scholarly journals Does Implicit Self-Reference Effect Occur by the Instantaneous Own-Name?

2021 ◽  
Vol 12 ◽  
Author(s):  
Ken Yaoi ◽  
Mariko Osaka ◽  
Naoyuki Osaka
Keyword(s):  
Recognition Performance ◽  
Memory Performance ◽  
Random Order ◽  
Order Conditions ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Short Time ◽  
Own Name ◽  
Self Reference

Self-reference effect (SRE) is defined as better recall or recognition performance when the materials that are memorized refer to the self. The SRE paradigm usually requires participants to explicitly refer items to themselves, but some researchers have found that the SRE also can occur for implicitly self-referenced items. Few studies though have investigated the effect of self-related stimuli without awareness. In this study, we presented self-related (participants’ names) or other (other’s names or nouns) stimuli for a very short time between masks and then explicitly presented subsequent trait adjectives to participants. Recognition performance showed no significant differences between the own-name and the other two conditions in Experiment 1 that had random-order conditions. On the other hand, the result of Experiment 2 that had block-order conditions and greater prime stimuli suggests that SRE can occur as a result of the instantaneous stimulus: Subjects who showed better memory performance also had relatively high recognition of the trait adjectives that they viewed after their instantaneously presented own-name. This effect would show that self-representation can be activated by self-related stimuli without awareness and that subsequent items are unconsciously referenced to that self-representation.

scholarly journals Self-referential false associations: A self-enhanced constructive effect for verbal but not pictorial stimuli

2021 ◽  
pp. 174702182110097
Author(s):  
Jianqin Wang ◽  
Henry Otgaar ◽  
Mark L Howe ◽  
Sen Cheng
Keyword(s):  
Episodic Memory ◽  
The Self ◽  
The Other ◽  
Reference Condition ◽  
Spreading Activation ◽  
Critical Lure ◽  
Picture Stimuli ◽  
Own Name ◽  
Self Reference

Memory is considered to be a flexible and reconstructive system. However, there is little experimental evidence demonstrating how associations are falsely constructed in memory, and even less is known about the role of the self in memory construction. We investigated whether false associations involving non-presented stimuli can be constructed in episodic memory and whether the self plays a role in such memory construction. In two experiments, we paired participants’ own names (i.e., self-reference) or the name “Adele” (i.e., other-reference) with words and pictures from Deese/Roediger–McDermott (DRM) lists. We found that (1) participants not only falsely remembered the non-presented lure words and pictures as having been presented, but also misremembered that they were paired with their own name or “Adele,” depending on the referenced person of related DRM lists; and (2) there were more critical lure–self associations constructed in the self-reference condition than critical lure–other associations in the other-reference condition for word but not for picture stimuli. These results suggest a self-enhanced constructive effect that might be driven by both relational and item-specific processing. Our results support the spreading-activation account for constructive episodic memory.

Reflective Responsibility

2011 ◽  
pp. 117-151
Author(s):  
Bernd Carsten Stahl
Keyword(s):  
20Th Century ◽  
Practical Problem ◽  
Social Impact ◽  
The Self ◽  
The Other ◽  
Great Success ◽  
Philosophical Discourse ◽  
Other Hand ◽  
Self Reference

What is “reflective responsibility”? The idea behind it is to see whether the concept as discussed so far is applicable to itself and what consequences result from the self-application. It is an attempt to clarify the notion by referring to the term itself without using any other theories. The self-application of concepts is an old tool used by philosophers for centuries, sometimes with great success. The probably best-known example which demonstrates that reflexivity can be highly successful and plausible is the refutation of scepticism. Scepticism, understood as the doctrine that there is no truth, has been part of the philosophical discourse ever since humans started discussing truth. Given the difficulties of defining truth and the obvious fallibility of our knowledge, it is an attractive position that allows the speaker to avoid many pitfalls. However, scepticism has one big problem, which becomes obvious as soon as one applies the idea onto itself. If scepticism is true and consequently there is no truth, then scepticism cannot be true. Scepticism can thus be shown to be self-contradictory. Self-reference on the other hand is also a dangerous game to play because it can create serious logical and practical problems. One example is the mathematical class of all classes that contain themselves. This has led to logical problems that have kept the mathematicians in work for a greater part of the 20th century. A rather practical problem is that of self-fulfilling prophecies. These are created by applying a theory to itself, and they can have a considerable social impact (cf. Watzlawik, 2001b).

