How We Feel

2018 ◽  
Vol 35 ◽  
pp. 117-134
Author(s):  
Felipe León ◽  
Dan Zahavi ◽  
Keyword(s):  
Developmental Psychology ◽  
Mutual Recognition ◽  
Alternative Analysis ◽  
Joint Commitment ◽  
Face To Face ◽  
Collective Emotions

This article engages critically with Margaret Gilbert’s proposal that joint commitments are necessary for collective emotions. After introducing Gilbert’s concept of joint commitment (Section 2), and the joint commitment account of collective emotions (Section 3), we argue in Section 4 that research from developmental psychology challenges the necessity of joint commitments for collective emotions. In that section, we also raise a more principled objection to Gilbert’s account, independently of developmental considerations. Section 5 develops a complementary line of argument, focused on the notion of mutual recognition. While we agree with Gilbert that mutual recognition has an important role to play in an account of collective emotions, we take issue with her attempt to analyse face-to-face based mutual recognition in terms of the concept of joint commitment. We conclude by sketching an alternative analysis of collective emotions that highlights the role of interpersonal identification and socially mediated self-consciousness.

scholarly journals Comparing Face-to-Face and Online Data Collection Methods in Preterm and Full-Term Children: An Exploratory Study

2021 ◽  
Vol 12 ◽  
Author(s):  
Paige M. Nelson ◽  
Francesca Scheiber ◽  
Haley M. Laughlin ◽  
Ö. Ece Demir-Lira
Keyword(s):  
Data Collection ◽  
Developmental Psychology ◽  
Online Data ◽  
Face To Face ◽  
Data Collection Methods ◽  
Online Data Collection ◽  
Online Format ◽  
Online Methods ◽  
Collection Methods

The COVID-19 pandemic has transformed the landscape for children’s daily lives and the landscape for developmental psychology research. Pandemic-related restrictions have also significantly disrupted the traditional face-to-face methods with which developmental scientists produce research. Over the past year, developmental scientists have published on the best practices for online data collection methods; however, existing studies do not provide empirical evidence comparing online methods to face-to-face methods. In this study, we tested feasibility of online methods by examining performance on a battery of standardized and experimental cognitive assessments in a combined sample of 4- to 5-year-old preterm and full-term children, some of whom completed the battery face-to-face, and some of whom completed the battery online. First, we asked how children’s performance differs between face-to-face and online format on tasks related to verbal comprehension, fluid reasoning, visual spatial, working memory, attention and executive functioning, social perception, and numerical skills. Out of eight tasks, we did not find reliable differences on five of them. Second, we explored the role of parent involvement in children’s performance in the online format. We did not find a significant effect of parent involvement on children’s performance. Exploratory analyses showed that the role of format did not vary for children at risk, specifically children born preterm. Our findings contribute to the growing body of literature examining differences and similarities across various data collection methods, as well as literature surrounding online data collection for continuing developmental psychology research.

Collection of Ego-Centered Network Data with Computer-Assisted Interviews

Methodology ◽  
2006 ◽  
Vol 2 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Joachim Gerich ◽  
Roland Lehner
Keyword(s):  
Survey Methods ◽  
A Priori ◽  
Dynamic Structure ◽  
Computer Assisted ◽  
Network Data ◽  
Great Effort ◽  
Self Administration ◽  
Face To Face ◽  
Full Network

Although ego-centered network data provide information that is limited in various ways as compared with full network data, an ego-centered design can be used without the need for a priori and researcher-defined network borders. Moreover, ego-centered network data can be obtained with traditional survey methods. However, due to the dynamic structure of the questionnaires involved, a great effort is required on the part of either respondents (with self-administration) or interviewers (with face-to-face interviews). As an alternative, we will show the advantages of using CASI (computer-assisted self-administered interview) methods for the collection of ego-centered network data as applied in a study on the role of social networks in substance use among college students.

ІНТЕРПРЕТАЦІЯ КАТЕГОРІЇ РОЗВИТКУ В СУЧАСНІЙ ПСИХОЛОГІЇ

1970 ◽  
Vol 8 (1) ◽  
pp. 22-30
Author(s):  
Анжеліка Шамне
Keyword(s):  
Cultural Context ◽  
Developmental Psychology ◽  
Structure And Dynamics ◽  
Modern Psychology ◽  
Development Site ◽  
Approaches To Study ◽  
Methodological Approaches ◽  
Self Motion

