Implications of Independent Versus Interdependent Self-knowledge for Motivated Social Cognition: The Semantic Procedural Interface Model of the Self

This study proposes that monuments are technologies through which communities think. I draw on conceptual blending theory as articulated by Mark Turner and Gilles Fauconnier to argue that monuments are material anchors for conceptual integration networks. The network model highlights that monuments are embedded in specific spatial and socio-historical contexts while also emphasizing that they function relationally by engaging the imaginations of communities. An enactivist understanding of these networks helps to explain the generative power of monuments as well as how they can become dynamic and polysemic. By proposing a cognitive scientific model for such relational qualities, this approach also has the advantage of making them more easily quantifiable. I present a test case of monumental installations from the Iron Age Levant (the ceremonial plaza of Karkamiš) to develop this approach and demonstrate its explanatory power. I contend that the theory and methods introduced here can make future accounts of monuments more precise while also opening up new avenues of research into monuments as a technology of motivated social cognition that is enacted on a community-scale.

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Effect of acute citalopram on self-referential emotional processing and social cognition in healthy volunteers

BJPsych Open ◽

10.1192/bjo.2020.107 ◽

2020 ◽

Vol 6 (6) ◽

Cited By ~ 1

Author(s):

Catherine Hobbs ◽

Susannah E. Murphy ◽

Lucy Wright ◽

James Carson ◽

Indra Van Assche ◽

...

Keyword(s):

Social Cognition ◽

Healthy Volunteers ◽

Antidepressant Treatment ◽

Affective Learning ◽

The Self ◽

Affective Processing ◽

Antidepressant Effect ◽

Acute Administration ◽

Double Blind ◽

Prosocial Behaviours

Background Depression is characterised by negative views of the self. Antidepressant treatment may remediate negative self-schema through increasing processing of positive information about the self. Changes in affective processing during social interactions may increase expression of prosocial behaviours, improving interpersonal communications. Aims To examine whether acute administration of citalopram is associated with an increase in positive affective learning biases about the self and prosocial behaviour. Method Healthy volunteers (n = 41) were randomised to either an acute 20 mg dose of citalopram or matched placebo in a between-subjects double-blind design. Participants completed computer-based cognitive tasks designed to measure referential affective processing, social cognition and expression of prosocial behaviours. Results Participants administered citalopram made more cooperative choices than those administered placebo in a prisoner's dilemma task (β = 20%, 95% CI: 2%, 37%). Exploratory analyses indicated that participants administered citalopram showed a positive bias when learning social evaluations about a friend (β = 4.06, 95% CI: 0.88, 7.24), but not about the self or a stranger. Similarly, exploratory analyses found evidence of increased recall of positive words and reduced recall of negative words about others (β = 2.41, 95% CI: 0.89, 3.93), but not the self, in the citalopram group. Conclusions Participants administered citalopram showed greater prosocial behaviours, increased positive recall and increased positive learning of social evaluations towards others. The increase in positive affective bias and prosocial behaviours towards others may, at least partially, be a mechanism of antidepressant effect. However, we found no evidence that citalopram influenced self-referential processing.

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Rethinking the Perceived Self: Samples from Facebook

Acta Universitatis Sapientiae Film and Media Studies ◽

10.1515/ausfm-2015-0011 ◽

2014 ◽

Vol 9 (1) ◽

pp. 209-228

Author(s):

Anita Kasabova

Keyword(s):

Social Media ◽

Cultural Differences ◽

The Self ◽

Age Group ◽

Active Participant ◽

The Real ◽

Group I ◽

Self Knowledge ◽

Anglo American

Abstract How the self perceives reality is a traditional topic of research across several disciplines. I examine the perceived self on Facebook, as a case-study of self-knowledge on „classical” social media. Following Blascovich & Bailenson (2011), I consider the distinction between the real and the virtual as relative. Perceptual self-knowledge, filtered through social media, requires rethinking the perceived self in terms of social reality (Neisser, 1993). This claim dovetails Jenkins’s (2013) notion of the self as an active participant in consumption. I argue that the perceived self in social media could be conceived in terms of how it would like to be perceived and appraised by its virtual audience. Using Neisser’s (1993) typology of self-knowledge and Castañeda’s (1983) theory of I-guises, I analyse seven samples from Anglo-American and Bulgarian Facebook sites and show that the perceived self produces itself online as a captivating presence with a credible story. My samples are taken from FB community pages with negligible cultural differences across an online teenage/twens (twixter) age group. I then discuss some problematic aspects of the perceived self online, as well as recent critiques of technoconsumerism.

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Who shapes the self of independents and interdependents? Explicit and implicit measures of the self's relatedness to family, friends and partner

European Journal of Personality ◽

10.1002/per.599 ◽

2006 ◽

Vol 20 (7) ◽

pp. 525-547 ◽

Cited By ~ 21

Author(s):

Claudia Pöhlmann ◽

Bettina Hannover

Keyword(s):

Social Relationships ◽

Mental Representations ◽

Family Members ◽

Romantic Partners ◽

The Self ◽

Implicit Measures ◽

Interdependent Self ◽

Strongly Connected ◽

Group Memberships ◽

Explicit Study

We suggest that social relationships shape the self in different ways, depending on whether persons define themselves as independent or interdependent. While the self of independents is most strongly associated with mental representations of others to whom they are related because of their own deliberate action (e.g. friends), the self of interdependents is most strongly connected with representations of others with whom they share allocated group memberships (e.g. family members). We took both explicit (Study 1) and implicit measures (Studies 2, 3 and 4) on how strongly independent and interdependent selves are associated with self‐chosen versus allocated close others. In Studies 3 and 4, we additionally primed the independent or interdependent self. Both explicit and implicit measures indicated that mental representations of family members were more strongly associated with the interdependent self than with the independent self, while romantic partners and friends were connected with both the independent and interdependent self. Copyright © 2006 John Wiley & Sons, Ltd.

