Facing death at the age of 26, I was determined to turn my health and my life around. Grateful for a second chance, I studied everything I could about health and wellness. I learned about herbs and healthy eating, but my real turn-around happened when I started to study the power of the mind through hypnosis and biofeedback. I founded a wellness & weight loss program sponsored by over 100 corporations, such as Disney and Home Depot. My own books teach not only healthy eating but how to change your mindset. My recommended books were a lifesaver as they helped me learn about how to eat for my body type when I needed it most.
Milton Erickson is known as one of the greatest hypnotherapists of all time. Reading his work inspired me to go into the field of hypnosis and biofeedback, decades ago. I feel so grateful to him. This book is an amazing inspirational collection of some of his cases and how he helped so many people to heal. Thirty years ago, after I was thankfully able to restore my own health after almost dying at the age of 26, through the inspiration of Dr. Erickson and others, I created my own hypnotherapy program, in hospitals and corporations, where I was able to help over 200,000 people to lose weight, stop smoking and get healthy.
Milton H. Erickson has been called the most influential hypnotherapist of our time. Part of his therapy was his use of teaching tales, which through shock, surprise, or confusion-with genius use of questions, puns, and playful humor-helped people to see their situations in a new way. In this book Sidney Rosen has collected over one hundred of the tales. Presented verbatim and accompanied by Dr. Rosen's commentary, they are grouped under such headings as Motivating Tales, Reframing, and Capturing the Innocent Eye.
We have been coaching and learning about peak performance for four decades. To learn from playing golf ourselves, coaching others to play better, and continuously staying curious and learning from others is a mix that we want to keep alive. It’s not only to perform well that matters to us, but that we also grow as a human being. It’s about excellence and wellbeing. What skills, what culture, and what foundation can make that a possibility? Our deepest wish is for all of us to access our own unique possibilities to be good and happy.
This is the best book we have read about how to practice in the best way possible. So many people practice hard but don’t improve. We always say, “What you practice, you get good at,” … so make sure you practice and train in the smartest way possible.
Spaced-out practice means you need a break and time to recharge, and that is important for retention. Interleaving means that you don’t stay with one segment of a skill until you master it. You interleave several segments, and it makes it a lot harder to do, but retention and mastery improve.
To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners.
Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights…
I am trained in physics but moved over to psychology and neuroscience partway through graduate school at Cornell University because I became fascinated with the stupefying complexity of brains. I found that a lot of the main ideas and approaches in these fields seemed flawed and limited—things like defining something to study such as “emotion” or “perception” without specifying what measurable quantities are necessary and sufficient to understand those things. Luckily, I was (and continue to be) mentored by independent thinkers like neuroanatomist Barbara Finlay and computational neuroscientist David Field, who instilled in me their spirit of free and deeply informed inquiry. Today, more and more brain researchers are rethinking established ideas.
Thanks to Freud, one of the most cherished ideas in psychology is that we have an unconscious. Yet because it is by definition inaccessible, our unconscious is almost impossible to study scientifically. Freud himself certainly didn’t provide much reliable evidence for its existence. Nick Chater, a respected researcher of language and perception, argues that little if any evidence for an unconscious drive exists even now, almost a century after Freud. With lively and pugnacious arguments drawn from fascinating and diverse discoveries about language and perception, Chater deconstructs the unconscious and argues instead for a human mind that is inherently dynamic and in-the-moment. When I have assigned this book to my undergraduate students studying perception it has provoked some of the most heated debates, which is how I know it is a great book!
A radical reinterpretation of how your mind works - and why it could change your life
'An astonishing achievement. Nick Chater has blown my mind' Tim Harford
'A total assault on all lingering psychiatric and psychoanalytic notions of mental depths ... Light the touchpaper and stand well back' New Scientist
We all like to think we have a hidden inner life. Most of us assume that our beliefs and desires arise from the murky depths of our minds, and, if only we could work out how to access this mysterious world, we could truly understand ourselves. For more than a…
I’ve spent the past thirty years leading the movement to integrate the humanities, and especially literary study, with evolutionary psychology and cognitive neuroscience. I got my PhD in comparative literature right about the time the academic literary world was being convulsed by the poststructuralist revolution (Derrida, Foucault, et co). I felt a profound antipathy to the sterile paradoxes and attenuated abstractions of that theory. I wanted a theory that could get close to the power literature had over my own imagination. The evolutionary human sciences have provided me with a basis for building a theory that answers my own need to make sense of literature.
