Editorial board page for “Visual Cognition”, Volume 2, Number 2-3

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Editorial board page for “Aging,Neuropsychology, and Cognition”, Volume 2, Number 3

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Editorial board page for “Memory”, Volume 3, Number 3-4

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Editorial board page for “Psychology and Health”, Volume 8, Number 2-3

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Editorial board page for “Psychological Perspectives”, Volume 22, Number 1

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Editorial board page for “Psychology and Health”, Volume 1, Number 1

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Editorial board page for “Counselling Psychology Quarterly”, Volume 3, Number 4

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Editorial board page for “British Journal of Guidance and Counselling”, Volume 21, Number 3

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Editorial board page for “British Journal of Guidance and Counselling”, Volume 27, Number 1

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Editorial Board Page for “Psychology and Health”, Volume 9, Number 1-2

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“Minding the Gap”: Imagination,Creativity and Human Cognition

Inquiry into the nature of mental images is a major topic in psychology where research is focused on the psychological faculties of imagination and creativity. In this paper, we draw on the work of L.S. Vygotsky to develop a cultural-historical approach to the study of imagination as central to human cognitive processes. We characterize imagination as a process of image making that resolves “gaps” arising from biological and cultural-historical constraints, and that enables ongoing time-space coordination necessary for thought and action. After presenting some basic theoretical considerations, we offer a series of examples to illustrate for the reader the diversity of processes of imagination as image making. Applying our arguments to contemporary digital media, we argue that a cultural-historical approach to image formation is important for understanding how imagination and creativity are distinct, yet inter-penetrating processes.     

Blake's Development of the Number Words “One,” “Two,” and “Three”

A mother tracked her preschooler's number word development daily from 18 to 49 months of age. Naturalistic observations were supplemented with observations during structured (Kumon) training and microgenetic testing. The boy's everyday use of “two” did not become highly reliable and selective for 10 months (at 28 months), emerged later than that of words representing less abstract concepts, and was used in a relatively abstract manner to describe various visible pairs of items. He quickly generalized “two” to partially visible collections and then those that were not visible. Highly reliable use of “one” and “two” appeared to develop simultaneously, before he started using a plural rule, and before he could put out two items upon request. Reliable and accurate use of number words in everyday situations, particularly child-initiated efforts, preceded such use in the contexts of the Kumon training and microgenetic testing, both of which involved adult-initiated tasks. Educational implications include underscoring differences among the first number words by contrasting, for instance, one with two, and pointing out non-examples of a number (“not two”) as well as a wide variety of examples, such as “two blocks, two hands, two socks, two airplanes.”