Viewpoints Of Others Research Articles

Theory of Mind and General Intelligence in Dictator and Ultimatum Games

Decreasing social sensitivity (i.e., the ability of a person to perceive, understand, and respect the feelings and viewpoints of others), has been shown to facilitate selfish behavior. This is not only true for exogenous changes in social sensitivity, but also for social sensitivity influenced by someone’s social cognition. In this analysis, we examined one measure of social cognition, namely a person’s Theory of Mind (ToM), to examine differences in decision-making in standard non-strategic and strategic environments (dictator and ultimatum games). We found that participants with higher ToM gave a greater share in the non-strategic environment. In the ultimatum game, however, ToM showed no correlation with the offers of the ultimators. Instead, we found that general intelligence scores—measured by the Wonderlic test—shared a negative, albeit weak, correlation with the amount offered in the ultimatum game. Thus, we find that lower social cognition is an important explanatory variable for selfish behavior in a non-strategic environment, while general intelligence shares some correlation in a strategic environment. Similar to the change in social sensitivity created by a specific game design, social sensitivity influenced by individual personality traits can influence behavior in non-strategic environments.

When “Goal!” means ‘soccer’

AbstractAutism is characterized by repetitive behavior and difficulties in adopting the viewpoint of others. We examine a communicative phenomenon resulting from these symptoms: non-prototypical direct speech for non-reports involving an actual utterance from previously produced discourse (e.g. quoting somebody’s words to refer to them,Pascual 2014). We video-recorded the naturalistic speech of five Brazilian children with autism, five typically developing children of the same mental age, and five of the same chronological age. They all used so-calledfictive speech(Pascual 2014,Dornelas & Pascual 2016) for narration, expressing needs, and referring to individuals and events (e.g. sayingGoal!for ‘playing soccer’). Such verbatim fictive speech originated in specific prior interactions or in socio-communicative or socio-cultural knowledge. We found considerable differences in the three groups in the frequency and degree of creativeness of fictive speech as opposed to it representing standard linguistic formulae or echoing previously produced speech word by word.

Training more Socially-Conscious Physicists using Undergraduate Discussion Groups based around YouTube videos

This is a research article supported by a video. To read the article, please click on the pdf, to play the video, click on the link at the bottom of this page.Physics students today need to learn about being a scientist, not just about science. They need to be exposed to, consider, discuss and debate the complex social and professional issues that go along with being a working scientist in the twenty-first century. The traditional physics training structure of lectures, laboratory sessions and problem-solving-focused workshops and/or tutorials does not allow this training to occur in any formal way. In this paper, we describe and analyse a new discussion-class format, based upon YouTube videos and similar in spirit to the tutorials so prevalent in the humanities. This format was extremely successful in stimulating a lively and thoughtful discussion between students on oft-neglected issues such as gender representation in physics and trust in experts. Students actively thought about these issues, articulated their viewpoints, considered the viewpoints of others and debated the issues.Here, we analyse transcriptions of the discussion groups and observations from the classes to explore the reasons for the success of this model and how it can be expanded to encourage physicists to explore and develop their own views on the range of social and professional challenges they are likely to experience as working physicists, including environmental concerns, the relationship between media and science and even the influence on science of Brexit. We use a novel multimedia format here to present the results of this research, including both a traditional written report which incorporates analysis of the discussion group sessions themselves and a video presentation.

TEORI DIALOGISME BAKHTIN DAN KONSEP-KONSEP METODOLOGISNYA

This paper discusses the theory advanced by Bakhtin about dialogism and methodological concepts. This theory to formulate the concept of human existence on the other, which is based on the idea that humans judge him from the viewpoint of others. Humans understand the moments of consciousness and take it into account through the eyes of others. According to this theory, the essence of human life is a dialogue. The Method of heteroglossia talks about signs in the universe of individuals because of the word "heteros" means "other" or different, while "glossia" means the tongue or language. In this method mentioned that people are saying needs to be heard, and the author also has the same rights that words need to be heard. A word is born from dialogue to address the problems of life. On the other hand, Bakhtin sees carnival method has spawned a new literary genre, the polyphonic novel. The polyphonic novel is a novel that is characterized by a plurality of voice or consciousness, and the voices or the overall awareness dialogical. Polyphonic essentially a "new theory of authorial viewpoint". Polyphonic appear in fiction when the position of the author freely allowed to interact with the characters. The characters in the novel are freely polyphonic appear to argue with each other and even with the author.

Evaluating the Quality of the Deliberation in Moral Case Deliberations: A Coding Scheme.

