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: There are several legitimate ways of conceptualizing and studying wisdom as mentioned in this paper, one of which is largely informed by Western philosophy and treats wisdom as an analytic theory of expert knowledge, judgment, and advic
Abstract: There are several legitimate ways of conceptualizing and studying wisdom. One is largely informed by Western philosophy and treats wisdom as an analytic theory of expert knowledge, judgment, and advic
128 citations
TL;DR: Results suggest that two particular types of innovative moments are needed in narrative therapy for therapeutic change to take place: re-conceptualization and new experiences.
Abstract: Narrative therapy suggests that change happens by paying close attention in therapy to "unique outcomes," which are narrative details outside the main story (White & Epston, 1990). In this exploratory study, unique outcomes were analyzed in five good-outcome and five poor-outcome psychotherapy cases using the Innovative Moments Coding System (Goncalves, Matos, & Santos, 2008). Across 127 sessions, innovative moments were coded in terms of salience and type. In accordance with the theory, results suggest that innovative moments are important to therapeutic change. Poor- and good-outcome groups have a global difference in the salience of the innovative moments. In addition, results suggest that two particular types of innovative moments are needed in narrative therapy for therapeutic change to take place: re-conceptualization and new experiences. Implications for future research using this model of analysis are discussed.
128 citations
Book•
[...]
01 Jan 1896
TL;DR: In this article, Shand described types of will and types of emotions for children, and proposed a theory of action based on the Galton Co-relations and their Measurement (Galton Theories of Action).
Abstract: Psychological Principles [1874] George Henry Lewes The Logic of the Moral Sciences [1872] John Stuart Mill 236pp Principles of Mental Physiology [1876] William Benjamin Carpenter 812pp Seeing and Thinking [1890] Body and Mind [1874] Mental Development [1868] William Kingdon Clifford 230pp Natural Causes and Supernatural Seemings [1886] Henry Maudsley 340pp Studies of Childhood [1903] James Sully 532pp Pleasure and Pain [1892] Alexander Bain Mental Imagines [1880] Francis Galton Co-relations and their Measurement [1888] Francis Galton Theories of Action [1928] William McDougall Character and Emotion [1896] Alexander Shand Types of Will [1897] Alexander Shand Emotions [1905] George Frederick Stout Modern Psychology [1893] James Ward
127 citations
TL;DR: Compared to the pre-World-War-II German–Austrian psychology, modern mainstream psychology is more concerned with accumulation of facts than with general theory, and data are not systematically related to complex theory.
Abstract: In pre-World-War-II psychology, two directions in methodological thought-the German-Austrian and North American ways-could be differentiated. After the war, the German-Austrian methodological orientation has been largely abandoned. Compared to the pre-WWII German-Austrian psychology, modern mainstream psychology is more concerned with accumulation of facts than with general theory. Furthermore, the focus on qualitative data-in addition to quantitative data-is rarely visible. Only external-physical or statistical-rather than psychological controls are taken into account in empirical studies. Fragments--rather than wholes-and relationships are studied, and single cases that contradict group data are not analyzed. Instead of complex psychological types simple trait differences are studied, and prediction is not followed by thorough analysis of the whole situation. Last (but not least), data are not systematically related to complex theory. These limits have hindered the growth of knowledge in the behavioral sciences. A new return to an updated version of the German-Austrian methodological trajectory is suggested.
127 citations
TL;DR: In this article, the authors investigated the developmental progression from formulating a problem to achieving an understanding of it, and highlighted the construction of meaning bridges by which the problematic voice could understand and be understood by voices of the community.
Abstract: Qualitative analyses of 2 clients psychotherapies (client centered and process-experiential) investigatedthe developmental progression from formulating a problem to achieving an understanding of it. Theresults elaborated one segment in the 8-stage Assimilation of Problematic Experiences Sequence (APES),through which problematic parts of a person (described as voices to emphasize their active, agenticqualities) are thought to pass during successful psychotherapy, as they become assimilated into the self(described as a community of voices ). The transition between APES Stage 3 (problem statement/clarification) and APES Stage 4 (understanding/insight) was described as a series of substages. Theresults highlighted the construction of meaning bridgessemiotic links by which the problematic voicecould understand and be understood by voices of the community.Keywords: assimilation model, APES, insight, meaning bridge, case study
126 citations