Book•
Human Development in the Life Course: Melodies of Living
14 Nov 2013-
TL;DR: In this article, the authors propose a model of time for the life course and a melody of life as a melody, which they describe as "playing while being serious" and "playing under the influence".
Abstract: Preface: from dispute to collaboration Introduction: melodies of living Part I. Time for Development: 1. Solidity of science and fullness of living: a theoretical expose 2. Imagination and the life course 3. Moving through time: imagination and memory as semiotic processes 4. Models of time for the life course Part II. Spaces for Development: 5. Social framing of lives: from phenomena to theories 6. Stability and innovation in adults narrating their lives: insights from psychotherapy research 7. Paradoxes of learning Part III. Beyond Time and Space: Imagination: 8. We are migrants! 9. Playing while being serious: the lifelong game of development - and its tools 10. Playing under the influence: activity contexts in their social functions 11. 'Old age' as living forward 12. Epilogue: the course of life as a melody.
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01 Jan 2019
TL;DR: In this paper, the authors define the approach and the concepts used in this case study and propose a series of analytical concepts that enable to describe the dynamic processes taking place in a region.
Abstract: This theoretical chapter defines the approach and the concepts used in this case study. Sociocultural psychology and its epistemology are first presented; here four perspectives are combined to account for the mutual constitution of the person and his/her sociocultural environment, in time. The notion of “regional case study” is defined in the light of current debates and here understood as “vernacular”. On this basis, it is argued that regions offer a unique way to observe the interplay between sociogenetic, microgenetic and ontogenetic dynamics. Next, this chapter proposes a series of analytical concepts that enable to describe the dynamic processes taking place in a region. These concepts aim at accounting for the material and the symbolic realities of a region and people’s lives within, both from a third-person and a first-person perspective, at each of these three levels of analysis. A specific emphasis is given to concepts enabling to capture lifecourse dynamics. On this basis, a first problematisation of human development in a region is proposed; in particular, the idea that internalisation is semiotic guidance is proposed. This chapter finally sets the theoretical goal of the monograph, which is to identify a series of patterns that emerge from an analysis at the levels of socio-, micro and ontogenesis, and across levels.
2 citations
01 Jan 2021
TL;DR: The authors argue that cultural experiences are made of material reality just as much as they are psychologically reconstructed and socially negotiated, and these define what can be done, said or thought in different situations, and people develop recurrent modes of passing through, I call patterns, for engaging in cultural experiences through their lives.
Abstract: In this commentary, I extend Paul Stenner’s argument that liminal experiences are at the foundation of cultural experiences to the area of play. I propose that this extension brings forward the importance of material arrangements and relational patterns in cultural experiences. I argue that they set the stage and define the boundaries within which liminal experiences can take place. The chapter proceeds in three moves: I first outline the central features of Stenner’s argument; I then present what the sociocultural approach can bring forward for understanding cultural experiences, particularly, that of play; and finally I substantiate these claims by analyzing observations of children’s play. With this, I exemplify two aspects pertaining to how cultural and liminal experiences mutually limit and make each other possible: i) cultural experiences are made of material realities just as much as they are psychologically reconstructed and socially negotiated, and these define what can be done, said, or thought in different situations, and ii) people develop recurrent modes of passing through, I call patterns, for engaging in cultural experiences through their lives. I move from Stenner’s propositions to children’s play and back to understanding liminal experiences as ruptures from the ordinary, the known, or the given. In so doing, I try to show specific ways in which passing through not only is about transformation, but also relies on and is made sense of through the constancy and recurrences in our experiences.
2 citations
01 Jan 2017
TL;DR: In search of ways in which persons become involved in complex human cultural practices that imply bodily commitment to potential harm (such as fire-dancing), the cultural-semiotic phenomenon of opportunity has been discovered as mentioned in this paper.
Abstract: In search of ways in which persons become involved in complex human cultural practices that imply bodily commitment to potential harm (such as fire-dancing), the cultural-semiotic phenomenon of opportunity has been discovered.
1 citations
01 Jan 2018
TL;DR: In this paper, the authors discuss the importance of imagining the future in everyday and political life, as well as how it has been treated in social sciences and conclude by outlining the sections of the book and presenting the different chapters.
Abstract: In this introduction, the book editors discuss the importance of imagining the future in everyday and political life, as well as how it has been treated in social sciences. They conclude by outlining the sections of the book and presenting the different chapters.
1 citations
01 Jan 2018
TL;DR: In this article, the authors explore the relations between the university contexts and developmental processes lived by students with special needs and analyze specific relational dynamics and their role in promoting results in terms of social and academic inclusion/exclusion, during the students' university years.
