Intuitive Learning in Moral Awareness. Cognitive-Affective Processes in Mencius’ Innatist Theory

Mencius, referred to as second sage in Chinese philosophy history, grounds his theory about original goodness of human nature on psychological components by bringing in something new down ancient ages. Including the principles of virtuous action associated with Confucius to his doctrine, but by composing them along psychosocial development, he theorizes utterly out of the ordinary that makes all the difference to the school. In his argument stated a positive opinion, he explains the method of forming individuals’ moral awareness by means of inseparable integrity of feelings and thoughts, saying human being are born innately good. According to Mencius, heart-mind correlation is the motivational complement of inner incentives. Knowledge and virtue, which are extensions of inborn goodness, comprehended intuitively; then affective motives respond to circumstance, what is learned transmits to cognitive process and eventually behavior emerges. Comparing during the years of Warring State period he lived, in western geography Aristotle, who is one of the pioneers of Greek philosophy, argues deductive and inductive methods in mental activity. On the other hand, Mencius uses analogical reasoning throughout his self-titled work. This essay is an attempt to assert that most postulates of developmental theories, which have been considered an integral part of modern psychology, begin with Mencius in early era. Secondly, this study also aims to discuss the main paradigm of Mencius across emotivist-rationalist opposition, which keeps emotion above thought as well as reason above emotion.

Expression of Emotions and Genes: Proinflammatory Gene Expression Rises With Spousal Distress

Marital quality shares ties to inflammation-related conditions like cardiovascular disease and diabetes. Lab-based studies implicate hostility during marital conflict as a mechanism via inflammatory reactivity. However, developmental theories suggest that conflict declines with age. Spousal distress is an important but overlooked context for aging couples as networks shrink and assistance needs increase. To examine the effects of spousal distress on changes in proinflammatory gene expression, 38 adults ages 40-81 witnessed their spouse relive an upsetting personal memory aloud, rated their mood before and after, and provided blood samples at baseline and twice post-task. Those whose negative mood increased more in response to spousal disclosure showed larger elevations in proinflammatory gene expression 40 (p=.022) and 80 minutes (p<.0001) after the task. Effects were robust to race, gender, age, alcohol, smoking, and body mass index. These novel findings identify spousal distress as a key marital context that may escalate inflammation-related health risks.

Integrating disability and developmental theories for an equitable inclusive education: towards transformative educational praxes

The US higher education institutions are legally bound to provide equal educational opportunities for diverse learners. This paper contends that despite the growing interest in implementing more inclusive pedagogy, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classroom. I call for a theory that frames disability in the context of learning and development and overcomes dichotomized, reductionist and individualistic notions of disability and learning. Drawing on Critical Disability Studies, Vygotsky’s theory of defectology and the Transformative Activist Stance, this paper outlines a transformative pedagogy framework for inclusive, equitable, and anti-ableist education for all learners.

The Inconspicuous Relationships between Language Acquisition and Learning

This research paper throws light on the inconspicuous relationships between language acquisition and learning. It introduces the meanings of language acquisition and learning based on the researches of Pritz Hutabarat and Imran Hussain. Tools for language acquisition, such as movies, games and social networks, are explained clearly in this research paper followed by the definitions of language acquisition and its characteristics. Tools of language learning, such as classroom education and activities, are explained in detail along with the definitions of language learning and its characteristics. These mentioned parts have the testimonials of Fernandes Arung, Aladdin Assaiqeli, Yolanda A.Rankin, Rachel Gold, Bruce Gooch, Hosni M.El-Dali, Parlingdungan Pardede, Eva Alcon, and Jenny X. Montano-Gonzalez. Behaviourist Theory, The Innateness Theory, Cognitive Theory, The Motherese Theory, and Socio-Cultural Theory are the theories of language development that present in this research paper. To prove these language developmental theories, Entisar Khalifa Aljoundi and Dr. Md. Enamel Hoque’s research findings based on the experimental findings of Edward Thorndike, B.F Skinner, Noam Chomsky, Jean Piaget and Lev Vygotsky are provided with suitable examples. This research paper is aimed to spotlight the two most inconspicuous relationships between language acquisition and learning.

Using a developmental-ecological approach to understand the relation between language and music

Neurocognitive and genetic approaches have made progress in understanding language-music interaction in the adult brain. Although there is broad agreement that learning processes affect how we represent, comprehend, and produce language and music, there is little understanding of the content and dynamics of the early language-music environment in the first years of life. A developmental-ecological approach sees learning and development as fundamentally embedded in a child’s environment, and thus requires researchers to move outside of the lab to understand what children are seeing, hearing, and doing in their daily lives. In this paper, after first reviewing the limitations of traditional developmental approaches to understanding language-music interaction, we describe how a developmental-ecological approach can inform not only developmental theories of language-music learning, but also contemporary neurocognitive and genetic approaches. We then make suggestions for how researchers can best use the developmental-ecological approach to understand the similarities, differences, and co-occurrences in early music and language input.

Towards a contemporary approach for understanding personality pathology in developmental context: An integrative model

Traditional categorical approaches to classifying personality disorders are limited in important ways, leading to a shift in the field to dimensional approaches to conceptualizing personality pathology. Different areas of psychology – personality, developmental, and psychopathology – can be leveraged to understand personality pathology by examining its structure, development, and underlying mechanisms. However, an integrative model that encompasses these distinct lines of inquiry has not yet been proposed. In order to address this gap, we review the latest evidence for dimensional classification of personality disorders based on structural models of maladaptive personality traits, provide an overview of developmental theories of pathological personality, and summarize the Research Domain Criteria (RDoC) initiative, which seeks to understand underlying mechanisms of psychopathology. We conclude by proposing an integrative model of personality pathology development that aims to elucidate the developmental pathways of personality pathology and its underlying mechanisms.