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  • 2010-2014  (3)
  • 1995-1999  (3)
  • 1970-1974
  • 1930-1934
  • Cambridge : Cambridge University Press  (6)
  • Social psychology  (4)
  • Electronic books
  • Psychology  (6)
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  • 1
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press
    ISBN: 9781107022706
    Language: English
    Pages: Online-Ressource (420 p)
    Edition: Online-Ausg.
    Parallel Title: Print version Identity Process Theory : Identity, Social Action and Social Change
    DDC: 305
    RVK:
    Keywords: Group identity.. ; Social action.. ; Social change ; Electronic books ; Electronic books
    Abstract: World-renowned social psychologists present some of the key developments in identity process theory, examining identity, social action and social change
    Description / Table of Contents: Cover; Half-title; Title; Copyright; Dedication; Contents; Figures; Tables; Contributors; Foreword; Acknowledgments; Part I Introduction; 1 Social psychological debates about identity; Identity Process Theory; Debates in the social psychology of identity; Psychological social psychology; Sociological social psychology; Epistemological debates in identity research; Methodological diversity in identity research; Identity, social action and social change; Overview of the book; 2 Identity Process Theory: clarifications and elaborations; IPT and the information age; The anathema of orthodoxy
    Description / Table of Contents: Identity - personal, social, or just identity?The question of the cultural-specificity and lifespan variation in identity principles; What identity principles?; The problem with threats; Elaboration and clarification concluded; Part II Methodological issues in Identity Process Theory research; 3 Qualitative approaches to research using Identity Process Theory; Context, epistemology and theory in qualitative psychological research; Value and challenges of using qualitative approaches within Identity Process Theory research; Telling what we cannot consciously know?
    Description / Table of Contents: Examples of the "(added) value" of qualitative analysesUsing qualitative research to develop Identity Process Theory; Discerning additional identity principles; Emotion in Identity Process Theory; Conclusion; 4 Quantitative approaches to researching identity processes and motivational principles; Operationalizing identity contents and structures; Eliciting identity contents; Approaches to measuring structure; Examining identity processes in action; Investigating change processes; Investigating coping strategies; Evidence for threat; Testing the effects of motivational principles on identity
    Description / Table of Contents: Measuring motivational principlesManipulating motivational principles; Identity Process Theory and social representation processes; Conclusions; Part III Integrating theoretical frameworks; 5 On the meaning, validity and importance of the distinction between personal and social identity: a social identity perspectiv; Personal versus social identity: two perspectives; Social identity makes group behavior possible; Identity, social action and social change; Identity links social structure to social action; Power is a dynamic product of social identity processes
    Description / Table of Contents: Category definitions shape those who can be mobilized and the limits of collective solidarityCategory content shapes how group members can be mobilized; The representation of social categories is an arena for struggles to shape the future; The psychological group enables shared knowledge; Social representations are a source of stability in self-categorization and social relations; Social power and mobilization give meaning to particular identity combinations; Some final remarks: psychology is not enough; 6 Identity and social representations; Why the focus on social representations?
    Description / Table of Contents: The relationship between social representations and the individual
    Note: Description based upon print version of record
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  • 2
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press
    ISBN: 9781139035385
    Language: English
    Pages: 1 online resource (xv, 330 pages)
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 302
    RVK:
    Keywords: Consciousness ; Social psychology ; Bewusstsein ; Sozialpsychologie ; Bewusstsein ; Sozialpsychologie
    Abstract: Drawing on compelling material from research interviews with former hostages and political prisoners, Guy Saunders reworks three classic thought experiment stories: Parfit's 'Teleporter', Nagel's 'What is it like to be a bat?' and Jackson's 'Mary the colour scientist' to form a fresh look at the study of consciousness. By examining consciousness from a social psychology perspective, Saunders develops a 'cubist psychology of consciousness' through which he challenges the accepted wisdom of mainstream approaches by arguing that people can act freely. What makes 'cubist psychology' is both the many examples taken from different viewpoints and the multiple ways of looking at the key issues of person, mind and world. This is a unique and engaging book that will appeal to students and academics in the field of consciousness studies and other readers with an interest in consciousness
