Mind In Context Research Articles

Broadening the perspective on the polarized mind: Commentary on van Baar and Feldmanhall (2022).

The article "The Polarized Mind in Context: Interdisciplinary Approaches to the Psychology of Political Polarization" (van Baar & FeldmanHall, 2022) explores a crucial challenge to contemporary U.S. society. The article focuses on two aspects of the polarized mind: cognitive inflexibility and (exogenous) environmental factors, such as "media filter bubbles" and "biased social networks." However, there are also underlying existential-humanistic and psychodynamic factors that have been identified as elucidating the polarized mind. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The polarized mind in context: Interdisciplinary approaches to the psychology of political polarization.

Existing research into the psychological roots of political polarization centers around two main approaches: one studying cognitive traits that predict susceptibility to holding polarized beliefs and one studying contextual influences that spread and reinforce polarized attitudes. Although both accounts have made valuable progress, political polarization is neither a purely cognitive trait nor a contextual issue. We argue that a new approach aiming to uncover interactions between cognition and context will be fruitful for understanding how polarization arises. Furthermore, recent developments in neuroimaging methods can overcome long-standing issues of measurement and ecological validity to critically help identify in which psychological processing steps-e.g., attention, semantic understanding, emotion-polarization takes hold. This interdisciplinary research agenda can thereby provide new avenues for interventions against the political polarization that plagues democracies around the world. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

School Libraries in Evolving Education Systems: An Activity-Theoretical Approach

Changes in educational policy and practice demand that we examine school library programs from a new perspective. As a model that takes a developmental view of minds in context, activity theory is particularly well suited to the study of school libraries and the learning that occurs therein. This paper presents an activitytheoretic model of the school library and delineates its elements and relationships. Case examples drawn from an ongoing study of libraries in the midst of school reform demonstrate the application of this framework and suggest how it may be employed to guide research and the development of library services and practices.

Theory of mind in context: Mental-state representations for social evaluation.

Whereas Phillips and colleagues argue that knowledge representations are more basic than belief representations, we argue that an accurate analysis of what is fundamental to theory of mind may depend crucially on the context in which mental-state reasoning occurs. Specifically, we call for increased study of the developmental trajectory of mental-state reasoning within socially evaluative contexts.

Racism in the Structure of Everyday Worlds: A Cultural-Psychological Perspective

Theory and research in cultural psychology highlight the need to examine racism not only “in the head” but also “in the world.” Racism is often defined as individual prejudice, but racism is also systemic, existing in the advantages and disadvantages imprinted in cultural artifacts, ideological discourse, and institutional realities that work together with individual biases. In this review, we highlight examples of historically derived ideas and cultural patterns that maintain present-day racial inequalities. We discuss three key insights on the psychology of racism derived from utilizing a cultural-psychology framework. First, one can find racism embedded in our everyday worlds. Second, through our preferences and selections, we maintain racialized contexts in everyday action. Third, we inhabit cultural worlds that, in turn, promote racialized ways of seeing, being in, and acting in the world. This perspective directs attempts at intervention away from individual tendencies and instead focuses on changing the structures of mind in context that reflect and reproduce racial domination.

Review of The mind in context.

