Cognitive Schemas Research Articles

THE CORRELATION BETWEEN ADOLESCENTS’ COGNITIONS AND EMOTIONS IN THE CONTEXT OF THEIR PERSONALITY FORMATION

The article presents the results of theoretical analysis and empirical study of cognitive and affective sphere of adolescents. The study aim was to determine the nature and specificity of adolescents’ typical cognitions and emotions in the context of their personality formation. We determined the manifestations of the respondents’ emotional characteristics and the most important maladaptive cognitive schemas, the specific correlations between these variables and made ythe comparative analysis of the characteristics of two samples: younger and older adolescents. The used methods were Dusseldorf Illustrated Schema Questionnaire (children’s version) and Individual Typological Questionnaire (adolescent’s version). The obtained data were statistically processed with correlation analysis (Spearman’s correlation coefficient). As a result of the study, we revealed direct correlations between cognitions and emotions in the context of adolescents’ personality formation. Particularly, we determined that a larger number of maladaptive cognitive schemas were typical for older adolescents, which could indicate an exacerbation of the personality formation crisis at this age. In addition, the older group was characterized by a stronger correlation between emotional manifestations and core beliefs. This suggests that the intensification of maladaptive schemas leads to exacerbation of emotional manifestations and experiences. Thus, the conclusion is that typical cognitions generate habitual emotional reactions; these reactions, repeated many times, transform into manifestations of personal emotionality and, in turn, reinforce leading cognitive patterns, including maladaptive schemas. The prospects for further scientific studies in this area are to expand the age range and to compare the characteristics of cognitive and affective sphere of adolescents with the corresponding characteristics of children and young people. The other prospective direction is a practice-oriented study of methods and strategies for targeted psychological impact on adolescents’ cognitive and affective sphere to reduce negative influence of maladaptive cognitive schemas on their life and psychological well being.

Personality characteristics of victims of intimate partner violence: A systematic review

Abstract Intimate partner violence (IPV) is global public health issue and refers to the violence committed by a partner in the context of an intimate relationship, regardless of whether or not it is legally recognized. This review aims to analyze the personality characteristics present in victims of IPV, addressing the causes and consequences of the abusive relationship. Studies focusing on female victims were obtained through multiple databases, following the Cochrane Collaboration procedures. Of the 87 documents collected, 31 were retained for further analysis and considered eligible for inclusion, with ten studies from manual search being included. The objectives, methodological aspects (sample/instruments), and main conclusions were extracted from each study. The results suggest that women tend to become victims when they experience violence during childhood, when they are economically dependent, lack social support, and fear for their lives. The consequences consist of physical and psychological sequelae that remain throughout life. There are personality traits that make the victim susceptible to remaining in an abusive relationship. Women who have experienced IPV obtained higher scores in schizoid, avoidant, self-destructive, schizotypal, borderline, and paranoid personality scales. Therefore, female victims exhibit characteristics such as low personal self-esteem, family and social isolation, dependency (economic and emotional), insecurity, inferiority, submissiveness, and pacification. This review is particularly useful for clinical practice and intervention with victims of IPV, by bringing to light specific personality traits, cognitive schemas and/or possible diagnoses that are most common among these victims and make them more vulnerable to remaining in abusive relationships.

Varying Cognitive Scars - Differential Associations Between Types of Childhood Maltreatment and Facial Emotion Processing.

BackgroundDistorted cognitive processing has been found among survivors of child maltreatment. However, different types of abuse and neglect may bring about differences in emotion and attention processing. The present study aimed to detect differential associations between various types of childhood maltreatment and attentional biases in facial emotion processing.MethodsA non-clinical sample was recruited on University campus and consisted of 67 individuals with varying degrees of maltreatment. In an evaluative conditioning task, images of faces with neutral emotional expressions were either associated with short videos of intense negative statements, or associated with neutral videos. Subsequently, these faces were used as stimuli in a face in the crowd recognition task in which the familiar faces had to be recognized within a crowd of unfamiliar neutral faces.ResultsIn multiple linear regression analyses controlling for the intercorrelatedness of types of maltreatment, differential relationships between types of maltreatment and attentional bias were found. While emotional abuse was associated with faster detection of negatively associated faces, emotional neglect was associated with an impaired recognition of familiar stimuli regardless of the emotional content.ConclusionResults indicated that interindividual differences in cognitive biases may be due to the activation of diverse cognitive schemas based on differential experiences of maltreatment.