    Description / Table of Contents: Introduction -- Part I. To be conscious : To teleport or not to teleport? (Parfit) : Persons and integrity: unity and continuity ; Persons as positive shapes: the boundary of the skin ; Persons characterised as social kinds ; Person s transformed: growing up and upbringing ; PErsons and place: copying background ; To be one and the same person: making more than one replica ; Persons and identity: partial duplication ; Bundle or collection theories of persons ; Collections of memories: John Dean's testimony -- To be a person: ego, bundle and social theories : Negative spaces, shapes and contours : How artists use negative and positive spaces, shapes and contours ; The making of person ; Senses of self ; Social identities ; What collects us together? ; Other people: the stories of feral children ; Other people: the story of Martin Guerre ; Remembering and recollecting ; Our memories: the life of Clive Wearing --
    Description / Table of Contents: To be captive : Anthony Grey ; Brian Keenan ; Vladimir Bukovsky ; Polyphony : Brian Keenan and polyphony ; Terry Waite : Anthony Grey on polyphony -- Part II. To have consciousness : Introduction ; How we treat experience ; Subjective conscious experience ; Event / experience ; Experience / experiment ; phenomenal feels / qualia ; Point of view ; One after another and one next to another (nacheinander and nebeneinander) ; Cubism / cubist psychology ; The mind-body problem -- 'What is it like to be a bat?' (Nagel) : 'I wouldn't be me if I were you!' ; Why did Nagel choose bats? ; Commentary on Nagel's article ; Point of view ; Subjectivity and a particular point of view ; Ways of knowing ; Wider discussion of subjective conscious experience: the bigger picture --
    Description / Table of Contents: Treatments of subjective conscious experience in the arts : Film : Being John Malkovich; Film conventions; Point of view; The return of Martin Guerre; Blade runner; The diving bell and the butterfly ; Television : The wire ; Painting : Guernica : Denote, connote and signify ; The novel : Writing conventions ; Subjectivity in written works: writerly consciousness -- A captive mind : 'Turning the tables' ; Acting freely ; Memory and imagination transformed ; Private experience ; Genre of captivity and the human condition -- Part III. To know consciously : Introduction : To know that you know ; To be minded ; Can a person remember their early life? ; Sense of self and proto-minds ; Becoming minded and what is know as 'theory of mind' ; The consequences of knowing that we know ; Do other animals have minds like ours? : Examples ; Gesture / symbol ; Mind-minded conversation ; Conceptual conclusions : World about us; How do I know you? --
    Description / Table of Contents: Landscape and the world about us : The landscape garden movement ; We make the landscape that landscapes us ; Landscapes wild and tamed : Example: the picturesque ; Standpoints in the arts ; Treatments and landscape ; Freedom and commitment ; Ways of viewing -- 'Mary, the colour scientist' (Jackson) : Variation: 'Mary the captive scientist' or 'the black and white cell' ; Example 1: Rosa Parks ; Example 2. Aung San Suu Kyi ; Example 3: Nina Simone -- Knowing how it feels to be free : Commentary ; Conclusions ; Subjunctive mood -- Conclusions : Captivity ; Acts of consciousness and conscience ; Minded ; Persons ; World about us ; Cubist psychology ; Last words
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
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  • 3
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press
    ISBN: 9781107018051
    Language: English
    Pages: Online-Ressource (334 p)
    Edition: Online-Ausg.
    Parallel Title: Druckausg. Siraj-Blatchford, Iram, 1960 - Social class and educational inequality
    DDC: 306.43
    RVK:
    RVK:
    Keywords: Social classes.. ; Education ; Parent participation.. ; Youth with social disabilities ; Education ; Case studies.. ; Education ; Social aspects.. ; Children with social disabilities ; Education ; Case studies.. ; Educational equalization ; Electronic books ; Electronic books ; Chancengleichheit ; Soziale Herkunft ; Unterprivilegierung
    Abstract: Examines the impact that parents and schools have on disadvantaged children who perform against the odds
    Description / Table of Contents: Cover; Half title; Reviews; Title; Copyright; Contents; Figures; Tables; Acknowledgements; Abbreviations; 1Child and Family Case Studies in the context of the EPPSE study; Introduction; Background to the Child and Family Case Studies; 'Working definitions'of resilience and vulnerability; Outline of the book; 2 Studying learning life-courses; Introduction; Contextualist approaches to development; The bioecological model of human development; Defining properties of the bioecological model; Process; Person; Context; Time; Shaping development through the family microsystem
    Description / Table of Contents: Cultural values and beliefs in macrosystemsA national culture of academic learning; Historical time and place; The macrosystem of socio-economic status; Social class and differentiating proximal processes; Parenting cognitions; The cultural logic of childrearing; Implications for the Child and Family Case Studies; 3 Methods and sample of the Child and Family Case Studies; Rationale for the mixed-method design; The dialectical nature of the EPPE and Case Studies; The mixed-methods nature of the Case Studies; Constructing a purposeful sample for the Case Studies; The Case Studies interviews
    Description / Table of Contents: Interview data collection proceduresInterview coding procedures; Learning life-course trajectories; Research in the tradition of the bioecological theory of human development; 4 Cultural repertoires of childrearing across and within social classes; Introduction; Succeeding against the odds of disadvantage: Steven Peterson; Meet the Petersons; The family background of the Petersons; The early years of Steven Peterson; The primary school years of Steven Peterson; The secondary school years of Steven Peterson; Steven Peterson'sfuture; Not succeeding against the odds of disadvantage: Tom White
