The Implicit Mind

2018 ◽  
Author(s):  
Michael Brownstein
Keyword(s):  
Recent Literature ◽  
Self Regulation ◽  
Cognitive Structure ◽  
Mental States ◽  
Bernard Williams ◽  
Empirical Psychology ◽  
The Third ◽  
Ability To Act ◽  
The Relationship

Heroes are often admired for their ability to act without having “one thought too many,” as Bernard Williams put it. Likewise, the unhesitating decisions of masterful athletes and artists are part of their fascination. Examples like these make clear that spontaneity can represent an ideal. However, recent literature in empirical psychology has shown how vulnerable our spontaneous inclinations can be to bias, shortsightedness, and irrationality. How can we make sense of these different roles that spontaneity plays in our lives? The central contention of this book is that understanding these two faces of spontaneity—its virtues and vices—requires understanding the “implicit mind.” In turn, understanding the implicit mind requires considering three sets of questions. The first set focuses on the architecture of the implicit mind itself. What kinds of mental states make up the implicit mind? Are both “virtue” and “vice” cases of spontaneity products of one and the same mental system? What kind of cognitive structure do these states have, if so? The second set of questions focuses on the relationship between the implicit mind and the self. How should we relate to our spontaneous inclinations and dispositions? Are they “ours,” in the sense that they reflect on our character or identity? Are we responsible for them? The third set focuses on the ethics of spontaneity. What can research on self-regulation teach us about how to improve the ethics of our implicit mind? How can we enjoy the virtues of spontaneity without succumbing to its vices?

Introduction

2018 ◽  
Author(s):  
Michael Brownstein
Keyword(s):  
Case Studies ◽  
Recent Literature ◽  
Bernard Williams ◽  
Empirical Psychology ◽  
Ability To Act ◽  
To Come

Heroes are often admired for their ability to act without having “one thought too many,” as Bernard Williams put it. Likewise, the unhesitating decisions of masterful athletes and artists are part of their fascination. Examples like these make clear that spontaneity can represent an ideal. However, recent literature in empirical psychology has shown how vulnerable our spontaneous inclinations can be to bias, shortsightedness, and irrationality. How can we make sense of these different roles that spontaneity plays in our lives? This chapter describes several case studies of both the “virtues” and “vices” of spontaneity. It lays out the arguments to come in the book in support of the claim that understanding both the virtues and vices of spontaneity requires understanding the implicit mind. The concept of “implicitness” is itself discussed, and a roadmap for the book is provided.

scholarly journals FEATURES OF MENTAL STATES SELF-REGULATION OF STUDENTS WITH DIFFERENT LEVEL OF REGULATORY ABILITIES

2020 ◽  
Vol 30 (2) ◽  
pp. 132-142
Author(s):  
A.O. Prokhorov ◽  
A.V. Chernov ◽  
M.G. Yusupov
Keyword(s):  
Self Regulation ◽  
Mental States ◽  
Natural Sciences ◽  
Diagnostic Tools ◽  
High Effectiveness ◽  
The Relationship ◽  
Regulatory Properties

The article presents the results of studying mental states characteristics, regulatory properties and methods of self-regulation of students with different level of self-regulation effectiveness during the semester exam. The effectiveness of self-regulation was assessed by the help of the author's research questionnaire and compared with the mark received on the exam. Diagnostic tools were supplemented by author's questionnaires for diagnosing the severity of mental states, regulatory properties and methods of students' self-regulation. The study involved 162 humanitarian and natural sciences students, grouped into samples with low and high effectiveness of mental states self-regulation during the exam. The study established the relationship between the effectiveness of self-regulation and the productivity of passing an exam. It was revealed that students with high effectiveness of self-regulation experience positive mental states (activity, thoughtfulness), while students with low effectiveness are dominated by negative ones (excitement, doubt). It is shown that the effectiveness of students’ mental states self-regulation is manifested not only in the modality (sign) of the experienced state, but also in a greater intensity of the substructures of mental states. It is established that there are regulatory properties that contribute to the highest effectiveness of mental states self-regulation (assertiveness, organization). It is found that the high effectiveness of students' self-regulation is combined with the use of active and rational methods of mental states self-regulation during the exam.