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Kierkegaard as Physician of the Soul: On Self-forgiveness and Despair

Journal of Psychology and Theology ◽

10.1177/009164710903700303 ◽

2009 ◽

Vol 37 (3) ◽

pp. 174-185 ◽

Cited By ~ 8

Author(s):

Simon D. Podmore

Keyword(s):

The Self ◽

Psychological Perspective ◽

The Unconscious ◽

Pastoral Identity ◽

Self Forgiveness ◽

Self Knowledge ◽

Divine Forgiveness

Despair (sickness of the spirit) and divine forgiveness are decisive psychological and theological themes essential to both Søren Kierkegaard's relational vision of ‘the self before God’ and his own personal struggles with guilt and the consciousness of sin. Reading Kierkegaard as both a physician and a patient of this struggle, therefore, this article examines The Sickness unto Death (1849) as an attempt to resolve the sinful ‘self’ by integrating a psychological perspective on despair with a theology of the forgiveness of sins. It is suggested that by presenting this integrative notion of self-knowledge through the ‘higher’ Christian pseudonym of Anti-Climacus, Kierkegaard is indicting his own resistances to accepting divine forgiveness and thereby operating—via a ‘higher’ pastoral identity—as a physician to his own soul. By diagnosing the unconscious psychological and theological relationships between sin/forgiveness, offense, and human impossibility/divine possibility, Kierkegaard finally reveals faith—as a self-surrendering recognition of acceptance before the Holy Other—to be the key to unlocking the enigma of the self in despair.

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SELF-KNOWLEDGE: AN IMPORTANT FACTOR FOR IMPROVING TEACHERS' EMOTIONAL RESPONSIVENESS IN LIFELONG EDUCATION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol4.6452 ◽

2021 ◽

Vol 4 ◽

pp. 136-149

Author(s):

Ilga Kusnere

Keyword(s):

Personal Growth ◽

Real Life ◽

The Self ◽

Professional Activity ◽

Lifelong Education ◽

Educational Work ◽

Knowledge Process ◽

Emotional Responsiveness ◽

Methodological Tool ◽

Self Knowledge

The quality of a teacher's professional activity is closely tied to personal growth. Personal growth, however, is influenced by self-knowledge (K. G. Jung 1994, 2001; Wilber 2010, 2013; Plotkin, 2020; Dispenza, 2015, 2016). Nowadays, there is a shift in the approaches of upbringing and educational work – from a child-focused approach to a child-centered one (OECD, 2019). Therefore, one of the currently relevant skills is getting to know oneself in order to cooperate more successfully with others and be able to accept real-life situations. The results obtained confirm that through the self-knowledge process, teachers get to experience their own personality growth. Categories such as empathy, attitude, and daringness are identified in personal growth.The research shows that by experiencing the procedural activities of self-knowledge with the help of “Get to know yourself!” method and methodological tool developed by the author, teachers improve their emotional responsiveness.The results of the study show that through the experiences gained in the self-knowledge process, teachers learn to integrate new models of action into their pedagogical activities. The aim of the study was to show the importance of self-knowledge in improving teachers' emotional responsiveness in lifelong education, by using the method "Get to know yourself!" developed by the author of the study.The objectives of the study were literature examination and evaluation and work with the target audience by using the author's method and methodological tool "Get to know yourself!".Methods: Literature studies, survey, observation.

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The Impact of Self-Management Techniques to Improve University Students’ Social Cognition

Islamic Guidance and Counseling Journal ◽

10.25217/igcj.v4i1.1247 ◽

2021 ◽

Vol 4 (1) ◽

pp. 116-123

Author(s):

Mita Sri Handayani ◽

Muhammad Nur Wangid ◽

Andre Julius

Keyword(s):

Social Cognition ◽

University Students ◽

The Self ◽

Self Report ◽

Self Management ◽

Social Changes ◽

The Social ◽

Management Techniques ◽

The Impact ◽

Cognition Scale

The background of the current study is the urgency of possessing good social cognition to adapt to the social changes that are happening quickly. Weak social cognition makes individuals less in empathy, aggressive or unhappy in their daily life. The link between self-management and social cognition lies in cognitive adjustment. Hence, the authors think it is important to do research that focuses on the implementation of counseling with self-management techniques in developing social cognition. The authors aimed to investigate the effectiveness of self-management in improving social cognition. The present study used one group pretest-posttest quasi-experiment. We invited 10 students from Universitas Ma'soem, Indonesia to participate in the experiment. They were selected based on a low social cognition score after filling the self-report of nineteen items social cognition scale. The results showed counseling with self-management techniques effective in improving university students' social cognition. Besides, limitations and recommendations are discussed.

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