Identifying the sources of social actions: The role of source cues in person memory.

1990 ◽  
Vol 58 (5) ◽  
pp. 779-790 ◽  
Author(s):  
Catherine E. Seta ◽  
John J. Seta
Keyword(s):  
Person Memory ◽  
Social Actions ◽  
Source Cues

A Language/Action Based Approach to Information Modelling

2005 ◽  
pp. 7-10
Author(s):  
Paul Johannesson
Keyword(s):  
Information System ◽  
Information Systems ◽  
Information Modelling ◽  
Social Actions ◽  
Role Of Information ◽  
Data View

There are several different views of the role of information systems. Two of the most important are the data view and the communicative view. According to the data view, the primary purpose of an information system is to provide a model of a domain, thereby enabling people to obtain information about reality by studying the model. In this respect, an information system works as a repository of data that reflects the structure and behaviour of an enterprise, and the system provides data that can be used for decisions about the enterprise. In contrast, the communicative view states that the major role of an information system is to support communication within and between organisations by structuring and coordinating the actions performed by organisational agents. The system is seen as a medium through which people can perform social actions, such as stating facts, making promises, and giving orders.

Islamic Reform, the Family, and Knowledge Networks Linking Mecca to Southeast Asia in the Nineteenth Century

2014 ◽  
Vol 73 (1) ◽  
pp. 89-111
Author(s):  
Francis R. Bradley
Keyword(s):  
Nineteenth Century ◽  
Southeast Asia ◽  
Spiritual Leadership ◽  
Knowledge Networks ◽  
Islamic Reform ◽  
Social Actions ◽  
Refugee Community ◽  
The Family ◽  
Definition Of

Through a study of over 1,300 previously unanalyzed Malay Islamic manuscripts, this article examines the role of the Patani community in the construction of transoceanic knowledge networks between Mecca and Southeast Asia in the nineteenth century. Set against the backdrop of the destruction of prevailing symbols of authority, as well as the displacement and scattering of the community after 1200/1786, the present study investigates the manner by which scholars established new cultural unities for the community and addressed social concerns by translating and spreading Islamic writings, teachings, and schools. With its spiritual leadership centered now in Mecca, influential members of the community began producing works that were contingent upon political circumstances, but also directed at the problems facing the refugee community. Of foremost importance were the place and definition of the family, and related issues such as inheritance, divorce, and visible social actions, including ritual purity, fasting, almsgiving, and criminal punishments.

scholarly journals The significance of the personality of knowledge: its contribution in creating and utilizing the system of knowledge in organization 

2012 ◽  
Vol 52 (No. 6) ◽  
pp. 289-300
Author(s):  
M. Polišenský
Keyword(s):  
Knowledge Management ◽  
Information Technologies ◽  
Social Process ◽  
Team Leaders ◽  
Power Politics ◽  
New Approach ◽  
Knowledge Codification ◽  
Social Actions ◽  
The Impact

How does an organization utilize knowledge for the reproduction of its culture in innovations, it was a key-point of the question for an approach based on the methodology of social process in the recent past. Then the formation of knowledge was considered a process of power politics with the consequences for knowledge management. In the framework of those projects, attempts were made in organizations to extract the knowledge from experts and specialized professionals that it might be codified and saved in extensive databases; only then the remainder of employees ought to have possibility to consult them and add the results of their own ideas to these databases. Poor success of such attempts only illustrates the methodological failure of utilizing information technologies for knowledge formation, its storage and transfer. Moreover, when a new fact was soon discovered even in the framework of the new approach, that there was an abyss-like difference between information (that information technologies operate with) and the knowledge, then the significance of personality increased again. The research that was done with the “champions of organizational learning” in the framework of knowledge management emphasized their import in catching the best experience, knowledge codification and its distribution in the organizations. Among other qualities, the knowledge is strongly personalized: it means it is connected with personal experience, attitudes, and evaluations. On the other hand, an advantage of new methodology was that the possible social actions, connected with the knowledge management, search for a strategy, and implementation were studied. These very changes in methodology have been a valuable contribution even for the research into the role of personality within this social process, however. They induce circumstances and means for studying the infrastructure of relationships that make possible the impact of individual authority in organization in general. In this paper, we also pay attention to this social process in teams as compared to collectives and how team-leaders emerge within them.