EXPLORE OF CORRELATION OF COGNITIVE AND EMOTIONAL COMPONENTS IN PSYCHOLOGY

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
N.U. Begaliyeva ◽  
◽  
A.K. Nurkhozhayeva ◽  
Keyword(s):  
Cognitive Processes ◽  
Emotional State ◽  
Self Regulation ◽  
Mental States ◽  
Quality Characteristics ◽  
Scientific Article ◽  
Relationship Model ◽  
The Subject ◽  
The One ◽  
The Relationship

Like cognitive processes, mental states are subject to neurophysiological justification according to the length, quality characteristics, validity and self-regulation of functions it is distinguished by its ability. In addition, many researchers believe that mental development the dynamic interaction of these aspects of the psyche at all stages and he noted the unity that exists in the interaction. The close connection of cognitive processes and emotional state is determined by the one-sidedness of the subject, which is expressed in the selectivity of attention and emotional the brightness of cognitive processes. Methodological foundations of the study relationship between mental state and cognitive processes can serve as a theoretical the relationship model. This scientific article is considered to study the relevant issues cognitive and emotional components in psychology. For today’s day, specific works in these areas are not available. However, for analyzing scientific works of various representatives of psychology, we are systematize these are areas.

scholarly journals Marx on Social Reproduction

2020 ◽  
Vol 28 (2) ◽  
pp. 76-106
Author(s):  
Paul Cammack
Keyword(s):  
Social Reproduction ◽  
Industrial Production ◽  
Recent Literature ◽  
The Third ◽  
Its Analysis ◽  
The Family ◽  
Introductory Discussion ◽  
Relationship Of ◽  
The Relationship

Abstract Marx is generally reckoned to have had too little to say about what has come to be defined as ‘social reproduction’, largely as a consequence of too narrow a focus on industrial production, and a relative disregard for issues of gender. This paper argues in contrast that the approach he developed with Engels and in Capital, Volume 1, provides a powerful framework for its analysis. After an introductory discussion of recent literature on social reproduction the second section sets out Marx’s approach to the ‘production of life, both of one’s own in labour and of fresh life in procreation’. The third addresses his account of reproduction in Capital, Volume 1, Chapter 23. The fourth and fifth compare the relationship of the family to industry and exchange as depicted in Capital and in the present day respectively. The conclusion suggests some implications for theories of social reproduction.

Issues of self-regulation of children with mental retardation

2017 ◽  
Vol 41 (S1) ◽  
pp. S703-S703
Author(s):  
E. Sedova ◽  
T. Goryacheva
Keyword(s):  
Mental Retardation ◽  
Intervention Program ◽  
Neuropsychological Test ◽  
Self Regulation ◽  
Mental States ◽  
Regulation System ◽  
The Third ◽  
Level Of Activity ◽  
Low Degree ◽  
Competing Interest

Matured self-regulation system is considered to be one of the crucial factors for the success in life and that explains the interest to this issue from researchers, belonging to varied psychological disciplines.According to the Nikolaeva's (1991) model, self-regulation system consists of three levels: the level of self-regulation of mental states, the level of activity self-regulation and the motivational level.The research aim was to describe maturing of self-regulation of children with mental retardation comparing with their normally developing peers.The sample consisted of 39 children with the slightest degree of mental retardation in the age from 7 to 10 years, attending public school, and of 59 their normally developing peers.The research methods included the Luria's neuropsychological test battery, adapted by Semenovitch (2008) for the first level of self-regulation, analysis of school results for the second level and Guinsburg's and Louskanova's tests of learning motivation for the third one.According to the test results all the subjects were referred as having high, medium and low degree of self-regulation. All the children with mental retardation had the low degree.The research shown that for normally developing children the defects of the first self-regulation level were compensated by maturing of the third one. As for the children with mental retardation, they had more severe defects in the first level, and maturing of the third level also delayed, so there was no compensation of their problems. That fact should be considered when working out intervention program for those children.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Features of self-regulation of students’ mental states: operational aspect

2020 ◽  
Author(s):  
M. G. Yusupov ◽  
Keyword(s):  
Cognitive Processes ◽  
Self Regulation ◽  
Cognitive Styles ◽  
Mental States ◽  
Psychosomatic Disorders ◽  
Current State ◽  
Communication Differences ◽  
High Level ◽  
The Relationship ◽  
Operational Aspect

The instability of modern social conditions, informational and emotional richness of learning contribute to the emergence of negative states of fear, uncertainty, aggression, and provokes psychosomatic disorders of students. In order to satisfy the requirements of society, it is necessary to have a high level of development of the ability to control oneself, allowing self-regulation of the mental state within certain social frameworks. In everyday life, students use sets of techniques developed in individual experience that allow them to cope with negative conditions, enter the educational rhythm or relieve stress. Therefore, it is relevant to study spontaneously developing methods and techniques for self-regulation of states that help prevent the negative dynamics of the current state and provide an acceptable level of adaptation. In this regard, the article aims at studying ordinary ways of self-regulation of negative states of students and their relationship with the productivity of cognitive processes and individual cognitive styles. According to the results of the study, we found that typical negative states of students are fatigue, laziness, frustration. The most frequent methods of their regulation are communication, music, walking, sleeping. The relationship between the productive, stylistic characteristics of cognitive processes and the choice of self-regulation methods is shown. Thus, respondents with a high level of imagination and heuristic cognitive style choose a method of communication. Differences in the methods of self-regulation and experienced states in boys and girls were revealed. The results can be of interest to teachers and practical psychologists in education.

