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.

Le dialogisme en psychologie sociale

Abstract: Au cours de son histoire, la psychologie sociale en tant que discipline s’est peu interessee au langage et a la communication. Comme en psychologie, le point de depart de toute investigation a ete tout d’abord l’individu ou le soi plutot que l’interdependance entre individu et autrui, ou entre ego et alter. Cet article presente la perspective selon laquelle le dialogisme peut constituer un cadre pour les etudes en psychologie sociale. Le dialogisme est caracterise par la capacite de l’etre humain a concevoir, creer et communiquer sur les realites sociales par rapport a autrui, c’est-a-dire par rapport a d’autres individus, d’autres groupes, des communautes et des cultures autres. Les relations dialogiques peuvent se transmettre entre generations a travers la memoire collective, les institutions et les pratiques sociales. On suggere enfin que la theorie des representations sociales est concue sur l’idee de dialogisme.

Translational neuroscience and psychiatry: A conceptual analysis.

Abstract: As rapidly developing research disciplines and enterprises, the translational sciences have made significant impact on research direction in medicine. Psychiatry has likewise been affected, and in this regard, the translational neurosciences have been the major drivers. This paper explores the conceptual underpinnings of this enterprise in relation to psychiatry. It shows that translation is used in a metaphorical sense in this context but that this can be misleading because of the resultant connotation that there is equivalence between neurobiological states and mental states. Furthermore, this equivalence is reinforced by the unidirectional flow or bottom up approach of the translational process. Given that the epistemological basis to psychiatry is fundamentally different to that underlying medicine, questions are raised concerning the application of the translational neurosciences approach to mental symptoms and mental disorders. The hybrid structure of mental symptoms and mental disorders demands that attention is paid to the "semantic" as well as the neurobiological constituents. Neglect of the former would carry implications for the validity of research findings as well as have ethical consequences for treating patients. Translational neurosciences may have greater validity in those mental disorders and mental symptoms whose constitution and sense are carried by the neurobiological elements.

Day services for people with mental handicaps: A PURPOSE IN LIFE?

Abstract: There is a continuing debate about the future of day services for people with mental handicaps. In this study people who attended adult training centres were interviewed to ascertain their views on their day placements. They were glad to have somewhere to go during the day and enjoyed elements of the daily programmes. However, most people felt that in the long-term the services did not make a positive contribution to their lives and wished for ordinary jobs.

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