Aggression motivation in prisoners: Association with cognitive and developmental differences

The study investigates aggression motivation and the cognitive and developmental profiles of aggressors. Participants were 210 adult male prisoners, in the UK. All completed measures of aggression motivation, cognitive schemas, aggression normative beliefs, and attachment. Developmental history was also examined. It was predicted that aggression motivation would comprise several motives, in keeping with previous research (i.e. protection, social recognition, positive outcome and pleasure motives). Disciplinarian parenting practice was predicted to associate with reactive aggression and permissive parenting practice with proactive aggression. Related to this, distinct attachment styles were also expected. Cognitive schemas and normative beliefs were predicted to be associated with aggression type. Results indicated that aggression motives comprised three factors; pleasure, protection and positive social outcome. There was thus some similarity to prior research but not complete consistency. Developmentally, reactive types reported more problematic childhood behaviours. Mixed motive types disclosed higher rates of positive childhood experiences, purposeful peer relationships, coupled with elements of severe parental discipline. Reactive and mixed types reported increased rates of fearful-avoidant childhood attachment. Mixed types were also found to have more normative aggression beliefs. Associations were established with maladaptive schemas; the proactive aggressor to an abandonment schema, reactive to a mistrust schema, and other schemas with mixed motive aggressors. Results are discussed with reference to theoretical and clinical implications.

Privacy, Values and Machines: Predicting Opposition to Artificial Intelligence

ABSTRACT In this study we identify, for the first time, social determinants of opposition to artificial intelligence, based on the assessment of its benefits and risks. Using a national survey in Spain (n = 5200) and linear regression models, we show that common explanations regarding opposition to artificial intelligence, such as competition and relative vulnerability theories, are not confirmed or have limited explanatory power. Stronger effects are shown by social values and general attitudes to science. Those expressing egalitarian values and privacy concerns, as well as those less predisposed to innovation in a general sense, are more prone to oppose both technological applications. Lastly, we found evidence that, as in other complex technological applications, a new cognitive shortcut is produced. In this case, we found a strong correlation (0.652, p < .001) between public attitudes toward robotization in the workplace and toward artificial intelligence. We discuss the implications of this new cognitive schema, the “intelligent machine”, as a new threatening or beneficial element.

Writing for Justice in First-Year Composition (FYC)

Conceptualized as writing for justice, I offer close-scrutiny and analyses of teaching artifacts that animate my course syllabi in order to understand how first-year composition (FYC) courses might function as a vehicle for advancing social justice. Specifically, this essay offers a framework for enabling students with the critical capacities to transfer social justice knowledge from the classroom to the street. With close readings of my curricula and borrowing from the scholarship on knowledge transfer studies (Bawarshi &amp; Reiff 2011; Beaufort 2007; Yancey 2011), I bridge the theoretical framework of writing for justice to a practice of writing for justice in curriculum design and development. As I argue here, this aspect of the curriculum provides the framework for crafting a FYC curriculum that aims to transform undergraduate students’ cognitive schemas by forming new “impressions” (Ahmed 2004) of social justice.

The influence of cognitive schemas on the mixed anxiety-depressive symptoms of breast cancer patients

BackgroundThe surgical treatment of breast cancer involves various psychological consequences, which differ according to individual characteristics. Our study aimed to identify the role that cognitive schemas had in triggering anxiety and depressive symptoms in patients diagnosed with breast cancer that underwent oncological and plastic surgery treatment.Methods64 female patients, diagnosed with breast cancer from an Oncology and Plastic Surgery Hospital, were selected to participate in this study between March–June 2018. They were divided into two groups: I. 28 patients who underwent mastectomy surgery; II. 36 patients, who required mastectomy and, subsequently, also chose to undergo breast reconstruction surgery. For the purposes of evaluating a possible change in mental health status, we employed two assessment scales: the Young Cognitive Schema Questionnaire - Short Form 3 (YSQ-S3) and the Romanian version of the Depression Anxiety Stress Scale – 21 (DASS-21R).ResultsParticipants who underwent mastectomy and subsequent breast reconstruction surgery employed cognitive schemas that did not generate symptoms of depression or anxiety. In contrast, the cognitive schemas found in women who refused reconstructive breast surgery were significantly correlated with the presence of anxiety-depressive symptoms. The cognitive schema domain of ‘disconnection and rejection’ correlated uncertainly with the presence of anxiety-depressive symptoms for the group with breast reconstruction (Spearman’s ρ = 0.091, p = 0.644), while for the other group the correlation was moderate-strong (Spearman’s ρ = 0.647, p < 0.01). Negative emotional schemas were significantly correlated with the presence of anxiety-depressive symptoms (Spearman’s ρ = 0.598, p < 0.01) in the group of participants without reconstructive surgery.ConclusionA correct identification of dysfunctional cognitive schemas and coping mechanisms at the commencement of the combined treatment in breast cancer patients could serve as an indicator for the evolution of their mental health, therefore assisting professionals in establishing the most suitable psychological, psychotherapeutic and psychiatric intervention plan.

