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Lisa Feldman Barrett - One of the best experts on this subject based on the ideXlab platform.
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psychological resilience and positive emotional granularity examining the benefits of positive emotions on coping and health
Journal of Personality, 2004Co-Authors: Michele M Tugade, Barbara L Fredrickson, Lisa Feldman BarrettAbstract:For centuries, Folk Theory has promoted the idea that positive emotions are good for your health. Accumulating empirical evidence is providing support for this anecdotal wisdom. We use the broaden-and-build Theory of positive emotions (Fredrickson, 1998; 2001) as a framework to demonstrate that positive emotions contribute to psychological and physical well-being via more effective coping. We argue that the health benefits advanced by positive emotions may be instantiated in certain traits that are characterized by the experience of positive emotion. Towards this end, we examine individual differences in psychological resilience (the ability to bounce back from negative events by using positive emotions to cope) and positive emotional granularity (the tendency to represent experiences of positive emotion with precision and specificity). Individual differences in these traits are examined in two studies, one using psychophysiological evidence, the second using evidence from experience sampling, to demonstrate that positive emotions play a crucial role in enhancing coping resources in the face of negative events. Implications for research on coping and health are discussed.
Ian Ravenscroft - One of the best experts on this subject based on the ideXlab platform.
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what is Folk psychology
Cognition, 1994Co-Authors: Stephen Stich, Ian RavenscroftAbstract:Eliminativism has been a major focus of discussion in the philosophy of mind for the last two decades. According to eliminativists, beliefs and other intentional states are the posits of a Folk Theory of mind standardly called "Folk psychology". That Theory, they claim, is radically false and hence beliefs and other intentional states do not exist. We argue that the expression "Folk psychology" is ambiguous in an important way. On the one hand, "Folk psychology" is used by many philosophers and cognitive scientists to refer to an internally represented Theory of human psychology exploited in the prediction of behavior. On the other hand, "Folk psychology" is used to refer to the Theory of mind implicit in our everyday talk about mental states. We then argue that sorting out the conceptual and terminological confusion surrounding "Folk psychology" has major consequences for the eliminativism debate. In particular, if certain models of cognition turn out to be true, then on some readings of "Folk psychology" the arguments for elimination collapse.
Michele M Tugade - One of the best experts on this subject based on the ideXlab platform.
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psychological resilience and positive emotional granularity examining the benefits of positive emotions on coping and health
Journal of Personality, 2004Co-Authors: Michele M Tugade, Barbara L Fredrickson, Lisa Feldman BarrettAbstract:For centuries, Folk Theory has promoted the idea that positive emotions are good for your health. Accumulating empirical evidence is providing support for this anecdotal wisdom. We use the broaden-and-build Theory of positive emotions (Fredrickson, 1998; 2001) as a framework to demonstrate that positive emotions contribute to psychological and physical well-being via more effective coping. We argue that the health benefits advanced by positive emotions may be instantiated in certain traits that are characterized by the experience of positive emotion. Towards this end, we examine individual differences in psychological resilience (the ability to bounce back from negative events by using positive emotions to cope) and positive emotional granularity (the tendency to represent experiences of positive emotion with precision and specificity). Individual differences in these traits are examined in two studies, one using psychophysiological evidence, the second using evidence from experience sampling, to demonstrate that positive emotions play a crucial role in enhancing coping resources in the face of negative events. Implications for research on coping and health are discussed.
Lukaček Alenka - One of the best experts on this subject based on the ideXlab platform.
