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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TL;DR: Holquist as mentioned in this paper discusses the history of realism and the role of the Bildungsroman in the development of the novel in Linguistics, philosophy, and the human sciences.
Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index
2,824 citations
27 Apr 2011
TL;DR: With this translation, Buhler's ideas on many problems that are still controversial and others only recently rediscovered, are now accessible to the English-speaking world.
Abstract: Karl Buhler (1879-1963) was one of the leading theoreticians of language of this century. His masterwork Sprachtheorie (1934) has been praised widely and gained considerable recognition in the fields of linguistics, semiotics, the philosophy of language and the psychology of language. The work has, however, resisted translation into English partly because of its spirited and vivid style, partly because of the depth and range of analysis, partly because of the great erudition of the author, who displays a thorough command of both the linguistic and the philosophical traditions. With this translation, Buhler's ideas on many problems that are still controversial and others only recently rediscovered, are now accessible to the English-speaking world.Contents: The work is divided into four parts. Part I discusses the four “axioms” or principles of language research, the most famous of which is the first, the “organon model”, the base of Buhler's instrumental view of language. Part II treats the role of indexicality in language and discusses deixis as one determinant of speech. Part III examines the symbolic field, dealing with context, onomatopoeia and the function of case. Part IV deals with the elements of language and their organization (syllabification, the definition of the word, metaphor, anaphora, etc).The text is accompanied by: Translator's preface; Introduction (by Achim Eschbach); Glossary of terms and Bibliography of cited works (both compiled by the translator); Index of names, Index of topics.
495 citations
Book•
01 Sep 2016TL;DR: In this paper, Markova presents an ethics of dialogicality as an alternative to the narrow perspective of individualism and cognitivism that has traditionally dominated the field of social psychology.
Abstract: Dialogue has become a central theoretical concept in human and social sciences as well as in professions such as education, health, and psychotherapy. This 'dialogical turn' emphasises the importance of social relations and interaction to our behaviour and how we make sense of the world; hence the dialogical mind is the mind in interaction with others - with individuals, groups, institutions, and cultures in historical perspectives. Through a combination of rigorous theoretical work and empirical investigation, Markova presents an ethics of dialogicality as an alternative to the narrow perspective of individualism and cognitivism that has traditionally dominated the field of social psychology. The dialogical perspective, which focuses on interdependencies among the self and others, offers a powerful theoretical basis to comprehend, analyse, and discuss complex social issues. Markova considers the implications of dialogical epistemology both in daily life and in professional practices involving problems of communication, care, and therapy.
95 citations
TL;DR: The authors reviewed the debate and introduced the recent concepts of position exchange and symbolic resources, focusing on the societal side of culture, on the way in which social situations shape people's experiences.
Abstract: Internalization, the process by which culture becomes mind, is a core concept in cultural psychology. However, since the 1990s it has also been the source of debate. Critiques have focused on the underlying metaphor of internal-external as problematic. It has been proposed that appropriation provides a better conceptualization, a term that focuses attention more on behavior and less on psychological processes. The present article reviews the debate and introduces the recent concepts of position exchange and symbolic resources. Position exchange focuses on the societal side of culture, on the way in which social situations shape people’s experiences. Symbolic resources focus on culture in terms of specific elements, such as books, films, and so on, which also shape people’s experiences. The key idea common to both position exchange and symbolic resources is that people move through culture, both physically and psychologically. Moving through culture shapes a series of experiences across the lifecourse, and...
56 citations
Book•
16 Feb 2017
TL;DR: The Constructive Mind as mentioned in this paper is an integrative study of the psychologist Frederic Bartlett's life, work and legacy, where Wagoner contextualises the development of key ideas in relation to his predecessors and contemporaries.
