Social representations, ageing and memory: a holistic approach to cognitive assessment

2016 ◽  
Vol 37 (4) ◽  
pp. 804-822 ◽  
Author(s):  
LAURA DRYJANSKA ◽  
STEFANIA AIELLO ◽  
MARZIA GIUA
Keyword(s):  
Cognitive Assessment ◽  
Social Representations ◽  
Real Life ◽  
Holistic Approach ◽  
Memory Test ◽  
Shared Meanings ◽  
First Case ◽  
The Social ◽  
Real Life Situation ◽  
Improved Performance

ABSTRACTThis paper examines how contextual (conversational) aspects and socially shared meanings might affect the participants' performance on a standardised memory test using the theoretical framework of social representations. A total of 97 members of centres for older adults located in Rome, Italy participated in a screening using the Montreal Cognitive Assessment test. Prior to testing, a group of volunteers had organised a performance focused on events from the distant past, stimulating intergenerational reminiscence. The participants were randomly assigned to one of two conditions. In the first case, prior to administering the test, a psychotherapist talked to each participant about the performance, focusing on ageing and stressing the neutral aspects of its social representations, such as change and time. In the second case, performance was used to concentrate on positive aspects of the social representations of ageing, namely wisdom and experience. In line with the hypothesis, focusing on positive aspects of social representations of ageing (wisdom and experience) versus their neutral aspects (change and time) has resulted in improved performance on a standardised memory test. Practitioners (psychotherapists – experts in psycho-diagnostics) who administered the tests have been involved in the co-construction of the meaning of ageing, discussing a real-life situation: the common experience of intergenerational activity that involved the participants' memories of their urban environment.

scholarly journals The social mandate of the holistic/integrated approach to learning

2021 ◽  
Author(s):  
Tatiana Callo ◽  
Keyword(s):  
Functional Integration ◽  
Social Process ◽  
Real Life ◽  
Holistic Approach ◽  
Integrated Approach ◽  
Current Status ◽  
The Social ◽  
Key Competencies ◽  
Specificity Of Learning ◽  
Relationship Of

The specific elements in the ontological planning of the social require the holistic approach of the social process, but also of the educational ones. The whole-part dichotomy as a relationship of complementarity raises the issue of the specificity of learning integration, starting from the educational purpose, marked by the formation of key competencies, recorded by knowledge, skills, attitudes. The current status of integration, of the action to make something full, complete, very complex, generates a series of renovations, including the issue of this article, focused on the idea of the need for a model of bio- (or eco-) functional integration, designating a useful process for the student in the sense of his real life or his concrete environment.

Digital Divide, Social Divide, Paradigmatic Divide

2011 ◽  
pp. 33-48
Author(s):  
Daniel Pimienta
Keyword(s):  
Digital Divide ◽  
Information Literacy ◽  
Real Life ◽  
Holistic Approach ◽  
Decision Makers ◽  
Digital World ◽  
The Social ◽  
Systemic Process ◽  
Social Divide ◽  
Exclusive Focus

The digital divide is nothing else than the reflection of the social divide in the digital world. The use of ICT for human development does offer opportunities to reduce the social divide for individual beings or communities; yet there exists a series of obstacles to overcome. The very existence of an infrastructure for connectivity is only the first obstacle, although it often receives an exclusive focus, due to the lack of an holistic approach which gives an essential part to digital and information literacy. Telecommunications, hardware and software are predictable prerequisites; however, the true pillars of human-focused information societies are education, ethics, and participation, interacting together as a systemic process. As long as decision makers are not ready to consider these evidences, and keep on favoring a mere technological vision, we will suffer from the most dangerous divide in terms of impact: the paradigmatic divide. Any resemblance to characters, projects, or policies in real life is quite intentional.

scholarly journals THROUGH THE (NOT SO) PINK GLASSES: GENDER BIAS IN INTIMATE RELATIONSHIPS

