Trousson, Raymond / Vercruysse, Jeroom (dir.), Dictionnaire general de Voltaire. (Champion classiques, references et dictionnaires 18) 1272 p. 2020:10 (Champion, FR) <670-9>
ISBN 978-2-38096-016-7 paper ¥7,064.- (税込) EUR 38.00

Nelson, Thomas E., Political Persuasion: The Use of Values in Communication. (Series in Political Psychology) 416 pp. 2023:7 (Oxford U. Pr., US) <726-796>
ISBN 978-0-19-084403-5 hard ¥29,620.- (税込) US$ 132.00

Values are fundamental to political attitudes. Ideals like freedom, equality, democracy, and fairness give us standards to judge whether conditions are good or bad and whether policy solutions are preferable or detrimental. Political Persuasion examines how partisan communicators recruit social and political values to persuade the public to support their positions on controversial issues, making it one weapon in the arsenal that communicators and political entrepreneurs deploy to shape public opinion. In this book, Thomas E. Nelson explores the different strategies and tactics constituting value recruitment and examines how communicators respond to the value recruitment efforts of their opponents. Drawing primarily from two cases in modern American politics, Nelson presents interviews with activists and policymakers to understand the values at stake and the tactics in play, and provides evidence from experiments that examine how value recruitment shapes our opinions. Through this analysis, readers will gain greater recognition and understanding of value recruitment, which in turn will deepen our knowledge about the dynamics of political debate and public attitudes.

Colvin, Molly / Reesman, Jennier Linton / Glen, Tannahill, Neurodevelopment in the Post-Pandemic World: The Altered Trajectory of Children's Education, Mental Health, and Brain Development. 264 pp. 2024:9 (Oxford U. Pr., US) <726-1262>
ISBN 978-0-19-776263-9 hard ¥20,196.- (税込) US$ 90.00

This book discusses how the radical psychosocial changes during the COVID-19 pandemic may impact neurodevelopment from birth through the transition to early adulthood, thereby altering the trajectory of psychological, social, and academic development in the years to come. The COVID-19 pandemic caused worldwide and sustained educational and psychosocial disruption for children and adolescents. Schools, when they were able to remain open, quickly shifted to adopt untested virtual instruction methods that varied widely in implementation. Youth were exposed to increased stress at home, including adverse childhood experiences (ACEs), and mental health conditions increased. Young children who needed support for developmental and learning delays, as well as disabilities, missed critical interventions and/or entered school later. Older adolescents were lost entirely from the educational system. Although the acute phase of the pandemic has passed, the significant developmental and psychosocial impact on this generation of young people will be felt for decades to come, especially as resources have not yet been allocated in a manner that effectively and aggressively intervenes on behalf of those most impacted. Academic achievement data has shown significant attenuation in math and reading gains. The mental health system is presently unable to meet the demands of the population, prompting prominent national health care provider associations and other experts to declare a state of emergency for youth mental health. There are significant implications of changes in academic achievement for the identification of disability using pre-pandemic methods, especially for the fields of forensic neuropsychology and special education law. Radical educational and psychosocial changes during the COVID-19 pandemic may impact neurodevelopment from birth through the transition to early adulthood, with lasting impacts on psychological and social functioning, as well as academic achievement, especially for vulnerable youth. Altered Trajectories shows how the lessons of the COVID-19 pandemic have the potential to be a catalyst for change. In a world that anticipates future sudden and calamitous psychosocial disruption due to climate change or new pandemics, the information within this book is expected to be of use both in the immediate term and the future. This information has the potential to shape progress in the fields of psychology, developmental neuroscience, sociology, public policy, and the law.

Holmes, Robyn M. / Roopnarine, Jaipaul L. (eds.), Culture, Schooling, and Children's Learning Experiences. 336 pp. 2024:9 (Oxford U. Pr., UK) <726-1263>
ISBN 978-0-19-288946-1 hard ¥34,295.- (税込) GB￡ 119.00

As countries experience increasing cultural diversity both within and between their borders, contemporary researchers are exploring the connection between culture and children's learning and academic experiences. One important goal is to provide all children with educational experiences that are culturally sensitive, relevant, and effective in helping them reach their maximum potential and preparing them for the future. With over twenty-five contributing authors, this volume investigates the connection between culture and children's schooling and learning experiences from multidisciplinary perspectives, diverse methodologies, and cross-cultural and culture specific approaches. The common thread running through the chapters is the understanding that learning is an activity that takes place within cultural contexts. Together, the chapters highlight the forces that shape children's everyday learning experiences. Core themes address how parental beliefs and cultural ways of learning and problem-solving shape children's learning experiences and social interactions with teachers; the importance of quality early childhood education and playful learning to children's school success and development; and how the complex intersection of cultural variables with forces such as historical injustice, social and educational inequality, economic stability, and political ideologies shape children's learning. The volume honors the experiences of Indigenous, newcomer, first-generation children, and children of underrepresented communities and highlights the vital role that policy makers, teacher educators, schools, and classroom educators play in helping all children reach their academic and social potential.

