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: Children's perceptions and attitudes about aging are not as negative as adults conclude, and they are positively affected by interactions with older adults and respond negatively to some of the unpleasant conditions associated with aging.
Abstract: Children's perceptions and attitudes about aging and older adults are investigated using a version of Children's Views on Aging (CVoA), a four-part validated instrument designed to assess school-age children's views on older adults and aging. The instrument has been adapted to enable children to make value judgements about their responses to questions on the CVoA. The study reports children's perceptions and attitudes about aging are not as negative as adults conclude. Children are positively affected by interactions with older adults, they describe physical signs of aging without judgement, and respond negatively to some of the unpleasant conditions associated with aging.
95 citations
Book•
01 Jan 2006
TL;DR: This chapter discusses the Genealogy of Tourists' Universe of Discourse, as well as the Microgenetic Economies of the Touring Act, and the Social Dynamics of Mind.
Abstract: Introduction. Chapter I: The Social Act. Chapter II: The Touring Act. Chapter III: The Microgenetic Economies of the Touring Act. Chapter IV: Genealogy of Tourists' Universe of Discourse. Chapter V: Genealogy of Ladakhis' Universe of Discourse. Chapter VI: Mapping the Generalized Other. Chapter VII: Navigating the Generalized Other. Chapter VIII: The Social Dynamics of Mind. Chapter IX: Becoming Other to Oneself.
94 citations
TL;DR: In this article different kinds of information that can be represented in variables are described and it is shown how informational ambiguity of variables leads to problems of theoretically meaningful interpretation of the results of statistical data analysis procedures in terms of hidden mental processes.
Abstract: Mind is hidden from direct observation; it can be studied only by observing behavior. Variables encode information about behaviors. There is no one-to-one correspondence between behaviors and mental events underlying the behaviors, however. In order to understand mind it would be necessary to understand exactly what information is represented in variables. This aim cannot be reached after variables are already encoded. Therefore, statistical data analysis can be very misleading in studies aimed at understanding mind that underlies behavior. In this article different kinds of information that can be represented in variables are described. It is shown how informational ambiguity of variables leads to problems of theoretically meaningful interpretation of the results of statistical data analysis procedures in terms of hidden mental processes. Reasons are provided why presence of dependence between variables does not imply causal relationship between events represented by variables and absence of dependence between variables cannot rule out the causal dependence of events represented by variables. It is concluded that variable-psychology has a very limited range of application for the development of a theory of mind-psychology.
93 citations
Book•
01 Jan 1999
TL;DR: Learning Sites: Social and Technological Resources for Learning as discussed by the authors is one of the outcomes of the European Science Foundation's research programme on "Learning in Humans and Machines", which will be of interest to educational scientists, sociologists, psychologists, cognitive scientists and researchers in the field of human-computer interaction.
Abstract: From the Publisher:
Human learning, reasoning and thinking, and the different sites in which these activities take place, are the focus of this book. It presents the results of research into the nature of learning and the influence of different contexts and factors within the context of learning, the constraints that contexts place on reasoning and learning, and the nature of learning when using tools and artefacts. It also addresses the nature of the influence of technology on learning, focusing especially on information technology and how it can influence any type of learning situation. Learning Sites: Social and Technological Resources for Learning is one of the outcomes of the European Science Foundation's research programme on "Learning in Humans and Machines". It will be of interest to educational scientists, sociologists, psychologists, cognitive scientists and researchers in the field of human-computer interaction.
88 citations
TL;DR: In this article, the authors compared the assimilation of problematic experiences in four good-outcome cases versus four poor outcome cases of very brief psychotherapy (two sessions plus a follow-up) for mild depression.
Abstract: This study compared the assimilation of problematic experiences in four good-outcome cases versus four poor-outcome cases of very brief psychotherapy (two sessions plus a follow-up) for mild depression. Clients’ central problems were consensually formulated, and transcribed passages concerning these problems were rated on the Assimilation of Problematic Experiences Scale by trained raters. Results supported the theoretical expectation that reductions in the intensity of depressive symptoms were associated with higher levels of assimilation. All of the good outcome cases reached Assimilation Level 4 (understanding/insight), whereas none of the poor outcome cases did so. Despite methodological limitations, it is suggested that this study represents an empirical endorsement of the assimilation model. Zusammenfassung Assimilation in Fallen mit gutem und schlechten Ergebnis sehr kurzer Psychotherapie fur leichte Depression: ein erster Vergleich Diese Untersuchung vergleicht die Assimilation problemati...
86 citations