2016 ◽  
Vol 7 (2) ◽  
pp. 158-179
Author(s):  
MONIKA GROCHALSKA
Keyword(s):  
Gender Bias ◽  
Intimate Relationships ◽  
Subjective Experience ◽  
Social Representations ◽  
Focus Group Interviews ◽  
Shared Meanings ◽  
Internal Conflicts ◽  
The Social ◽  
Group Interviews

This article was written as part of the project funded by the National Science Centre allocated on the basis of the decision no DEC-2011/01/D/HS6/02470. It shows how social representations of intimate relationships are shared among women and where  they are  rooted. According to Serge Moscovici, social representations are systems of values, ideas and practices, which allow people in groups to understand each other. Thus women have such a  system, which is created through their entire life within the process of informal learning. During this processes some gender bias is imposed. This bias becomes a part of social representations of intimate relationships and influences practices of „being-in-relationship”. Those practices often do not fit  life situations, contributing to the deterioration of  women’s quality of life . All these processes are analysed on the basis of data taken from focus group interviews (FGI) with women. During interviews women often referred to some shared meanings, which constitute their social representations. Finally, these interviews show, that close relationships are highly affected by gender bias, thus they are full of misunderstandings and internal conflicts. The findings highlight the role played by the social representations in women’s subjective experience of their intimate relationships.

Analysis of Human Resource in India over Last Three Decades in the Perspective of Society, Inequality, and Poverty

2014 ◽  
pp. 284-295
Author(s):  
Debdas Ganguly ◽  
Kaushik Kundu
Keyword(s):  
Human Resource ◽  
Real Life ◽  
Resource Planning ◽  
Indian Society ◽  
The People ◽  
Resource Needs ◽  
The Social ◽  
Real Life Situation ◽  
To Come ◽  
Social Causes

The ideological aspects relating to the social framework of the Indian society have a tremendous appeal for the majority of the people. Some modifications occasionally have been the cause of unequal and uneven distribution of social causes, natural resources, national scopes, benefits, and opportunities. The population demography has a mixed nature of composition consisting of weaker to stronger in respect of education, affluence, cast construct, political and social status, etc., and consequently, it created two groups of people in the society – a group under the umbrella of exploitation, poverty, and insecurity, and the other being the reverse. This weaker section lying under the envelope of poverty developed because of this inequality, and it has been a permanent cause of adversities in Human Resource prospects in India. Human Resource is not an ordinary resource like money or material, but a resource to make all other resources usefully usable. This Human Resource needs to come through suitable scopes and opportunities so that they can develop themselves as required in the process of Human Resource planning. This chapter is an attempt to identify the real-life situation in this respect in India during the last three decades.

scholarly journals A Comparison of Students’ Performances Using Audio Only and Video Media Methods

2017 ◽  
Vol 10 (7) ◽  
pp. 210
Author(s):  
Norazean Sulaiman ◽  
Ahmad Mazli Muhammad ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Zulaikha Khairuddin ◽  
Salwa Othman
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Real Life ◽  
Assessment Tools ◽  
Listening Skills ◽  
Authentic Texts ◽  
The Social ◽  
Language Classroom ◽  
Post Test ◽  
Real Life Situation

Listening is a very crucial skill to be learnt in second language classroom because it is essential for the development of spoken language proficiency (Hamouda, 2013). The aim of this study is to investigate the significant differences in terms of students’ performance when using traditional (audio-only) method and video media method. The data of this study were collected by giving students the same two sets of questions in pre-test and post-test. The data were then analysed with paired-sample t-test by using Statistical Package for the Social Sciences (SPSS). Based on the results attained, it was found that the majority of the students obtained higher marks when using video media method compared to audio only method. Hence, it is recognised that by using video as one of the assessment tools will help students to perform better due to the use of authentic, meaningful and real-life situation contexts and language. Therefore, instructors are advised to use more authentic texts and materials when it comes to teaching and assessing listening skills in second language (L2) classroom.