Abstract: The Constructive Mind is an integrative study of the psychologist Frederic Bartlett's (1886–1969) life, work and legacy. Bartlett is most famous for the idea that remembering is constructive and for the concept of schema; for him, 'constructive' meant that human beings are future-oriented and flexibly adaptive to new circumstances. This book shows how his notion of construction is also central to understanding social psychology and cultural dynamics, as well as other psychological processes such as perceiving, imagining and thinking. Wagoner contextualises the development of Bartlett's key ideas in relation to his predecessors and contemporaries. Furthermore, he applies Bartlett's constructive analysis of cultural transmission in order to chart how his ideas were appropriated and transformed by others that followed. As such this book can also be read as a case study in the continuous reconstruction of ideas in science.
55 citations
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TL;DR: A typology is drawn on existing examples of GE interactions to formulate a set of generic mechanisms by which E moderates G, which call for the integration of life course sociology and behavioral genetics to foster ways of studying genes, context, and aging.
Abstract: While many behavioral scientists believe that gene-environment (GE) interactions play an important and perhaps pervasive role in human development and aging, little attention has been devoted to a fundamental conceptual issue: What is it about social context that could alter gene expression? We draw on existing examples of GE interactions to formulate a typology that identifies a set of generic mechanisms by which E moderates G. Empirical studies suggest four ideal types: Social context can trigger a genetic diathesis, compensate for a genetic diathesis, act as a control to prevent behaviors for which there is a genetic predisposition, and enhance adaptation through proximal processes. This typology highlights several problems, however, with prior empirical research, which may explain, in part, why so few GE interactions have actually been observed. These problems include inattention to the dynamic nature of social experience, the manifold, often-intercorrelated dimensions of social context ("EE interactions"), mediators that link social context and the genotype, and analytic models that examine GE interactions as processes that characterize individual development. In turn, these insights call for the integration of life course sociology and behavioral genetics to foster ways of studying genes, context, and aging.
382 citations
TL;DR: In this paper, the dialogical self is conceived of as socialized, historical, cultural, embodied, and decentralized, and a method is sketched for the assessment and change of the organization of the Personal Position Repertoire (PPR).
Abstract: Many contemporary conceptions of the self are, often unwittingly, based on Cartesian notions of the mind as individualized, ahistorical, noncultural, disembodied, and centralized. In opposition to these assumptions, the dialogical self is conceived of as socialized, historical, cultural, embodied, and decentralized. Based on these theoretical considerations, a method is sketched for the assessment and change of the organization of the Personal Position Repertoire (PPR). Finally, therapeutic material is discussed around three topics: the innovation of the self, the creation of a dialogical space, and the development of a metaposition.
377 citations
TL;DR: The A-not-B error has been interpreted in terms of changes in representation, in memory, in spatial knowledge, and in inhibitory processes as discussed by the authors, but none offers a unified account of the many accumulated facts about this error.
Abstract: The A-not-B error is one of the most robust and highly studied phenomena in developmental psychology. The traditional Piagetian interpretation is that the error reflects the immaturity of infants' understanding of objects as permanent entities. More recently, the error has been interpreted in terms of changes in representation, in memory, in spatial knowledge, and in inhibitory processes. Each account may be partially right but none offers a unified account of the many accumulated facts about this error. This article presents and tests a new unified explanation. The authors propose that the perseverative reach back to A is the product of the processes that take a hand to a location in visual space: the body-centered nature of the spatial code, memories for previous reaching activity, and the close coupling of looking and reaching. The results from 6 experiments support this explanation. The results are used to challenge the idea of knowledge independent of and distinct from behavior.
377 citations
Book•
26 Jun 1991
TL;DR: In this article, the authors define the field of action as "both a structure and a process" and propose an action-theoretical definition of the field, which they call the "Culture Field of Action".
