In this introductory chapter we begin by discussing the importance of perspective taking both in real life and in the context of reading fictional narratives. We assume that reading fiction promotes perspective taking during and beyond the completion of the narrative. We argue that until we have a solid grasp of the cognitive mechanisms of perspective taking, we cannot make strong claims about how reading fiction can change society or behavior. We end by describing our anticipated goals and contributions.

Here I comment on the chapters that have formed the contribution of this volume. I note that this second edition makes contributions considerably beyond those of the first edition, in particular by devoting attention to the dynamics of planned organizational change, not simply its instigators and outcomes. In particular, the chapters contribute to several important themes associated with dynamics of planned change. These include ways of classifying types of organizational change, the importance of change leaders and the development of change leadership, the importance of both affective and cognitive processes (especially sensemaking) in change, the roles of several types of identity processes in change, and the recognition of temporal processes in change. The chapters show the salience of these dynamics, whether they are recognized or not, to sensitize scholars to look for them. I conclude by suggesting some possible new directions for future investigations of change. These include the use of process as well as variance theorizing, attention to change emergence, and attention to changes that extend beyond individual organizations.

Much effort has been spent trying to determine who ‘Q’ is, yet little is known about the characteristics of who follows ‘Q’ and QAnon. This chapter discusses the cognitive processes, cognitive biases, and traits (e.g., beliefs and individual characteristics) possibly associated with QAnon followers. Cognitive processes such as delusional ideation, teleological thinking, cognitive closure, and Pierre’s (2020) socio-epistemic model are examined in the context of QAnon followers, along with a variety of cognitive biases (e.g., groupthink, confirmation bias, jumping to conclusions bias). Additionally, traits such as being racist (e.g., holding anti-Black and anti-Semitic attitudes), narcissism, Machiavellianism, and political affiliations are possible common traits among QAnon followers. A brief discussion of how QAnon is similar or different from other groups (e.g., conspiracy or religious groups) is offered, along with some research questions for future study about QAnon specifically. This understanding is crucial, especially as QAnon followers are gaining political power and agency.

Working memory is a complex construct and neurological function that includes short-term auditory and visual-spatial storage, information processing, and executive awareness and regulation. An in-depth assessment of working memory should test these diverse components with contemporary standardized measures. Informal procedures, such as interviews and observations, should investigate related behaviors, such as the application of strategies. Multibattery assessment data should then be analyzed to determine individual strengths and weaknesses across working memory’s integrated components and to identify the relations weaknesses may have with other memory, cognitive, and executive abilities, as well as academic and daily living impairments. The results of such analyses can then be used to inform interventions and accommodations+L18

Cognitive developmental research continues to shift from a mechanistic paradigm toward a more contextualized approach, especially in the search to uncover contextual factors that may play a role in cognitive development (see Rogoff, Dahl, & Callahan, 2018). This is certainly the case in the memory literature, where there exists rich documentation of children’s memory skills, but less research on the origins of mnemonic strategies and how they are supported by contextual aspects of children’s everyday lives. This chapter builds on the existing literature on children’s deliberate memory and strategy use and highlights one exemplar of this shift, namely the evolution of a program of research by Ornstein, Coffman and colleagues, the Classroom Memory Study. This collaborative work began as an effort to characterize children’s changing skills over time while simultaneously working to identify mechanisms in the elementary classroom context that may underlie children’s developing strategies for remembering – and has now evolved to include an examination of other cognitive outcomes as well as the development of experimental manipulations that can lead to teacher interventions that may facilitate children’s cognitive growth.

The role of corrective feedback (CF) in the L2 learning process has for decades remained a dominant issue in the (I)SLA strands of research, albeit some overlapping between these two contexts. Indeed, there are several cognitive theoretical underpinnings cited by empirical CF studies to account for the role or lack thereof of CF in the L2 learning process, for example, the Monitor Model (Krashen, 1982), the Interaction Hypothesis (Long, 1996), the Noticing Hypothesis (Schmidt, 1990), the Output Hypothesis (Swain, 2005), Skill Acquisition Theory (DeKeyser, 2015), and the Model of the L2 learning process in ISLA (Leow, 2015), be it oral, written, or computerized or digital. This chapter (1) traces the early roots of CF, (2) presents a coarse-grained theoretical feedback processing framework to discuss the cognitive theoretical underpinnings postulated to account for the role of CF in L2 development, (3) provides a list of cognitive processes assumed to play a role during CF appropriation, and (4) reports on each theoretical underpinning followed by a commentary on their ability to account for the role of CF in L2 development.

Chapter 4 is the first of four chapters that each explore conceptual aspects that are of potential interest to researchers when using language to access cognition, across a broad range of subject areas. These conceptual aspects can therefore be regarded as prominent analysis perspectives. This chapter starts by discussing two central phenomena related to cognitive orientation: attention and perspective. Both of these are systematically reflected in language use, albeit in different ways: attention underlies our choice of what we say, whereas perspective addresses how we say it. What we say will reflect what we attend to; aspects that we barely think about will rarely be reflected in our descriptions. As we formulate what we’re attending to, we can use our own point of view or adopt a different one, such as our interaction partner’s standpoint. While we don𣀙t often say explicitly which perspective we’re using, our language will reflect the underlying viewpoint in systematic ways.

Video games can be useful tools for assessing intelligence and cognitive differences. First, available video games are grouped into thirteen genres defining their basic features. Second, empirical studies relating intelligence and video games are reviewed. Results show very strong correlations between intelligence and video game performance at the latent level, which suggests that the latter taps core facets of the intelligence concept. Third, regarding cognitive processes, studies have focused on “action video games.” Results have shown that video game experience (hours per week) correlates mainly with visuospatial cognition, perception, and attention. Fourth, key neural correlates of video game performance are also discussed. The final section enumerates required features for a video game to properly measure intelligence differences using a video game elaborated for research purposes (Forgotten Depths).

This chapter presents the theory and research related to the cognitive-interactionist perspective on TBLT. It examines how different kinds of tasks create opportunities for interaction that foster the processes involved in second language (L2) and thereby highlight the importance of social interaction for TBLT. It addresses the role that the negotiation of meaning and form play in the implementation of tasks and how negotiation is achieved through interaction, especially when there is corrective feedback. This chapter also examines to what extent how interaction fosters acquisition when tasks are performed. It concludes with an evaluation of this approach to investigating tasks, pointing out both its strengths and weaknesses.