Oxford University Press's
Academic Insights for the Thinking World
Every year on 9 May, Russia observes Victory Day as its most important national holiday. It celebrates the end of the Great Patriotic War (1941-1945) by staging events that dwarf those of any other country. But Victory Day is not just about the past. It is also about national identity in the present, and as this identity project has changed, so has the memory of the war.
On 29 January 2021, Rochester police responded to an incident involving a Black nine-year-old girl, who they were told might be suicidal. An extended police body camera video of the incident shows the agitated child, her mother, and an officer attempting to de-escalate the situation.
What role should literature have in the interdisciplinary study of emotion? The dominant answer today seems to be “not much.” Scholars of literature of course write about emotion; but fundamental questions about what emotion is and how it works belong elsewhere: to psychology, cognitive science, neurophysiology, philosophy of mind. In Shakespeare’s time the picture was different. What the period called “passions” were material for ethics and for that part of natural philosophy dealing with the soul; but it was rhetoric that offered the most extensive accounts of the passions.
When we open our eyes in the morning, we take for granted that we will consciously see the world in all of its dazzling variety. The immediacy of our conscious experiences does not, however, explain how we consciously see.
Belief in the existence of a “warrior gene” has been around for more than 25 years, one of many examples where genetic effects on behavior have been misunderstood.
Serial killers—people who repeatedly murder others—provoke revulsion but also a certain amount of fascination in the general public. But what can modern psychology and neuroscience tell us about what might be going on inside the head of such individuals?
This past month marked an anniversary like no other. On 11 March 2020, the World Health Organization declared COVID-19 a pandemic and with it, normal life of eating out, commuting to work, and seeing grandparents came to a sudden halt. One year later, my new book about the intersection of psychology and the workplace was published. With wide-scale vaccinations on the rise, I thought it would be a good time to take stock of where we are and just how much has changed.
Creating access for people with disabilities sometimes means fundamentally changing the nature of the thing that is made accessible. When we change the nature of the thing made accessible, we don’t just create access and inclusion for people with disabilities—we often create a new kind of experience altogether.
Imagine you are the victim of an unfortunate accident. Unable to move or speak, you lie helpless in your hospital bed. How would anyone know that you—your thoughts, feelings, and experiences—are still there?
Was Darwin a one-trick pony? The scientists who most laud him typically cite just one of his ideas: natural selection. Do any know that his theory of evolution—like his take on psychology—was drawn from a comprehensive analysis of organisms as agents? This fact has long been eclipsed by the “gene’s-eye view” of adaptation which gained a strangle-hold over biology during the twentieth century—and hence over sociobiology and today’s “evolutionary” psychology.
With increasing migration and the movement of people in the 21st century, many children are attending school in formal settings where cultural norms and practices at home may conflict with those children encounter at school. This experience places children in the position of having to navigate two different social worlds—home and school. In this blog post, Professor Robyn M. Holmes explores three key areas of cultural impact on children’s school experiences: parental beliefs and socialization practices, teacher perceptions, and school curricula and children’s learning.
Could we expect new mass protests to mark the ten-year anniversary of the Arab Spring? New research investigates the cognitive processes underlying the protests, especially how the desire for “safety and stability” impacts the decision to protest or abstain.
Neuroscience is beginning to make sense of what’s going on inside the human brain—a seemingly inscrutable organ of even great complexity. We can now see what some patterns of activity are, and we have an inkling of what they are doing, of how they track the environment, and subserve behaviour.
When you call 911 for assistance with someone whose mental health symptoms are out of control specifically ask for crisis intervention officers with mental health training. Tell the dispatcher that the person you are calling about has a diagnosed mental illness and is experiencing a mental health crisis, explain what that illness is, and then after setting that foundation help prepare the officers for the scene by giving the 911 operator all of the details about the current behavior.
In the second and final part of this interview, author Michael B. Bakan speaks to his co-author Graeme Gibson, Dr Deborah Gibson, and legendary science fiction author William Gibson about writing science fiction, musical influences, and essential lessons autism has taught them.
In the first part of this two-part interview, author of “Music and Autism,” Michael Bakan speaks to his co-author Graeme Gibson, Dr Deborah Gibson, and legendary science fiction author William Gibson about musical instruments and autism.