|
Showing 1 - 14 of
14 matches in All Departments
It is a truism in psychology that self and autobiographical memory
are linked, yet we still know surprisingly little about the nature
of this relation. Scholars from multiple disciplines, including
cognitive psychology, developmental psychology, anthropology, and
philosophy have begun theorizing and writing about the ways in
which autobiographical memory is organized, the role that
narratives play in the development of autobiographical memory, and
the relations between autobiographical memory, narrative, and self
concept. If narratives are a critical link between memory and self,
then it becomes apparent that the roles of language and social
interaction are paramount. These are the issues addressed in this
volume. Although individual authors offer their own unique
perspectives in illuminating the nature of the link between self
and memory, the contributors share a perspective that both memory
and self are constructed through specific forms of social
interactions and/or cultural frameworks that lead to the formation
of an autobiographical narrative. Taken together, the chapters
weave a coherent story about how each of us creates a life
narrative embedded in social-cultural frameworks that define what
is appropriate to remember, how to remember it, and what it means
to be a self with an autobiographical past.
It is a truism in psychology that self and autobiographical memory
are linked, yet we still know surprisingly little about the nature
of this relation. Scholars from multiple disciplines, including
cognitive psychology, developmental psychology, anthropology, and
philosophy have begun theorizing and writing about the ways in
which autobiographical memory is organized, the role that
narratives play in the development of autobiographical memory, and
the relations between autobiographical memory, narrative, and self
concept. If narratives are a critical link between memory and self,
then it becomes apparent that the roles of language and social
interaction are paramount. These are the issues addressed in this
volume.
Although individual authors offer their own unique perspectives in
illuminating the nature of the link between self and memory, the
contributors share a perspective that both memory and self are
constructed through specific forms of social interactions and/or
cultural frameworks that lead to the formation of an
autobiographical narrative. Taken together, the chapters weave a
coherent story about how each of us creates a life narrative
embedded in social-cultural frameworks that define what is
appropriate to remember, how to remember it, and what it means to
be a self with an autobiographical past.
In the context of an Emory Symposium on Cognition honoring the
enormous contributions to cognitive psychology of Ulric Neisser,
this book brings together ecological approaches to various aspects
of cognition and its development. Well-known former students and
colleagues of Neisser articulate their views on perception, memory,
and culture. There is a strong developmental component, with
chapters on infant perception, infant problem solving, and the
cognitive profile of Williams Syndrome, as well as two chapters
that consider philosophical issues related to cognitive psychology.
This volume is a festschrift for Katherine Nelson, an NYU professor
who was a pioneer in infant perception and memory. The "mediated
mind" is a term coined by Dr. Nelson and it refers to how cognitive
development is mediated by the sociocultural context, including
language and social interaction. The impact of Nelson's views on
the sociocultural basis of cognition and her functionalist
perspective on cognitive development are evident in the collection
of chapters in this book. The contributors--all leaders in the
field of cognitive development--examine ways in which cognition is
embedded in everyday, meaningful activities and the role of social
context and cultural symbol symptoms, such as language and text
influence children's developing concepts and thought. The concept
of the mediated mind is examined from a variety of perspectives,
including research in concept development, memory development,
language learning, the development of literacy, narrative analysis,
and children's theory of mind. The significant contribution of this
volume is that it addresses all aspects of the mediated mind.
Memory--both autobiographical and event-semantic--theory of mind,
mental representation, temporality, narrative, and metalinguistic
awareness comprise the chapter topics. The breadth of topics
represented is a tribute to the impact Nelson's vision has on many
developmental "domains." The contributors acknowledge and honor her
work. Her theory and research paved the way for the advances in
understanding a mediated mind that are evident and that will
continue to shape notions of how the human mind develops and
evolves within a social, interactive world.
In the context of an Emory Symposium on Cognition honoring the
enormous contributions to cognitive psychology of Ulric Neisser,
this book brings together ecological approaches to various aspects
of cognition and its development. Well-known former students and
colleagues of Neisser articulate their views on perception, memory,
and culture. There is a strong developmental component, with
chapters on infant perception, infant problem solving, and the
cognitive profile of Williams Syndrome, as well as two chapters
that consider philosophical issues related to cognitive
psychology.
Stories are central to our world. We form our families, our
communities, and our nations through stories. It is through stories
of our everyday experiences that each of us constructs an
autobiographical self, a narrative identity, that confers a sense
of coherence and meaning to our individual lives. In this volume,
Robyn Fivush describes how this deeply personal autobiographical
self is socially and culturally constructed. Family Narratives and
the Development of an Autobiographical Self demonstrates that,
through participating in family reminiscing, in which adults help
children learn the forms and functions of talking about the past,
young children come to understand and evaluate their experiences,
and create a sense of self defined through individual and family
stories that provide an anchor for understanding self, others, and
the world. Fivush draws on three decades of research, from her own
lab and from others, to demonstrate the critical role that family
stories and family storytelling play in child development and
outcome. This volume is essential reading for students and
researchers interested in psychology, human development, and family
studies.
