scispace - formally typeset
Search or ask a question
Author

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.


Papers
More filters
Book ChapterDOI
01 Sep 2016

1 citations

Journal ArticleDOI
20 May 2022
TL;DR: The Life of the Mind by Hannah Arendt as mentioned in this paper has been discussed in detail in the special issue on The Life of Mind by as mentioned in this paper , where the authors reflect back on their dialogue with the philosopher's text.
Abstract: In this conclusion to the special issue on The Life of the Mind by Hannah Arendt, we, the authors, reflect back on our dialogue with the philosopher’s text. Our reflexion has two main parts. First, we emphasise transversal themes – themes that most triggered our interrogations and that we as psychologists, all addressed in our separate papers: thinking, of course, but also Arendt’s views on dialogue, her conception of time and temporality, and morality. Second, we emphasise some of the questions emerging from our reading of Arendt, which, we feel, can enrich discussions in psychology, and especially in cultural psychology today. Altogether, we conclude by inviting readers to join in our dialogue.

1 citations


Cited by
More filters
Journal ArticleDOI
TL;DR: In this paper, the authors propose a paradigm for managing the dynamic aspects of organizational knowledge creating processes, arguing that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge.
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.

17,196 citations

MonographDOI
01 Dec 2014
TL;DR: This chapter discusses the emergence of learning activity as a historical form of human learning and the zone of proximal development as the basic category of expansive 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.

5,768 citations

01 Jan 1964
TL;DR: In this paper, the notion of a collective unconscious was introduced as a theory of remembering in social psychology, and a study of remembering as a study in Social Psychology was carried out.
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.

5,690 citations

Journal ArticleDOI
08 Sep 1978-Science

5,182 citations

Journal ArticleDOI
TL;DR: In this article, 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, which proves to assimilate almost all previous studies and is a useful heuristic device for organizing the field.
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

4,950 citations