Moral Case Deliberation (MCD) is an up and coming form of ethics support wherein clinical professionals deliberate about moral questions they face in their work. So far, it has been unclear what quality of deliberation in MCD is entailed and how to evaluate this quality. This article proposes a coding scheme that fits the theoretical background of MCD and allows researchers to evaluate the quality of the deliberation in MCDs. We consider deliberation in MCD to be of good quality when participants enrich their own understanding of a case by being exposed to the viewpoints of others. In order to have such an enriching effect, the deliberation in an MCD ought to involve different kinds of arguments from the perspectives of different stakeholders and in favour of different resolutions to the case; and the process of deliberation ought to be critical but constructive.

Positive Peer Pressure and Behavioral Support

Peer influence can be observed from a very young age to adults as well. With the difference in age group, the influences also seems to differ and individual differences of also affects how and which individual will be more susceptible to good or bad peer pressure. However, peer influence at adolescent period is optimum. The reason for this can be varied, it can be because, at that age adolescents are at a school set up most of the time surrounded by peers, need for acceptance, as they are growing and maturing. Classmates as peers can serve as a powerful source of reinforcement in increasing or maintaining both the positive and negative behaviors of their classmates. Becoming a member of a peer group is one of the immediate effects of adolescence. Peer groups influence adolescent society and identity by allowing young people to explore individual interests and uncertainties while retaining a sense of belonging and rank within a group of friends.Jean Piaget (1932), in his earliest writings, portrayed children's relationships with peers as being relatively balanced and egalitarian. Within this egalitarian context Piaget believed children could have experiences to examine different ideas, to negotiate and discuss multiple opinions, and to decide to compromise with or to reject the opinions held by peers. From such interactions, Piaget argued that children come to develop the capacity for sensitive perspective-taking or the ability to understand the thoughts, feelings and viewpoints of others was thought to lay the foundation for socially competent behavior and meaningful social relationships. Jean Piaget (1958) added a cognitive perspective on how friendships promoted young people's capacity for social perspective taking. Researchers conducted on peers have revealed ambivalent results as to peer pressure in adolescents are positive or negative. Peer influences exist in groups as well as dyadic relationships. Apart from this, the groups that individuals form can be both social and in institutional environments. One important factor about institutional groups is that, the group will have a positive impact on its members pertaining to academics as well. The peer influence in an institutional environment can be dyadic mostly. Adolescents have 'best friends' and this one best friend can heavily influence one another. The best friend's advice at this stage is at times more important than parent's advice, and therefore, has the supreme power to influence the other.Positive peer pressure is an encouragement by peers to do something good. It may consist of joining an athletic team, helping out someone, influence of better grades, convincing someone to stop smoking, drinking, or doing drugs. Students who influence other students bring out positive peer pressure. This may work better than parental involvement because students listen to what their friends say during adolescents. Peer pressure can work both ways but the trick is to find out which pressures are healthyDifferent psychological factors like self- esteem, confidence plays a defining role in which members will influence whom. It is not restrained to groups but it is also applicable to dyadic relationships too. The one who is confident, have leadership skills will tend to influence the ones will low self esteem. We as social beings have the need for acceptance and this need for acceptance can be fulfilled by peers, especially for adolescents. Friends are a great source of support givers for adolescents. As adolescents grow physically and psychologically, they learn new things every day, some of them may not be able to share their experiences with adults and therefore their peers are the best people that they can confide on. Thus a natural inclination for their peers is formed.Some of the techniques that can be usedfor behavioral support are:* Peer influence can be used as a reinforcement in various set ups.* For academic improvement, in a school set up, pairing up can be done of a high achiever and academically poor students. …

The functions of internal dialogs and their connection with personality.

In previous studies, seven key functions in internal dialogs were identified: Support, Substitution, Exploration, Bond, Self-improvement, Insight, and Self-guiding. It was also established that internal dialogs vary in the intensity of these functions. The presented research aimed to test if there are configurations of personality variables that allow us to predict specific patterns of functions performed by internal dialogs. Canonical correlation analysis revealed that the higher the intensity of neuroticism and anxious attachment and the lower the intensity of openness and the tendency to spontaneously adopt the viewpoints of others, the more strongly a person's internal dialogs perform the Substitution function and the weaker the Insight and Support functions are. The reverse configuration of personality characteristics intensifies Insight and Support and minimized Substitution. The results are presented in the context of the status of dialogicality and discussed in the light of other studies on internal dialogs.

대인인지에 어려움을 보이는 유아의 모래상자놀이 적용 사례연구

대인인지에 어려움을 보이는 유아의 모래상자놀이 적용 사례연구

A Mirror without a Tain: Personae, Avatars, and Selves in a Multi-User Virtual Environment

A Mirror without a Tain: Personae, Avatars, and Selves in a Multi-User Virtual Environment

Visiting the Viewpoints of Others: On the Camouflaged Portraits of Nilbar Güreş

Mihnea Mircan sketches out a refusal of otherness in recent artistic practice, showing how Nilbar Güreş, amongst others, hides and blurs markers of identity.

