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  • Psychological Processes In Conversion

The empirical project demonstrated the process of psychologicalchange in older people is non-linear in nature.

Reflections on the Emotional and Psychological Aspects …

Fundamental psychological processes in intercultural relations

We are speaking, then, of a social-psychological style of self-process that differs from others.
The first of these views maintains that concepts are psychologicalentities, taking as its starting point the representational theory ofthe mind (RTM). According to RTM, thinking occurs in an internalsystem of representation. Beliefs and desires and other propositionalattitudes enter into mental processes as internal symbols. Forexample, Sue might believe that Dave is taller than Cathy, and alsobelieve that Cathy is taller than Ben, and together these may causeSue to believe that Dave is taller than Ben. Her beliefs would beconstituted by mental representations that are about Dave, Cathy andBen and their relative heights. What makes these beliefs, as opposedto desires or other psychological states, is that the symbols have thecharacteristic causal-functional role of beliefs. (RTM is usuallypresented as taking beliefs and other propositional attitudes to berelations between an agent and a mental representation (e.g., Fodor1987). But given that the relation in question is a matter of havinga representation with a particular type of functional role tokened inone's mind, it is simpler to say that occurrent beliefs just aremental representations with a characteristic type of functionalrole.)

Reflections on Social Influence Processes in ..

Stated differently, life is an ongoing process of psychic death and rebirth.
Fodor's own views on these issues have recently changed as well. Henow maintains that while considerations about the need for hypothesistesting show that no concepts can be learned, not even complexconcepts, this does not require concepts to be innate (Fodor 2008).Instead, Fodor suggests that they are acquired via processes that arelargely biological in that they don't admit of a psychological-leveldescription. Though a biological account of concept acquisition doesoffer an alternative to the innate/learned dichotomy, there arereasons for supposing that many concepts are learned all the same(Margolis & Laurence forthcoming). These include the fact that aperson's conceptual system is highly sensitive to the surroundingculture. For example, the concept PURGATORY comes from culturalproducts such as books, stories, and sermons. But clearly these canonly succeed in conveying the concept when mediated by the right sortof psychological processes. Acquiring such concepts is acognitive-level achievement, not a merely biological one.


perceptions of psychological change and the processes by which ..

The lifestyle of the multicultural person is a continual process of dissolution and reformation of identity; yet implicit in such a process is growth.
Jesse Prinz (2002) also defends a modified form of empiricism. Prinzclaims that “all (human) concepts are copies or combinations ofcopies of perceptual representations” (Prinz 2002, p. 108).Though the reference to copies is a nod to Hume, Prinz certainlydoesn't buy into Hume's verificationism. In fact, Prinz adopts acausal theory of content of the kind that is usually associated withatomistic theories of concepts (e.g., Fodor 1998); thus Prinz's theoryof intentional content doesn't require a concept to inherit thespecifically perceptual content of its constituents. Nonetheless,Prinz thinks that every concept derives from perceptualrepresentations. Perhaps the best way to understand the claim is thatthe mental representations that are activated when someone thinksabout something—no matter what the thought—arerepresentations that originate in neural circuits with perceptual ormotor functions and that the mental process is affected by thatorigin. Suppose, for example, that one is thinking about ahammer. Then she is either activating representations that inhere invisual circuits, or representations involved in circuits that controlhand shape, etc., and her thought is affected in some way by theprimary function of these circuits. Following Lawrence Barsalou (1999;see also Barsalou et al. 2003), Prinz characterizes concept possession as akind of simulation “tantamount to entering a perceptual state ofthe kind one would be in if one were to experience the thing itrepresents” (Prinz 2002, p. 150).

Linking dispositional mindfulness and positive psychological processes in cancer survivorship: ..
When students become reflective about the teaching and learning process, they are strengthening their own capacity to learn. Central to this is the principal of reflection as metacognition, where students are aware of and can describe their thinking in a way that allows them to "close the gap" between what they know and what they need to learn.

of the high-level psychological processes ..

Instead, the multicultural person is recognized by a configuration of outlooks and world-view, by how the universe as a dynamically moving process is incorporated, by the way the interconnectedness of life is reflected in thought and action, and by the way this woman or man remains open to the imminence of experience.

Psychological Egoism | Internet Encyclopedia of Philosophy

A major methodological advance in this area is the introduction of the new Cognition Battery from the National Institutes of Health (NIH) Toolbox for the Assessment of Neurological and Behavioral Function,8,9 which includes measures of all three key aspects of EF: cognitive flexibility, inhibitory control and working memory. These measures include, respectively, a version of the Dimensional Change Card Sort,10 a version of the Eriksen flanker task derived from the Attention Network Task,11 and a List Sorting task derived from the Spanish and English Neuropsychological Assessment Scales.12 The NIH Toolbox measures of EF are brief (less than five minutes each) and are suitable for use in repeated trials (with minimal for participants across the lifespan. Results from a validation study of the NIH Toolbox (N = 476) not only confirmed that the measures are reliable and valid but also yielded unique information about the structure of EF at different ages (from 3 to 85 years).13 In general, there was good evidence of the increasing differentiation of EF from other aspects of cognitive function, which also showed increasing specialization, consistent with a characterization of neurocognitive development as interactive functional specialization.14

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Before turning to other theories of conceptual structure, it'sworth pausing to see what's so appealing about classical ordefinitional structure. Much of its appeal comes from the way it offersunified treatments of concept acquisition, categorization, andreference determination. In each case, the crucial work is being doneby the very same components. Concept acquisition can be understood as aprocess in which new complex concepts are created by assembling theirdefinitional constituents. Categorization can be understood as apsychological process in which a complex concept is matched to a targetitem by checking to see if each and every one of its definitionalconstituents applies to the target. And reference determination,we've already seen, is a matter of whether the definitionalconstituents do apply to the target.