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PubMed2005

The conscious self: ontology, epistemology and the mirror quest.

Here we address the notion of the self as the subject of experience, in contrast with its other popular meanings of a state of self-awareness, a body image, or a narrative center. In this perspective, the main player is not consciousness per se (the famous "hard problem"), but its subject. We start by showing that the self as the subject of immediate self-awareness cannot be conceived as an illusion. Then we formulate axioms of the self-concept based on the framework that Chalmers initially developed for consciousness. Using a thought experiments (the "mirror quest"), we show that this framework may require corrections in order to accommodate the subject. We analyze several possibilities that lead to a novel doctrine of "subjective nonreductive functionalism". As an epistemological model, this position has further important implications for brain sciences.

Awareness↗
PubMed2003

Toward a holistic-organismic conceptualization of attachment style.

A holistic-organismic approach is suggested as foundation for intensified, systematic inquiry into relationships among adult attachment styles and various dimensions of physical and mental health. Exploratory findings of differences in stamina associated with adult attachment style are noted. The extent to which attachment style-stamina associations may be related to other wellness-illness differences is considered. Illustrative components and directions in an ongoing program of research are outlined.

Concept Formation↗
PubMedDate not supplied

Meta-analysis of theory-of-mind development: the truth about false belief.

Research on theory of mind increasingly encompasses apparently contradictory findings. In particular, in initial studies, older preschoolers consistently passed false-belief tasks-a so-called "definitive" test of mental-state understanding-whereas younger children systematically erred. More recent studies, however, have found evidence of false-belief understanding in 3-year-olds or have demonstrated conditions that improve children's performance. A meta-analysis was conducted (N = 178 separate studies) to address the empirical inconsistencies and theoretical controversies. When organized into a systematic set of factors that vary across studies, false-belief results cluster systematically with the exception of only a few outliers. A combined model that included age, country of origin, and four task factors (e.g., whether the task objects were transformed in order to deceive the protagonist or not) yielded a multiple R of .74 and an R2 of .55; thus, the model accounts for 55% of the variance in false-belief performance. Moreover, false-belief performance showed a consistent developmental pattern, even across various countries and various task manipulations: preschoolers went from below-chance performance to above-chance performance. The findings are inconsistent with early competence proposals that claim that developmental changes are due to tasks artifacts, and thus disappear in simpler, revised false-belief tasks; and are, instead, consistent with theoretical accounts that propose that understanding of belief, and, relatedly, understanding of mind, exhibit genuine conceptual change in the preschool years.

Child↗
PubMed1982

New maps of development: new visions of maturity.

Two modes of moral reasoning are distinguished in boys' and girls' discussions of moral dilemmas: one oriented to justice and rights, one to care and response. These different modes are associated with different forms of self-definition and reflect different images of relationships. The contrasting images of hierarchy and web derive from childhood experiences of inequality and interdependence which give rise to the ideals of justice and of care. The representation of these two lines of development and their interplay yields a new mapping of human growth.

Child↗
PubMed1979

Conception and representation of space in human figure drawings by schizophrenic and normal subjects.

Seventy hospitalized schizophrenic adults, and 71 normal subjects were given a test consisting of six human figure drawings, arranged in a thematic sequence from a self-portrait to a drawing of a person. The structural components of each human figure were scored and analyzed in an attempt to validate their projective character and to examine influence of psychopathology on cognition. Findings indicated similar constructional trends for both groups, with differences particular to sex, rather than a diagnostic category. It was concluded that conception and representation of space and its configurations will not be influenced by psychopathological processes.

Adolescent↗
PubMed2003

A reflection and evaluation model of comparative thinking.

This article reviews research on counterfactual, social, and temporal comparisons and proposes a Reflection and Evaluation Model (REM) as an organizing framework. At the heart of the model is the assertion that 2 psychologically distinct modes of mental simulation operate during comparative thinking: reflection, an experiential ("as if") mode of thinking characterized by vividly simulating that information about the comparison standard is true of, or part of, the self; and evaluation, an evaluative mode of thinking characterized by the use of information about the standard as a reference point against which to evaluate one's present standing. Reflection occurs when information about the standard is included in one's self-construal, and evaluation occurs when such information is excluded. The result of reflection is that standard-consistent cognitions about the self become highly accessible, thereby yielding affective assimilation; whereas the result of evaluation is that comparison information is used as a standard against which one's present standing is evaluated, thereby yielding affective contrast. The resulting affect leads to either an increase or decrease in behavioral persistence as a function of the type of task with which one is engaged, and a combination of comparison-derived causal inferences and regulatory focus strategies direct one toward adopting specific future action plans.

Affect↗
PubMedDate not supplied

Positive identity as a positive youth development construct: conceptual bases and implications for curriculum development.

According to the theories of Erikson, Marcia, and Higgins, adolescents who can cultivate a clear and positive identity after their developmental struggles in adolescence often advance more smoothly into adulthood. Identity is organized, learned, and dynamic, and subjective evaluation of an individual's identity has emotional consequences for that individual. This paper discusses literature on the nature and importance of identity and presents strategies such as self-esteem enhancement, management of exploration and commitment, as well as reduction of self-discrepancies to help adolescents develop functional identity. Significant determinants of a person's identity development, namely gender and cultural issues, are also addressed as they are important in designing the "Positive Identity Development" package of Positive Adolescent Training through Holistic Social Programmes (P.A.T.H.S.), supported by the Hong Kong Jockey Club Charities Trust, to help adolescents develop a positive identity.