Boyd combines research on human evolution with cognitive psychology. He offers crisp and lucid summaries of the relevant research. His writing is like that of the best popular science. His marshaling of ideas from evolutionary and cognitive psychology offers an alternative to critical theories that have lost touch with science, and with much of reality.
A century and a half after the publication of Origin of Species, evolutionary thinking has expanded beyond the field of biology to include virtually all human-related subjects-anthropology, archeology, psychology, economics, religion, morality, politics, culture, and art. Now a distinguished scholar offers the first comprehensive account of the evolutionary origins of art and storytelling. Brian Boyd explains why we tell stories, how our minds are shaped to understand them, and what difference an evolutionary understanding of human nature makes to stories we love.
Art is a specifically human adaptation, Boyd argues. It offers tangible advantages for human survival, and it derives…
It might be a stretch to call me an expert in ethics, but I have taught ethics for more than 30 years and I’ve read deeply in the field of behavioral ethics. I'm proud of the work I’ve done with the Ethics Unwrapped video project, though most of the credit goes to filmmakers Cara Biasucci (co-author of Behavioral Ethics in Practice: Why We Sometimes Make the Wrong Decisions) and Lazaro Hernandez (producer ofEthics Unwrapped). My passion for this topic is driven largely by the fact that I want my two daughters to live in a world where most people are trying to do the right thing most of the time.
Yale professor John Bargh is a wonderful writer and a great storyteller.
We all know that our minds operate at both a conscious and an unconscious level, but not until I read this book did I realize how much happens at the unconscious level and that this helps explain everything from how getting a flu shot affects our attitudes toward immigration to how having power can induce us to try to unfairly advantage people we perceive to be like us at the expense of “out-group” members.
'John Bargh's Before You Know It moves our understanding of the mysteries of human behaviour one giant step forward. A brilliant and convincing book.' - Malcolm Gladwell, author of Blink and David and Goliath
How much of what we say, feel and do is under our conscious control? How much is not? And most crucial of all: if we understood how our unconscious worked - if we knew why we do what we do - could we finally, fundamentally, know ourselves?
From checking a dating app to holding a cup of coffee or choosing who to vote for, our unconscious…
I enjoy helping others get what they desire in life. As a long-time successful businessman, university professor, NLP trainer/coach, public speaker, and author, I have first-hand experience with the personal/professional balancing act required in these times.
I believe each of us can achieve the success we desire by developing our authentic selves, mastering internal and external congruence, and taking charge of our lives.
For over 30 years, I’ve been a student of personal development methodologies. I continue to transform my own life while assisting others from all walks of life and ages to learn, to address challenges at work and at home, and to get more of what they desire.
If you are a coach or student of NLP, add this book to your library. Dilts notes that, in the past, coaching has been focused mainly on improving behavior performance through careful observation and feedback. More recently personal, executive, and life coaching has evolved to provide support on a number of different levels. Each level has a different focus and requires a different approach and set of tools. Dilts clearly explains how your coaching style must adapt to each level (environment (caretaker or guide), behaviors (coach), capabilities (teacher), beliefs and values (mentor), identity (sponsor), and spirituality (awakener)), and provides a suggested set of tools and techniques.
Coaching is the process of helping people and teams to perform at the peak of their abilities. It involves drawing out people's strengths, helping them to bypass personal barriers and limits in order to achieve their personal bests, and facilitating them to function more effectively as members of a team.
Historically, coaching has been focused toward achieving improvement with respect to a specific behavioral performance. This involves promoting the development of that person's behavioral competence through careful observation and feedback.
In recent years, the notion of coaching has taken on a more generalized and expanded meaning. Personal coaching, executive coaching…
In 1972, I started an early childhood center in the Monadnock Region in New Hampshire. The focus was on child-centered education, with an emphasis on working with children outdoors. I've spent the last 50 years continuing to connect children with nature in schools, nature centers, national parks, museums, and in families. I taught graduate courses in developmental psychology, cognitive development, place-based education and have done hundreds of professional development workshops for early childhood and elementary school teachers. As a father, I focused on connecting my own children with nature. My son is a ski coach and runs an ecotourism kayaking business. My daughter is a theater director and writes grants for an environmental non-profit.
Cobb's Ecology of Imaginationis tough sledding. It's academic, abstruse, and also remarkably insightful. I still don't understand all of what she's saying, but what I do understand is her portrayal of the importance of middle childhood, "between the strivings of animal infancy and the storms of adolescence—when the natural world is experienced in some highly evocative way, producing in the child a sense of some profound continuity with natural processes….” Our goal, as parents, should be to find ways for our children to feel that "profound continuity with natural processes" during the middle childhood years of ages six to twelve.
