Efforts to bridge emotion theory with neurobiology can be facilitated by dynamic systems (DS) modeling. DS principles stipulate higher-order wholes emerging from lower-order constituents through bidirectional causal processes cognition relations. I then present a psychological model based on this reconceptualization, identifying trigger, self-amplification, and self-stabilization phases of emotion-appraisal states, leading to consolidating traits. The article goes on to describe neural structures and functions involved in appraisal and emotion, as well as DS mechanisms of integration by which they interact. These mechanisms (...) include nested feedback interactions, global effects of neuromodulation, vertical integration, action-monitoring, and synaptic plasticity, and they are modeled in terms of both functional integration and temporal synchronization. I end by elaborating the psychological model of emotion–appraisal states with reference to neural processes. (shrink)
RATIONALE: The concept of evidence-based medicine is important in providing efficient health care. The process uses research findings as the basis for clinical decision making. Evidence-based practice helps optimize current health care and enables the practitioners to be suitably accountable for the interventions they provide. Little work has been undertaken to examine how allied health professionals change their clinical practice in light of the latest evidence. The use of opinion leaders to disseminate new evidence around the management of low back (...) pain into practice has been proposed. AIMS: The aim of this study was to investigate if physiotherapists' clinical management of patients with low back pain would change following an evidence-based education package, which utilized local opinion leaders and delivered the best evidence. METHOD: Thirty musculoskeletal physiotherapists from a Community Trust in North Staffordshire were cluster randomized by location of work, to two groups. The intervention group received an evidence-based programme on the management of low back pain, including advice regarding increasing activity levels and return to normal activity and challenging patients' fears and beliefs about their pain. The control group received a standard in-service training package on the management of common knee pathologies. The physiotherapists' clinical management of patients with low back pain was measured prior to training and 6 months post training. Outcome measures were based on physiotherapists completing 'discharge summary' questionnaires, which included information relating to the use and importance of therapies for treating their low back pain patients. RESULTS: There were few significant differences in treatment options between the intervention and control groups post training. Whilst there was some indication that physiotherapists were already utilizing aspects of psychosocial management for patients with low back pain, there was little change in what physiotherapists perceived to be important to patient recovery and actual clinical practice following the intervention. CONCLUSIONS: Psychosocial factors have been identified as an important factor in the recovery of patients with low back pain. This project incorporated the latest evidence on the management of low back pain and utilized the theory of opinion leaders to disseminate this evidence into clinical practice. Whilst there were some limitations in the overall size of the study, the results help to give an insight into the challenges faced by the health care system and researchers alike to ensure quality evidence is actually utilized by practitioners for the benefits of patient care. (shrink)
: Here it is demonstrated how, in the early ru philosophical discussions of human nature and the pivotal role of education, the concept of "custom" came to play a crucial role. This concept became the standard rubric for all defective education or upbringing. Custom was defective because it was partial, tied to the character of place, and dominated by the attraction of material objects. This contrasted with the "classicist" education of the ru that was all-encompassing, grounded in the refined culture (...) of the Zhou literary and musical heritage, and detached from the desire for material goods. (shrink)
Our model integrates the nativist assumption of prespecified neural structures underpinning basic emotions with the constructionist view that emotions are assembled from psychological constituents. From a dynamic systems perspective, the nervous system self-organizes in different ways at different time scales, in relation to functions served by emotions. At the evolutionary scale, brain parts and their connections are specified by selective pressures. At the scale of development, connectivity is revised through synaptic shaping. At the scale of real time, temporary networks of (...) synchronized activity mediate responses to situations. To the degree that humans share common emotional functions, neural structuration is similar across scales, giving rise to “basic” emotions. However, unique developmental and situational factors select for neural configurations mediating emotional variants. (shrink)
This paper explores the meaning and the development of consciousness in the human child. The idea of a self is made up of at least two major aspects. These can be referred to as the machinery of the self and the mental state of the idea of “me”. The machinery of the self involves all unconscious, unreferenced action of the body, including its physiology and its processing of information that in turn includes cognitions and emotional states, which are unavailable to (...) consciousness. The mental state or the idea of “me” is that part of the self that makes reference to itself. This mental state develops over the first 2 years of life and is a function of both brain maturation processes as well as socialization. (shrink)
Mood has varied effects on cognitive performance including the accuracy of face recognition . Three experiments are presented here that explored face recognition abilities in mood-induced participants. Experiment 1 demonstrated that happy-induced participants are less accurate and have a more conservative response bias than sad-induced participants in a face recognition task. Using a remember/know/guess procedure, Experiment 2 showed that sad-induced participants had more conscious recollections of faces than happy-induced participants. Additionally, sad-induced participants could recognise all faces accurately, whereas, happy- and (...) neutral-induced participants recognised happy faces more accurately than sad faces. In Experiment 3, these effects were not observed when participants intentionally learnt the faces, rather than incidentally learnt the faces. It is suggested that happy-induced participants do not process faces as elaborately as sad-induced participants. (shrink)
Shared knowledge of intentionality as well as shared knowledge of anything depends on the organism's understanding of itself, others, and the possible relations between self and other. This understanding involves mental representations of me, which emerges in the second half of the second year in the human infant, and it is this ability that gives rise to humanlike social understanding and complex self-conscious emotions.
