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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17 citations
01 Jan 2017
TL;DR: In this article, a longitudinal case study of a teenager was used to explore the extent to which autobiographical memory is made up of the personal memories of the events of their lives.
Abstract: model to the longitudinal case study of a teenager and discuss its implications for further research. Autobiographical Memory There are probably as many ways to define autobiographical memory as there are researchers working on the topic. We adopt the view that it is made up of the “personal memories of the events of our lives” (Nelson, 2007, p. 184) and that it is distributed along four main dimensions, which we describe next. First, and quite unsurprisingly, autobiographical memory concerns what one remembers about one’s own past. The main point here is not so much that it is about what happened to oneself in the past but that it is remembered as such—that is, a memory of an event affecting the self. This specific quality of autobiographical memory is called autoneotic consciousness (Tulving, 2002). This means that, for instance, remembering that the word for “butterfly” in Spanish is “mariposa” is not quite the same as remembering that one learned it from a story told by one’s mother about a failed Spanish exam—although both actually refer to the same event in one’s life. The first formulation is just a memory of a fact; the second one refers to a personal life event—that is, one’s personal experience of being told a story by one’s mother. Second, autobiographical memory is more than the mere accumulation of past life events; it involves at least a partial semiotic, semantic, or narrative integration. The degree of this integration varies, leading to more or less general memories—from the episodic memories of single events to a personal memory encompassing general principles about self, values, and beliefs. Multiple episodes of one’s life can be brought together by giving them similar meanings (Habermas & Bluck, 2000), organizing them along a coherent timeline (Bluck & Alea, 2008), relating them to the stories of others (Fivush, Bohanek, & Duke, 2008), or making them fit into cultural autobiographical narratives (Berntsen & Rubin, 2002). Third, these integrations are supported by a rather wide array of cultural tools—narrative structures, conventional ways of telling one’s life, lay normative models of development, and so on, up to language—shaping the way we talk about our past, link it to the present, and make sense of it (Fivush, 2011), to the point that, as McAdams (2001), states, stories live in culture. . . . [Indeed, they] are born, they grow, they proliferate, and they eventually die according to the norms, rules, and traditions that prevail in a given society, according to a society’s implicit understandings of what counts as a tellable story, a tellable life. (p. 114) 2
17 citations
Cites background from "Human Development in the Life Cours..."
...Finally, some other memories can diffuse across spheres of experience and be generalized into general principles or personal life philosophies or allow more abstract contemplation (Baldwin, 1915/2009; Vygotsky, 1931/1994; Werner & Kaplan, 1963; Zittoun et al., 2013)....
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...From a lifecourse perspective, it is typically moments of crises, bifurcations, or transitions that question our sense of integrity and self-continuity and usually call upon our memories (Erikson, 1959; Sato, Yasuda, Kanzaki, & Valsiner, 2013; Zittoun et al., 2013)....
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Dissertation•
12 Apr 2018
TL;DR: In this article, a critical evaluation of career development theory in relation to analytical psychology is presented, where Jungian and post-Jungian perspectives, in contrast to Freudian and Adlerian, have been neglected in classic and contemporary career development theories.
Abstract: In this thesis, it is argued that Jungian and post-Jungian perspectives, in contrast to Freudian and Adlerian, have been neglected in classic and contemporary career development theories. This omission is addressed by undertaking a critical evaluation of career development theory in relation to analytical psychology. The primary research strategy adopted is a systematic and critical comparison of the two literatures. Canonical and contemporary texts from within career studies are selected focusing on seven areas of career theory: cultural systems; personality; career types; career strategies; narrative; life course development; and learning. These are critically evaluated using concepts from analytical psychology. Specifically, the work of Jung and post-Jungian scholars is deployed in relation to individuation and the key themes of: projection; persona; typology; archetypal image; personal myth; vocation; and transformational learning. The original contribution is a post-Jungian evaluation and re-imagination of career development theory. It is suggested that cultural career theory can be enhanced by considering the role of projection. In addition, it is argued that self-concept career theory is enriched by Jung’s structural model of the psyche; and the literature on career types can be broadened to include typology. It is further proposed that individuation offers a more critical take on career strategies; and personal myth extends the narrative turn in career studies. Finally, it is claimed that developmental theory is illuminated by an analytical psychological view of vocation; and career learning augmented by transformational learning theory. Overall, it is argued that career means to carry life, and through personal myth, weave together the golden threads that connect us all.
16 citations
TL;DR: The analysis identified turning points of sites of action where young formerly abducted mothers used diverse strategies to support the reintegration of their children born or conceived within the LRA.
16 citations
TL;DR: This article examines national identity construal processes within the case study context of Luxembourg, illustrating how national identity is negotiated at individual level.
Abstract: This article examines national identity construal processes within the case study context of Luxembourg. Building on research highlighting the modalities of generalization from case studies, I present the country case that is Luxembourg. This social universe has a foreign population percentage of 47% and what is considered majority and minority becomes increasingly fluid. The migration process itself is fluid, ranging from daily migration, to medium-term stays, return visits and permanent immigration including uptake of citizenship. Within such a fluid environment, where national borders are permeable at the physical level of crossing borders and (national) societies are nested within societies, culture contact is a permanent feature in daily life. Nationality becomes a salient feature as culture contact tends to prompt reflection, resulting in questioning and (re-)negotiation of national identity. This affects the native population as well as the diverse immigrant population – with diversity going beyond the level of country of origin. Many individuals are also of mixed nationality and some examples for the construal process of national identity will be provided, illustrating how national identity is negotiated at individual level. Like a periscope, this country let s us adjust mirrors, permitting us to observe modes of identity construal which would otherwise be obstructed from the field of view. The case study that is Luxembourg allows us to look at the micro-setting of the construction, potentially of something new.
14 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