1,721,479 research outputs found
Mentalisieren und Lernen von anderen: Ein Paradigma aus Psychotherapie und Pädagogik?
Full text linkDer Beitrag diskutiert epistemisches Vertrauen als zentrale Voraussetzung für soziales Lernen, psychische Entwicklung und therapeutische Wirksamkeit. Mentalisieren – das Verstehen von Verhalten über zugrundeliegende mentale Zustände – gilt als Mechanismus zur Wiederherstellung
epistemischer Offenheit. In Momenten des „Wir-Modus“, geprägt durch affektive und kognitive Synchronie, kann tiefgreifendes Lernen erfolgen. Psychopathologie wird als Folge gestörten epistemischen Vertrauens verstanden.
Therapeutische und pädagogische Interventionen, die Anerkennung, Kontingenz und gemeinsame Intentionalität fördern, tragen zur Reaktivierung epistemischer Offenheit bei und stärken so Resilienz sowie kulturelle Teilhabe.
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The article discusses epistemic trust as a central prerequisite for social learning, psychological development, and therapeutic effectiveness. Mentalizing—the capacity to understand behavior in terms of underlying mental
states—is identified as the key mechanism for restoring epistemic openness.
In moments of “we-mode,” characterized by affective and cognitive synchrony, profound learning becomes possible. Psychopathology is conceptualized as a consequence of disrupted epistemic trust. Therapeutic and educational
interventions that foster recognition, contingency, and shared intentionality
help to reactivate epistemic openness, thereby strengthening resilience and cultural participation
Thinking about assessment: Further evidence of the validity of the movie for the assessment of social cognition as a measure of mentalistic abilities
Full text linkThe present study aimed to evaluate the nomological network validity of the Movie for the Assessment of Social Cognition (MASC) in its Italian translation, addressing distinct research questions in 3 independent samples of Italian participants comprising adolescent nonclinical participants (N = 393), adult nonclinical participants (N = 193), and adult outpatients with a personality disorder (PD) diagnosis who sought psychotherapy treatment (N = 59). In all 3 samples, the MASC proved to be a reliable measure of mentalizing ability, with Cronbach's alpha values ranging from .70 to .78. In both nonclinical adolescents and nonclinical adults, the MASC scores correlated significantly and meaningfully with the Reading the Mind in the Eyes Test scores. In nonclinical adults, the MASC scores showed significant (albeit modest) correlations with self-reported measures of attachment styles. Finally, in adult outpatients, the MASC "no theory of mind (ToM)" scores, which are specific errors that indicating nonmentalistic responses, correlated significantly with interview-based measures (Spearman r = .41, p < .01) and self-reported measures (Spearman r = .37, p < .01) of borderline personality disorder (BPD), as well as with measures of emotion dysregulation, (Spearman r = .37, p < .01). As a whole, these findings highlight the validity of the MASC as a measure of mentalization and are consistent with Fonagy and colleagues' (i.e., Bateman & Fonagy, 2004b; Fonagy, 1991) model of mentalization and its role in personality pathology
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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