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Original Conception (original + conception)
Selected AbstractsWhat Happened to the "Social" in Social Psychology?*JOURNAL FOR THE THEORY OF SOCIAL BEHAVIOUR, Issue 1 2004John D. Greenwood This article describes the historical abandonment of the distinctive conception of the social dimensions of cognition, emotion and behavior embraced by American social psychologists in the early decades of the twentieth century. It is suggested that part of the reason why the original conception of the social was abandoned by American psychologists was because of its association with theories of the "group mind," the apparent threat it posed to cherished principles of rationality and autonomy, and the impoverished conception of the social inherited from European crowd theorists that came to inform the experimental study of social groups. It is suggested that while these factors partly explain the neglect of the social in American social psychology, none represent particularly good reasons for abandoning the original conception of the social. Consequently there are in principle no impediments to the revival of the theoretical and experimental study of the social dimensions of cognition, emotion and behavior in contemporary American social psychology. [source] Extension of ideal free resource use to breeding populations and metapopulationsOIKOS, Issue 1 2000C. Patrick Doncaster The concept of an ideal and free use of limiting resources is commonly invoked in behavioural ecology as a null model for predicting the distribution of foraging consumers across heterogeneous habitat. In its original conception, however, its predictions were applied to the longer timescales of habitat selection by breeding birds. Here I present a general model of ideal free resource use, which encompasses classical deterministic models for the dynamics in continuous time of feeding aggregations, breeding populations and metapopulations. I illustrate its key predictions using the consumer functional response given by Holling's disc equation. The predictions are all consistent with classical population dynamics, but at least two of them are not usually recognised as pertaining across all scales. At the fine scale of feeding aggregations, the steady state of an equal intake for all ideal free consumers may be intrinsically unstable, if patches are efficiently exploited by individuals with a non-negligible handling time of resources. At coarser scales, classical models of population and metapopulation dynamics assume exploitation of a homogeneous environment, yet they can yield testable predictions for heterogeneous environments too under the assumption of ideal free resource use. [source] ,Don't save her', Sigmund Freud meets Project Pat: The rescue motif in hip-hop,THE INTERNATIONAL JOURNAL OF PSYCHOANALYSIS, Issue 4 2008Richard H. Fulmer Freud originally explicated the dynamics of rescue wishes by describing men who fell in love with prostitutes. He saw this attempt at attachment as driven by the man's wish to repay his parents for giving him life. Many subsequent writers shift this emphasis, seeing rescue wishes as motivated by aggressive oedipal competition with the father. This article highlights the attachment aspects of Freud's original conception and traces how writers in the last three decades use the family romance rather than Oedipus as a model to view rescue wishes as having a more tender aspect. Rescue wishes are especially characteristic of the developmental stage of young adulthood. They at once attempt to repay the parental debt the young adult feels and serve as practice for the vicissitudes of the couple bond and the benign sacrifices of parenthood. Popular culture contains many vivid examples of Freud,'s original description of the rescue-motif. A detailed examination of the rap song, Don't save her, demonstrates all the elements of Freud's original conception and the interpersonal risks of the rescue relationship. Three additional rap songs by other artists are briefly analyzed to show the extensive occurrence of the wish to rescue and its psychic and interpersonal dangers. [source] Portraying science in the classroom: The manifestation of scientists' beliefs in classroom practiceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2003Sherry A. Southerland If the goals of science education reform are to be realized, science instruction must change across the academic spectrum, including at the collegiate level. This study examines the beliefs and teaching practices of three scientists as they designed and implemented an integrated science course for nonmajors that was designed to emphasize the nature of science. Our results indicated that, like public school teachers, scientists' beliefs about the nature of science are manifested in their enactment of curriculum,although this manifestation is clearly not a straightforward or simplistic one. Personal beliefs about the nature of science can differ from those of the course, thus resulting in an enactment that differs from original conceptions. Even when personal beliefs match those of the course, sophisticated understandings of the nature of science are not enough to ensure the straightforward translation of beliefs into practice. Mitigating factors included limited pedagogical content knowledge, difficulty in achieving integration of the scientific disciplines, and lack of opportunity and scaffolding to forge true consensus between the participating scientists. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 669,691, 2003 [source] | ||||||||||