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

Don’t Put Me in This Group

2019 ◽  
Vol 50 (2) ◽  
pp. 80-93
Author(s):  
Jort de Vreeze ◽  
Christina Matschke
Keyword(s):  
Positive Emotions ◽  
Negative Emotions ◽  
Negative Information ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Group Memberships

Abstract. Not all group memberships are self-chosen. The current research examines whether assignments to non-preferred groups influence our relationship with the group and our preference for information about the ingroup. It was expected and found that, when people are assigned to non-preferred groups, they perceive the group as different to the self, experience negative emotions about the assignment and in turn disidentify with the group. On the other hand, when people are assigned to preferred groups, they perceive the group as similar to the self, experience positive emotions about the assignment and in turn identify with the group. Finally, disidentification increases a preference for negative information about the ingroup.

Der Erzieher als Manager

2019 ◽  
Vol 95 (4) ◽  
pp. 517-530
Author(s):  
Diana Lohwasser
Keyword(s):  
Educational Process ◽  
The Other ◽  
Critical View ◽  
Other Hand ◽  
The One ◽  
Short Time ◽  
Time Diagnosis

Abstract The Educator as a Manager. A Critical View In the following article tasks and motifs of the educator as manager are described. It is clear that there are other educator metaphors and associated behaviors. To some extent, the actions of the different educator metaphors overlap, but they differ in their purpose and perspective on the educational process and the person to be educated. First, a short time diagnosis is made, which describes the context of this metaphor of the educator as manager. Subsequently, on the one hand, the various motifs, tasks and objectives of an educator as manager are discussed. On the other hand, it is asked if it is possible in the current discourse to take a different perspective on the educational process.

Keeping Company with Sondheim’s Women

2014 ◽  
Author(s):  
Stacy Wolf
Keyword(s):  
Musical Theater ◽  
Married Couples ◽  
Feminist Perspective ◽  
The Self ◽  
The Other ◽  
Female Characters ◽  
Other Hand ◽  
The One

This chapter examines the eight female characters inCompany, what they do in the musical, and how they function in the show’s dramaturgy, and argues that they elicit the quintessential challenge of analyzing musical theater from a feminist perspective. On the one hand, the women tend to be stereotypically, even msogynistically portrayed. On the other hand, each character offers the actor a tremendous performance opportunity in portraying a complicated psychology, primarily communicated through richly expressive music and sophisticated lyrics. In this groundbreaking 1970 ensemble musical about a bachelor’s encounters with five married couples and three girlfriends, Sondheim’s female characters occupy a striking range of types within one show. From the bitter, acerbic, thrice-married Joanne to the reluctant bride-to-be Amy, and from the self-described “dumb” “stewardess” April to the free-spirited Marta,Company’s eight women are distillations of femininity, precisely sketched in the short, singular scenes in which they appear.

scholarly journals Amide-Type Substrates in the Synthesis of N-Protected 1-Aminomethylphosphonium Salts

Catalysts ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. 552
Author(s):  
Dominika Kozicka ◽  
Paulina Zieleźny ◽  
Karol Erfurt ◽  
Jakub Adamek
Keyword(s):  
Reaction Times ◽  
The Other ◽  
Hydroxyl Group ◽  
Other Hand ◽  
Step Procedure ◽  
Higher Temperature ◽  
Short Time ◽  
Work Up

Herein we describe the development and optimization of a two-step procedure for the synthesis of N-protected 1-aminomethylphosphonium salts from imides, amides, carbamates, or lactams. Our “step-by-step” methodology involves the transformation of amide-type substrates to the corresponding hydroxymethyl derivatives, followed by the substitution of the hydroxyl group with a phosphonium moiety. The first step of the described synthesis was conducted based on well-known protocols for hydroxymethylation with formaldehyde or paraformaldehyde. In turn, the second (substitution) stage required optimization studies. In general, reactions of amide, carbamate, and lactam derivatives occurred at a temperature of 70 °C in a relatively short time (1 h). On the other hand, N-hydroxymethylimides reacted with triarylphosphonium salts at a much higher temperature (135 °C) and over longer reaction times (as much as 30 h). However, the proposed strategy is very efficient, especially when NaBr is used as a catalyst. Moreover, a simple work-up procedure involving only crystallization afforded good to excellent yields (up to 99%).