I. Introduction. II. Ratiocination vs. Cognition. III. Emotions as Modes of Cognition. IV. Four Competing Proposals. V. The Impact of Emotion on Cognition. VI. The Kinematics of Ratiocination. VII. Competing Cognitive Theories. VIII. Why think Emotions are Beliefs? IX. The Intentionality of Emotions. X. The Kinematics of Emotions. XI. A Unified Account of the Emotions. XII. The Rationality of Emotions.
Intentions and emotions arise together, and emotions compel us to pursue goals. However, it is not clear when emotions become objects of awareness, how emotional awareness changes with goal pursuit, or how psychological and neural processes mediate such change. We first review a psychological model of emotional episodes and propose that goal obstruction extends the duration of these episodes while increasing cognitive complexity and emotional intensity. We suggest that attention is initially focused on action plans and their obstruction, and only (...) when this obstruction persists does focal attention come to include emotional states themselves. We then model the self-organization of neural activities that hypothetically underlie the evolution of an emotional episode. Phases of emotional awareness are argued to parallel phases of synchronization across neural systems. We suggest that prefrontal activities greatly extend intentional states while focal attention integrates emotional awareness and goal pursuit in a comprehensive sense of the self in the world. (shrink)
The implementation of Project Tiger in India, 1973-1974, was justly hailed as a triumph of international environmental advocacy. It occurred as a growing number of conservation-oriented biologists were beginning to argue forcefully for scientifically managed conservation of species and ecosystems -- the same scientists who would, by the mid-1980s, call themselves conservation biologists. Although India accepted international funds to implement Project Tiger, it strictly limited research posts to Government of India Foresters, against the protests of Indian and US biologists who (...) hoped to conduct the scientific studies that would lead to better management and thus more effective conservation of the tiger. The foresters were not trained to conduct research, and in fact did not produce any of significance for the first 15 years of Project Tiger's existence. The failure of biologists to gain access to India's tigers in the 1970s was caused by many factors, but not least among them was a history of disdain among conservation-oriented biologists for government officials managing reserves, and the local politics of conservation. Project Tiger, then, serves as a case study for the discussion of the intersection of conservation biology with non-scientific concerns, including nationalism and the desire of the Indian government to more completely control its land. (shrink)
Two major problems exist in studying development: Similar behaviors do not need to reflect the same underlying process, different behaviors can reflect the same process; earlier behaviors do not necessarily lead to later behaviors. Empathy, rather than social contagion, is supported by different processes; contagion supported by prewired species behavior, empathy by cognitions, in particular, the cognitions about the self – a meta-representation.
An examination of the criteria implied in claims about the realism of cubism, Typified by those of hintikka in "concept as vision". It is argued that his analysis of cubism is inadequate and incoherent and that the artistic component of his attempted analogy between cubism and husserlian phenomenology is distorted and ineffective. For the realism of cubist preoccupation is to be understood, Not merely as a departure from so-Called illusionistic painting, But in terms of new pictorial techniques and emphases: in (...) terms of the internal elements, The unique character of the painting itself. (shrink)
Altruism by definition involves the self's evaluation of costs and benefits of an act of the self, which must include cost to the self and benefits to the other. Reinforcement value to the self of such acts is greater than the costs to the self. Without consideration of a self-system of evaluation, there is little meaning to altruistic acts.
Concerns about literacy are currently high on the political agenda in the UK. With the National Literacy Strategy now in place in primary schools, attention is being focused upon how pupils in secondary schools can be supported in continuing to develop their literacy skills. In this article we will briefly consider the current state of literacy within secondary schools and the different curriculum elements that need to be part of a secondary literacy initiative. We examine the key factors, identified through (...) research and good practice, which will influence the successful implementation of a literacy strategy within secondary schools and indicate how such factors might translate into effective practice within schools and classrooms. (shrink)