Death at Birth: Inner Experiences and Personal Meanings

2000 ◽  
Author(s):  
Janis L. Keyser
Keyword(s):  
Inner Experiences ◽  
Personal Meanings

PECULIARITIES OF MANIFESTATION OF MEANING DISSONANCE

2020 ◽  
Vol 22 (10) ◽  
pp. 25-28
Author(s):  
Abakumova I.V. ◽  
Grishina A.V. ◽  
Godunov M.V.
Keyword(s):  
Cognitive Dissonance ◽  
Personal Development ◽  
External World ◽  
Personal Meaning ◽  
Formation Processes ◽  
Common Mean ◽  
Personal Meanings ◽  
Modern Psychology ◽  
Meaning Systems ◽  
The Subject

Modern psychology considers meaning regulation, as an integral mechanism of personal development. A system of personal meanings develops in the processes of under-standing reality. Due to their polymodality personal meanings cannot be good or bad, but they are not the same. When confronted with unknown situations, the unevenness of the emerging personal meanings can lead to match or mismatch with the existing system of mean-ings. Coincidence, as agreement with a new fact, means meaning consonance. Mismatch, as a mismatch between new and existing information, means meaning disso-nance, as a kind of cognitive dissonance. An analysis of modern psychological literature shows that there are two main plans for the action of meaning dissonances: the dissonance of individual meanings in the implementation of real interactions and the dissonance of common mean-ings during the translation of interpersonal meaning formations. It is proposed to consider that meaning ac-quires a personal coloring due to the processes of both consonance and dissonance positioning of meaning con-structs in the meaning sphere of the subject. The revealed dichotomy of the meaning formation processes shows the possibility of manifestation of meanings bipolarity, which is revealed in the process of transition from the internal to the external world and in collisions with oth-er meaning systems. Then it can be assumed that the ef-fect of meaning dissonance manifests itself in two ways: firstly, in terms of real interactions as a discord of indi-vidual meanings, and secondly, in terms of translation of interpersonal meaning constructs as a dissonance of common meanings. In the course of such an external for-mation, meaning becomes already a personal meaning in the consciousness of a particular person.

Value Meanings of the Modern Textbook of the Russian Language

2018 ◽  
Vol 79 (8) ◽  
pp. 7-10 ◽  
Author(s):  
A. D. Deikina
Keyword(s):  
Original Work ◽  
School Education ◽  
Russian Language ◽  
Educational Strategy ◽  
Personal Meanings ◽  
Current Trends ◽  
Modern Textbook ◽  
The Russian Language

Analysis of the current trends in the teaching of the Russian language allows to assert the value of the category of values in the educational strategy. In the context of orientation of the textbook to modern requirements the role of the text in the characteristic of language as an expression of value and personal meanings is emphasized. Providing personal and humanistic thinking and the formation of value view of students in the Russian language is more successful on a wide background of text material by stimulating a variety of ways of original work of students. Its predicted results are closely related to the awareness of the value of the Russian language. Attention is paid to the resources associated with the organization of open educational space on the basis of axiological ideas as the leading in the theory of school education and textbook.

Commentary

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Self Esteem ◽  
Social Imaginary ◽  
Active Engagement ◽  
Socioeconomic Conditions ◽  
Personal Meanings ◽  
Self Evaluation ◽  
The Social ◽  
The World ◽  
The Individual ◽  
Past Experiences

Chapter 12, “Commentary: Personalization,” discusses the process of personalization, based on the portraits presented in Chapters 8–11. Personalization is not just a matter of individual variation; it is a form of active engagement through which individuals endow imaginaries with personal meanings and refract the imaginary through their own experiences. The portraits illustrate how the social imaginary of childrearing and self-esteem entered into dialogue with the complex realities of people’s lives. Parents’ ability to implement their childrearing goals was constrained and enabled by their past experiences and by socioeconomic conditions. The individual children were developing different strategies of self-evaluation, different expectations about how affirming the world would be, and different self-defining interests, and their self-making varied, depending on the situation. Some children received diagnoses of low self-esteem as early as preschool.

