scholarly journals The problem of sense making in communication

2020 ◽  
Keyword(s):  
Communicative Action ◽  
Sense Making ◽  
Human Consciousness ◽  
Active Perception ◽  
Mental Processes ◽  
Linguistic Unit ◽  
Patterns Of Behavior ◽  
Experiential Content ◽  
Tactile Sensations ◽  
Made In

The article analyzes explanatory potential of the structural/formal and cognitive models of language as well as coding-encoding, cognitive, inferential, and interactional models of communication to outline alternative explanations of sense making shaped by the models of enacted and situated cognition. It puts forward a conception of communication as an intersubjective interaction in a socially-culturally constructed intersubjective act, initiated by a subject’s focusing attention on a communicative (verbal-coverbal) action of the other subject, which triggers parallel mental processes (involving active perception, affect, cognition, volition, and action) that pass into each other and combine the conscious with the subconscious. Mental structures activated in the act (propositions, images (images-memories as well as images-fantasies; visual and motoric images (patterns of behavior); memories of phrases, gestures, colors, sounds, fragments of melodies, tastes, smells, tactile sensations; inner sensations/anticipations, fragmentary wishes, and moods) self-organize around the subject’s dominant motive to form the current semantic configuration. This dominant motive determines both the intention of the communicative action and the inferences made in the process of interpretation of the communicative action. The article claims that sense making in verbal-coverbal communication does not rest on the conventional nature of a linguistic unit (which all the analyzed models of language and communication eventually appeal to). It rests on the intersubjective nature of human consciousness, a hard-wired capacity of a human social being to share experiential content (thoughts, sensations, emotions, actions), which is being developed in a socially and culturally constructed context of everyday engagements with other social beings.

Unions and the Popular Front: The West Coast Waterfront in the 1930s

1986 ◽  
Vol 30 ◽  
pp. 59-78 ◽  
Author(s):  
Bruce Nelson
Keyword(s):  
New York ◽  
Communist Party ◽  
Good Deal ◽  
The United States ◽  
Popular Front ◽  
Human Face ◽  
History Of ◽  
Patterns Of Behavior ◽  
The Relationship ◽  
Made In

Recent discussions of the history of American communism have generated a good deal of controversy. A youthful generation of “new social historians” has combined with veterans of the Communist party to produce a portrait of the Communist experience in the United States which posits a tension between the Byzantine pursuit of the “correct line” at the top and the impulses and needs of members at the base trying to cope with a complex reality. In the words of one of its most skillful practitioners, “the new Communist history begins with the assumption that … everyone brought to the movement expectations, traditions, patterns of behavior and thought that had little to do with the decisions made in the Kremlin or on the 9th floor of the Communist Party headquarters in New York.” The “new” historians have focused mainly on the lives of individuals, the relationship between communism and ethnic and racial subcultures, and the effort to build the party's influence within particular unions and working-class constituencies. Overall, the portrait has been critical but sympathetic and has served to highlight the party's “human face” and the integrity of its members.

The construction of units in conversational talk

2000 ◽  
Vol 29 (4) ◽  
pp. 477-517 ◽  
Author(s):  
MARGRET SELTING
Keyword(s):  
Conversation Analysis ◽  
Activity Type ◽  
Seminal Work ◽  
Conversational Context ◽  
Linguistic Unit ◽  
Definition Of ◽  
Made In

The notion of Turn-Constructional Unit (TCU) in Conversation Analysis has become unclear for many researchers. The underlying problems inherent in the definition of this notion are here identified, and a possible solution is suggested. This amounts to separating more clearly the notions of TCU and Transition Relevance Place (TRP). In this view, the TCU is defined as the smallest interactionally relevant complete linguistic unit, in a given context, that is constructed with syntactic and prosodic resources within their semantic, pragmatic, activity-type-specific, and sequential conversational context. It ends in a TRP unless particular linguistic and interactional resources are used to project and postpone the TRP to the end of a larger multi-unit turn. This suggestion tries to spell out some of the assumptions that the seminal work in CA made in principle, but never formulated explicitly.

