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Showing papers on "Perspective (graphical) published in 2002"


01 Jan 2002
TL;DR: In the classical, Aristotelian view of human development, people arc assumed to possess an active tendency toward psychological growth and integration as discussed by the authors, which is complemented by a tendency toward synthesis, organization, or relative unity of both knowledge and personality.
Abstract: In the classical, Aristotelian, view of human development, people arc assumed to possess an active tendency toward psychological growth and integration. Endowed with an innate stT·h~ng to exercise and elaborate their interests, individuals tt:nd naturally to seck challenges, to discover new perspectives, and 10 actively internalize and transform cultural practices. By stretching thei.r capacities and expressing thei.r talents and propensities, people actualize their human potentials. Within this perspective, active growth is complemented by a tendency toward synthesis, organization, or relative unity of both knowledge and personality. Moreover, the integration of that which is experienced providt-s the basis for a coherent sense of selfa sense of wholeness, vitalit}\ and integrity. To the degree that individuals have attained a sense of self, they can act in accord "~th, or be "true" to, that seU: T his general view of an active, integrating organism with the potential to a.ct from a coherent sense of self can be found in psychodynamic and humanistic theories of personality and in cognitive theories of development. For example, psychoanalytic theorists posit inherent activity and a synthetic function of the ego (Freud, 1927; Nun berg, 1931; Meissner, 1981; White, 1963), and humani.~tic psyclJOlogists postulate an actualizing tendency (Angyal, 1963; Maslow, 1955; Rogers, 1963). Similarly, many cognitive d<:vclopmcntal theories emphasize an organizational or imcgrativc tendency as an endogenous feature of the organism, proposing that development is clmracterized by an overarching organization function through which new self-extensions are brought into coherence with other cognitive stmctures (Piagct, 1971; 'vVerncr, 1948).

2,912 citations


Book
01 Jan 2002
TL;DR: Chang, como vem fazendo desde a publicação como livro de sua tese de doutorado, em 1994, continua fundamentando teórica e empiricamente as políticas industriais and a intervenção estatal nas economias.
Abstract: Chang, como vem fazendo desde a publicação como livro de sua tese de doutorado, em 1994, continua fundamentando teórica e empiricamente as políticas industriais e a intervenção estatal nas economias, na busca incessante por demonstrar as falácias teóricas e históricas que os liberais freqüentemente utilizam em suas argumentações. Tais preocupações se mantêm em seu novo livro, “Kicking Away the Ladder: Policies and Institutions for Economic Development in Historical Perspective”, disponível, a partir de agosto, em algumas livrarias virtuais. O livro, que trata sobretudo do lado empírico mencionado acima, mas com algumas incursões teóricas, praticamente se divide em duas partes: na primeira (concentrada no segundo capítulo), Chang mostra como os Países

1,890 citations


Journal ArticleDOI
TL;DR: In this article, a perspective on the trend towards integrating psychology into economics is provided, and arguments are provided for why movement towards greater psychological realism in economics will improve mainstream economics. But the authors do not discuss the role of psychology in economic forecasting.

460 citations


Journal ArticleDOI
TL;DR: It is proposed that mutual knowledge is not distinct from other knowledge relevant for language processing, and exerts early effects on processing in proportion to its salience and reliability.
Abstract: Young children's communication has often been characterized as egocentric. Some researchers claim that the processing of language involves an initial stage that relies on egocentric heuristics, even in adults. Such an account, combined with general developmental difficulties with late-stage processes, could provide an explanation for much of children's egocentric communication. However, the experimental data reported in this article do not support such an account: In an elicited-production task, 5- to 6-year-old children were found to be sensitive to their partner's perspective. Moreover, in an on-line comprehension task, they showed sensitivity to common-ground information from the initial stages of language processing. We propose that mutual knowledge is not distinct from other knowledge relevant for language processing, and exerts early effects on processing in proportion to its salience and reliability.

406 citations






Journal ArticleDOI
TL;DR: It is concluded that on-line judgments of an action's self-concept compatibility affect the perspective used for image construction and the role of causal attributions in defining the self across time is considered.
Abstract: People who change often report that their old selves seem like “different people.” Correlational (Study 1) and experimental (Studies 2 and 3) studies showed that participants tended to use a 3rd-person observer perspective when visualizing memories of actions that conflicted with their current self-concept. A similar pattern emerged when participants imagined performing actions that varied in self-concept compatibility (Study 4). The authors conclude that on-line judgments of an action’s self-concept compatibility affect the perspective used for image construction. Study 5 shows applied implications. Use of the 3rd-person perspective when recalling past episodes of overindulgent eating was related to optimism about behaving differently at an upcoming Thanksgiving dinner. The authors discuss the effect of self-concept compatibility on cognitive and emotional reactions to past actions and consider the role of causal attributions in defining the self across time.

