Ivana Marková

Bio: Ivana Marková is an academic researcher from University of Stirling. The author has contributed to research in topics: Dialogical self & Social psychology (sociology). The author has an hindex of 47, co-authored 202 publications receiving 7111 citations. Previous affiliations of Ivana Marková include University of Glasgow & Hacettepe University.

Dissociation between implicit and explicit manifestations of awareness in early stage dementia: evidence from the emotional Stroop effect for dementia-related words

Abstract: Objective To determine whether people with dementia (PwD), and carers of PwD, show a processing bias to dementia-related words in an emotional Stroop task, and if so, whether the presence of such a bias is related to level of explicit awareness of the condition. Method Seventy-nine people with early stage Alzheimer's disease (AD), vascular or mixed dementia, and their carers, completed an emotional Stroop task. Time taken to colour-name dementia-related and neutral words was compared within and between groups. Additionally, as a comparison, ratings of the awareness of the condition shown by PwD were made on the basis of a detailed interview with each PwD and his/her carer. Results PwD and carers showed the same level of increase in response times to salient compared to neutral words. In the PwD this effect was unrelated to the degree of awareness that they demonstrated regarding the condition. Conclusions The emotional Stroop effect in response to dementia-related words in PwD indicates that preserved implicit awareness of the condition can be elicited even where there is reduced explicit awareness. Copyright © 2010 John Wiley & Sons, Ltd.

Insight and Obsessive-Compulsive Disorder: A Conceptual Analysis

Abstract: Analysis of insight in obsessive-compulsive disorders (OCD) raises conceptual problems that need addressing before meaningful empirical work can be undertaken. Insight and OCD are locked within a definitional contradiction relevant both to the nosological boundaries of OCD and the meaning of insight itself. Given that it is a form of self-knowledge, it is proposed here that insight is best conceived as a mental state rather than symptom or symptom-dimension. As an aspect of this mental state, the clinical phenomenon of insight should be understood as independent of any underlying disease albeit influenced by it and by other factors. As the focus of empirical research, the phenomenon of insight is dependent on the concept of insight, the measure by which it is assessed and on the 'object' of insight assessment. Explication of these factors allows for the delineation of specific insight phenomena whose respective usefulness can be determined by empirical research.

The Individual and the Community: A Post‐Communist Perspective

Abstract: Individualism, collectivism and communitarianism can only be understood in their historical and cultural contexts. The author discusses a post-communist perspective on the relationship between the individual and the community. Stressing the complementary nature of the two terms, the author reviews the pre-communist history of the idea of community in the countries of Central Europe. She also discusses individualism as an expression of humanism in the writings of Herder, Hegel, Bolzano, Masaryk and Havel. She contrasts the destruction of community by modernity and by collective totalitarianism. The latter is achieved by the obliteration of memory, a fear of one's neighbours and the passivity of silent majorities.

Coding Elementary Contributions to Dialogue: Individual Acts versus Dialogical Interactions

Abstract: Les AA. portent leur attention sur le dialogue, sur l'interaction verbale entre plusieurs personnes. Ils examinent la nature de ce type d'interaction. Ils passent en revue les procedures de codage et d'analyse des interactions dialogiques. Ils se demandent de quelle maniere le codage peut rendre compte de la reflexivite du discours humain

Mental symptoms: are they similar phenomena? The problem of symptom heterogeneity.

Abstract: Psychiatric symptoms are heterogeneous and differ in origin, structure and clinical expression. These differences are frequently ignored both clinically and in research. Thus, patients may be described as being anxious or as having delusions, with little realisation that different aspects of the structure of symptoms are being depicted. Neglect of differences in structure between symptoms has also naturally resulted in the neglect of differences in structure between superficially 'same' symptoms. A model is offered here which provides a means of classifying heterogeneity on the basis of five levels of clinical differentiation which, in turn, carries implications for underlying symptom structure. At the 1st level, symptoms can be differentiated in terms of the conventional category 'form' but which is in fact a composite of criteria. At the 2nd level, symptoms may be separated by differences in diagnosis which may alter structure; it is suggested that one way of capturing these is to assess the qualitative dimensions of the form. At the 3rd level, differentiation can occur on the basis of sensory modality, and, using hallucinations as an illustration, it has been shown that this is a weak and confused criterion. At the 4th level, symptoms can be differentiated on the basis of abstract criteria, often of historical origin, for which there is little empirical evidence. At the 5th level, the main criterion is difference in content. That not all symptoms will be susceptible to a fivefold analysis reinforces the argument that symptoms are structurally different and that these differences have psychometric and research implications.

A Dynamic Theory of Organizational Knowledge Creation

Abstract: This paper proposes a paradigm for managing the dynamic aspects of organizational knowledge creating processes. Its central theme is that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge. The nature of this dialogue is examined and four patterns of interaction involving tacit and explicit knowledge are identified. It is argued that while new knowledge is developed by individuals, organizations play a critical role in articulating and amplifying that knowledge. A theoretical framework is developed which provides an analytical perspective on the constituent dimensions of knowledge creation. This framework is then applied in two operational models for facilitating the dynamic creation of appropriate organizational knowledge.

Learning by expanding: An activity-theoretical approach to developmental research

Abstract: 1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Abstract: Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

A review and reformulation of social information-processing mechanisms in children's social adjustment.

Abstract: Research on the relation between social information processing and social adjustment in childhood is reviewed and interpreted within the framework of a reformulated model of human performance and social exchange. This reformulation proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field. The review suggests that overwhelming evidence supports the empirical relation between characteristic processing styles and children's social adjustment, with some aspects of processing (e.g., hostile attributional biases, intention cue detection accuracy, response access patterns, and evaluation of response outcomes) likely to be causal of behaviors that lead to social status and other aspects (e.g., perceived self-competence) likely to be responsive to peer status