Seeking Solutions for Enhancing Social Relations and Communication in Media-Dependent Children of the Digital Age

2019 ◽  
pp. 60-71
Author(s):  
Tuğba Akdal
Keyword(s):  
Information Flow ◽  
Social Relations ◽  
Social Order ◽  
Control Mechanism ◽  
Communicative Action ◽  
Digital Age ◽  
Mental Processes ◽  
Control Power ◽  
Communication Devices ◽  
And Control

The technological age we're in removes all the temporal and spatial boundaries of communication and continues to provide various opportunities and conveniences for us. However, in this digital age in which individuals face intense information flow every day along with these opportunities, the effectiveness and control power of means of communication also increase. In today's capitalist or modern social order, a child model whose mental processes in a consumption-oriented way, who fully gets hold of the control mechanism and acts as an adult is being created. Parent profile of modern order accepts this model and they expect their children to behave as adults. The aim of this study is to find solutions to problems children—who have increasingly become dependent on communication devices of the digital age—face in socializing, establishing realistic relationships, and getting included within the communicative action of a realistic world to guide and raise awareness within parents for developing new communicative methods and skills with the children who have almost become mechanized.

Multimedia Technologies in Education

2009 ◽  
pp. 1017-1022
Author(s):  
Armando Cirrincione
Keyword(s):  
Video Games ◽  
Communicative Action ◽  
Educational Experiences ◽  
Technological Support ◽  
Virtual Reconstruction ◽  
Technological Tools ◽  
Multimedia Technologies ◽  
Software And Hardware ◽  
The Web ◽  
Made In

Multimedia technologies (MMT) are tools that make it possible to transmit information in a very large meaning, transforming them into knowledge through leveraging the learning power of senses in learners and stimulating their cognitive schemes. This kind of transformation can assume several different forms: from digitalized images to virtual reconstructions; from simple text to iper-texts that allow customized, fast, and cheap research within texts; from communications framework like the Web to tools that enhance all our senses, allowing complete educational experiences (Piacente, 2002b). MMT are composed by two great conceptually-different frameworks (Piacente, 2002a): • Technological supports, such as hardware and software: this refers to technological tools such as mother boards, displays, videos, audio tools, databases, communications software and hardware, and so on, that make it possible to transfer contents; • Contents: this refers to information and knowledge transmitted with MMT tools. Information is simply data (such as visiting timetable of museum, cost of tickets, the name of the author of a picture), while knowledge comes from information elaborated in order to get a goal. For instance, a complex iper-text about a work of art, where several pieces of information are connected in a logical discourse, is knowledge. For the same reason, a virtual reconstruction comes from knowledge about the rebuilt facts. Contents can also be video games, as far as they are conceived for educational purposes (Egenfeldt-Nielsen, 2005; Gros, 2007). It is relevant to underline that to some extent technological supports represent a condition and a limit for contents (Wallace, 1995). In other words, content could be expressed just through technological supports, and this means that content has to be made in order to fit for specific technological support, and that the limits of a specific technological support are also the limits of its content. For instance, the specific architecture of a database represents a limit within which contents have to be recorded and have to be traced. This is also evident when thinking about content as a communicative action: Communication is strictly conditioned by the tool that we are using.

Enactive neuroscience, the direct perception hypothesis, and the socially extended mind

2015 ◽  
Vol 38 ◽  
Author(s):  
Tom Froese
Keyword(s):  
Cognitive Science ◽  
Extended Mind ◽  
Brain Regions ◽  
Direct Perception ◽  
Integrative Approach ◽  
Sense Making ◽  
Mental Processes ◽  
Cognition And Emotion ◽  
Spatial Extension

AbstractPessoa's The Cognitive-Emotional Brain (2013) is an integrative approach to neuroscience that complements other developments in cognitive science, especially enactivism. Both accept complexity as essential to mind; both tightly integrate perception, cognition, and emotion, which enactivism unifies in its foundational concept of sense-making; and both emphasize that the spatial extension of mental processes is not reducible to specific brain regions and neuroanatomical connectivity. An enactive neuroscience is emerging.

scholarly journals CONCEPTUAL PICTURE OF THE WORLD: THE TYPES OF RELATIONS THAT ARISE IN THE INTERACTION OF OBJECTS

2018 ◽  
Vol 64 ◽  
Author(s):  
A.S. Buhrii
Keyword(s):  
Interpersonal Relations ◽  
Functional System ◽  
Human Consciousness ◽  
Causal System ◽  
Linguistic Unit ◽  
The World

The presence of a connection between the concept and the image of the word gives the opportunity to say that the word reflects (induces) the concept in the human consciousness. The relations that arise between a word and its image in the human consciousness are causal, and the word and its image in the human consciousness form, thus, the causal system. Being elements of the linguistic unit (tokens), the image of the word and the notion form a functional system, because they are interconnected functionally. In the language property (attribute) is one of the main objective characteristics that promotes the identification of the word as a carrier of object characteristics. The fact that in nature exists as a "subject" (functional system of qualities), the language is represented as a system of relations between the attribute and the name, name and predicate, which reflects the structures formed in our consciousness between the concepts of "subject", "quality", "action". Types of interpersonal relations, presented in the language, express the structure of relations between concepts in the picture of the world, which is formed as a result of reflection of real objective relations.

