"'Magical thinking' can be broadly defined as the belief that one's internal thoughts can affect unrelated events in the external world: Think of the conviction that one can manifest their way out of poverty, stave off cancer with positive vibes, thwart the apocalypse by learning to can their own peaches, or transform an unhealthy relationship to a glorious one with loyalty alone. In all its forms, magical thinking works in service of restoring agency amid chaos, but in The Age of Magical Overthinking, Montell argues that in the modern information age, our brain's coping mechanisms have been overloaded, and our irrationality turned up to an eleven. Montell delves into a cornucopia of the cognitive biases that run rampant in our brains, from how the 'Halo effect' cultivates worship (and hatred) of larger than life celebrities, to how the 'Sunk cost fallacy' can keep us in detrimental relationships long after we've realized they're not serving us. As she illuminates these concepts with her signature brilliance and wit, Montell's prevailing message is one of hope, empathy, and ultimately forgiveness for our anxiety-addled human selves. If you have all but lost faith in our ability to reason, Montell aims to make some sense of the senseless. To crack open a window in our minds, and let a warm breeze in. To help quiet the cacophony for a while, or even hear a melody in it"--

Max Wertheimer (1880-1943), a pioneer of 20th-century psychology, had a major influence on the development of cognitive psychology, especially the psychology of perception and of productive thinking. His work "Productive Thinking" (1945), written in New York, is regarded as a milestone in creativity research. Consisting of many examples of creative thought processes - from geometric tasks to socio-psychologically relevant conflict resolutions to the development of Einstein's theory of relativity - the book leads the reader through a multi-faceted body of thought in the psychology of thinking. Only a few texts in psychology have remained significant even after a period of three quarters of a century - Max Wertheimer's Productive Thinking is such an exception. This book, which also presents an exposition of Gestalt psychology, highlights the "productive" (insightful) versus automatic (unreflected) thought processes for many areas of life. In addition to examples from school teaching, the chapter on the emergence of Albert Einstein's theory of relativity is of lasting interest to today's generation of psychologists, pedagogues, brain researchers, neuroscientists and philosophers. Wertheimer had the unique opportunity to analyze Einstein's thinking in direct conversation. An introductory commentary by Viktor Sarris for this new edition of the first publication of Productive Thinking in 1945 offers a detailed account of the genesis and reception of Wertheimer's work.

Nobel Laureate Herbert A. Simon has in the past quarter century been in the front line of the information-processing revolution; in fact, to a remarkable extent his and his colleagues' contributions have written the history of that revolution in cognitive psychology. This book brings together papers dating from the start of Simon's career to the present. Its focus is on modeling the chief components of human cognition and on testing these models experimentally.

Words, Thoughts, and Theories articulates and defends the "theory theory" of cognitive and semantic development, the idea that infants and young children, like scientists, learn about the world by forming and revising theories, a view of the origins of knowledge and meaning that has broad implications for cognitive science. Gopnik and Meltzoff interweave philosophical arguments and empirical data from their own and other's research. Both the philosophy and the psychology, the arguments and the data, address the same fundamental epistemological question: How do we come to understand the world around us? Recently, the theory theory has led to much interesting research. However, this is the first book to look at the theory in extensive detail and to systematically contrast it with other theories. It is also the first to apply the theory to infancy and early childhood, to use the theory to provide a framework for understanding semantic development, and to demonstrate that language acquisition influences theory change in children.The authors show that children just beginning to talk are engaged in profound restructurings of several domains of knowledge. These restructurings are similar to theory changes in science, and they influence children's early semantic development, since children's cognitive concerns shape and motivate their use of very early words. But, in addition, children pay attention to the language they hear around them and this too reshapes their cognition, and causes them to reorganize their theories.