Abstract: The educational inclusion of students with disabilities/special needs in regular schools constitutes a solid governmental policy in our country and an ethical social practice encouraged at all academic levels, from daycare centers to graduate studies all around the world. This public policy underlines the protagonist role of educational systems regarding societal development and citizenship. We explore in this chapter, the relations between the university contexts and developmental processes lived by students with special needs. We take into account the difficulties to improve social engagement and participation lived by students who declared to have different problems related to sensorial, motor, intellectual, and behavioral disabilities or disorders. We analyze specific relational dynamics and their role in promoting results in terms of social and academic inclusion/exclusion, during the students’ university years.
1 citations
References
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Book•
01 Jan 1991
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Abstract: In this important theoretical treatist, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning - that learning is fundamentally a social process. The authors maintain that learning viewed as situated activity has as its central defining characteristic a process they call legitimate peripheral participation (LPP). Learners participate in communities of practitioners, moving toward full participation in the sociocultural practices of a community. LPP provides a way to speak about crucial relations between newcomers and old-timers and about their activities, identities, artefacts, knowledge and practice. The communities discussed in the book are midwives, tailors, quartermasters, butchers, and recovering alcoholics, however, the process by which participants in those communities learn can be generalised to other social groups.
43,846 citations
Book•
01 Jan 1957TL;DR: Cognitive dissonance theory links actions and attitudes as discussed by the authors, which holds that dissonance is experienced whenever one cognition that a person holds follows from the opposite of at least one other cognition that the person holds.
Abstract: Cognitive dissonance theory links actions and attitudes It holds that dissonance is experienced whenever one cognition that a person holds follows from the opposite of at least one other cognition that the person holds The magnitude of dissonance is directly proportional to the number of discrepant cognitions and inversely proportional to the number of consonant cognitions that a person has The relative weight of any discrepant or consonant element is a function of its Importance
22,553 citations
Book•
01 Jan 1979TL;DR: The relationship between Stimulation and Stimulus Information for visual perception is discussed in detail in this article, where the authors also present experimental evidence for direct perception of motion in the world and movement of the self.
Abstract: Contents: Preface. Introduction. Part I: The Environment To Be Perceived.The Animal And The Environment. Medium, Substances, Surfaces. The Meaningful Environment. Part II: The Information For Visual Perception.The Relationship Between Stimulation And Stimulus Information. The Ambient Optic Array. Events And The Information For Perceiving Events. The Optical Information For Self-Perception. The Theory Of Affordances. Part III: Visual Perception.Experimental Evidence For Direct Perception: Persisting Layout. Experiments On The Perception Of Motion In The World And Movement Of The Self. The Discovery Of The Occluding Edge And Its Implications For Perception. Looking With The Head And Eyes. Locomotion And Manipulation. The Theory Of Information Pickup And Its Consequences. Part IV: Depiction.Pictures And Visual Awareness. Motion Pictures And Visual Awareness. Conclusion. Appendixes: The Principal Terms Used in Ecological Optics. The Concept of Invariants in Ecological Optics.
21,493 citations
TL;DR: In this paper, the effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it, and individuals may also differ in generalized expectancies for internal versus external control of reinforcement.
Abstract: The effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it. Acquisition and performance differ in situations perceived as determined by skill versus chance. Persons may also differ in generalized expectancies for internal versus external control of reinforcement. This report summarizes several experiments which define group differences in behavior when Ss perceive reinforcement as contingent on their behavior versus chance or experimenter control. The report also describes the development of tests of individual differences in a generalized belief in internal-external control and provides reliability, discriminant validity and normative data for 1 test, along with a description of the results of several studies of construct validity.
21,451 citations
Book•
01 Jan 1968
TL;DR: Erikson as mentioned in this paper describes a process that is located both in the core of the individual and in the inner space of the communal culture, and discusses the connection between individual struggles and social order.
Abstract: Identity, Erikson writes, is an unfathomable as it is all-pervasive. It deals with a process that is located both in the core of the individual and in the core of the communal culture. As the culture changes, new kinds of identity questions arise-Erikson comments, for example, on issues of social protest and changing gender roles that were particular to the 1960s. Representing two decades of groundbreaking work, the essays are not so much a systematic formulation of theory as an evolving report that is both clinical and theoretical. The subjects range from "creative confusion" in two famous lives-the dramatist George Bernard Shaw and the philosopher William James-to the connection between individual struggles and social order. "Race and the Wider Identity" and the controversial "Womanhood and the Inner Space" are included in the collection.
14,906 citations