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
References
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TL;DR: In this article, the authors report a study in which 184 children aged between 6.5 to 7.5 years were presented with a Piagetian task of conservation of liquid and found that the type of conversation established during the interaction was strongly related to the outcome.
Abstract: While the productive role of social interaction between peers in promoting cognitive development has been clearly established, the communicative processes through which this is achieved have not been clearly identified. This paper reports a study in which 184 children aged between of 6.5 to 7.5 years were presented with a Piagetian task of conservation of liquid. Both male and female non-conservers worked with a conserving partner in either same or mixed-sex dyads, thus creating four different pair types. The pairs were asked to discuss their conflicting answers and agree upon a joint response. Cognitive progress was assessed by pre- to post-test gains. The results indicated that the type of conversation established during the interaction was strongly related to the outcome. The results also indicate that the gender composition of the pairs influenced the type of conversation which occurred and the outcome measures. These results are discussed in relation to the general model of socio-cognitive conflict, and highlight the role of representations and expectations of gender in the way in which the conflict is expressed and resolved in conditions of aligned or conflicting knowledge and gender asymmetries. Copyright © 2006 John Wiley & Sons, Ltd.
107 citations
TL;DR: In this article, a client and therapist collaborate to help the former reconstruct the meaning of her mother's suicide, ultimately moving toward greater coherence and hopefulness in the narration of her life.
Abstract: Traumatic life events have the power to disrupt those self-narratives with which people order their life experience, by challenging their organization, promoting the development of problem-dominated identities, and fostering dissociation of aspects of the experience in a way that precludes its integration. We briefly consider these processes at levels ranging from the biogenetic, through the personal-agentic, to the dyadic-relational, and ultimately to cultural-linguistic levels of narrative structure, and then present the results of a grounded theory analysis of psychotherapy to reveal the pragmatic and rhetorical strategies by which it counters such disruption. Results suggest the means by which a client and therapist collaborate to help the former reconstruct the meaning of her mother's suicide, ultimately moving toward greater coherence and hopefulness in the narration of her life.
106 citations
17 Jun 2013
TL;DR: Ackerman and Schommer as discussed by the authors described the role of adults' beliefs about knowledge in school, work, and everyday life. But they did not consider the effect of parent education on the development of adults.
Abstract: Contents: M. Pressley, Foreword. Preface. Part I:Introduction. M.C. Smith, T. Pourchot, What Does Educational Psychology Know About Adult Learning and Development? Part II:Theoretical Perspectives. N. Granott, We Learn, Therefore We Develop: Learning Versus Development--or Developing Learning? J. Pascual-Leone, R.R. Irwin, Abstraction, the Will, the Self, and Modes of Learning in Adulthood. C.J. Bonk, K.A. Kim, Extending Sociocultural Theory to Adult Learning. G. Schraw, On the Development of Adult Metacognition. Part III:Knowing, Learning, and Problem-Solving in Adulthood. B. Torff, R.J. Sternberg, Changing Mind, Changing World: Practical Intelligence and Tacit Knowledge in Adult Learning. M. Schommer, The Role of Adults' Beliefs About Knowledge in School, Work, and Everyday Life. P.L. Ackerman, Adult Intelligence: Sketch of a Theory and Applications to Learning and Education. R.N. Carney, J.R. Levin, Mnemonic Strategies for Adult Learners. Part IV:Adult Educational Psychology. B.J.F. Meyer, A.P. Talbot, Adult Age Differences in Reading and Remembering Text and Using This Information to Make Decisions in Everyday Life. M.C. Smith, The Educational Psychology of Reading in Adulthood. C.T. Coyle, R.D. Enright, Forgiveness Education With Adult Learners. L. Shumow, Contributions of Parent Education to Adult Development. Part V:Conclusion. M.C. Smith, T. Pourchot, Toward an Adult Educational Psychology. Author Index. Subject Index.
106 citations
TL;DR: Moscovici and van Avermaet as discussed by the authors discuss the process of minority influence in small groups and the paradox of 'orthodox minority': when orthodoxy infallibly fails Jean-Pierre Deconchy 9.
Abstract: Contributors Preface Serge Moscovici Part I. The Process of Minority Influence: Introduction Gabriel Mugny 1. Innovation and minority influence Serge Moscovici 2. Social support and minority influence: the innovation effect reconsidered Machteld Doms and Eddy Van Avermaet 3. Compromising public influence for private change Charlan Nemeth 4. Conflict and conversion Bernard Personnaz and Michel Guillon 5. Rigidity and minority influence: the influence of the social in social influence Stamos Papastamou and Gabriel Mugny Part II. Minority Influence in Groups: Introduction Eddy Van Avermaet 6. Innovation and socialisation in small groups John M. Levine and Richard L. Moreland 7. When and how the minority prevails Harold B. Gerard 8. The paradox of 'orthodox minorities': when orthodoxy infallibly fails Jean-Pierre Deconchy 9. Conformity, innovation and the psychosocial law Sharon Wolf and Bibb Latane 10. Infra-group, intra-group and inter-group: construing levels of organisation in social influence Vernon L. Allen References Subject index Author index.
104 citations