David Foulkes is one of the international leaders in the empirical study of children’s dreaming, and a pioneer of sleep laboratory research with children. In this book, which distills a lifetime of study, Foulkes shows that dreaming as we normally understand it—active stories in which the dreamer is an actor—appears relatively late in childhood. This true dreaming begins between the ages of 7 and 9. He argues that this late development of dreaming suggests an equally late development of waking reflective self-awareness. Foulkes offers a spirited defense of the independence of the psychological realm, and the legitimacy of studying it without either psychoanalytic over-interpretation or neurophysiological reductionism.
Children’s Dreams teaches readers how to understand and appreciate memorable “big dreams” of childhood. The book introduces readers to the basic psychology and neuroscience of dreaming, then discusses dreams from early childhood through adolescence, exploring why we dream and how dreams can help us enhance creativity and make sense of our lives.
In this fascinating book, Harvard researcher Hobson offers an intriguing look at the nightly odyssey through the illusory world of dreams. Hobson describes how the theory of dreaming has advanced dramatically over the past 50 years, sparked by the use of EEGs in the 1950s and by recent innovations in brain imaging. 20 illustrations.
This book aims to present a study on the actuality and empirical value of Freuds dream theory, even if through the analysis of a specific part of it - the hypotheses about childrens dreams. It provides a systematic description of Freuds observations on child dreaming and presents the results obtained from four empirical studies on childrens dreams that the author conducted during the span of a decade. These studies (two conducted in school settings, one in a home setting, and one based on a questionnaire completed by parents) allow an empirical judgment on Freuds main hypotheses on child dreaming: the hypotheses on formal aspect of childrens dreams, the relationship between dream bizarreness and development of the superego functions, and the issue of wish-fulfilment dreams. The author concludes that it is possible to test empirically Freuds hypothesis on the early forms of dreaming and that this test is not irrelevant for an empirical judgment of certain more general statements of Freuds dream theory (e.g. the dream censorship hypothesis).
A comprehensive neurocognitive theory of dreaming based on the theories, methodologies, and findings of cognitive neuroscience and the psychological sciences. G. William Domhoff’s neurocognitive theory of dreaming is the only theory of dreaming that makes full use of the new neuroimaging findings on all forms of spontaneous thought and shows how well they explain the results of rigorous quantitative studies of dream content. Domhoff identifies five separate issues—neural substrates, cognitive processes, the psychological meaning of dream content, evolutionarily adaptive functions, and historically invented cultural uses—and then explores how they are intertwined. He also discusses the degree to which there is symbolism in dreams, the development of dreaming in children, and the relative frequency of emotions in the dreams of children and adults. During dreaming, the neural substrates that support waking sensory input, task-oriented thinking, and movement are relatively deactivated. Domhoff presents the conditions that have to be fulfilled before dreaming can occur spontaneously. He describes the specific cognitive processes supported by the neural substrate of dreaming and then looks at dream reports of research participants. The “why” of dreaming, he says, may be the most counterintuitive outcome of empirical dream research. Though the question is usually framed in terms of adaptation, there is no positive evidence for an adaptive theory of dreaming. Research by anthropologists, historians, and comparative religion scholars, however, suggests that dreaming has psychological and cultural uses, with the most important of these found in religious ceremonies and healing practices. Finally, he offers suggestions for how future dream studies might take advantage of new technologies, including smart phones.
Domhoff's neurocognitive model helps explain the neural and cognitive bases for dreaming. He discusses how dreams express conceptions and concerns, and how they are consistent over years and decades. He also shows that there may be limits to understanding the meaning of dreams as there are many aspects of dream content that cannot be related to waking cognition or personal concerns. In addition, the book includes a detailed explanation of the methods needed to test the new model as well as a case study of a comprehensive dream journal. Particularly valuable is a discussion of a new system of content analysis that can be used for highly sophisticated studies of dream content. In this provocative book, Domhoff sets forth a convincing argument that will encourage a resurgence in dream research among both new and established cognitive psychologists and neuropsychologists.
