The Application of Computational Models to Social Neuroscience: Promises and Pitfalls

Interactions with conspecifics are key to any social species. In order to navigate this social world, it is crucial for individuals to learn from and about others. Whether it is learning a new skill by observing a parent perform it, avoiding negative outcomes, or making complex collective decisions, understanding the mechanisms underlying such social cognitive processes has been of considerable interest to psychologists and neuroscientists, particularly to studies of learning and decision-making. Here, we review studies that have used computational modelling techniques, combined with neuroimaging, to shed light on how people learn and make decisions in social contexts. As opposed to previous methods used in social neuroscience studies, the computational approach allows one to directly examine where in the brain particular computations, as estimated by models of behavior, are implemented. Similar to studies of experiential learning, findings suggest that learning from others can be implemented using several strategies: vicarious reward learning, where one learns from observing the reward outcomes of another agent; action imitation, which relies on encoding a prediction error between the expected and actual actions of the other agent; and social inference, where one learns by inferring the goals and intentions of others. These strategies rely on distinct neural networks, which may be recruited adaptively depending on task demands, the environment and other social factors

Inhabiting - landscapes and natures

About the book: The Handbook of Cultural Geography presents a state of the art assessment of the key questions informing cultural geography. Emphasizing the intellectual diversity of the discipline, the Handbook presents a comprehensive statement of the relationship between the cultural imagination and the geographical imagination while also looking at resonances between cultural geography and other disciplines. The work is cross-referenced throughout and presents a completely integrated overview of cultural geography. This will be an essential reference for any inquiry into how culture is spatially constituted and, equally, how geography is culturally constructed

Becoming a teacher educator : guidelines for induction : 2nd edition

The first edition of these guidelines was published in 2007. Since that date it has been used to support the induction of new teacher educators in the UK and beyond. The guidelines and the research which underpinned them also won the Sage BERA Practitioner Research Prize in 2009. But change in the higher education sector and in the field of teacher education mean that the time is now right for a second edition. This new edition has been revised in four main ways. Firstly, a considerable body of published international research focused on teacher educators has been produced since 2007 and the revised guidelines are informed by this work. Secondly, the new guidelines include the ‘voices’ of new teacher educators themselves gathered during our regular workshops for new teacher educators and our research projects. Thirdly, the revised edition aims to be more inclusive of all teacher educators, including those in further education. In terms of this latter group, it is informed by the limited literature available and our own research into the experiences of those teaching higher education programmes in further education colleges. Finally, the new guidelines seek to respond in a measured way to changing policy and contextual frameworks. These include the continued intensification and increasing fragmentation of academic work and identity in the higher education sector; and the wider questioning of the contribution of higher education to professional education for teachers