Integrative Psychological and Behavioral Science最新文献

I will in this article use Fircks as a point of departure for trying to understand the complexities involved in the use of the concept of mindfulness. As will be seen, mindfulness can be traced to a decoupling from a religious background and subsequent appropriation within several Western contexts. This will then be used for a discussion of how to deal with the historicity of the phenomena studied within cultural psychology. Here two reminders will be suggested, namely understanding phenomena through a context-sensibility and at the same time being aware of any disciplinary parochialism.

von Fircks' (Integrative Psychological and Behavioral Science 1-20, 2003) essay on the experience of meditation is rich in stimuli and insights. This paper aims at extrapolating and developing a germinal element from it: Semiotic mediation constitutes the core of the religious nature of the human psyche. It represents both the drive for transformation in the transcendence of the relational process and the search for stability and fixedness in the immanence of the experience of the present moment. The religiosity of the mind can be considered the expression of a transcendent function of semiosis in the very act of looking at an elsewhere in the present moment. The semiotic mediation of the religious psyche seeks meaning in the very act of creating it.

In the recent years, mindfulness-based research has experienced a boom. Yet, the majority of those studies treat mindfulness in a positivistic way, thus solely as a variable. Within such a lens of inquiry, we ignore the theoretical and historical underpinnings of mindfulness that are still important, nowadays. For that purpose, I instance a theoretical and historical framework of mindfulness grounded within Taoism - relying on the notion of the polarity of life and wu wei (the principle of not-forcing) and try to bridge that focus with Mead's Social Psychology. By means of an autoethnography, I show that mindfulness-based activities such as meditation unfold the power of an individual to experience and own a new I which then acts in a new fashion upon the demands of the (social) environment (Me). In this process, a new personality is born that integrates wholistically the polar sides of life within himself/herself.

Place is everywhere as geography, location, territory, and landscape permeates everyday encounter. In contrast, memory is embedded in the physical setting as the burgeoning narratives of cities. In recent instances, literary settings of novels and characters are interpretations of actual life events. An immigrant from New York City returns to Lagos after a long period in Teju Cole's Every Day is for the Thief (2007) and (2014) investigates the correlation of the past self within the present state of the setting. Exploring interrelated memories and places to revisit the sense of self, the present study aims to analyse how autobiographical memory distinguishes personal memory from social events and defines place attachment and identity in society. This article also explores the lack of conformity to the tendency to find the past self in different time and spatial aspects through which this research tries to bridge the past with the present using narrators' autobiographical memories.

This article delves into the implications of neurotechnologies for the philosophical debates surrounding free will and moral responsibility. Tracing the concept from ancient religious and philosophical roots, we discuss how recent neurotechnological advancements (e.g. optogenetics, fMRI and machine learning, predictive diagnostics, et al.) challenge traditional notions of autonomy. Although neurotechnologies aim to enhance autonomy in the strict sense - as self-determination - they risk reducing or changing the broader notion of autonomy, which involves personal authenticity. We also submit that, in a world with an altered or limited concept of free will, humans should still be held accountable for actions executed through their bodies. By examining the dynamic between choice and responsibility, we emphasize the shift in technology ethics, moral philosophy, and the broader legal landscape in response to the advancement of neurotechnologies. By bringing the neurotechnological innovations into the world, neuroscientists not only change the technological landscape but also partake in long-standing moral narratives about freedom, justice, and responsibility.

How and why do crises happen in the history of science? What can they tell us about how crises happen in child psychological development and child behavior? And-as a bonus question-can crises in child development tell us anything about crises in science history? We compare and contrast two superficially similar answers. Then we look at three models for the formation of general, abstract concepts in children developed in integrative psychological and behavioral science by the Soviet pioneer L.S. Vygotsky. Using later, but similarly integrative, linguistic work by M.A.K. Halliday on generality, abstraction and metaphor in child language, we consider a real test case. An outstanding anomaly in solar physics is that the solar wind is actually far hotter than the surface of the sun itself, and a recent paper argues that the energy comes from the damping of waves in the plasma. We analyze the language of a ten-year-old Chinese boy trying to make sense of this phenomenon, and we find that lexicogrammatical metaphors play a very important role in posing the problem to the child, but a process of limiting and deflating metaphors is key to his understanding. This process of limitation and deflation, which corresponds to a crisis, shows us that the analogy between concept development in children in science and the same process in children is no mere metaphor.