The influence of concealing academic achievement on the self-esteem of adolescents with low achievement

2009 ◽  
Vol 37 (6) ◽  
pp. 805-810
Author(s):  
Baoshan Zhang ◽  
Jun-Yan Zhao ◽  
Guoliang Yu
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Social Interactions ◽  
Self Esteem ◽  
Low Achievers ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Positive Performance

An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

Recht als Gegenstand rhetorischer Grundlagenforschung

Rhetorik ◽  
2021 ◽  
Vol 40 (1) ◽  
pp. 1-18
Author(s):  
Jens Fischer
Keyword(s):  
The Self ◽  
The Other ◽  
Legal Rhetoric ◽  
Logical Status ◽  
Realistic Picture ◽  
Self Image ◽  
Other Hand ◽  
Rhetorical Practice ◽  
Rhetorical Figure ◽  
Judicial Procedure

Abstract According to the self-image of lawyers, jurisprudence is a science: the premises in legal conclusions are truth-apt, as are the conclusions or judgements that follow from them, the cognition of true law is consequently regarded as their task. Against this background, a program that understands and analyzes law as the product of a rhetorical practice is confronted with fierce resistance. According to the research of analytical legal rhetoric, on the other hand, the evidence for a rhetorical imprint on law is overwhelming: starting with the logical status of legal inferences, to the peculiarities of judicial procedure, to the motivational situation of those involved in it, everywhere it becomes apparent that the image of strict truth-orientation inadequately describes the genesis of law. Following Aristotle, who assigned law to the field of phrónēsis and not to epistēmē, contemporary legal rhetoric research aims to draw a realistic picture of the genesis of law. Subdivided into the triad of logos, ethos, and pathos, it attempts to fully grasp the interrelationships involved. It becomes apparent that the rational or argumentative dimension is far from dominating in legal justifications. It is precisely at the neuralgic point, i.e., where arguments are opposed to each other, that the rhetor typically uses a rhetorical figure that links all levels of the triad: the restrictio.

ON “NARCISSISM“ IN POETRY. ON TWO CONTEMPORARY SLOVAK AUTHORS

2021 ◽  
pp. 64-73
Author(s):  
Irena DIMOVA
Keyword(s):  
The Self ◽  
The Other ◽  
Text Generation ◽  
Contemporary Culture ◽  
Other Hand

The proposed article examines two problems – the poetic formations (generations and groups) and the manifestations of "narcissism" in poetry. Two Slovak authors, representatives of different literary formations, are analyzed - Michal Habaj of the so-called Text Generation and Katarína Kucbelová of the ANesthetic Generation. Both their affiliation to these creative associations and the nature of the latter is discussed. In order to understand these literary phenomena, we use Karl Mannheim’s concept of generation and Michał Głowiński’s approach to literary groups. The interpretation of selected texts by the two poets is based on the view of contemporary culture as a "culture of narcissism" (Kr. Lash) and on the reflection on this concept, which we find in a literary-critical article by Katarína Kucbelová herself on Michal Habaj. Her reflection on the fragile boundary between narcissism as a theme and narcissism as deficiency of interpreted work we try to apply on her own poetry texts. The selected poems are from her poetry book “Duals” (Duály), which identifies her as part of the so-called ‘new sincerity’ in Slovak literature. In her texts, Katarína Kucbelová thematizes the closure of the lyrical self within its own existence, in which the presence of the other is allowed only as a concept or an idea. Michal Habaj's experimentalism in “Poems for Dead Girls” (Básne pre mŕtve dievčatá), on the other hand, "opens" his textual world, binds him to many discourses and distances him from the self.

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