Stories are central to our world. We form our families, our
communities, and our nations through stories. It is through stories
of our everyday experiences that each of us constructs an
autobiographical self, a narrative identity, that confers a sense
of coherence and meaning to our individual lives. In this volume,
Robyn Fivush describes how this deeply personal autobiographical
self is socially and culturally constructed. Family Narratives and
the Development of an Autobiographical Self demonstrates that,
through participating in family reminiscing, in which adults help
children learn the forms and functions of talking about the past,
young children come to understand and evaluate their experiences,
and create a sense of self defined through individual and family
stories that provide an anchor for understanding self, others, and
the world. Fivush draws on three decades of research, from her own
lab and from others, to demonstrate the critical role that family
stories and family storytelling play in child development and
outcome. This volume is essential reading for students and
researchers interested in psychology, human development, and family
studies.
This Element delineates how the narrative expression of
autobiographical memory develops through everyday interactions that
frame the forms and functions of autobiographical remembering.
Narratives are both outward and inward facing, providing the
interface between how we perceive the world and how we perceive
ourselves. Thus narratives are the pivot point where self and
culture meet. To make this argument, the author brings together
literature from multiple perspectives, including cognitive,
personality, evolutionary, cultural, and developmental psychology.
To fully understand autobiographical memory, it must be understood
how it functions in the context of lives lived in complex
sociocultural contexts.
What kinds of memory demands are placed on young children and how
are social interactions structured to allow children to develop
various memory skills? Are there changes in children's
representational abilities that lead to different memory abilities?
How do individual differences affect children's memory performance?
Are there age-related changes in children's autobiographical
memories? These are among the questions addressed in this third
volume in the Emory Cognition Project series, originally published
in 1990. Although the contributors examine memory in different
ways, they share the view that memory can no longer be considered a
distinct and separate cognitive process isolated from other
cognitive processes; rather, remembering is viewed as a cognitive
activity embedded in larger social and cognitive tasks. This view
is the culmination of several changes that took place in the field
of cognitive development during the decade preceding publication.
The question of how well children recall and can discuss emotional
experiences is one with numerous theoretical and applied
implications. Theoretically, the role of emotions generally and
emotional distress specifically in children's emerging cognitive
abilities has implications for understanding how children attend to
and process information, how children react to emotional
information, and how that information affects their development and
functioning over time. Practically speaking, increasing numbers of
children have been involved in legal settings as victims or
witnesses to violence, highlighting the need to determine the
extent to which children's eyewitness reports of traumatic
experiences are accurate and complete. In clinical contexts, the
ability to narrate emotional events is emerging as a significant
predictor of psychological outcomes. How children learn to describe
emotional experiences and the extent to which they can do so
coherently thus has important implications for clinical
interventions.
The contributors to this book bring a surprisingly wide range of intellectual disciplines to bear on the discussion of self-narrative and the self. Using the ecological/cognitive approach, The Remembering Self relates ideas from the experimental, developmental, and clinical study of memory to insights from postmodernism and literature. Although autobiographical remembering is an essential way of giving meaning to our lives, the memories we construct are never fully consistent and often simply wrong. In the first chapter, the authors consider the so-called false memory syndrome in this context; other contributors discuss the effects of amnesia, the development of remembering in childhood, the social construction of memory and its alleged self- servingness, and the contrast between literary and psychological models of the self.
This book brings a surprisingly wide range of intellectual
disciplines to bear on the self-narrative and the self. The same
ecological/cognitive approach that successfully organized Ulric
Neisser's earlier volume on The Perceived Self now relates ideas
from the experimental, developmental, and clinical study of memory
to insights from post-modernism and literature. Although
autobiographical remembering is an essential way of giving meaning
to our lives, the memories we construct are never fully consistent
and often simply wrong. In the first chapter, Neisser considers the
so-called 'false memory syndrome' in this context; other
contributors discuss the effects of amnesia, the development of
remembering in childhood, the social construction of memory and its
alleged self-servingness, and the contrast between literary and
psychological models of the self. Jerome Bruner, Peggy Miller, Alan
Baddeley, Kenneth Gergen and Daniel Albright are among the
contributors to this unusual synthesis.
Gender Development is the first book to examine gender from a truly
developmental perspective and fills a real need for a textbook and
source book for college and graduate students, parents, teachers,
researchers, and counsellors. It examines the processes involved in
the development of gender, addressing such sensitive and complex
questions as what causes males and females to be different and why
they behave in different ways. The authors provide an up-to-date,
integrative review of theory and research, tracing gender
development from the moment of conception through adulthood and
emphasising the complex interaction of biology, socialisation, and
cognition. The topics covered include hormonal influences, moral
development, play and friendships, experiences at school and work,
and psychopathology.
Examining recent research and practice on reminiscence, life review
and life story work, this book offers critical accounts of the
rapidly growing and extensive global literature, and highlights the
continuing relevance and effectiveness of these therapeutic
methods. The book includes examples of international practical
projects, involving people of all ages, life circumstances, and
levels of physical and cognitive functioning. Contributions from
contemporary practitioners and researchers give a nuanced appraisal
of the methods of engagement and creativity arising from the
purposeful recall of our personal pasts. Chapters include reviews
of technology, ethical issues including end of life care, working
with people with mental health conditions, and working with people
with dementia.
|
|