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Cognitive Iconology is a new theory of the relation of psychology to art. Instead of being an application of psychological principles, it is a methodologically aware account of psychology, art and the nature of explanation. Rather than fight over biology or culture, it shows how they must fit together. The term “cognitive iconology” is meant to mirror other disciplines like cognitive poetics and musicology but the fear that images must be somehow transparent to understanding is calmed by the stratified approach to explanation that is outlined. In the book, cognitive iconology is a theory of cognitive tendencies that contribute to but are not determinative of an artistic meaning. At the center of the book are three case studies: images depicted within images, basic corrections to architectural renderings in images, and murals and paintings seen from the side. In all cases, there is a primitive perceptual pull that contribute to but do not override larger cultural meaning. The book then moves beyond the confines of the image to behavior around the image, and then ends with the concluding question of why some images are harder to understand than others. Cognitive Iconology promises to be important because it moves beyond the turf battles typically fought in image studies. It argues for a sustainable practice of interpretation that can live with other disciplines.

Arts --- Psychology and art --- Art and psychology --- Art --- Psychological aspects.

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Between the invention of photography in 1839 and the end of the 19th century, portraiture became one of the most popular and common art forms in the United States. In 'The Portrait's Subject', Sarah Blackwood tells a wide-ranging story about how images of human surfaces came to signal expressions of human depth during this era in paintings, photographs, and illustrations, as well as in literary and cultural representations of portrait making and viewing. Combining visual theory, literary close reading, and archival research, Blackwood examines portraiture's changing symbolic and aesthetic practices, from daguerreotype to X-ray.

Psychology and art. --- Identity (Psychology) in literature. --- Identity (Psychology) in art. --- Portraits, American. --- American portraits --- Art and psychology --- Art

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This book explores new developments in the dialogues between science and theatre and offers an introduction to a fast-expanding area of research and practice.The cognitive revolution in the humanities is creating new insights into the audience experience, performance processes and training. Scientists are collaborating with artists to investigate how our brains and bodies engage with performance to create new understanding of perception, emotion, imagination and empathy. Divided into four parts, each introduced by an expert editorial from leading researchers in the field, this edited volume offers readers an understanding of some of the main areas of collaboration and research: 1. Dances with Science 2. Touching Texts and Embodied Performance 3. The Multimodal Actor 4. Affecting Audiences Throughout its history theatre has provided exciting and accessible stagings of science, while contemporary practitioners are increasingly working with scientific and medical material.

Theater --- Theater audiences --- Cognitive science. --- Psychological aspects. --- Psychology. --- Cognitive psychology --- performance art --- masques [performances] --- Art --- Art and science --- Arts --- Cognitive science --- Psychology and art --- Art and psychology --- Science --- Philosophy of mind --- Science and art --- Psychological aspects --- Psychology and art. --- Art and science. --- cognitieve psychologie