Abstract: Introductory Commentary.- 1 Introduction.- 2 Experiencing Culture.- 2.1 First Initiation.- 2.2 Denotative and Connotative Meaning.- 2.3 Goals and Barriers.- 3 Culture: An Action-Theoretical Definition.- 3.1 Culture is a Field of Action.- 3.2 The Contents of the Cultural Field of Action.- 3.3 Culture Defines Possibilities and Conditions for Action.- 3.4 Culture is both a Structure and a Process.- 4 Action-Theoretical Concepts.- 4.1 Some Introductory Remarks.- 4.2 The Concept of Action.- 4.2.1 Action and Acteme.- 4.2.2 The Polyvalence of Goals and Processes.- 4.3 The Phases of Action.- 4.3.1 The Initial Phase of Action.- 4.3.2 The Process Phase of Action.- 4.3.3 The Terminal Phase of Action.- 4.4 Action Relationships.- 4.4.1 Action-Action Coordination.- 4.4.2 Action-Subject Coordination.- 4.4.3 Inter-Individual Coordination.- 4.4.4 Ecological Coordination.- 4.5 Action Field and Action Spheres.- 4.6 Connotations and Symbolism of Action.- 4.6.1 The Dimensions of Symbolism.- 4.6.2 The Pervasiveness of Symbolism.- 4.6.3 Concerning the Anthropological and Psychological Conception of Symbols.- 4.6.4 Symbol and Sign, Public and Private.- 4.6.5 Symbols and Ritual.- 4.6.6 The Focussing of Symbols.- 4.6.7 The "Secondary" Symbols.- 4.7 "Overt" and "Covert" Action.- 4.7.1 Praxic Actions.- 4.7.2 Referent Actions.- 4.8 Is-versus Should-Values and Ranges of Tolerance.- 4.9 The Action Potential.- 4.10 Resistance, Limitations, and Barriers.- 4.11 Dominant Goals of Action.- 4.11.1 Superordinate and Overarching Goals.- 4.11.2 Myths and Fantasms.- 4.12 The Consciousness of Actions.- 4.13 Conflict.- 4.13.1 Intrapersonal Conflict.- 4.13.2 Interpersonal Conflict.- 4.14 Stabilization and Innovation.- 5 Space and Time.- 5.1 Space.- 5.1.1 Objective and Subjective Space.- 5.1.2 The Action Organisation of Space.- 5.1.3 The Symbolic Dimensions of Space.- 5.2 Time.- 5.2.1 Duration and Sequences.- 5.2.2 External Time.- 5.2.3 Recall and Future.- 6 Objects.- 6.1 General Aspects of Man-Object Relationships.- 6.2 Objectivation and Subjectivation.- 6.3 The Symbolism of Objects.- 6.4 Instrumentality and Consumptions.- 6.4.1 An Instrumental Object: Money.- 6.4.2 Still Money: Demonstration and Secrecy.- 6.4.3 Consumption.- 6.5 The Aesthetic Object.- 6.5.1 Beauty and Pleasantness.- 6.5.2 The Experience of Traces.- 6.5.3 The"Bridging Object".- 6.6 The Magical Object.- 6.6.1 Connotations of Magical Objects.- 6.6.2 Empathy, Monks and Amulets.- 6.6.3 The Transfer of Magical Power.- 6.7 Order and Disorder: The Constellation of Objects.- 7 Myths and Fantasms.- 7.1 Freud and Levi-Strauss: Variations in Interpretation.- 7.2 Myths, Mythemes and Myth-Stories.- 7.3 The Role of Fantasms.- 7.4 The Impact of Fantasms on Myths: Narcissus.- 7.5 Examples of Myth-Fantasm-Interactions.- 7.5.1 Individual Development: An Example from Psychotherapy.- 7.5.2 Fantasm and Myth in Art: Picasso's "Guernica".- 8 The I and the Others: Identity and Empathy.- 8.1 Identity.- 8.1.1 From I to Self.- 8.1.2 The I and the Body.- 8.1.3 Identity and Objects.- 8.1.4 The Ideational Sources of Identity.- 8.2 Empathy.- 9 Epilogue.
369 citations
Book•
31 Dec 2007
TL;DR: In contrast to a vast literature that provides information and guides about focus groups as a methodological tool, the authors provides an introduction to understanding focus group as analytical means, and provides an overview of focus group techniques.
Abstract: In contrast to a vast literature that provides information and guides about focus groups as a methodological tool, this book is an introduction to understanding focus groups as analytical means ...
348 citations