Adolescent↗
PubMed1997

Mental time travel and the evolution of the human mind.

This article contains the argument that the human ability to travel mentally in time constitutes a discontinuity between ourselves and other animals. Mental time travel comprises the mental reconstruction of personal events from the past (episodic memory) and the mental construction of possible events in the future. It is not an isolated module, but depends on the sophistication of other cognitive capacities, including self-awareness, meta-representation, mental attribution, understanding the perception-knowledge relationship, and the ability to dissociate imagined mental states from one's present mental state. These capacities are also important aspects of so-called theory of mind, and they appear to mature in children at around age 4. Furthermore, mental time travel is generative, involving the combination and recombination of familiar elements, and in this respect may have been a precursor to language. Current evidence, although indirect or based on anecdote rather than on systematic study, suggests that nonhuman animals, including the great apes, are confined to a "present" that is limited by their current drive states. In contrast, mental time travel by humans is relatively unconstrained and allows a more rapid and flexible adaptation to complex, changing environments than is afforded by instincts or conventional learning. Past and future events loom large in much of human thinking, giving rise to cultural, religious, and scientific concepts about origins, destiny, and time itself.

Animals↗
PubMed2000

Group impressions as dynamic configurations: the tensor product model of group impression formation and change.

Group impressions are dynamic configurations. The tensor product model (TPM), a connectionist model of memory and learning, is used to describe the process of group impression formation and change, emphasizing the structured and contextualized nature of group impressions and the dynamic evolution of group impressions over time. TPM is first shown to be consistent with algebraic models of social judgment (the weighted averaging model; N. Anderson, 1981) and exemplar-based social category learning (the context model; E. R. Smith & M. A. Zárate, 1992), providing a theoretical reduction of the algebraic models to the present connectionist framework. TPM is then shown to describe a common process that underlies both formation and change of group impressions despite the often-made assumption that they constitute different psychological processes. In particular, various time-dependent properties of both group impression formation (e.g., time variability, response dependency, and order effects in impression judgments) and change (e.g., stereotype change and group accentuation) are explained, demonstrating a hidden unity beneath the diverse array of empirical findings. Implications of the model for conceptualizing stereotype formation and change are discussed.

Attitude↗
PubMed1987

Categorization and memory retrieval by three-month-olds.

84 3-month-olds were tested in 3 studies of the acquisition and long-term retention of category-specific information. Infants who were trained with a perceptibly different member of an alphanumeric category on each of 3 days generalized responding to a novel instance of the original training category but not a novel member of a novel category during a 24-hour novelty test. 2 weeks later, when infants displayed no evidence of remembering their prior training experience, categorization was reinstated if a novel exemplar from the original training category was used as the retrieval cue in a memory reactivation procedure. A novel exemplar from a novel category was not an effective retrieval cue. The effectiveness of the category-specific retrieval cue was a function of its physical similarity to the individual exemplars encountered during training, not testing. The background against which the alphanumeric exemplars were displayed during training was not an effective retrieval cue in either the 24-hour novelty test or the memory reactivation procedure, indicating that all invariant stimulus attributes do not contribute equally as category cues. These data are the first to document retention of category-specific information after extended intervals. A popular account of categorization holds that infants abstract invariant features from individual exemplars and form a schema or distinctive memory representation of these shared features against which subsequent exemplars are compared. The present data provide support for a more parsimonious account of categorization, based on the retrieval of information about individual exemplars, that does not require an assumption of prototype formation.

Arousal↗
PubMed2004

Suicidal ideation and attempts in adolescents: associations with depression and six domains of self-esteem.

This study aimed to disentangle the influence of depression and self-esteem on suicidal behaviour in adolescence. Grades 8 and 11 students in Cape Town, South Africa (n = 939) completed questionnaires assessing suicidal ideation and behaviour, depression, and self-esteem with respect to family, peers, school, sports/athletics, body image and global self-worth. Data were analysed using a series of multinomial logistic regression models adjusted for gender, grade, race and the sampling strategy. Results indicated that depression and low self-esteem in the family context were independently associated with suicide ideation and attempts. Moreover, low family self-esteem significantly differentiated suicide attempters from ideators. Screening for depression and low self-esteem in the family context is discussed as a possible strategy for helping to identify adolescents at risk for suicide attempts.

Adolescent↗
PubMed2003

An 8-year longitudinal study of mirror self-recognition in chimpanzees (Pan troglodytes).

In a previous cross-sectional study of mirror self-recognition involving 92 chimpanzees, Povinelli et al. [Journal of Comparative Psychology 107 (1993) 347] reported a peak in the proportion of animals exhibiting self-recognition in the adolescent/young adult sample (8-15 years), with 75% being classified as positive. In contrast, only 26% of the older animals (16-39 years) were classified as positive, suggesting a marked decline in self-recognition in middle to late adulthood. In the present study, all of the chimpanzees from the 8-15-year-old group in the Povinelli et al. study (n=12) were again tested for self-recognition, 8 years later. Using the same criteria, 67% of the animals were classified the same. Although a higher proportion of the adult animals in this study (50%) exhibited self-recognition than would be inferred on the basis of the previous study (25%), all changes in self-recognition status were in the negative direction. These results show that mirror self-recognition is a highly stable trait in many chimpanzees, but may be subject to decline with age. Connections with human research are briefly discussed.

Aging↗