АВТОНАРАТИВ ЯК ЗАСІБ ДОСЛІДЖЕННЯ І РЕОРГАНІЗАЦІЇ ЖИТТЄВОГО ШЛЯХУ ОСОБИСТОСТІ ПАЦІЄНТА

У статті висвітлено результати теоретичного та емпіричного дослідження можливостей автонаративу в діагностиці особливостей особистості та життєвого шляху пацієнта в ситуації трав­мівного досвіду. З’ясовано, що основні напрями дослідження будуються навколо розгляду автона­ративу за­со­бом конструювання, побудови внутрішніх смислів особистості та вивчення його як способу презентації внутрішнього змісту особистості. Описано групи пацієнтів за типом ставлення до хвороби: умовно-адаптивний, інтрапсихічний дезадаптивний, інтерпсихічний дезадаптивний. За результатами емпіричного дослідження здійснено класифікацію автонаративів досліджуваних відповідно до характеру вияву в них емоційних переживань. Здійснено якісний і кількісний аналіз отриманих емпіричних даних. Найбільш раціо­нальними та позитивно налаштованими виявились автонаративи пацієнтів із умовно-адаптивним ти­пом ставлення до хвороби У групі пацієнтів із інтрапсихічною спрямованістю дезадаптації перева­жають емоційно-нейтральні та емоційно-негативні автонаративи. Для групи з інтерпсихічною дезадап­тацією характерними є автонаративи емоційно-негативного та раціонального типу. Відтак, у автонаративах пацієнтів виокремлено істотні для реорганізації травматичної події показники: 1) рівень когнітивної об­робки події (раціоналізації), 2) позитивне/негативне емоційне тло сприймання травматичної події, 3) наяв­ність позитивних очікувань від майбутнього. Проаналізовано особливості вживання «когнітивних» та «афективних» синтагм різними групами пацієнтів залежно від типу ставлення до хвороби. Доведено, що активне, дієве ставлення до процесу одужання відображається в автонаративах, виокремлено відповідні пси­хо­лінгвістичні маркери. Отже, більш конструктивним для збереження здоров’я виявляється раціо­нальна інтерпретація подій власного життя через усвідомлене осмислення свого життя та когнітивних схем відображення дійсності. У висновках сформульовано загальні напрямки психокореційної роботи з пацієнтами залежно від типу їхнього ставлення до хвороби та перспективи подальших досліджень

The predictive value of the early maladaptive schemas in social situations in anorexia nervosa.

Patients with anorexia nervosa (AN) show an impairment in the recognition and expression of emotions, as well as an increased sensitivity to being socially excluded, and rigid maladaptive schemas. The Cyberball paradigm is a virtual ball-toss game that can simulate social exclusion and inclusion. Our aim is to evaluate how cognitive schemas can influence the perception and the evaluation of the experiences of social inclusion/exclusion. Thirty-two AN patients and 34 healthy controls completed a psychological evaluation and were randomly assigned to exclusion or overinclusion paradigm of the Cyberball task. Patients with AN showed a significantly higher level of maladaptive schemas as well as higher sensitivity to being ostracized by peers in comparison with healthy controls. Regression analyses identified specific significant relation between being ostracized and dependence/incompetence, negativity/pessimism, and self-sacrifice. Our findings provide evidence that patients with AN may be ineffective in expressing their mood in exclusive and overinclusive social situations. Specific cognitive/temperamental schemas might play a role in the way people communicate their feelings, and they could be considered targets for psychotherapy interventions to improve social interpretation and emotional recognition/communication.

