Hawker & Boulton, 2000) and bystanders (Janosz et al., 2008; Juvonen et al., 2003). As the actions of bystanders contribute to the deterrence or maintenance of bullying (Salmivalli, 2010), it is critical to understand those factors that lead bystanders' to either protect the victim or facilitate the bullying. To this end, the articles in this special issue provide novel insights into bystanders of bullying, building upon emerging themes in the literature. This introduction summarizes the contributions of each article, focusing on three themes: (a) the process-oriented nature of the decision to defend victims or reinforce the aggressors, (b) the need to differentiate qualitatively different forms of defending, and (c) the role of classroom and societal norms in bystanders' behaviors. This introduction concludes with a call for a next generation of studies that integrates the lines of research presented in this special issue.