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A classic fairy tale in the first triennial of the elementary school and the family literacy
2017Co-Authors: Lukaček AlenkaAbstract:»Klasična avtorska pravljica se neposredno zgleduje pri Folklorni glede strukture, tem in motivov, od nje pa se najbolj loči po poetiki, ki je seveda avtorjev pečat povedanega.« (Haramija, 2012: 17). Pravljica je predmet raziskovanj že od 19. stoletja in je bila obravnavana po različnih teorijah: Folkloristični, strukturalistični, literarni, psihoanalitični, sociološki, feministični in poststrukturalistični (Blažić, 2014). V učnem načrtu (Program osnovna šola. Slovenščina. Učni načrt. 2011) je ena izmed predlaganih literarnih vrst v prvem triletju. Drugi del mojega teoretskega zanimanja je bila družinska pismenost. L. Mandel Morrow (1995) meni, da »družinska pismenost vsebuje načine, kako starši, otroci in drugi družinski člani uporabljajo pismenost doma in v njihovi skupnosti. L. Knaflič piše, da družinska pismenost zajema vse dejavnosti, ki potekajo znotraj družine in so povezane s pismenostjo (2009: 7). Vpliv družinske pismenosti na pismenost otrok so ugotavljali v različnih raziskavah. Mednarodna raziskava o pismenosti odraslih (International Adult Literacy Survey, 1999), v kateri je sodelovala tudi Slovenija, je pokazala, da se »pomembnejše kot založenost okolja z bralnim gradivom, kažejo najrazličnejše dejavnosti (branje knjig, obiskovanje knjižnic ipd.), ki jih izvajajo družinski člani in so povezane s pismenostjo« (Knaflič, 2002: 37). V raziskovalnem delu sem predstavila projekt družinskega branja klasičnih pravljic. Aktivnosti so bile usmerjene v razvijanje bralnega razumevanja, oblikovanje bralnih strategij in razvoj jezikovnih zmožnosti. Raziskovalci in strokovnjaki uporabljajo različne pristope za ocenjevanje družinske pismenosti, zato sem najprej z Listo naslovov in avtorjev otroških knjig (Marjanovič Umek, Fekonja Peklaj) ugotovila poznavanje otroških knjig in pravljic staršev otrok. Starše sem navdušila za voden projekt družinskega branja in pripovedovanja klasičnih pravljic. Ker književna vzgoja v prvem triletju osnovne šole temelji na komunikacijskem pouku književnosti, so učenci razvijali recepcijsko zmožnost s poslušanjem, branjem in tvorjenjem/(po)ustvarjanjem klasičnih pravljic. S standardiziranim bralnim testom avtoric S. Pečjak in N. Potočnik sem preverila splošno bralno zmožnost učencev ob koncu prvega triletja osnovne šole. Razvita bralna zmožnost je v učnem načrtu (Program osnovna šola. Slovenščina. Učni načrt. 2011) opredeljena kot sposobnost hitrega avtomatiziranega branja z razumevanjem in predstavlja osrednjo učno spretnost. Dosežek učenca na bralnem testu je pokazal, kje v populaciji tretješolcev se nahaja posamezni učenec glede na svoj dosežek. Ugotovljeno stanje mi bo omogočilo učinkovitejše načrtovanje pomoči posameznemu učencu in s tem tudi učinkovitejše poučevanje pri samem pouku. Čeprav rezultatov ne morem posploševati, bo projekt družinskega branja pravljic, kot primer dobre prakse, lahko prenosljiv tudi v druge okoliščine.A classic fairy tale by a known author is modelled on a Folk fairy tale as regards the structure, themes and motifshowever, it mostly differs from it in poetics which gives the fairy tale the character of the author’s narrative” (Haramija, 2012: 17). Fairy tales have been researched since the 19th century and they have been analysed according to numerous theories: Folk Theory, structuralism Theory, literary Theory, psychoanalytic Theory, sociological Theory, feminist Theory, and poststructuralist Theory (Blažić, 2014). In the educational curricula for Slovene in primary schools (Program osnovna šola. Slovenščina. Učni načrt. 2011), a fairy tale is one of the suggested literary genres in the first triad. Another aspect of my theoretical interest concerned family literacy. According to L. Mandel Morrow (1995), »family literacy contains methods how parents, children and other family members use literacy at home and in their community. L. Knaflič writes that family literacy includes all the activities connected with literacy that a family engages in (2009: 7). The way family literacy influences the literacy of children has been analysed in numerous researches. International Adult Literacy Survey (1999), in which also Slovenia took part, has shown that “various activities connected to literacy (reading books, visiting libraries etc.) that family members undertake have higher importance than an abundance of reading materials” (Knaflič, 2002: 37). In the research part of my MA thesis, I presented the project of family reading of classic fairy tales. The activities were oriented into developing reading comprehension, devising reading strategies, and developing linguistic skills. Researchers and experts use different approaches for assessing family literacy. Therefore, I checked how familiar parents are with children’s books and fairy tales using the list of titles and authors of children’s books (Marjanovič Umek, Fekonja Peklaj). I made parents enthusiastic about a guided project of family reading and telling classic fairy tales. Since teaching literature in the first triad of the primary school is based on a communicative approach, the students developed their perception skills through listening, reading and writing/re-creating classic fairy tales. With a standardized reading test by authors S. Pečjak and N. Potočnik I established the general level of students’ reading skills at the end of the first triad of the primary school. An acquired reading skill according to the educational curricula for Slovene in primary schools (Program osnovna šola. Slovenščina. Učni načrt. 2011) is defined as a skill of fast fluent reading with comprehension and it represents the central learning skill. The results of the reading test showed an individual student’s reading skills as compared to other third-graders’ reading skills. The results will enable me a more efficient planning of providing help for an individual student. At the same time, my teaching will become more efficient. Although it is not possible to generalise the results, the project of family reading of fairy tales will be applicable in other situations, as an example of good practice