266 citations



01 Jan 2002
TL;DR: The central idea that will develop in this chapter is that conscious and unconscious learning are actually two different expressions of a single set of constantly operating graded, dynamic processes of adaptation.
Abstract: na a a am m m mi i i ic c c c p p p pe e e er r r rs s s sp p p pe e e ec c c ct t t ti i i iv v v ve e e e While the study of implicit learning is nothing new, the field as a whole has come to embody — over the last decade or so — ongoing questioning about three of the most fundamental debates in the cognitive sciences: The nature of consciousness, the nature of mental representation (in particular the difficult issue of abstraction), and the role of experience in shaping the cognitive system. Our main goal in this chapter is to offer a framework that attempts to integrate current thinking about these three issues in a way that specifically links consciousness with adaptation and learning. Our assumptions about this relationship are rooted in further assumptions about the nature of processing and of representation in cognitive systems. When considered together, we believe that these assumptions offer a new perspective on the relationships between conscious and unconscious processing and on the function of consciousness in cognitive systems. To begin in a way that reflects the goals of this volume, we can ask the question: " What is implicit learning for? " In asking this question, one presupposes that implicit learning is a special process that can be distinguished from, say, explicit learning or, even more pointedly, from learning tout court. The most salient feature attributed to implicit learning is of course that it is implicit, by which most researchers in the area actually mean unconscious. Hence the question "What is implicit learning for?" is in fact a way of asking about the function of consciousness in learning that specifically assumes that conscious and unconscious learning have different functions. The central idea that we will develop in this chapter is that conscious and unconscious learning are actually two different expressions of a single set of constantly operating graded, dynamic processes of adaptation. While this position emphasizes that conscious and unconscious processing differ only in degree rather than in kind, it is nevertheless not incompatible with the notion that consciousness has specific functions in the cognitive economy. Indeed, our main conclusion will be that the function of consciousness is to offer flexible adaptive control over behavior. By adaptive here, we do not mean simply the …


Journal ArticleDOI
TL;DR: In this paper, the authors examine classroom assessment reform from four perspectives: technological, cultural, political, and postmodern, focusing on issues of organization, structure, strategy, and skill in developing new assessment techniques.
Abstract: This article examines classroom assessment reform from four perspectives: technological, cultural, political, and postmodern. Each perspective highlights different issues and problems in the phenomenon of classroom assessment. The technological perspective focuses on issues of organization, structure, strategy, and skill in developing new assessment techniques. The cultural perspective examines how alternative assessments are interpreted and integrated into the social and cultural context of schools. The political perspective views assessment issues as being embedded in and resulting from the dynamics of power and control in human interaction. Here assessment problems are caused by inappropriate use, political and bureaucratic interference, or institutional priorities and requirements. Last, the postmodern perspective is based on the view that in today’s complex and uncertain world, human beings are not completely knowable and that “authentic” experiences and assessments are fundamentally questionable. Us...


BookDOI
01 Jan 2002
TL;DR: McCann et al. as mentioned in this paper examined changes in the workplace and found that the paucity of skilled people in America's workforce is already a problem for management, and 75 percent of employers interviewed stated that filling jobs for skilled workers was an ongoing problem, and as the baby boom generation moves into the 50 and 60-year old age brackets, it is likely that there will be a disproportionate number of younger workers to fill the jobs that these baby boomers vacate.
Abstract: creasingly higher, the resultant “aging world” will undeniably affect all of us. It is not unrealistic, for example, to envision a world twenty years hence where “older individuals” wield considerably more political power, are more active in the workplace and in universities, and have a much greater stake in the world’s economic output. New attitudes on health care and older people’s roles in education will be forged, and questions will be raised about the fairness of social security and other payments that are taken for granted today. This chapter examines one of these developments: changes in the workplace. Demographic workforce projections for the new millennium paint a mixed picture for older workers. On the positive side, most economists predict future shortages of skilled younger workers (Steinhauser 1998; Walsh and Lloyd 1984), predictions that bode well for older workers who possess advanced job skills. In fact, a recent study by Hall and Mirvis (1994) suggests that the paucity of skilled people in America’s workforce is already a problem for management. In this study, 75 percent of employers interviewed stated that filling jobs for skilled workers was an ongoing problem. Moreover, as the baby boom generation moves into the 50and 60-year-old age brackets, it is likely that there will be a disproportionate number of younger workers to fill the jobs that these baby boomers vacate. This should serve as yet another positive sign for the older individuals of tomorrow who wish to work during their later years. Another school of thought on workplace trends paints a bleaker picture. Economists and academics who adhere to this line of thinking point to the imbalance between supply and demand of jobs today and question how these figures can be turned around in a matter of decades. With 1989 survey poll results showing that roughly 5.4 million older people reported being “ready and willing to work but unable to secure a job” (Louis Harris 6 Ageism in the Workplace: A Communication Perspective Robert McCann and Howard Giles

Journal Article
TL;DR: The shift towards personalised learning is reviewed, from an educational, technological and standardisation perspective.
Abstract: The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners’ experience. The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective.