Intentional Social Action and We-Intentions

1986 ◽  
Vol 8 (1) ◽  
Author(s):  
Marvin Belzer
Keyword(s):  
Social Action ◽  
Action Theory ◽  
Causal Theory ◽  
Recent Book ◽  
Individual Action ◽  
Social Actions ◽  
Philosophical Account ◽  
Social Action Theory ◽  
Individual Actions

AbstractIn his recent book Professor Tuomela presents a philosophical account of social action that relies upon the presuppositions of his purposive-causal theory of individual action. In particular, the concept of “we-intention” plays as central a role in the new theory as does that of intention in the earlier one. This article examines Tuomela’s concept of “we-intention”. Tuomela’s introduction of the concept into social action theory is motivated by the assumption that theories of individual actions and social actions are analogous relative to the role of a concept of intention in those theories. This assumption is criticized; and a number of difficulties with the new concept are discussed.

The role of context expectations and cost of reporting on prospective person memory performance

2018 ◽  
Vol 32 (5) ◽  
pp. 635-640 ◽  
Author(s):  
Kara N. Moore ◽  
Andrew C. Provenzano ◽  
James Michael Lampinen
Keyword(s):  
Memory Performance ◽  
Person Memory

The role of advance expectancies in person memory.

1987 ◽  
Vol 53 (1) ◽  
pp. 61-70 ◽  
Author(s):  
Susan M. Belmore ◽  
Michael L. Hubbard
Keyword(s):  
Person Memory

scholarly journals The Role of EFL Teacher’s Talk and Identity in Iranian Classroom Context

2018 ◽  
Vol 8 (6) ◽  
pp. 606
Author(s):  
Afsaneh Alijani ◽  
Hamed Barjesteh
Keyword(s):  
Teaching And Learning ◽  
Classroom Context ◽  
Student Centered ◽  
Traditional Lecture ◽  
Social Actions ◽  
The Social ◽  
Dominant Individual ◽  
Spoken Interaction ◽  
Response Feedback

Identity is a comprehensive and complicated concept in the process of language teaching and learning. The present study attempted to examine the effect of teachers’ talk and identity in the classroom context on EFL learners’ achievements. The Conversation Analysis (CA) approach was applied to gather and analyze naturally-occurring spoken interaction. The teachers’ interactions with their learners were audio-recorded and analyzed in terms of the IRF cycle (Initiation-Response-Feedback), turn-taking and renovate. The findings indicated that the plenty of interaction was assembled and retained through dissymmetrical and privileged relations. The teacher identified, and regulated most of the social actions that happened in the classroom context, most of which were also completely designed on a goal-oriented basis .It was concluded that it is time to re-assert the role of teacher as a dominant individual who controls learning inside and outside the classroom; educators and teachers should develop an instructional design that focuses on incorporating active learning and student-centered pedagogy into the traditional lecture-based courses.

scholarly journals The posterior crus II cerebellum is specialized for social mentalizing and emotional self-experiences: a meta-analysis

2020 ◽  
Vol 15 (9) ◽  
pp. 905-928 ◽  
Author(s):  
Frank Van Overwalle ◽  
Qianying Ma ◽  
Elien Heleven
Keyword(s):  
Meta Analysis ◽  
Domain Specific ◽  
Social Actions ◽  
The Social ◽  
High Incidence ◽  
Sequencing Studies ◽  
Crus I ◽  
Social Mentalizing ◽  
Emotional Cognition

Abstract This meta-analysis explores the role of the posterior cerebellum Crus I/II in social mentalizing. We identified over 200 functional magnetic resonance imaging (fMRI) studies via NeuroSynth that met our inclusion criteria and fell within bilateral Crus II areas related to ‘sequencing’ during mentalizing (coordinates ±24 −76 −40; from earlier studies) and mere social ‘mentalizing’ or self-related emotional cognition (coordinates ±26 −84 −34; from NeuroSynth), located in the cerebellar mentalizing network. A large majority of these studies (74%) involved mentalizing or self-related emotional cognition. Other functions formed small minorities. This high incidence in Crus II compares very favorably against the lower base rate for mentalizing and self-related emotions (around 35%) across the whole brain as revealed in NeuroSynth. In contrast, there was much less support for a similar role of Crus I (coordinates −40 −70 −40 from earlier ‘sequencing’ studies) as only 35% of the studies were related to mentalizing or self-related emotions. The present findings show that a domain-specific social mentalizing functionality is supported in the cerebellar Crus II. This has important implications for theories of the social cerebellum focusing on sequencing of social actions, and for cerebellar neurostimulation treatments.

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