Vidair, Hilary B. / Gustafson, Pam L. / Feindler, Eva L., Navigating Research in an Applied Graduate Program: A Guide for Students in Psychology, Mental Health, and Education. 368 pp. 2024:11 (Oxford U. Pr., US) <726-1265>
ISBN 978-0-19-935227-2 paper ¥5,597.- (税込) US$ 24.95

Barnaby, Andrew, The Freudian Exodus: Psychoanalysis and the Mosaic Legacy. (Contemporary Psychoanalytic Studies 32) 332 pp. 2024:8 (Brill, NE) <726-1267>
ISBN 978-90-04-70108-3 hard ¥40,111.- (税込) EUR 165.00

The Freudian Exodus redefines the traumatic experience that Freud argued was the origin of Judaic monotheism, the murder of Moses. Focusing instead on the Babylonian Exile, the study explores a series of topics understood as the aftershocks of that cultural trauma. Among these are the nature of anti-Semitism, Christianity's vexed relationship to Judaism, the fantasmatic status of subjectivity, the cultural function of Torah, and Freud's escape at the end of his life from Nazi controlled Austria. The in-depth analysis of these topics aims for a new understanding of psychoanalysis, conceived more as a philosophy than as a mode of therapy.

Boyatzis, Richard E., The Science of Change: Discovering Sustained, Desired Change from Individuals to Organizations and Communities. 344 pp. 2024:10 (Oxford U. Pr., US) <726-1268>
ISBN 978-0-19-776511-1 hard ¥7,854.- (税込) US$ 35.00

Dueck, Alvin / Sundararajan, Louise (eds.), Values and Indigenous Psychology in the Age of the Machine and Market: When the Gods Have Fled. (Palgrave Studies in Indigenous Psychology) 415 pp. 2024:7 (Palgrave Macmillan, UK) <726-1270>
ISBN 978-3-031-53195-8 hard ¥34,030.- (税込) EUR 139.99

This interdisciplinary edited collection addresses issues at the intersection of indigenous psychology, market ideology, values, and technology. The aims of this book arise from the recognition that whereas the unfolding of the agricultural revolution over thousands of years allowed for the gradual co-evolution of values and technology to blossom, the post-industrial technological revolution is so accelerated that there has been little time for the co-evolution of values. To address this, the chapters collected here seek to initiate a conversation that will provide the conceptual space for the evolution of values that can keep pace with contemporary developments in the machine and the market. In this conversation, they argue, indigenous psychologies will necessarily play a central role for two reasons: firstly, as alternative systems of thought they enable a productive interrogation of the rationality of machine and the market; and second, examples of the impact of technology and the market on traditional societies hold lessons for potential future impacts on the society as a whole. This timely work offers fresh insights that will appeal to students and scholars of psychology, cultural and religious studies, anthropology, business and economics, and science and technology studies.

M.トマセロ著　エージェンシーと認知発達
Tomasello, Michael, Agency and Cognitive Development. (Oxford Series in Cognitive Development) 208 pp. 2024:9 (Oxford U. Pr., UK) <726-1273>
ISBN 978-0-19-889657-9 hard ¥12,969.- (税込) GB￡ 45.00

Children of different ages live in different worlds. This is partly due to learning: as children learn more and more about the world they experience it in different ways. But learning cannot be the whole story or else children could learn anything at any age - which they cannot. In a startlingly original proposal, Michael Tomasello argues that children of different ages live and learn in different worlds because their capacities to cognitively represent and operate on their experience change in significant ways over the first years of life. These capacities change because they are elements in a maturing cognitive architecture evolved for agentive decision making and action, including in shared agencies in which individuals must mentally coordinate with others. The developmental proposal is that from birth infants are goal-directed agents who cognitively represent and learn about actualities; at 9 -12 months toddlers become intentional (and joint) agents who also imaginatively and perspectivally represent and learn about possibilities; and at 3-4 years preschool youngsters become metacognitive (and collective) agents who also metacognitively represent and learn about objective/normative necessities. These developing agentive architectures - originally evolved in humans' evolutionary ancestors for particular types of decision making and action - help to explain why children learn what they do when they do. This novel agency-based model of cognitive development recognizes the important role of (Bayesian) learning, but at the same time places it in the context of the overall agentive organization of children at particular developmental periods.