Journal ArticleDOI
TL;DR: Depression but not aggression was significantly related to difficulties with the peer group and with dyadic friends from the children's own perspective, whereas the opposite pattern was found according to the peers' view.
Abstract: This study examined aggressive, depressed, and aggressive–depressed childrenr's peer relations from the children's own and from their peers' perspective. Participants were 819 fourth through sixth graders (50.2% girls) who were assessed twice during the same school year. Measures included children's aggression and depression, self-rated and peer-rated social acceptance, number of reciprocal friends, and self-rated and friend-rated friendship quality. Analyses revealed different patterns, depending on the perspective considered. Depression but not aggression was significantly related to difficulties with the peer group and with dyadic friends from the children's own perspective, whereas the opposite pattern was found according to the peers' view. The co-occurrence of aggression and depression entailed significant difficulties with peers regardless of perspective. The implications of these results for the links between children's aggression and depression and their interpersonal relationships are discussed.

Journal ArticleDOI
TL;DR: Transforming school counseling: A National Perspective as discussed by the authors was the first work to address the problem of mental health in the context of school counseling, focusing on the transition from theory into practice.
Abstract: (2002). Transforming School Counseling: A National Perspective. Theory Into Practice: Vol. 41, Transforming School Counseling, pp. 148-153.

Book
01 Jan 2002
TL;DR: In this article, a discussion of the academic motivation of adolescents is presented, focusing on self-efficacy and adolescents' motivation, situating motivation in sociocultural contexts; rewards and intrinsic motivation - a needs-based developmental perspective; and perceived peer norms and the need to be accepted.
Abstract: A discussion of the academic motivation of adolescents. It addresses: self-efficacy and adolescents' motivation; situating motivation in sociocultural contexts; rewards and intrinsic motivation - a needs-based developmental perspective; and perceived peer norms and the need to be accepted.

Book
01 Jan 2002
TL;DR: Can what you see, hear, feel, and experience actually result in a permanent change in your brain? This provocative question arose from research discoveries by J. Douglas Bremner and others that showed that extreme stress might result in lasting damage to the brain this article.
Abstract: Can what you see, hear, feel, and experience actually result in a permanent change in your brain? This provocative question arose from research discoveries by J. Douglas Bremner and others that showed that extreme stress might result in lasting damage to the brain. Anyone who has experienced even moderate stress in their life will benefit from the insights in this clearly written, accessible book.

Journal ArticleDOI
TL;DR: A model of spatial reasoning that postulates specialized subsystems for performing object-based and egocentric perspective image transformations is proposed and areas in right temporal, occipital and parietal cortex and the medial superior cerebellum appear to be differentially involved in object- based spatial transformations.

Journal ArticleDOI
TL;DR: In this paper, an alternative perspective on the distinction between statistical literacy, reasoning, and thinking is presented, and similarities and differences in the articles by Rumsey, Garfield and Chance are summarized.
Abstract: Similarities and differences in the articles by Rumsey, Garfield and Chance are summarized. An alternative perspective on the distinction between statistical literacy, reasoning, and thinking is pr...



Journal ArticleDOI
TL;DR: In this paper, the authors describe an emerging perspective on depression as a disorder of self-regulation, and suggest that the concept of brain/behavior system, though insufficient for explaining depression, can be reformulated as self/brain/behaviour system to address both psychological and neurophysiological aspects.
Abstract: This article describes an emerging perspective on depression as a disorder of selfregulation. It is proposed that the concept of brain/behavior system, though insufficient for explaining depression, can be reformulated as self/brain/behavior system to address both psychological and neurophysiological aspects of depression. A set of hypotheses conceptualizing depression (in self/brain/behavior system terms) as a disorder of self-regulation is offered, and evidence in support of those predictions is summarized. Implications of the self-regulation model are discussed and potential advantages of a self-regulation perspective on depression are suggested.

Journal ArticleDOI
01 Apr 2002-The Auk
TL;DR: Putting sexual traits into the context of an organism: A life-history perspective in studies of sexual selection is presented.
Abstract: Putting sexual traits into the context of an organism: A life-history perspective in studies of sexual selection

Journal ArticleDOI
TL;DR: Recognition of the importance of brain development in the early years of life has led to expanded early intervention programs for very young children with or at risk for developmental disabilities throughout the world.
Abstract: Recognition of the importance of brain development in the early years of life has led to expanded early intervention programs for very young children with or at risk for developmental disabilities throughout the world. Recent developmental brain research suggests a plausible biological basis for early intervention. However, specific intervention practices must be judged on their efficacy, effectiveness, and cost justification. Early intervention has made important shifts in emphasizing social competence in the child and the essential role of the family and community.



Book
01 Jan 2002
TL;DR: This chapter first explains the agent-based perspective on imitation and then discusses it in the context of particular research issues in studies with animals and artifacts, with reference to chapters presented in this book.
Abstract: This chapter presents the agent-based perspective on imitation. In this perspective, imitation is best considered as the behavior of an autonomous agent in relation to its environment, including other autonomous agents. We argue that such a perspective helps unfold the full potential of research on imitation and helps in identifying challenging and important research issues. We first explain the agent-based perspective and then discuss it in the context of particular research issues in studies with animals and artifacts, with reference to chapters presented in this book. At the end of the chapter we briefly introduce the individual contributions to this book and provide a roadmap that helps the reader in navigating through the exciting and highly interwoven themes that are presented in this book.