У статті розглянуто сучасні підходи до інтерпретації категорії розвитку, розкрито теоретичні  та методологічні підходи до вивчення категорії розвитку у сучасній психології, визначено її психологічний  зміст,   моделі,   структуру   та   динаміку.   Категорія   розвитку   розглядається   як   епіцентр   наукової  проблематики у психології та як поняття інтегративного типу. Розвиток проаналізовано як категорію,  явище і проблему психології розвитку в різних аспектах аналізу. Розглянуто місце розвитку в системі  споріднених психологічних понять. У статті також аналізуються психологічні аспекти теоретичних та  методологічних  постнекласичних  тенденцій  вивчення  природи,  характеру  та  визначення  психічного  розвитку. Постнекласична парадигма та плюралістична методологія пізнання визначають розмитість  дисциплінарної мови  та  врахування  ролі  соціокультурного  контексту  при  вивченні  психологічних явищ.  Важливими тенденціями сучасного теоретико-методологічного стану психологічних досліджень розвитку  також є визнання неефективності моністичного підходу до його вивчення, взаємозв'язок теоретичних ідей  та   спроби   створення   метатеоретичних   схем,   постнекласичне   розуміння   розвитку   як   принципово  незавершеного   процесу   саморуху,   актуалізація   антропологічного   діапазону   проблем   та   посилення  спрямованості на роль культурного контексту в дослідженні розвитку людини.  The article deals with the modern approaches to the interpretation of the category of development, reveals  the theoretical and methodological approaches to study of development in modern psychology, its psychological  content, patterns, structure and dynamics. Category of development is viewed as an epicenter of scientific issues in  modern  psychology  and  the  concept  of  the  integrative  type.  Category  of  development  is  considered  as  the  phenomenon  and  the  problem  of  developmental  psychology  in  various  aspects  of  the  analysis.  Analyzed  the  development site in the related psychological concepts. The article analyzes the psychological aspects of theoretical  and methodological postnonclassical contemporary trends in the study of nature, character, and determination of  mental  development.  Postnonclassical  paradigm  and  pluralistic  methodology  of  knowledge  determine  the  disciplinary blurring and increase of the role of the analysis of socio-cultural context in the study of psychological  phenomenon. The important tendencies of modern theoretical and methodological state of psychological researches  of development are facts of inefficiency of the monistic approach to its study, interconnection of theoretical ideas  and   attempts   of  creating   metatheoretical   schemes,   postnonclassical   understanding   of   development   as   a  fundamentally  uncompleted  process  of  self-motion,  actualization  of  anthropological  range  of  problems  and  strengthening of focus on the role of cultural context in research of human development.   

The Hierophanic Facets of the Seraphic Hymns

Trictrac ◽  
2018 ◽  
Vol 10 ◽  
Author(s):  
Petru Adrian Danciu
Keyword(s):  
Mutual Recognition ◽  
The Other ◽  
Human Being ◽  
Material World ◽  
Face To Face ◽  
The People ◽  
Musical History ◽  
The Face ◽  
The One

Starting from the cry of the seraphim in Isaiahʹ s prophecy, this article aims to follow the rhythm of the sacred harmony, transcending the symbols of the angelic world and of the divine names, to get to the face to face meeting between man and God, just as the seraphim, reflecting their existence, stand face to face. The finality of the sacred harmony is that, during the search for God inside the human being, He reveals Himself, which is the reason for the affirmation of “I Am that I Am.” Through its hypnotic cyclicality, the profane temporality has its own musicality. Its purpose is to incubate the unsuspected potencies of the beings “caught” in the material world. Due to the fact that it belongs to the aeonic time, the divine music will exceed in harmony the mechanical musicality of profane time, dilating and temporarily cancelling it. Isaiah is witness to such revelation offering access to the heavenly concert. He is witness to divine harmonies produced by two divine singers, whose musical history is presented in our article. The seraphim accompanied the chosen people after their exodus from Egypt. The cultic use of the trumpet is related to the characteristics and behaviour of the seraphim. The seraphic music does not belong to the Creator, but its lyrics speak about the presence of the Creator in two realities, a spiritual and a material one. Only the transcendence of the divine names that are sung/cried affirms a unique reality: God. The chant-cry is a divine invocation with a double aim. On the one hand, the angels and the people affirm God’s presence and call His name and, on the other, the Creator affirms His presence through the angels or in man, the one who is His image and His likeness. The divine music does not only create, it is also a means of communion, implementing the relation of man to God and, thus, God’s connection with man. It is a relation in which both filiation and paternity disappear inside the harmony of the mutual recognition produced by music, a reality much older than Adam’s language.

Mr. and Mrs. Smith: A Student Introduction to Federal Tax Compliance and Documentation

2015 ◽  
Vol 31 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Michaele L. Morrow ◽  
Shane R. Stinson
Keyword(s):  
Communication Skills ◽  
Professional Practice ◽  
Income Tax ◽  
Tax Compliance ◽  
Personal Income Tax ◽  
Initial Information ◽  
Face To Face ◽  
Client Advocacy ◽  
Tax Practice

ABSTRACT In this case, students assume the role of new accounting staff tasked with the preparation of a personal income tax return and supporting documentation for a client of their firm. Students are provided prior year work papers and client communications, a copy of the prior year's tax return, as well as a letter and supporting documents from the client for the current year. To complete the case, students generate questions based on the initial information provided, meet face-to-face with the client, and roll forward a set of electronic work papers before submitting a complete current year engagement file for senior review. This case adds work papers and client interaction to the traditional tax compliance case to reinforce both the technical and communication skills valued in professional practice. The formulation of questions for the client also allows students to practice discussing technical topics in a non-technical manner and underscores the required balance between attitudes of client advocacy stressed in professional tax practice and legal requirements for “good-faith” tax return reporting. This case is appropriate for an individual income tax course at either the undergraduate or graduate level, and can be easily adapted to increase or decrease difficulty.