scholarly journals Is it enough to put yourself in another’s shoes? Reflections about the relationship between empathy and prosocial behaviour

2018 ◽  
Vol 23 (1) ◽  
pp. 9-15
Author(s):  
Eleonora Pizzi
Keyword(s):  
Mental States ◽  
Therapeutic Interventions ◽  
Prosocial Behaviour ◽  
Diagnostic Categories ◽  
Ability To Act ◽  
Clinical Literature ◽  
Empathic Ability ◽  
Low Levels ◽  
Maladaptive Behaviours ◽  
The Relationship

Empathy is the ability to understand another one’s mental states in terms of emotions and thoughts. In the pubblic mind, often, this skill is directly related to the ability to act in a prosocial, or moral, way. Clinical literature shows us that some neural deficits and psychological disorders can actually cause a significant lack of empathic ability and therefore the implementation of socially maladaptive behaviours, even criminal. However, there are also some diagnostic categories characterised by failure to “put yourself in another’s shoes”, but patients don’t usually act in an antisocial way; then, not all the criminals meet the criteria for psychiatric diagnosis. So, the question is: only low levels of empathy leads to antisocial behaviours? And if so, does therapeutic interventions for empathic skill entail moral enhancement? The present work aim to answer to all those issues through a multilevel and cross-discilplinary analysis of psychology, neurosciences and philosophy literature.

scholarly journals Θεωρία του νου και ειδική γλωσσική διαταραχή σε παιδιά σχολικής ηλικίας

2020 ◽  
Vol 20 (3) ◽  
pp. 266
Author(s):  
Γεώργιος Σπανούδης ◽  
Τιμόθεος Κ. Παπαδόπουλος
Keyword(s):  
Language Skills ◽  
Language Disorders ◽  
Mental States ◽  
Typically Developing ◽  
Typically Developing Children ◽  
School Aged Children ◽  
The Third ◽  
Pragmatic Skills ◽  
Syntactic Properties ◽  
The Relationship

Language and Theory of Mind (ToM) develop rapidly in the first five years of life. The limited available research examining the relationship between aspects of language development and ToM in children with language disorders suggests that SLI children show a delay in the development of ToM because of a broad range of language impairments.The present study aimed to examine the relationships of the syntactic, semantic, and pragmatic skills with the ability to understand mental states in school-aged children. Three questions guided the present study. The first question addressed whether school-aged children with SLI have difficulty understanding ToM. The second question concerned the relationship between language and ToM in children with SLI, and the third question focused on the examination of the language skills that better predict performance on ToM tasks. Twenty-one children with SLI, aged 8-12 years were matched on chronological age, nonverbal intelligence, gender, and socioeconomic status with 21 typically developing children (TDC) and compared on a set of language tasks (tapping syntactic, semantic, and pragmatic abilities) and an advanced test of ToM. Results showed that children with SLI performed more poorly on the ToM task compared to the TDC group. Also, analysis showed that language skills and ToM are correlated and that syntactic and semantic abilities contributed significantly to the prediction of ToM performance in the SLI group. It is concluded that childrenwith SLI tend to focus on the semantic and syntactic properties of the language in order to decipher the communicative messages conveyed in speech.

scholarly journals Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

2017 ◽  
Vol 8 (1) ◽  
pp. 463-469
Author(s):  
Ehsan Safari ◽  
Mahshid Hejazi
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
Learning Styles ◽  
Learning Style ◽  
Positive Relationship ◽  
Self Regulation ◽  
School Students ◽  
The Third ◽  
The Relationship

Abstract Self-regulation plays an important role in academic circumstances. If a learner wants to be called a self-regulated person, he or she should independently plan, monitor, and evaluate his or her own learning. Some students possess these properties subconsciously and some others do not. This study is aimed at investigating the relationship between different learning styles and self-regulation on the third grade high school students in Mashhad. The participants were 155 high school students. The Data collection instruments which were used in this study were Kolb’s learning styles questionnaire (LSI) (1976) and Pintrich, & De Groot (1990) self-regulation inventory. They were used to examine the relationship between the four learning styles that are converging, diverging, assimilating, and accommodating with the participants’ self-regulation. The results showed that there is a positive relationship between each learning style and self-regulation. They also showed that the participants who practiced converging and assimilating learning styles were more self-regulated as compared with those who practiced diverging and accommodating learning styles.

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