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.

A Dialogical Approach in Psychology: An Alternative to the Dualism of ToM

Abstract: Many psychologists adopt a dogma they never question: if you want to learn something about the human mind, you must start with the cognition of the individual. Only then can you ask how that single mind comes to realize that there are other minds and how, sooner or later, it starts imputing intentions to others and interacting with them. Considering the dominant belief in the rationality of the individual and the cognitive power of the mind/brain, such dogma is of course a la mode. But dogmas, whether religious, ideological or scientific are not permanent and in the end they give rise to alternative perspectives. And the Theory of Mind is not an exception (cf. special issue in Theory & Psychology, guest editors Leudar and Costall, 2004a).

Rearing the child with haemophilia.

Abstract: Basel: Karger, p. 153. 5 . Banerji, N., Millar, J. H. D. (1971) ‘Paraplegia associated with cystinuria.’Journalof NeurologicalScience, 12. 101-104. 6. DeMyer, W., Gebhard, R. L. (1975) ‘Subacute combined degeneration of the spinal cord with cystinuria.’ Neurology, 25, 994-997. 7. Blackburn, C. R. B., McLeod, J . G. (1977)’CNS lesions incystinuria.’ Archivesof~eurology, 34,638-639. 8. Kurczynski, T. W., French, J. F. (1979) ‘Hereditary livedo reticularis and cystinuria mimicking homocystinuria.’ (Submitted for publication.) 9. Clara, R. , Lowenthal, A . (1966) ‘Familial and congenital lysine-cystinuria with benign myopathy and dwarfism.’ Journal of Neurological Science, 3, 433-434. 10. Hunvitz, L. J . , Carson, N. A. J. , Allen, V., Fannin, T. W., Lyttle, J. A,, Neill, D. W. (1967) ‘Clinical, biochemical and histopatholo ‘cal findings in a family with muscular dystrophy.’ Brain, 90, 799-816. 1 1 . Scriver, C. R., Rosenbert, L. E. 8973)Ammo Acid Metabolism and its Disorders. Philadelphia: Saunders.

The role of psychiatry in genetic prediction programmes for Huntington's disease

Abstract: Psychiatrists are becoming increasingly involved in the assessment of candidates for genetic testing for Huntington9s disease (HD) in which their role ranges from diagnosing conventional psychiatric disorder to identifying ‘new odd behaviours’. They are also expected to predict dysfunctional response to test results (e.g. self-harm). This paper describes the psychiatric component of the Cambridge HD Clinic and its assessment protocols. Practical concepts, useful to the understanding of the clinical problems that may be encountered, are also discussed.

The origin of the social psychology of language in German expressivism

Abstract: The origin is traced, in the period 1770–1830, of the social psychology of language in the works of Herder, Humboldt and Hegel. For these German expressivists, language was an inherently social phenomenon. Their social and developmental approach to the study of language and thought stands in sharp contrast to the Cartesian paradigm which pervades most contemporary research in psycholinguistics. German expressivists initiated the study of language as a means of interpersonal interaction; conceived of reflexion, consciousness and self-consciousness as genuinely social phenomena; introduced the idea of meaning potentialities in words; and coined the term ‘empathy’. Whilst this tradition survives, e.g. in the social psychology of G. H. Mead, its origins in the work of the German expressivists is not always explicitly acknowledged.

Contemporary challenges to dialogicality

Abstract: In contrast to perspectives fragmenting individuals into elements and studying disengaged cognition, ‘neutral’ and ‘objective’ knowledge, the dialogical approach is holistic, focusing on interactions and interdependencies between the Self and Others (the Ego-Alter). It studies engaged action and experience, daily knowledge, and communication in ordinary life. Interactions involve learning about and acting upon objects. Thus from the Ego-Alter as an irreducible ethical and ontological unit we arrive at the Ego-Alter-Object as an irreducible unit of dialogical epistemology. In this article I discuss two challenges to dialogical epistemology. One concerns the different degrees of commitment within the Ego-Alter-Object relationship. The second challenge refers to the replacement of the epistemological triangle the Ego-Alter-Object of knowledge by the consumerist triangle the Ego-Alter-Thing of desire. I discuss the latter challenge with respect to contemporary bureaucratization of academic and education institutions.

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