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Institutional and psychological aspects of transition were explored with parents and staff involved with five young adults with severe intellectual disability whose challenging behaviour diminished after they made the transition, and five whose challenging behaviour remained high. They were selected from a previously surveyed cohort. Grounded theory analysis of interviews suggested little connection between the perspectives of parents and staff. The impact these differences have on communication about challenging behaviour was explored, and recommendations for service changes are made.

Recent cognitive science frameworks depicting cognitive processing as "distributed" across persons and environments require new ways of conceptualizing representation. That is, if representation is to be retained as an explanatory concept, it must foreground the interactive participation of persons and of different representational formats, rather than remain an internal or external phenomenon. This paper is directed towards such an account. It draws upon findings in a wide-scale, multi-year study investigating cognitive practices of research scientists in two university research laboratories. The research is guided by the assumption that cognitive practices generally and science practices specifically comprise a complex system of persons, devices, artifacts, instruments, texts, and traditions. We use an interdisciplinary methodological approach that combines ethnographic observations and analyses with cognitive-historical analysis. Here we present two interrelated interpretive notions emerging from our analysis that have particular relevance to the project of providing an account of representation compatible with the assumption that cognitive processing is distributed.

Science as Psychology reveals the complexity and richness of rationality by demonstrating how social relationships, emotion, culture, and identity are implicated in the problem-solving practices of laboratory scientists. In this study, the authors gather and analyze interview and observational data from innovation-focused laboratories in the engineering sciences to show how the complex practices of laboratory research scientists provide rich psychological insights, and how a better understanding of science practice facilitates understanding of human beings more generally. The study focuses not on dismantling the rational core of scientific practice, but on illustrating how social, personal, and cognitive processes are intricately woven together in scientific thinking. The book is thus a contribution to science studies, the psychology of science, and general psychology.

Cognitive science currently offers models of cognition that depart substantively from those of information processing models and classical artificial intelligence, while it embraces methods of inquiry that include case-based, ethnographic, and philosophical methods. To illustrate, five overlapping approaches that constitute departures from classical representational cognitive science are briefly discussed in this paper: dynamical cognition, situated cognition, embodied cognition, extended mind theory, and integrative cognition. Critical responses to these efforts from members of the selfproclaimed cognitive science orthodoxy are also summarized. The paper then discusses ethical and epistemological implications arising from the "new" cognitive science and from critical responses to it and considers the broader importance of this literature for theoretical and philosophical psychology.