폭력가정에서 성장한 여자 대학생에 대한 부성 콤플렉스 관점에서의 모래놀이치료 사례연구

This study explored how a female college student from a wife-battering family overcame her negative father complex and found her femininity through sandplay therapy. The client wanted to have good relationships with people as a result of the therapy. Thirty-one therapy sessions were held. The initial phase of therapy included 1-7 sessions, the intermediate phase included 8-27 sessions, and the final phase included 28-31 sessions. The client expressed her empty heart, frozen femininity and potential to work that was blocked in terms of her internal work as well as in her ability to have relationships in the first phase of therapy. During the middle phase of therapy she pursued her real and authentic self by meeting her shadow and acknowledging the different viewpoints of others. In the final phase of therapy she welcomed a new world with determination of what she would do after graduation in a real life. Through sandplay therapy in a free and protected space, the client overcame her negative father complex and found her natural femininity.

Comparison of national and personal identity between person with internet addiction disorder and normal internet users.

Backgrounds:The present study was carried out in order to compare national and personal identity and their subscales in internet addicts and nonaddicts.Materials and Methods:This study was a descriptive-analytical research, and was carried out on 384 student internet users in different universities in the city of Isfahan who were selected using quota sampling. Subjects completed the questionnaires, then, subscales of personal and national identity questionnaires in internet addict and nonaddict were analyzed via SPSS16 software.Results:Results indicated a significant difference between the scores of national identity and personal identity as well as all subscales in internet addicts and nonaddicts, except for national heritage and homeland defence factors. In addition, there was a negative and significant relationship between addiction to internet and personal and national identity, except for the fourth and fifth factors of national identity (viewpoints of others considering the national group and homeland defence). Moreover, after controlling for the sex variable, internet addiction had an effect on personal and national identity.Conclusion:The findings of this research indicate that an excess of internet use and overinvolvement in cyberspace and the addiction to them, could be associated with defects in some aspects of national and personal identity.

Promoting self-awareness through reflective practice

Promoting self-awareness through reflective practice

The Elements of Style: A Tribute to Suzanne Corkin

When Brad Postle invited me to submit a contribution to this Festschrift for Sue Corkin, I had to mull over what to present. I knew there would be many scientific papers but wanted to do something more personal. What I decided might be meaningful to Sue would be a contribution about her role in the development of women scientists in her lab. I know she was very important to me in this respect. I started with all the women I could think of who had been in Sueʼs lab around my time, contacted them, and asked them to help me find others, especially those who came before and after me. Those who responded are included here. There are 20 women representing many different roles in Sueʼs lab: research scientist, undergraduate student, graduate student, postdoctoral fellow, secretary, research assistant. Their dates and roles in the lab and what they are doing now are presented in Table 1. To provide a little structure but not to constrain their responses too much, I provided some intentionally vague guiding questions and left it up to them as to which ones they wanted to address. My edits have been confined to explaining abbreviations and special terms [in brackets], shortening some responses without changing the meaning (I hope), and offering some grammatical improvements that I believe Sue would have done herself if sheʼd been given the opportunity. Though my name is here as author, I can properly take credit for only one twentieth of the content of this article. I am indebted to these many women who took the time to reminisce in a public forum—the “public” part may not seem extraordinary until you get to the final entry! Needless to say, we are all tremendously indebted to Sue herself, in both predictable and surprising ways. We hope you enjoy the reconstruction of life in the Corkin lab over the years and its reverberations in our lives to the present day.

The Creation of Sentencing Decisions

Judicial sentencing decision research most often examines the legal, defendant, and judicial characteristics that predict incarceration and sentence length decisions. Often ignored are the social worlds of the courtroom and judge in how these relate to sentencing decision processes and outcomes. The general framework of symbolic interactionism, through the theories of expectation states and situated identity, provides a foundation to understand the social processes of sentencing. A self-report survey administered to Wisconsin Circuit Court judges ( n = 74) gathered information about these social processes that might be used to predict sentencing patterns. The results strengthen the position that judges’ decisions are not outside of social pressures, and judges develop sentencing decisions that align with the viewpoints of others as well as interpretations of the legal code.