    Description / Table of Contents: Meet the White familyThe early years of Tom White; The primary school years of Tom White; The secondary school years of Tom White; The future for Tom White; Failing to meet the high expectations of privileged circumstances: Marcy Stewart; Meet the Stewart family; The early years of Marcy Stewart; The primary school years of Marcy Stewart; The secondary school years of Marcy Stewart; The future for Marcy Stewart; Doing well as expected: Imogene Woods; Meet the Woods family; The early years of Imogene Woods; The primary school years of Imogene Woods; The secondary school years of Imogene Woods
    Description / Table of Contents: The future for Imogene Woods5 Children as active agents of their own learning; Introduction; (Self-)perceptions of children; Children'smental resources; Motivational dispositions and the force characteristics of the developing person; Perceptions of vulnerable children'snegative force characteristics; Developmentally generative force characteristics; Transition into active agency; Conclusions; 6 Powerful parenting and home learning; Introduction; Perceived 'protective' and 'risk'factors related to the family microsystem; Academically effective family microsystems during the early years
    Description / Table of Contents: Measures of early home learning environments
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  • 4
    ISBN: 9781139175043
    Language: English
    Pages: 1 online resource (x, 403 pages)
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 305
    RVK:
    RVK:
    Keywords: Social groups ; Social conflict ; Social psychology ; Dominance (Psychology) ; Oppression (Psychology) ; Psychologie ; Hierarchie ; Unterdrückung ; Gruppe ; Dominanz ; Sozialpsychologie ; Sozialer Konflikt ; Gruppe ; Sozialer Konflikt ; Dominanz ; Unterdrückung ; Gruppe ; Hierarchie ; Dominanz ; Psychologie ; Sozialpsychologie
    Abstract: This volume focuses on two questions: why do people from one social group oppress and discriminate against people from other groups? and why is this oppression so mind numbingly difficult to eliminate? The answers to these questions are framed using the conceptual framework of social dominance theory. Social dominance theory argues that the major forms of intergroup conflict, such as racism, classism and patriarchy, are all basically derived from the basic human predisposition to form and maintain hierarchical and group-based systems of social organization. In essence, social dominance theory presumes that, beneath major and sometimes profound difference between different human societies, there is also a basic grammar of social power shared by all societies in common. We use social dominance theory in an attempt to identify the elements of this grammar and to understand how these elements interact and reinforce each other to produce and maintain group-based social hierarchy
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  • 5
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press
    ISBN: 9780511896828
    Language: English
    Pages: 1 online resource (xii, 410 pages)
    Series Statement: Learning in doing : social, cognitive and computational perspectives
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 302
    RVK:
    RVK:
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    Keywords: Social psychology ; Culture ; Kulturpsychologie ; Sozialpsychologie ; Aufsatzsammlung ; Aufsatzsammlung ; Kulturpsychologie ; Sozialpsychologie
    Abstract: These essays by leading theorists and researchers in sociocultural, cognitive, developmental and educational psychology honour the memory of Sylvia Scribner, whose work is recognized by each of the authors as seminal to their own thinking. The themes include the relationship between history and culture, the importance of context to thinking, the place of literacy in human activity and thought, and cognition in school and in the workplace. The volume presents applications of activity theory to fundamental issues in human behaviour at work, in school, and in problem solving situations, and it analyses historical-societal processes in science and culture. Scribner's conviction that science holds a responsibility to human welfare and understanding is carried on in these chapters. Sociocultural Psychology is crucial reading for researchers and graduate students in sociocultural, cognitive, developmental and educational psychology
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  • 6
    ISBN: 9781139174299
    Language: English
    Pages: 1 Online-Ressource (ix, 252 pages) , digital, PDF file(s)
    Series Statement: Learning in doing : social, cognitive and computational perspectives
    Parallel Title: Print version
    DDC: 155.8
    RVK:
    RVK:
    Keywords: Ethnopsychology ; Social psychology ; Ethnopsychology ; Social psychology
    Abstract: Sociocultural Studies of Mind addresses the primary question: how is mental functioning related to the cultural, historical, and institutional settings in which it exists? Although the contributors speak from different perspectives, there is a clear set of unifying themes that run through the volume: 1. One of the basic ways that sociocultural setting shapes mental functioning is through the cultural tools employed. 2. Mediation provides a formulation of how this shaping occurs. 3. In order to specify how cultural tools exist and have their effects, it is essential to focus on human action as a unit of analysis. This landmark volume defines a general approach to sociocultural psychology, one that we hope will be debated and redefined as the field moves forward. Sociocultural Studies of Mind is crucial reading for researchers and graduate students in cognitive science, philosophy, and cultural anthropology
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
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