scholarly journals ALI IMRON’S RELIGIOUS LANGUAGE COMPREHENSION ON HIS LIFE STORY: SCHEMAS AND SCRIPTS

2019 ◽  
Vol 1 (2) ◽  
pp. 72-78
Author(s):  
Lukman Hakim ◽  
Joko Arizal
Keyword(s):  
Language Comprehension ◽  
Life Story ◽  
Real Life ◽  
Social Situation ◽  
Religious Language ◽  
Language Understanding ◽  
The Social ◽  
Real Life Situation ◽  
Conceptual Meaning ◽  
Conceptual Dependency

This study discuss on Ali Imron’s religious language comprehension on his life story. It proposes a problem of question about the schemas and scripts on his religious language understanding and interpreting. The method which applied on this study is the qualitative method, so, the narrative approach is elected as it approach. In addition, the result of this study propose some significant discussion such as in the schema aspect, there are semantical problem especially in the comprehend of the word jihad, muhajir, and syahid. The second is understanding the setting. Ali Imron’s limited knowledge makes him difficult in comprehend of the social situation which lead him to the battlefield in Afghanistan. The third is his mood. The mood is significant in constructed of his view to the real situation and to the language comprehension. The fourth is the chain of events. This part is the accumulation of his understanding on religious language, setting, and mood which incorporate with his real life situation. And it would be able to strengthen to his belief to be a martyr. Likewise, the script aspect which demonstrate on this part is the conceptual dependency where the manifestation of an incorporation aspect of our knowledge of the world in his conceptual version of our understanding of sentence which would not be possible if his analysis operated with only the syntactic and lexical elements in the sentence. In the end, this study concludes that the backgruond knowledge can lead to errors in understanding language and it appears to Ali Imron’s case in interpreting the word of jihad and its comprehend in conceptual meaning.      

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

Liberté d'opinion et limite normative dans une représentation sociale: le développement de l'intelligence 1Ce texte reprend l'essentiel d'un exposé présenté en juin 1998 à la Faculté de Psychologie et des Sciences de l'Education de Genève, à l'occasion de la collation du Doctorat Honoris Causa de l'Université de Genève à l'auteur.

1999 ◽  
Vol 58 (3) ◽  
pp. 201-206 ◽  
Author(s):  
Claude Flament
Keyword(s):  
Social Representations ◽  
The Social ◽  
The Individual

This paper is concerned by a possible articulation between the diversity of individual opinions and the existence of consensus in social representations. It postulates the existence of consensual normative boundaries framing the individual opinions. A study by questionnaire about the social representations of the development of intelligence gives support to this notion.

Social Representations and Commitment

2018 ◽  
Vol 23 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Eric Bonetto ◽  
Fabien Girandola ◽  
Grégory Lo Monaco
Keyword(s):  
Social Representations ◽  
Social Representation ◽  
Second Line ◽  
Review Of The Literature ◽  
First Line ◽  
Research Perspectives ◽  
The Social ◽  
Bibliographic Search ◽  
English Articles

Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.

The Hitman Study

2010 ◽  
Vol 15 (2) ◽  
pp. 99-108 ◽  
Author(s):  
Christopher J. Ferguson ◽  
Stephanie M. Rueda
Keyword(s):  
Experimental Study ◽  
Young Adults ◽  
Aggressive Behavior ◽  
Video Game ◽  
Real Life ◽  
Mood Management ◽  
Video Game Play ◽  
Video Game Playing ◽  
Violent Video Game ◽  
The Social

This article explores commonly discussed theories of violent video game effects: the social learning, mood management, and catharsis hypotheses. An experimental study was carried out to examine violent video game effects. In this study, 103 young adults were given a frustration task and then randomized to play no game, a nonviolent game, a violent game with good versus evil theme (i.e., playing as a good character taking on evil), or a violent game in which they played as a “bad guy.” Results indicated that randomized video game play had no effect on aggressive behavior; real-life violent video game-playing history, however, was predictive of decreased hostile feelings and decreased depression following the frustration task. Results do not support a link between violent video games and aggressive behavior, but do suggest that violent games reduce depression and hostile feelings in players through mood management.

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