Child maltreatment, maladaptive cognitive schemas, and perceptions of social support among young women care leavers

AbstractThe purpose of the study was to evaluate the associations between child maltreatment, cognitive schemas of disconnection/rejection reported in emerging adulthood, and social support perceived in emerging adulthood among young women who have exited placements in residential care. The sample is derived from a longitudinal study conducted with 132 young women who had been placed in residential care during adolescence in Montreal (Canada) in 2008–2009. The present study relied solely on the last measurement wave of this study, which was conducted approximately 5 years (2012–2014) after Wave 1. At this time, participants were out of residential care (mean age = 19.4 years). Results showed that the more severe the retrospective accounts of child maltreatment were, the less social support young women perceived as available to them in emerging adulthood. When the tendency to endorse disconnection/rejection schemas is considered, the direct connection between maltreatment and perceived social support disappears, and we instead see an indirect relationship through these schemas. Findings suggest that programs and services must go beyond identifying social‐support networks for young women care leavers. Considerable effort should be devoted to helping these young women develop the skills they need to build and maintain trusting relationships with significant people around them.

Threat Prediction from Schemas as a Source of Bias in Pain Perception.

Our sensory impressions of pain are generally thought to represent the noxious properties of an agent but can be influenced by the predicted level of threat. Predictions can be sourced from higher-order cognitive processes, such as schemas, but the extent to which schemas can influence pain perception relative to bottom-up sensory inputs and the underlying neural underpinnings of such a phenomenon are unclear. Here, we investigate how threat predictions generated from learning a cognitive schema lead to inaccurate sensory impressions of the pain stimulus. Healthy male and female participants first detected a linear association between cue values and stimulus intensity and rated pain to reflect the linear schema when compared with uncued heat stimuli. The effect of bias on pain ratings was reduced when prediction errors (PEs) increased, but pain perception was only partially updated when measured against stepped increases in PEs. Cognitive, striatal, and sensory regions graded their responses to changes in predicted threat despite the PEs (p < 0.05, corrected). Individuals with more catastrophic thinking about pain and with low mindfulness were significantly more reliant on the schema than on the sensory evidence from the pain stimulus. These behavioral differences mapped to variability in responses of the striatum and ventromedial prefrontal cortex. Thus, this study demonstrates a significant role of higher-order schemas in pain perception and indicates that pain perception is biased more toward predictions and less toward nociceptive inputs in individuals who report less mindfulness and more fear of pain.SIGNIFICANCE STATEMENT This study demonstrates that threat predictions generated from cognitive schemas continue to influence pain perception despite increasing prediction errors arising in pain pathways. Individuals first formed a cognitive schema of linearity in the relationship between the cued threat value and the stimulus intensity. Subsequently, the linearity was reduced gradually, and participants partially updated their evaluations of pain in relation to the stepped increases in prediction errors. Individuals who continued to rate pain based more on the predicted threat than on changes in nociceptive inputs reported high pain catastrophizing and less mindful-awareness scores. These two affects mapped to activity in the ventral and dorsal striatum, respectively. These findings direct us to a significant role of top-down processes in pain perception.

Stretching Routines: How Newcomers’ Learning Process Shapes Routine Dynamics

In this paper, we examine the unfolding process of newcomers’ learning in routine dynamics. Mainly viewed as cognitive schemas, previous research has provided evidence for the storage of routines as procedural memory. As mindful accomplishments, studies in routine dynamics have shown that learning can be an ongoing process, as individuals adapt their performances and pattern routines accordingly. Nonetheless, little is known about how learning takes place when routines are not to change but the organizational members performing them are. We address the questions of how organizational members learn to competently perform routines, and how this learning process shapes routine dynamics, through a four-year ethnographic study of an emergency room at a university hospital characterized by high rates of personnel turnover. We find that, in learning how to perform routines, newcomers draw on four learning practices (stunt performing, virtual performing, collegial learning, and self learning), which result in routine stretching. Our findings lead to a theoretical framework which outlines the learning process newcomers go through and its influence on routine dynamics. Our study contributes to research on routines by articulating the learning process organizational members undergo in becoming skillful at performing routines and how this enables new and old routine participants to align their lines of actions in reproducing routines as patterns-in-variety.

The Dialogue between Religious Educational Tradition and Scientific Pedagogy of Morality: Cognitive Schemas in the Logic of Similarities and Differences

The Dialogue between Religious Educational Tradition and Scientific Pedagogy of Morality: Cognitive Schemas in the Logic of Similarities and Differences

Harry Potter and the Curse of Aetonormativity: Age-Related Cognitive Scripts and a Disruption of "the Harry Potter Literary Schema" in Harry Potter and the Cursed Child

In the theatre performance Harry Potter and the Cursed Child (2016), Harry Potter's magical world is revisited from the perspective of an adult Harry, who has grown out of his rebellious youth and become a controlling and sometimes abusive parent. Many fans were outraged by Harry's treatment of his son Albus, a Slytherin, whose only friend is Draco Malfoy's son, Scorpius. I utilize cognitive script and schema theory to analyze the play manuscript's ideologies connected to age. I argue that the reactions against the non-sympathetic adult Harry can be conceptualized as a schema disruption of "the Harry Potter literary schema."