This book presents three lectures by Allan Hobson, entitled “The William James Lectures on Dream Consciousness”. The three lectures expose the new psychology, the new physiology and the new philosophy that derive from and support the protoconsciousness hypothesis of dreaming. They review in detail many of the studies on sleep and dreaming conducted since the days of Sigmund Freud. Following the lectures are commentaries written by scholars whose expertise covers a wide range of scientific disciplines including, but not limited to, philosophy, psychology, neurology, neuropsychology, cognitive science, biology and animal sciences. The commentaries each answer a specific question in relation to Hobson’s lectures and his premise that dreaming is an altered state of consciousness. Capitalizing on a vast amount of data, the lectures and commentaries provide undisputed evidence that sleep consists of a well-organized sequence of subtly orchestrated brain states that undoubtedly play a crucial function in the maintenance of normal brain functions. These functions include both basic homeostatic processes necessary to keep the organism alive as well as the highest cognitive functions including perception, decision making, learning and consciousness.
Where do spontaneous thoughts come from? It may be surprising that the seemingly straightforward answers "from the mind" or "from the brain" are in fact an incredibly recent understanding of the origins of spontaneous thought. For nearly all of human history, our thoughts - especially the most sudden, insightful, and important - were almost universally ascribed to divine or other external sources. Only in the past few centuries have we truly taken responsibility for their own mental content, and finally localized thought to the central nervous system - laying the foundations for a protoscience of spontaneous thought. But enormous questions still loom: what, exactly, is spontaneous thought? Why does our brain engage in spontaneous forms of thinking, and when is this most likely to occur? And perhaps the question most interesting and accessible from a scientific perspective: how does the brain generate and evaluate its own spontaneous creations? Spontaneous thought includes our daytime fantasies and mind-wandering; the flashes of insight and inspiration familiar to the artist, scientist, and inventor; and the nighttime visions we call dreams. This Handbook brings together views from neuroscience, psychology, philosophy, phenomenology, history, education, contemplative traditions, and clinical practice to begin to address the ubiquitous but poorly understood mental phenomena that we collectively call 'spontaneous thought.' In studying such an abstruse and seemingly impractical subject, we should remember that our capacity for spontaneity, originality, and creativity defines us as a species - and as individuals. Spontaneous forms of thought enable us to transcend not only the here and now of perceptual experience, but also the bonds of our deliberately-controlled and goal-directed cognition; they allow the space for us to be other than who we are, and for our minds to think beyond the limitations of our current viewpoints and beliefs.
This fascinating reference covers the major topics concerning dreaming and sleep, based on the latest empirical evidence from sleep research as well as drawn from a broad range of dream-related interdisciplinary contexts, including history and anthropology. While many books have been written on the subject of sleep and dreams, no other resource has provided the depth of empirical evidence concerning sleep and dream phenomena nor revealed the latest scientific breakthroughs in the field. Encyclopedia of Sleep and Dreams: The Evolution, Function, Nature, and Mysteries of Slumber explores the evolution, nature, and functions of sleep and dreams. The encyclopedia is divided into two volumes and is arranged alphabetically by entry. Topics include nightmares and their treatment, how sleep and dreams change across the lifetime, and the new field of evolution of sleep and dream. While this book includes ample material on the science of sleep and dreams, content is drawn from a broad range of disciplinary contexts, including history and anthropology.
The child's world often revolves around dreams and fantasy. Imaginary friends, places and play can seem entirely real, and yet in dismissing these as 'just your imagination', many adults cut a tie that can be the key to understanding a child. Unseen Worlds explores children's experiences of creative play, fairies, angels, imaginary friends, dreams and seeing deceased relatives alongside the more frightening realms of nightmares and the unexplained. It breaks new ground by giving voice to children of various ages to express how they encounter these different worlds and why they often keep them a secret. Kate Adams emphasises that whilst many adults forget what it feels like to be a child, developing a little empathy and understanding can enhance relationships with children and lead to positive change, both in parenting and professional practice. This insightful book will be of great interest to educators, counsellors, youth and community workers, childcare providers, parents and anybody else who seeks to understand, nurture, and strengthen relationships with children of all ages.