Assessing Music Listening

2019 ◽  
pp. 700-720
Author(s):  
Keith Thompson
Keyword(s):  
Sense Making ◽  
Music Listening ◽  
Mental Processes ◽  
Making Sense ◽  
Listening Experience ◽  
Assessment Strategies

Music listening is defined as a multifaceted process through which individuals become actively involved in making sense of the sounds, feelings, and associations that are part of the listening experience. This sense-making involves complex mental processes resulting in unique musical experiences created by individual listeners. Listening is a way of doing music. While each listening encounter is highly personalized and covert, various components can be shared through verbal, visual, gestural transductions and these provide a basis for assessing music listening. It is suggested that the emphasis in assessment of music listening be on the degree to which the listener successfully engages in the process of sense-making, rather than being limited to the sounds the listener hears. Examples of assessment strategies are provided.

Coercion Dynamics

2015 ◽  
Author(s):  
Thomas J. Dishion ◽  
James Snyder
Keyword(s):  
Suicide Ideation ◽  
Treatment Strategies ◽  
Relationship Dynamics ◽  
Evolutionary Mechanisms ◽  
History Of Research ◽  
History Of ◽  
Patterns Of Behavior ◽  
Forms Of Violence ◽  
Successful Prevention ◽  
Made In

This chapter summarizes the history of research focused on coercive relationship dynamics among family members and peers. It is plausible that evolutionary mechanisms are at play that account for the cross-generational repetition of conflict and coercion and the alarming transformations in human behavior that lead to more serious forms of violence. Considerable progress has been made in understanding the genetic and neurobiological underpinnings of emotion-regulation patterns that define vulnerability to coercive relationships. Coercive relationship dynamics can be subtle and laden with many emotions, but ultimately, the core dynamic is that conflict is solved by emotional manipulation rather than by negotiation. More nuanced forms of coercion are also implicated in some patterns of depression, anxiety, and suicide ideation and attempts. There are several evidence-based prevention and treatment strategies for youth problem behavior and marital relationships. Successful prevention and intervention must skillfully motivate and manage changes in these overlearned patterns of behavior.

The archaic and us

2014 ◽  
Vol 40 (4-5) ◽  
pp. 363-368 ◽  
Author(s):  
Massimo Rosati
Keyword(s):  
Communicative Action ◽  
Human Consciousness ◽  
Jürgen Habermas ◽  
Jurgen Habermas ◽  
Classical Sociology

This article is based on a paper given in December 2013 at a German–Italian workshop on Jürgen Habermas’ theory. Massimo Rosati had been studying Jürgen Habermas’ thought and classical sociology in the Durkheimian tradition for years. Because of his own Durkheimian reading of communicative action, he had been unsurprised when Habermas began to write systematically on religion. In this article, he addresses the new post-secular sensitivity to the remnants of mimetic and mythic worldviews within theoretical ones and discusses the sacred as a universal historical structure of human consciousness.

Unions and the Popular Front: The West Coast Waterfront in the 1930s

1986 ◽  
Vol 30 ◽  
pp. 59-78
Author(s):  
Bruce Nelson
Keyword(s):  
New York ◽  
Communist Party ◽  
Good Deal ◽  
The United States ◽  
Popular Front ◽  
Human Face ◽  
History Of ◽  
Patterns Of Behavior ◽  
The Relationship ◽  
Made In

Recent discussions of the history of American communism have generated a good deal of controversy. A youthful generation of “new social historians” has combined with veterans of the Communist party to produce a portrait of the Communist experience in the United States which posits a tension between the Byzantine pursuit of the “correct line” at the top and the impulses and needs of members at the base trying to cope with a complex reality. In the words of one of its most skillful practitioners, “the new Communist history begins with the assumption that … everyone brought to the movement expectations, traditions, patterns of behavior and thought that had little to do with the decisions made in the Kremlin or on the 9th floor of the Communist Party headquarters in New York.” The “new” historians have focused mainly on the lives of individuals, the relationship between communism and ethnic and racial subcultures, and the effort to build the party's influence within particular unions and working-class constituencies. Overall, the portrait has been critical but sympathetic and has served to highlight the party's “human face” and the integrity of its members.

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