The Mind in Context, by Batja Mesquita, Lisa Feldman Barrett, and Eliot R. Smith (Eds.). New York: The Guilford Press, 2010, 372 Pages (ISBN 978-1-60623-553-9, US $50.00 Hardcover) The purpose of this edited volume is to challenge a predominant tendency toward an error of essentialism, or the attempt to explain psychological phenomena in terms of internal, static mental entities that are independent of and seemingly hermetically sealed from the outside world. Instead the introductory chapter of The Mind in Context advances the principle: that mental processes and behaviour emerge from a profound and complex interaction between person and environment. It is important to note at the outset that a reader seeking an abstracted, sterilized, encyclopaedic list of essential elements making up this perspective would be well advised to look elsewhere. Rather, and in keeping with the theme of the book, the editors have assembled a lively collection of exemplars: chapters by prominent scholars each exploring the influence of in a focused area of interest. The disadvantage of this approach is that the book can feel somewhat overextended. The significant advantage, however, is that the reader experiences each chapter in the of the others, a juxtaposition that allows for the emergence of resonances, themes, and common principles across domains. In elaborating on the principle the contributors to this book emphasise the mind's mechanisms, situation-sensitivity, and agency over its content, permanence, and passivity. While written in large part by and for social psychologists, the volume should be of interest to any scholar fascinated by the mind's ecological nature. The early chapters examine the principle within physiologically oriented domains of inquiry. Chapter 2 discusses how epigenetic factors, reflecting the impact of physical and social contexts and experiences, can have an enduring influence on gene expression. In Chapter 3 the authors examine patterns of connectivity in the brain, making the point that cognitive complexity is not reducible to activation of isolated brain areas but rather that activity in any one region is sensitive to its neural context of changes in other parts of the brain. Chapter 4 deals with the field of social neuroendocrinology. Through a review of illustrative findings ranging from child upbringing to sexual behaviour, the authors describe how evolved physiological responses, such as increases or decreases in testosterone or prolactin, are sensitively tuned to specific social contexts. The next set of chapters concentrates on social and cognitive psychology. In Chapter 5, emotion is conceptualised as an interactive process, with emotions enacted in a relational context. The functional character of is examined, along with a discussion of how its meaning and dynamics are constrained by the interpersonal and cultural milieu including norms, communicative goals, and the emoting of others. In Chapter 6, we are reminded that contexts can make some thoughts easier to think than others. The author explores the incidental feeling accompanying metacognition, such as the degree of processing fluency experienced during memory recall or thought generation. Contextual influences on how these metacognitive factors are attributed can shape judgments, for example when familiarity of a belief is mistaken for credibility, or easily processed stimuli are judged as pleasing. Chapter 7 offers an overview of the situated cognition perspective in social psychology, highlighting key processes whereby social cognition unfolds in the moment, in the here and now of motivated action within a specific environment. Because of this interdependence of mind and the attitudes, expectations, norms, and goals of interaction partners can constrain private thought and overt behaviour. The middle chapters of the book examine situated views of the person. …

The Mind in context

1. The Principle, Lisa Feldman Barrett, Batja Mesquita, and Eliot R. Smith I. Genes and the Brain 2. Epigenetic Inheritance, Lawrence V. Harper 3. Brain Networks and Embodiment, Olaf Sporns 4. Social Modulation of Hormones, Sari M. van Anders II. Cognition and Affect 5. Emoting: A Contextualized Process, Batja Mesquita 6. Meaning in Context: Meta-Cognitive Experiences, Norbert Schwarz 7. Situated Cognition, Eliot R. Smith and Elizabeth C. Collins III. The Person 8. The Situated Person, Walter Mischel and Yuichi Shoda 9. Implicit Independence and Interdependence: A Cultural Task Analysis, Shinobu Kitayama and Toshie Imada 10. Platonic Blindness and the Challenge of Understanding Context, Yarrow Dunham and Mahzarin R. Banaji 11. Social Tuning of Ethnic Attitudes, Stacey Sinclair and Janetta Lun IV. Behavior 12. The Multiple Forms of Context in Associative Learning Theory, Mark E. Bouton 13. Threat, Marginality, and Reactions to Norm Violations, Deborah A. Prentice and Thomas E. Trail 14. Behavior as Mind in Context: A Cultural Psychology Analysis of Paranoid Suspicion in West African Worlds, Glen Adams, Phia S. Salter, Kate M. Pickett, Tugce Kurtis, and Nia L. Phillips 15. Challenging the Egocentric View of Coordinated Perceiving, Acting, and Knowing, Michael J. Richardson, Kerry L. Marsh, and R. C. Schmidt 16. Conclusion: On the Vices of Nominalization and the Virtues of Contextualizing, Lawrence W. Barsalou, Christine D. Wilson, and Wendy Hasenkamp