Midlife Crisis in Men: Affective Organization of Personal Meanings

1999 ◽  
Vol 52 (11) ◽  
pp. 1403-1426 ◽  
Author(s):  
Hubert J. M. Hermans ◽  
Piotr K. Oles
Keyword(s):  
Midlife Crisis ◽  
Personal Meanings

The Ocean Run: Stage, Cast, and Performance in a Public Park Basketball Scene

2016 ◽  
Vol 47 (1) ◽  
pp. 28-59 ◽  
Author(s):  
Michael DeLand
Keyword(s):  
Social Life ◽  
Public Life ◽  
Practical Work ◽  
Personal Relationships ◽  
Team Formation ◽  
Public Park ◽  
Personal Meanings ◽  
Basketball Game ◽  
Santa Monica ◽  
And Performance

This article investigates the production and re-production of a recurring pickup basketball game at a public park in Santa Monica, California. I argue that it is best understood as a recurring “scene”—an ecologically shaped, biographically significant, interactionally accomplished, and narratively organized pattern of social life—colloquially known as the “Ocean Run.” Drawing on Kenneth Burke’s dramatism, I suggest that the scene is constituted by the interrelation of the park’s socioecological landscape (“stage”), the diverse personal meanings that players construct through their participation (“cast”), and the practical work of re-creating the scene through situated interactions (“performance”). The park stage facilitates a sense of intimacy for players with very different personal relationships to each other and to the scene. Those players then actively mix themselves up, re-creating the scene through an “improvisational” style of team formation. Place, people, and action are dialectically related in the patterning of public life. This method of analysis is replicable in a wide variety of public scenes and sets up concrete grounds for comparison and theoretical generalizability.

scholarly journals Editorial: Inner Experiences: Theory, Measurement, Frequency, Content, and Functions

2015 ◽  
Vol 6 ◽  
Author(s):  
Alain Morin ◽  
Jason D. Runyan ◽  
Thomas M. Brinthaupt
Keyword(s):  
Frequency Content ◽  
Inner Experiences ◽  
Measurement Frequency

Mindfulness Skills Deficits in Pathological Skin Picking Behaviours

2016 ◽  
Vol 33 (S1) ◽  
pp. S496-S496
Author(s):  
A. Pozza ◽  
D. Dèttore
Keyword(s):  
Protective Factor ◽  
Community Sample ◽  
Anxiety And Depression ◽  
Skin Damage ◽  
Skin Picking ◽  
Inner Experiences ◽  
Mindfulness Skills ◽  
General Distress ◽  
Competing Interest ◽  
The Relationship

IntroductionPathological Skin Picking (SP) is a psychiatric condition with a 2–5%-prevalence in the community and consists of repetitive picking behaviours associated to marked distress, which can cause significant skin damage. Research has evidenced a Focused SP subtype, typically occurring in response to negative emotions, an Automatic subtype, occurring without awareness during activities not related to the picking behavior, and a Mixed one. Mindfulness skills have been studied as a protective factor involved in the treatment of several psychiatric disorders. Studying Mindfulness deficits in SP might help to identify interventions tailored for specific subtypes of SP behaviours.ObjectivesThe current study examined the relationship between Mindfulness skills and pathological SP behaviours.AimsThe study aimed to investigate whether Mindfulness skills deficits uniquely predicted SP subtypes behaviours after controlling for general distress in a community sample.MethodsNinety-seven community individuals (mean age = 39.71, SD = 16.37, 59% females) completed measures of SP, Mindfulness skills and general distress (anxiety and depression).ResultsLower Mindfulness skills of Describing Internal Experiences (B = −0.12, P < 0.05) and higher anxiety (B = 0.08, P < 0.05) predicted more severe Automatic SP. Lower Mindfulness skills of Non-judging Inner Experiences (B = −0.12, P < 0.05), higher anxiety (B = −0.12, P < 0.05) and higher depression (B = −0.12, P < 0.05) predicted more severe Mixed SP. Focused SP was not associated to Mindfulness skills and general distress.ConclusionsMindfulness skills deficits could be associated to Automatic and Mixed but not Focused SP. Future studies should investigate whether Mindfulness programs are effective for individuals reporting Automatic or Mixed SP behaviours.Disclosure of interestThe authors have not supplied their declaration of competing interest.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

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