Beginning around 1865, as the fledgling art and science of photography began to appear in cities and towns across the United States, a small group of photographers, using new methods and equipment developed a few years before in Europe, began producing and offering for sale stereographic views of the people, places, and events that made up daily life in the then nearly 40-year-old city of Grand Rapids. These photographic views were unlike others that had preceded them and when viewed using a special device, they presented a detailed, three-dimensional portrait of the young city. Once introduced, stereographic views of the city, alongside those of more distant lands, became wildly popular and soon graced the homes of many in this city and elsewhere. The stereographic cards themselves today offer a rare and detailed glimpse of the city, its residents, and some of the special and unusual events that occurred nearly 150 years ago.

Representation of the visual and spatial properties of our environment is a pivotal requirement of everyday cognition. We can mentally represent the visual form of objects. We can extract information from several of the senses as to the location of objects in relation to ourselves and to other objects nearby. For some of those objects we can reach out and manipulate them. We can also imagine ourselves manipulating objects in advance of doing so, or even when it would be impossible to do so physically. The problem posed to science is how these cognitive operations are accomplished, and proffered accounts lie in two essentially parallel research endeavours, working memory and imagery. Working memory is thought to pervade everyday cognition, to provide on-line processing and temporary storage, and to update, moment to moment, our representation of the current state of our environment and our interactions with that environment. There is now a strong case for the claims of working memory in the area of phonological and articulatory functions, all of which appear to contribute to everyday activities such as counting, arithmetic, vocabulary acquisition, and some aspects of reading and language comprehension. The claims for visual and spatial working memory functions are less convincing. Most notable has been the assumption that visual and spatial working memory are intimately involved in the generation, retention and manipulations of visual images. There has until recently been little hard evidence to justify that assumption, and the research on visual and spatial working memory has focused on a relatively restricted range of imagery tasks and phenomena. In a more or less independent development, the literature on visual imagery has now amassed a voluminous corpus of data and theory about a wide range of imagery phenomena. Despite this, few books on imagery refer to the concept of working memory in any detail, or specify the nature of the working memory system that might be involved in mental imagery. This essay follows a line of reconciliation and positive critiquing in exploring the possible overlap between mental imagery and working memory. Theoretical development in the book draws on data from both cognitive psychology and cognitive neuropsychology. The aim is to stimulate debate, to address directly a number of assumptions that hitherto have been implicit, and to assess the contribution of the concept of working memory to our understanding of these intriguing core aspects of human cognition.

This new volume in the Counterpoints series compares and contrasts different conceptions of working memory, generally recognized as the human cognitive system responsible for temporary storage of information. The book includes proponents of several different views. Robert Logie discusses the theoretical and empirical utility of separating working memory into an articulatory loop, a phonological store, and a visuo-spatial sketchpad into visual and spatial subsystems. Patricia Carpenter provides evidence for a process view of working memory, arguing that both task-specific processing and general processing capabilities can account for the full range of working memory phenomena. She focuses on findings from reading comprehension and memory tasks suggesting that working memory is used to represent the set of skills and strategies necessary for complex tasks, while retaining residual capacity for use as a storage buffer. Lynn Hasher argues in favor of the new inhibitory model, with evidence drawn from the literature on aging and pathology that demonstrates parallels between memory disorders and normal memory functioning. Randall Engle addresses the issue of whether working memory resources are required for retrieval of information or whether that task is relatively automatic. Engle's empirical studies, in turn, bear directly on the positions of Carpenter, Hasher, and Logie. As interest in working memory is increasing at a rapid pace, an open discussion of the central issues involved is both useful and timely. This work serves this purpose for a wide audience of cognitive psychologists and their students.