scholarly journals Attribution of autonomy and its role in robotic language acquisition

AI & Society ◽  
2021 ◽  
Author(s):  
Frank Förster ◽  
Kaspar Althoefer
Keyword(s):  
Language Acquisition ◽  
Potential Role ◽  
Developmental Psychology ◽  
Baseline Scenario ◽  
Behavioral Repertoire ◽  
High Frequencies ◽  
Emotional Displays ◽  
And Robotics ◽  
Respective Characteristic

AbstractThe false attribution of autonomy and related concepts to artificial agents that lack the attributed levels of the respective characteristic is problematic in many ways. In this article, we contrast this view with a positive viewpoint that emphasizes the potential role of such false attributions in the context of robotic language acquisition. By adding emotional displays and congruent body behaviors to a child-like humanoid robot’s behavioral repertoire, we were able to bring naïve human tutors to engage in so called intent interpretations. In developmental psychology, intent interpretations can be hypothesized to play a central role in the acquisition of emotion, volition, and similar autonomy-related words. The aforementioned experiments originally targeted the acquisition of linguistic negation. However, participants produced other affect- and motivation-related words with high frequencies too and, as a consequence, these entered the robot’s active vocabulary. We will analyze participants’ non-negative emotional and volitional speech and contrast it with participants’ speech in a non-affective baseline scenario. Implications of these findings for robotic language acquisition in particular and artificial intelligence and robotics more generally will also be discussed.

scholarly journals Eye contact effect: The role of vagal regulation and reactivity, and self-regulation of attention

2021 ◽  
Author(s):  
Alicja Niedźwiecka
Keyword(s):  
Executive Functions ◽  
Cognitive Performance ◽  
Self Regulation ◽  
Eye Contact ◽  
Autonomic Regulation ◽  
Face To Face ◽  
Effective Strategies ◽  
Contact Effect ◽  
The Individual

AbstractEye contact is a crucial aspect of social interactions that may enhance an individual’s cognitive performance (i.e. the eye contact effect) or hinder it (i.e. face-to-face interference effect). In this paper, I focus on the influence of eye contact on cognitive performance in tasks engaging executive functions. I present a hypothesis as to why some individuals benefit from eye contact while others do not. I propose that the relations between eye contact and executive functioning are modulated by an individual’s autonomic regulation and reactivity and self-regulation of attention. In particular, I propose that individuals with more optimal autonomic regulation and reactivity, and more effective self-regulation of attention benefit from eye contact. Individuals who are less well regulated and over- or under-reactive and who do not employ effective strategies of self-regulation of attention may not benefit from eye contact and may perform better when eye contact is absent. I present some studies that justify the proposed hypothesis and point to a method that could be employed to test them. This approach could help to better understand the complex mechanisms underlying the individual differences in participant’s cognitive performance during tasks engaging executive functions.

scholarly journals Initiating scientific collaborations across career levels and disciplines – a network analysis on behavioral data

2021 ◽  
Author(s):  
Julia Eberle ◽  
Karsten Stegmann ◽  
Alain Barrat ◽  
Frank Fischer ◽  
Kristine Lund
Keyword(s):  
Science Research ◽  
Technology Enhanced Learning ◽  
Scientific Communities ◽  
Group Awareness ◽  
Face To Face ◽  
Active Selection ◽  
Disciplinary Background ◽  
Meta Analyses ◽  
Potential Collaboration

AbstractCollaborations are essential in research, especially in answering increasingly complex questions that require integrating knowledge from different disciplines and that engage multiple stakeholders. Fostering such collaboration between newcomers and established researchers helps keep scientific communities alive while opening the way to innovation. But this is a challenge for scientific communities, especially as little is known about the onset of such collaborations. Prior social network research suggests that face-to-face interaction at scientific events as well as both network-driven selection patterns (reciprocity and transitivity) and patterns of active selection of specific others (homophily / heterophily) may be important. Learning science research implies, moreover, that selecting appropriate collaboration partners may require group awareness. In a field study at two scientific events on technology-enhanced learning (Alpine Rendez-Vous 2011 and 2013) including N = 5736 relations between 287 researchers, we investigated how researchers selected future collaboration partners, looking specifically at the role of career level, disciplinary background, and selection patterns. Face-to-face contact was measured using RFID devices. Additionally, a group awareness intervention was experimentally varied. Data was analyzed using RSiena and meta-analyses. The results showed that transitivity, reciprocity and contact duration are relevant for the identification of new potential collaboration partners. PhD students were less often chosen as new potential collaboration partners, and researchers with a background in Information Technology selected fewer new potential collaboration partners. However, group awareness support balanced this disciplinary difference. Theoretical, methodological, and practical implications of these findings are discussed.

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