La comprensión lectora en la enseñanza del español LE/L2: De la teoría a la práctica by Victoria Rodrigo

Reviewed by: La comprensión lectora en la enseñanza del español LE/L2: De la teoría a la práctica by Victoria Rodrigo Pete Swanson Rodrigo, Victoria. La comprensión lectora en la enseñanza del español LE/L2: De la teoría a la práctica. Routledge. 2019. Pp. 304. ISBN 978-1-13865-177-7. In La comprensión lectora en la enseñanza del español LE/L2: de la teoría a la práctica Rodrigo advances state-of-the-art theory and teaching practices for integrating reading skills into the teaching of Spanish. Serving as part of a cogent line of research on the effects of integrating reading into the Spanish as a foreign language curriculum, this timely publication bridges a much needed gap between research supporting reading as an integral part of second language acquisition (SLA) and classroom practice. Throughout the book, the author explains her goal of motivating students to read in the target language as well as to read a variety of genres and texts. Following a brief introduction and an explanation of a few preliminary concepts related to reading and SLA, the book is divided into 12 chapters. Afterward, Rodrigo offers some notes, a bibliography, a helpful glossary of bilingual terms, and answers to the activities presented in the book. In each chapter, she provides a consistent format that includes the chapter’s objectives, questions for reflection as readers enjoy the chapter, an overview of ideas, concepts, and studies related to the chapter, activities, pedagogical considerations, critical question appropriate for discussion, and readings that may be of interest to readers in order to gain a deeper understanding of the theme presented in the chapter. The author makes a special effort to relate her ideas to the proficiency levels for reading as set forth by the American Council on the Teaching of Foreign Language (ACTFL) and by the Common European Framework of Reference for Languages (CEFR). In chapter 1, “El proceso de lectura: fundamentos teóricos,” Rodrigo begins by presenting some general principles related to reading such as top-down and bottom-up processing while paying special attention to cognitive schema theory. She includes 13 activities in which readers can engage before providing several Consideraciones pedagógicas and further readings related to theoretical foundations of teaching reading, which are found at the end of each of the chapters. In chapter 2, “La mecánica de la lectura: características del lector eficaz,” she begins by posing six questions related to the mechanics of reading. In the chapter she discusses the research on various topics such as how eye movement, visual field, and the brain interacts and impacts one’s ability to read. Near the end of the chapter she presents characteristics of effective readers, the importance of readers acquiring reading fluency, and offers some suggestions on how to become a better reader. Chapter 3, “El poder de la lectura: la lectura en L2,” focuses on reading in the second language. Specifically, Rodrigo makes reference to Cummin’s (1979) notion of linguistic interdependence where certain first language knowledge can be positively transferred during the process of second language acquisition. Afterward, she presents the linguistic and cognitive benefits of reading in the second language. Next, in chapter 4, “Estrategias de lectura: los buenos lectores,” she lays out pre-reading, during the reading, and post-reading strategies. Among other parts of this book, I found this section to be of the utmost importance as many language teachers tend to underestimate the efficacy of pre-reading and post-reading strategies and activities. Near the end of the chapter, Rodrigo includes a brief Likert-scale survey that language teachers [End Page 139] can use with their students to reflect on certain strategies. In the following two chapters, “La comprensión lectora: la importancia del léxico” (chapter 5) and “Tipos de texto y formas de leer: criterios para su selección” (chapter 6), she discusses the role that vocabulary plays in reading by focusing on incidental acquisition and direct instruction as well as types of text and the criteria that should be used when selecting texts for second language learners. In my experience...

Culture and Individual Action: Rebuilding the Broken Dialog Between Anthropology and Psychology

The separation of psychology and anthropology was considered “as one of the most stunting developments in the history of the human sciences” (Bruner 1996). Meta-analysis of theoretical perspectives proves the insufficiency of action explanation in both fields. We think it is a good incentive to start rebuilding the broken dialog between the disciplines by examining the ways in which contemporary psychological anthropology and cultural psychology inform and challenge one another (Mattingly, Lutkehaus, & Throop, Ethos, 36(1), 1–28, 2008). The cultural models school of contemporary psychological anthropology defines culture as the collection of cultural schemes (D’Andrade 1995; Shore 1996; Strauss and Quinn 1997). This definition minimized the distance between culture and action, as it moved culture into the human mind. Meanwhile, this school faced the gap between cognition and action – the well-known issues of “directive force” of these models (to influence individual’s actions cognitive schemas need to be associated with affect at the level of the individual (Westen 2001). Here we argue that semiotic cultural psychological insights on how affective processes are semiotically organized can usefully complement contemporary psychological anthropology and thus enable to account for the fundamental role of affects in influencing individual action by culture.