Thinking and memory are inextricably linked. However, a "divide and rule" approach has led cognitive psychologists to study these two areas in relative isolation. With contributions from some of the leading international researchers on working memory and thinking, the present volume aims to break down the scientific divisions and foster scientific integration in the connections between these two core functions of cognition. Broadly defined, thinking comprises mentally driven change in current representations. The processes involved in such change include application of logical rules, heuristics, problem solving strategies, decision making, planning and comprehension of complex material. Memory involves the encoding, retention and retrieval of information, and the retention may be temporary or in a long-term knowledge base.; Thinking cannot occur in a vacuum; it relies on the long-term memory base and a temporary mental workspace. Despite the apparent limitations on mental workspace, humans can drive a car and hold a conversation, or store partial solutions while tackling other aspects of a problem. So too, some aspects of thinking are relatively resilient in the face of quite extensive brain damage, yet other aspects are remarkably vulnerable to neuroanatomical insults. Humans can solve complex problems with many alternative choice points and yet seem to be able to consider only a few hypotheses at any one time. These apparent paradoxes present significant scientific challenges as to how humans can be such successful thinkers despite their very limited working memory. The chapters herein represent a diversity of views as regards the nature or working memory and forms of human thinking. The links between working memory and thinking are directly addressed and made explicit, and in so doing this volume offers an increasingly integrated understanding of human thinking and memory.

This is the first volume in the Counterpoints Series, which explores the issues being debated in psychology, child development, linguistics, and neuroscience. Each volume consists of the presentation of three or four extensive chapters by researchers representing key points of view on the issue. This text examines one of the liveliest areas of debate in psychology today, the relationship between perception and mental imagery. A variety of recent studies have pointed to the existence of a strong relationship between memory and mental representation, while others have shown that images are open to reinterpretation and manipulation, and are therefore not merely static impressions or mental representations of memories. Three core chapters by researchers in the midst of this debate--Maria Brandimonte, Geir Kaufmann, and Dan Reisberg--make up the central portion of this text. The first chapter is a historical overview of the problem as well as a review of the research in psychology and the argument as it has developed in related fields, such as philosophy and artificial intelligence. The last chapter pulls together all of the positions and points to new areas of research which may help uncover an explanation for the apparent contradictions in the research. Students and researchers in psychology and cognitive psychology will benefit from this comprehensive look at this heated debate.

This detailed book by the most experienced authors in the field describes how to develop and implement the objective structured clinical examination (OSCE) for social work education. Assessment of student competency is an essential part of social work education. Going beyond the traditional domains for assessing students -- the classroom and field practicums -- the authors offer a new approach that approximates authentic practice tasks: the objective structured clinical examination (OSCE) adapted for social work. Based on the work of two research teams and the extensive experience of the authors, this book provides all the resources necessary for programs to develop and implement the OSCE.

Mobile application (app) platforms have the potential to advance sexual and reproductive health (SRH). Yet there is a dearth of knowledge regarding global perspectives from healthcare providers on how SRH mobile apps are being leveraged in their healthcare practice. In 2019 the World Health Organization (WHO) developed a consolidated guideline on self-care interventions for SRH. To inform this guideline, we conducted a global values and preferences survey. This study aimed to (a) understand the awareness, access, and uptake of SRH mobile apps; (b) examine how many healthcare provider (HCP) participants provided linkages, referrals and information to clients regarding SRH mobile apps; and (c) among HCP, assess how many felt confident and informed regarding SRH mobile apps. We hosted a cross-sectional web-based survey on the WHO Department of Reproductive Health and Research website and shared the survey with SRHR listservs. There were 825 survey participants, 360 whom identified as healthcare providers (HCP). Approximately one-third of HCP participants had provided a referral/information to their clients about sexual or reproductive health apps. While 40.8% of HCP felt confident and informed about sexual health apps, half (47.4%) reported needing more information, and 15.6% expressed interest in receiving training to use in practice. While 42.6% of HCPs felt confident and informed about reproductive health apps, 45.7% needed more information, and 15.1% were interested in further training. There was also an open-ended question for HCP to share their thoughts about self-care SRH interventions. Specifically regarding SRH apps, HCP responses revealed the importance of considering: (a) security and confidentiality; (b) potential benefits of SRH apps for underserved groups (i.e. youth, rural communities); (c) community engagement; (d) health benefits; and (e) and online training for HCP on SRH mobile apps. Findings signal interest and opportunities for training and engaging HCP in using mobile apps to advance SRH.