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A classic fairy tale in the first triennial of the elementary school and the family literacy
2016Co-Authors: Lukaček AlenkaAbstract:A classic fairy tale by a known author is modelled on a Folk fairy tale as regards the structure, themes and motifs; however, it mostly differs from it in poetics which gives the fairy tale the character of the author’s narrative” (Haramija, 2012: 17). Fairy tales have been researched since the 19th century and they have been analysed according to numerous theories: Folk Theory, structuralism Theory, literary Theory, psychoanalytic Theory, sociological Theory, feminist Theory, and poststructuralist Theory (Blažić, 2014). In the educational curricula for Slovene in primary schools (Program osnovna šola. Slovenščina. Učni načrt. 2011), a fairy tale is one of the suggested literary genres in the first triad. Another aspect of my theoretical interest concerned family literacy. According to L. Mandel Morrow (1995), »family literacy contains methods how parents, children and other family members use literacy at home and in their community. L. Knaflič writes that family literacy includes all the activities connected with literacy that a family engages in (2009: 7). The way family literacy influences the literacy of children has been analysed in numerous researches. International Adult Literacy Survey (1999), in which also Slovenia took part, has shown that “various activities connected to literacy (reading books, visiting libraries etc.) that family members undertake have higher importance than an abundance of reading materials” (Knaflič, 2002: 37). In the research part of my MA thesis, I presented the project of family reading of classic fairy tales. The activities were oriented into developing reading comprehension, devising reading strategies, and developing linguistic skills. Researchers and experts use different approaches for assessing family literacy. Therefore, I checked how familiar parents are with children’s books and fairy tales using the list of titles and authors of children’s books (Marjanovič Umek, Fekonja Peklaj). I made parents enthusiastic about a guided project of family reading and telling classic fairy tales. Since teaching literature in the first triad of the primary school is based on a communicative approach, the students developed their perception skills through listening, reading and writing/re-creating classic fairy tales. With a standardized reading test by authors S. Pečjak and N. Potočnik I established the general level of students’ reading skills at the end of the first triad of the primary school. An acquired reading skill according to the educational curricula for Slovene in primary schools (Program osnovna šola. Slovenščina. Učni načrt. 2011) is defined as a skill of fast fluent reading with comprehension and it represents the central learning skill. The results of the reading test showed an individual student’s reading skills as compared to other third-graders’ reading skills. The results will enable me a more efficient planning of providing help for an individual student. At the same time, my teaching will become more efficient. Although it is not possible to generalise the results, the project of family reading of fairy tales will be applicable in other situations, as an example of good practice
Stephen Stich - One of the best experts on this subject based on the ideXlab platform.
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what is Folk psychology
Cognition, 1994Co-Authors: Stephen Stich, Ian RavenscroftAbstract:Eliminativism has been a major focus of discussion in the philosophy of mind for the last two decades. According to eliminativists, beliefs and other intentional states are the posits of a Folk Theory of mind standardly called "Folk psychology". That Theory, they claim, is radically false and hence beliefs and other intentional states do not exist. We argue that the expression "Folk psychology" is ambiguous in an important way. On the one hand, "Folk psychology" is used by many philosophers and cognitive scientists to refer to an internally represented Theory of human psychology exploited in the prediction of behavior. On the other hand, "Folk psychology" is used to refer to the Theory of mind implicit in our everyday talk about mental states. We then argue that sorting out the conceptual and terminological confusion surrounding "Folk psychology" has major consequences for the eliminativism debate. In particular, if certain models of cognition turn out to be true, then on some readings of "Folk psychology" the arguments for elimination collapse.