Educational Assessment: A Critique of Current Policy

ImpactVolume 1999, Issue 1 p. vii-49 Free Access Educational Assessment: A Critique of Current Policy Andrew Davis, Andrew DavisSearch for more papers by this author Andrew Davis, Andrew DavisSearch for more papers by this author First published: 06 December 2011 https://doi.org/10.1111/j.2048-416X.1999.tb00001.xCitations: 2AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat References Assessment of Performance Unit (1985), A Review of Monitoring in Mathematics 1978 to 1982 ( 2 vols) (London, DES). Ceci, S. J. (1990), On Intelligence. More or Less: A bio-ecological treatise on intellectual development. Englewood Cliffs, NJ: Prentice-Hall. Ceci, S. J. and Roazzi, A. (1994), ‘The effects of context on cognition: Postcards from Brazil’ in R. J. Sternberg and R. K. Wagner (eds), Mind in context: Interactionist perspectives on human intelligence, pp. 45– 55. New York: Cambridge University Press. Davis, A. (1988), ‘Ability and learning’. Journal of Philosophy of Education, 22.1: 45– 55. DFE (1995a), Science in the National Curriculum. London: HMSO. Davis, A. (1995b), English in the National Curriculum. London: HMSO. Davis, A. (1995c), Mathematics in the National Curriculum. London: HMSO. DfEE (1998), Teaching: High Status, High Standards. Circular 4/98. London: HMSO. Fitz-Gibbon, C. (1996), Monitoring Education. London: Cassell. Gardiner, M., Fox, A., Knowles, F. and Jeffrey, D. (1996), Untitled, Nature, 381. 6580: 284. OFSTED (1995), Guidance on the Inspection of Nursery and Primary Schools. The Ofsted handbook. London: HMSO. Gardiner, M., Fox, A., Knowles, F. and Jeffrey, D. (1998a), The National Numeracy Project: An HMI evaluation.. Gardiner, M., Fox, A., Knowles, F. and Jeffrey, D. (1998b) Inspection Report on Witton Gilbert Primary School County Durham.. QCA (1998), Standards at key stage 2. London: QCA. Ruthven, K. (1987), ‘Ability stereotyping in mathematics’, Educational Studies in Mathematics (1988), 18: 243– 253. Times Educational Supplement (1999), Numbers help with the Words, 26 February. Suggestions for further reading Winch, C. and Gingell. J. (1996), ‘Educational assessment: reply to Andrew Davis’, Journal of Philosophy of Education, 30.3: 377– 388. Williams, K. (1998), ‘Assessment and the challenge of scepticism’ in D. Carr (ed.) Education, Knowledge and Truth. London: Routledge. White, J. (1999), ‘Thinking about assessment’, Journal of Philosophy of Education, 33.2. Citing Literature Volume1999, Issue1Special Issue: Educational Assessment: a Critique of Current Policy, Andrew DavisNovember 1999Pages vii-49 ReferencesRelatedInformation

Book Review: Mind in Context: Interactionist Perspectives on Human Intelligence

Applied Cognitive PsychologyVolume 10, Issue 3 p. 269-270 Book Review Book Review: Mind in Context: Interactionist Perspectives on Human Intelligence Kathleen Galotti, Corresponding Author Kathleen Galotti Carleton CollegeCarleton CollegeSearch for more papers by this author Kathleen Galotti, Corresponding Author Kathleen Galotti Carleton CollegeCarleton CollegeSearch for more papers by this author First published: June 1996 https://doi.org/10.1002/(SICI)1099-0720(199606)10:3<269::AID-ACP391>3.0.CO;2-UAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume10, Issue3June 1996Pages 269-270 RelatedInformation

Book Review: Mind in Context: Interactionist Perspectives on Human Intelligence

Book Review: Mind in Context: Interactionist Perspectives on Human Intelligence

Mind in Context: Interaction Perspectives in Human Intelligence

Mind in Context: Interaction Perspectives in Human Intelligence

Mind in context: interactionist perspectives on human intelligence

Part I. Academic Tasks: 1. Abilities in academic tasks R. E. Snow 2. Novelty and intelligence M. K. Gardner 3. The effects of context on cognition: postcards from Brazil S. J. Ceci and A. Roazzi Part II. Everyday Tasks: 4. The role of problem interpretations in understanding the development of everyday problem solving C. A. Berg and K. S. Calderone 5. The case of cognitive ability testing for job selection R. K. Wagner 6. Leader intelligence, interpersonal stress, and task performance F. E. Fiedler and T. G. Link Part III. General Perspectives: 7. When minds meet: interactions, coincidence, and development in domains of ability N. Granott and H. Gardner 8. From intelligence to knowledge construction: a sociogenetic process approach J. Valsiner and M.-C. Leung 9. PRSVL: an integrative framework for understanding mind in context R. J. Sernberg.