Is genius shaped by the imagination of childhood? Cobb's collection of autobiographies and biographies of creative people, as well as her observations of children's play, suggests just that. She sees the child to be innately connected with the natural world. Inner powers alone do not further the imagination. Her book remains an important philosophical meditation on the importance of children's deep experience of nature to their adult cognition and psychological well-being.
Throughout my life, I have been fascinated by humanity’s place within deeper time. As a boy, I collected rocks and fossils, and at university studied geology. The long term has also been a theme running throughout my journalism career at New Scientist and the BBC, and it inspired my research during a recent fellowship at Massachusetts Institute of Technology in the US. I believe we need to embrace a deeper view of time if we are to navigate through this century’s grand challenges – and if we can, there’s hope, agency, and possibility to be discovered along the way.
I first met Suddendorf – one of the three co-authors of this book – in Australia back in 2016.
He is a German professor living in Queensland (with an accent untroubled by antipodean influence), and is best known for studying the skill of “mental time travel”. From him I learnt that this is one of the foundational abilities of humanity, which may well have steered our entire evolution.
We can project our minds across the past, present, and future at will - unlike pretty much any other animal. Therefore it’s crucial as a skill if we want to take the long view, and we shouldn’t take it for granted. However, as Suddendorf and colleagues write in this terrific book, it’s also a “Promethean” talent, and is far from perfect.
If we want to take a longer view, understanding our cognitive faculties is key – this book serves as a…
Our ability to think about the future is one of the most powerful tools at our disposal. In The Invention of Tomorrow, cognitive scientists Thomas Suddendorf, Jonathan Redshaw, and Adam Bulley argue that its emergence transformed humans from unremarkable primates to creatures that hold the destiny of the planet in their hands. Drawing on their own cutting-edge research, the authors break down the science of foresight, showing us where it comes from, how it works, and how it made our world. Journeying through biology, psychology, history, and culture, they show that thinking ahead is at the heart of human nature-even…
I am an artist and mathematical neuroscientist. I’ve spent my life cracking some of reality’s greatest mysteries, including consciousness, self-consciousness, language, music, suffering, pain, anesthesia, compassionate love, extraterrestrial communication, and autism.
This is it. The Bible of the Mind. The Codex of Consciousness. The Scroll of the Soul. Stephen Grossberg’s masterwork is a comprehensive mathematical account of human cognition.
Pick any part of the brain, any mental function—a sodium channel, a pyramidal neuron, a circadian circuit, a cerebellar lobe, audio recognition, hate, melodic preferences, linguistic meaning, throwing a spear at a target, visual memory, schizophrenia, free will—and Dr. Grossberg has put math to it. You’ll find that math in this book.
But be forewarned: this book is very, very, very challenging. The math isn’t derived from some other field of science. Because consciousness is not a subset of electromagnetism or a variety of planetary orbit. Consciousness is its own unique thing in the cosmos, and demands its own unique math.
Sophisticated, ornery math. Inaccessible math for most of us, sadly, but if you want to take a shot at the Finnegan’s…
How does your mind work? How does your brain give rise to your mind? These are questions that all of us have wondered about at some point in our lives, if only because everything that we know is experienced in our minds. They are also very hard questions to answer. After all, how can a mind understand itself? How can you understand something as complex as the tool that is being used to understand it?
This book provides an introductory and self-contained description of some of the exciting answers to these questions that modern theories of mind and brain have…
I’m a professor of psychology at Occidental College, where I direct the Thinking Lab. I hold degrees in psychology from Princeton and Harvard and have published several dozen scholarly articles on conceptual development and conceptual change. I’m interested in how people acquire new concepts and form new beliefs, especially within the domains of science and religion. My research investigates intuitions that guide our everyday understanding of the natural world and strategies for improving that understanding.
Two skills fundamental to scientific reasoning are inquiry and argument. Inquiry is generating new information, and argument is using that information to justify and evaluate knowledge claims. Kuhn presents a framework for understanding these processes, as well as methods for teaching them. Her insights are grounded in science-education research demonstrating not only why inquiry and argument are challenging but also how they can be improved. Kuhn’s book fundamentally changed how I teach science to others. It provided me a way of organizing and motivating the various research methods I cover in my courses, as tools for building a collective body of knowledge.
What do we want schools to accomplish? The only defensible answer, Deanna Kuhn argues, is that they should teach students to use their minds well, in school and beyond.
Bringing insights from research in developmental psychology to pedagogy, Kuhn maintains that inquiry and argument should be at the center of a "thinking curriculum"-a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children's lives to gain (or lose) their trust that the things we ask them to do in…