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From the Preface:The argument of this book ranges from highly theoretical speculations to highly topical problems of modern art and practical hints for the art teacher, and it is most unlikely that I can find a reader who will feel at home on every level of the argument. But fortunately this does not really matter. The principal ideas of the book can be understood even if the reader follows only one of the many lines of the discussion. The other aspects merely add stereoscopic depth to the argument, but not really new substance. May I, then, ask the reader not to be irritated by the obscurity of some of the material, to take out from the book what appeals to him and leave the rest unread? In a way this kind of reading needs what I will call a syncretistic approach. Children can listen breathlessly to a tale of which they understand only little. In the words of William James they take ''flying leaps'' over long stretches that elude their understanding and fasten on the few points that appeal to them. They are still able to profit from this incomplete understanding. This ability of understanding- and it is an ability may be due to their syncretistic capacity to comprehend a total structure rather than analysing single elements. Child art too goes for the total structure without bothering about analytic details. I myself seem to have preserved some of this ability. This enables me to read technical books with some profit even if I am not conversant with some of the technical terms. A reader who cannot take ''flying leaps'' over portions of technical information which he cannot understand will become of necessity a rather narrow specialist. It is an advantage therefore to retain some of the child''s syncretistic ability, in order to escape excessive specialization. This book is certainly not for the man who can digest his information only within a well-defined range of technical terms. A publisher''s reader once objected to my lack of focus. What he meant was that the argument had a tendency to jump from high psychological theory to highly practical recipes for art teaching and the like; scientific jargon mixed with mundane everyday language. This kind of treatment may well appear chaotic to an orderly mind. Yet I feel quite unrepentant. I realize that the apparently chaotic and scattered structure of my writing fits the subject matter of this book, which deals with the deceptive chaos in art''s vast substructure. There is a ''hidden order'' in this chaos which only a properly attuned reader or art lover can grasp. All artistic structure is essentially ''polyphonic''; it evolves not in a single line of thought, but in several superimposed strands at once. Hence creativity requires a diffuse, scattered kind of attention that contradicts our normal logical habits of thinking. Is it too high a claim to say that the polyphonic argument of my book must be read with this creative type of attention? I do not think that a reader who wants to proceed on a single track will understand the complexity of art and creativity in general anyway. So why bother about him? Even the most persuasive and logical argument cannot make up for his lack of sensitivity. On the other hand I have reason to hope that a reader who is attuned to the hidden substructure of art will find no difficulty in following the diffuse and scattered structure of my exposition. There is of course an intrinsic order in the progress of the book. Like most thinking on depth-psychology it proceeds from the conscious surface to the deeper levels of the unconscious. The first chapters deal with familiar technical and professional problems of the artist. Gradually aspects move into view that defy this kind of rational analysis. For instance the plastic effects of painting (pictorial space) which are familiar to every artist and art lover tum out to be determined by deeply unconscious perceptions. They ultimately evade all conscious control. In this way a profound conflict between conscious and unconscious (spontaneous) control comes forward. The conflict proves to be akin to the conflict of single-track thought and ''polyphonic'' scattered attention which I have described. Conscious thought is sharply focused and highly differentiated in its elements; the deeper we penetrate into low-level imagery and phantasy the more the single track divides and branches into unlimited directions so that in the end its structure appears chaotic. The creative thinker is capabte of alternating between differentiated and undifferentiated modes of thinking, harnessing them together to give him service for solving very definite tasks. The uncreative psychotic succumbs to the tension between conscious (differentiated) and unconscious (undifferentiated) modes of mental functioning. As he cannot integrate their divergent functions, true chaos ensues. The unconscious functions overcome and fragment the conscious surface sensibilities and tear reason into shreds. Modern art displays this attack of unreason on reason quite openly. Yet owing to the powers of the creative mind real disaster is averted. Reason may seem to be cast aside for a moment. Modern art seems truly chaotic. But as time passes by the ''hidden order'' in art''s substructure (the work of unconscious form creation) rises to the surface. The modern artist may attack his own reason and single-track thought; but a new order is already in the making.

Art --- Psychology. --- analytical details. --- art and psychology. --- art appreciation. --- art criticism. --- art history. --- childs art. --- depth psychology. --- intrinsic order. --- introduction to art theory. --- journey through the unconscious. --- lack of focus. --- modern art. --- obscure material. --- psychological theory. --- scientific jargon. --- stereoscopic depth. --- syncretistic ability. --- understanding art.

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How does a visual artist manage to narrate a story, which has a sequential and therefore temporal progression, using a static medium consisting solely of spatial sign elements and, what is more, in a single image? This is the question on which this work is based, posed by its designer, Alberto Argenton, to whose memory it is dedicated. The first explanation usually given by scholars in the field is that the artist solves the problem by depicting the same character in a number of scenes, thus giving indirect evidence of events taking place at different times. This book shows that artists, in addition to the repetition of characters, devise other spatial perceptual-representational strategies for organising the episodes that constitute a story and, therefore, showing time. Resorting to the psychology of art of a Gestalt matrix, the book offers ha formattato: Italiano (Italia) Codice campo modificato ha formattato: Italiano (Italia) ha formattato: Italiano (Italia) researchers, graduates, advanced undergraduates, and professionals a description of a large continuous pictorial narrative repertoire (1000 works) and an in-depth analysis of the perceptual-representational strategies employed by artists from the 6th to the 17th century in a group of 100 works narrating the story of Adam and Eve.

Cognitive psychology. --- Psychology. --- Aesthetics. --- Color. --- Vision. --- Art—History. --- Philosophy of mind. --- Cognitive Psychology. --- Behavioral Sciences and Psychology. --- Psychology of Aesthetics. --- Vision and Colour Science. --- Art History. --- Philosophy of Mind. --- Mind, Philosophy of --- Mind, Theory of --- Theory of mind --- Philosophy --- Cognitive science --- Metaphysics --- Philosophical anthropology --- Eyesight --- Seeing --- Sight --- Senses and sensation --- Blindfolds --- Eye --- Physiological optics --- Psychology, Cognitive --- Psychology --- Chromatics --- Colour --- Chemistry --- Light --- Optics --- Colors --- Thermochromism --- Radio broadcasting Aesthetics --- Aesthetics --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Soul --- Mental health --- Art Psychology. --- Christian art and symbolism --- Creation in art. --- Psychology and art. --- Psychological aspects. --- Art and psychology --- Art --- Creation --- Creation as a topic in art --- Psicologia de l'art --- Temps en l'art --- Espai (Art)