Self-projection and the default network in frontotemporal dementia

Converging evidence suggests that when individuals are left to think to themselves, a so-called default network of the brain is engaged, allowing the individual to daydream, reflect on their past, imagine possible future scenarios, and consider the viewpoints of others. These flexible self-relevant mental explorations enable the anticipation and evaluation of events before they occur, and are essential for successful social interactions. Such self-projective efforts are particularly vulnerable to disruption in frontotemporal dementia (FTD), a neurodegenerative disorder involving damage to the frontal and temporal lobes of the brain. In this Review, we explore how the progressive degeneration of the neural networks in two subtypes of FTD-the behavioral variant and semantic dementia-affects key structures of the default network and putative self-projective functions. We examine the available evidence from studies of autobiographical memory, episodic future thinking, theory of mind, moral reasoning, and economic decision-making in these neurodegenerative diseases. Finally, we propose that the mapping of default-network functions onto discrete subsystems of the default network may need revision in light of neuropsychological and clinical evidence from studies in patients with FTD.

Perspective Taking and Communication Satisfaction in Coworker Dyads

This study addressed whether or not self-rated and other-rated perspective taking would converge and questioned the relationship between perspective taking and communication satisfaction among coworkers. A sample of 114 participants, all coworkers at 27 kindergartens in Korea, provided data to form 350 dyads. The participants rated their own perspective-taking tendency, their coworkers’ perspective-taking tendency, and how satisfied they were when communicating with each coworker. No significant correlation between self-rated and other-rated perspective-taking tendencies was observed, and self-rated perspective taking was not significantly correlated with other-rated communication satisfaction. In contrast, other-rated perspective taking positively correlated with other-rated communication satisfaction. The extent to which self-rated perspective taking exceeded other-rated perspective taking was negatively related to other-rated communication satisfaction. An individual tends to report higher communication satisfaction when she/he feels that her/his coworker takes her/his perspective and understands her/him. Conversely, self-ratings of perspective taking ability can have little relevance to coworker evaluations of perspective taking behavior; thus, individuals might not be the best judges of their ability to take the perspective of others. Self-ratings also appear to have little impact on the communication satisfaction that others report with their communication with an individual. This study tested the utility of self-rated perspective taking by taking a sample of coworkers who had worked closely in small group settings for substantial time. The close working relationships helped us to make more accurate comparisons of one’s own viewpoint versus the viewpoint of others.

Neuropsychological Evidence of Impaired Cognitive Empathy in Euthymic Bipolar Disorder

The empathic abilities have never been examined in bipolar disorder patients, despite frequent observations of impaired social behavior. To examine the neuropsychological processes that underlie the affective and cognitive empathic ability in bipolar disorder, the authors compared affective and cognitive empathic abilities, as well as theory of mind and executive functions, of euthymic bipolar disorder patients and healthy comparison subjects. Significant deficits in cognitive empathy and theory of mind were observed, while affective empathy was elevated in bipolar disorder. Patients showed impaired cognitive flexibility (shifting and reversal learning) but intact planning behavior. Impaired cognitive empathy was related with performance in neurocognitive tasks of cognitive flexibility, suggesting that prefrontal cortical dysfunction may account for impaired cognitive empathy in bipolar disorder.

Development of Shape Generation System with Sharing Viewpoint (Arousal of Customers' Latent Kansei by Heterogeneous Viewpoints)

The aesthetics of a product's shape has become an important factor to increase the value of mature products. However, such emotional quality regarding the customer's need is difficult to capture due to its subjectivity. To address this issue, we have previously proposed shape generation methods that help the customers to externalize their image of product aesthetics into a shape. The previous methods enable one to generate design samples that fit the customer's conscious image of a product shape based on his/her fixed sensitivity. However, customers also have latent sensitivities of which they are not aware. In this paper, we propose a shape generation system that enables the user to exchange design solutions and viewpoints with others. The aim of sharing solutions is to evoke the latent sensitivities by showing the unexpected viewpoints of others. To generate design samples, we improve the previous system in which the users generate design samples based on favored features to which they pay attention. We conduct a shape generation experiment using the proposed system to verify the effectiveness of exchanging solutions and viewpoints with others. We compared the effectiveness of self-solutions, which are generated without the exchange, with co-solutions, which are generated with the exchange. The result suggests that the cosolutions are more likely to be effective as to their preference and unpredictable quality. We observed certain effective patterns in the design process : All co-solutions generated by referring to unpredicted topological shapes produced effective results. Using such shapes, the subjects are able to discover new viewpoints for the target design concept. The stated metaphorical viewpoints of others also help to introduce such new viewpoints.

Self-projection and the brain

When thinking about the future or the upcoming actions of another person, we mentally project ourselves into that alternative situation. Accumulating data suggest that envisioning the future (prospection), remembering the past, conceiving the viewpoint of others (theory of mind) and possibly some forms of navigation reflect the workings of the same core brain network. These abilities emerge at a similar age and share a common functional anatomy that includes frontal and medial temporal systems that are traditionally associated with planning, episodic memory and default (passive) cognitive states. We speculate that these abilities, most often studied as distinct, rely on a common set of processes by which past experiences are used adaptively to imagine perspectives and events beyond those that emerge from the immediate environment.