Fatalism – Georgian Cultural Model

Fatalism—belief that all events are predetermined and therefore inevitable—have been studied by researchers from different disciplines as it is a significant notion to explain various aspects of individual and social life (health behavior, economic capital, political activity, social participation, etc.). However, the weakness of using only etic methods to understand this complex phenomenon is strongly emphasized. We fully share this viewpoint and think that it is far more appropriate to study fatalism with an interdisciplinary approach such as Contemporary Psychological Anthropology. The aim of the present study was to emphasize the theoretical and methodological opportunities of studying fatalism within this field (specifically, within cultural models school) and presenting the results of the empirical study on the Georgian cultural model of fatalism in the light of the opportunities discussed.&#x0D; The theoretical apparatus of the cultural models' school allowed us to think of culturally shaped fatalism, not only as an element of objective culture beyond the mind but also as a part of the mind, namely, as a cognitive schema formed on the basis of shared experiences. To reveal components of this schema we used the in-depth interview as a data collection method and cultural analysis of discourse (specifically, metaphor analysis) as the data analysis method. Personal control, Deity, Destiny, Luck, and Helplessness emerged as the components of Georgian cultural schema according to this analysis.&#x0D; Key words: Fatalism, Cultural Model, Emic Approach, Mutually Inclusive.

The Cognitive Use of Prior Knowledge in Design Cognition: The Role of Types and Precedents in Architectural Design

This paper examines the cognitive use of prior knowledge in the design and evaluates the role of types and precedents in architectural design and education from a cognitive perspective. The previous research on design cognition shows that the amount of prior knowledge possessed by the designer plays a fundamental role in the production and quality of the creative outcome. This paper examines this correlation between the cognitive concept of cultural schemas with the architectural concept of types and investigates the cognitive role of types and precedents within architectural design and education in the light of the cognitive literature. With such an attempt, the research conducts an interdisciplinary theoretical inquiry that respectively studies the role of prior knowledge in design cognition, the concept of cognitive-cultural schemas, the concept of type and its relationship with cultural schemas, and the cognitive role of types and precedents in architectural design and education. In conclusion, this study proposes that types function identically as cultural schemas at the cognitive level and types and precedents have a generative value for architectural design, by virtue of the fact that they exist as the initial cognitive schemas that are employed at the beginning of the design process.

No Margin, No Mission: How Practitioners Justify Nonprofit Managerialization

The financial sustainability of nonprofit organizations is an abiding concern. One generally accepted solution for threats to nonprofit financial sustainability is the adoption of business practices such as commercial revenue. Institutional theory, joined by empirical evidence, suggests that nonprofit practitioners may (or may not) perceive a conflict between their social mission and business practices, which is a perquisite to developing a strategic response. Through a multi-site ethnography, I examine how nonprofit practitioners respond to pressures to enact business practices. The cognitive schema practitioners in this study use to justify that managerialization rationalizes business practices as means to achieving the mission. This schema explains why potential conflicts between business practices and the social mission went largely unnoticed and led, in large part, to passive acquiescence. The lack of perceived conflict captured in this study may be concerning because without conflict business practices may lead to unintended negative consequences such as mission drift.

Collective memory shapes the organization of individual memories in the medial prefrontal cortex.

It has long been hypothesized that individual recollection fits collective memory. To look for a collective schema, we analysed the content of 30 years of media coverage of World War II on French national television. We recorded human brain activity using functional magnetic resonance imaging as participants recalled World War II displays at the Caen Memorial Museum following an initial tour. We focused on the medial prefrontal cortex, a key region for social cognition and memory schemas. The organization of individual memories captured using the distribution of the functional magnetic resonance imaging signal in the dorsal part of the medial prefrontal cortex was more accurately predicted by the structure of the collective schema than by various control models of contextual or semantic memory. Collective memory, which exists outside and beyond individuals, can also organize individual memories and constitutes a common mental model that connects people's memories across time and space.