Cognition is a mental process that provides the ability to think, know, and learn. Though cognitive skills are necessary to do daily tasks and activities, cognitive aging causes changes in various cognitive functions. Cognitive abilities that are preserved and strengthened by experience can be kept as a reserve and utilized when necessary. The concept of reserving cognition was found when people with Alzheimer's disease had differences in clinical manifestations and cognitive functions. The cognitive reserve builds resilience against cognitive decline and improves the quality of life. Also, several lines of studies have found that the plasticity between neurons has a significant impact on cognitive reserve and acts against cognitive decline. To extend the findings, the present study provides a comprehensive understanding of cognitive reserve and the variables that are involved in maintaining cognition. The study also considers reading as one of the cognitive proxies that develops and maintains cognitive reserve.

The phenomenon of speechlessness has hardly been considered in the literature from a psychological point of view. Previous research on speechlessness is limited to the fields of neurology, medicine or psychopathology. The present review aims to consider speechlessness from a psychological perspective distinct from pathology, and to highlight its observability and possible connections to existing research in the context of emotional cognition and processing. Search terms were developed and a comprehensive, systematic literature search was conducted in various databases based on previous scientific work on the understanding of non-speech, silence and speechlessness. Only results that examined the phenomenon of speechlessness from a non-pathological or non-neurological perspective were included. A total of N = 7 publications matching the inclusion criteria were identified. The results were used to develop a procedual model for the phenomenological definition of speechlessness. The developed model differentiates the observable phenomenon of speechlessness into a non-intentional, unconscious form and a intentional, conscious form. The present work suggests that meaningful emotions and their perception and processing is a core element in the emergence of speechlessness and provides a first, psychological, non-pathological explanation of speechlessness.

A substantial number of social science studies have shown a lack of conceptual clarity, inadequate understanding of the nature of the empirical research approaches, and undue preference for deduction, which have caused much confusion, created paradigmatic incommensurability, and impeded scientific advancement. This study, through conceptual review and analysis of canonical discussions of concepts and the reasoning approaches of deduction and induction and their applications in social science theorization by philosophers and social scientists, is purported to unveil the logical nature of empirical research and examine the legitimacy of the preference of deduction among social scientists. The findings note that conceptual clarity as the foundation of social science research, exchange, and replication can be achieved through interdisciplinary stress of conceptual analyses to establish universal measurements and that the primacy of deduction in social sciences needs to concede to or be balanced with induction for new knowledge, more discoveries, and scientific advancement. The study recommends that institutions and researchers of social sciences invest more in conceptual analysis and inductive research through collaboration and separate efforts.

Mental causation is a deep-rooted debate in the philosophy and psychology literature. It relates to the causal role of mind on the physical world and is tightly linked with the Descartes' dualistic approach towards mind-body interaction. While the role of mental properties might seem obvious in our everyday interaction with the world, there are many arguments that make mental causation inefficacious or redundant within the physical world. In the motivation literature, the issue of mental causation is pivotal. It substantiates the causal role of intrinsic motivation on human behavior. However, the main theoretical streams in the motivation literature take a dualistic approach by dichotomizing different types of motivation into extrinsic and intrinsic ones. This creates a fundamental challenge on the possibility of mental causation in the relationship between motivation and behavior. The three main theoretical streams in the motivation literature consider intrinsic and extrinsic motivations as distinct and independent types of motivation and give a higher weight to one type over the other. This approach makes the role of intrinsic motivation as a mental factor on behavior difficult to interpret. Motivational congruence theory resolves this issue by taking a contextualist and dialectical stance on the relationship between intrinsic motivation, extrinsic motivation, and the context. In a dynamic interaction with each other and the context, the two distinct yet intertwined types of motivation (i.e., intrinsic and extrinsic ones) produce overall motivation which in turn induces behavior. The theory resolves the issue of mental causation both at the surface and deep levels.