Academic literature on the topic 'Imitation – Psychological aspects'
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Journal articles on the topic "Imitation – Psychological aspects"
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Kahn, Peter H., Hiroshi Ishiguro, Batya Friedman, Takayuki Kanda, Nathan G. Freier, Rachel L. Severson, and Jessica Miller. "What is a Human?" Interaction Studies 8, no. 3 (October 16, 2007): 363–90. http://dx.doi.org/10.1075/is.8.3.04kah.
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In this paper, we move toward offering psychological benchmarks to measure success in building increasingly humanlike robots. By psychological benchmarks we mean categories of interaction that capture conceptually fundamental aspects of human life, specified abstractly enough to resist their identity as a mere psychological instrument, but capable of being translated into testable empirical propositions. Nine possible benchmarks are considered: autonomy, imitation, intrinsic moral value, moral accountability, privacy, reciprocity, conventionality, creativity, and authenticity of relation. Finally, we discuss how getting the right group of benchmarks in human–robot interaction will, in future years, help inform on the foundational question of what constitutes essential features of being human.
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S. V. Lavrinenko, I. V. Gorelova, K. G. Kassymova, O. V. Kubantseva, T. L. Khudyakova, I. V. Yusipova, D. M. Malinichev, L. B. Dykhan, G. A. Stepanova, and M. R. Arpentieva. "PROBLEMS OF CONTEXT AND CONCEPTUAL MANAGEMENT IN EDUCATION: PSYCHOLOGICAL, SOCIAL AND ECONOMICAL ASPECTS." BULLETIN 1, no. 383 (February 15, 2020): 264–76. http://dx.doi.org/10.32014/2020.2518-1467.32.
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The purpose of the article is a brief description of the experience of analyzing the conceptual foun-dations of governance in education and other spheres in post-Soviet Russia in comparison with developed democracies; a description of typical approaches to the implementation (imitation) of strategic planning in management, as well as the consequences and specific traits of contextual, a-strategic management. Conceptual management in education and in the context of others is oppose to contextual management. Modern management concepts are externally presented in Russian education and in other areas of management discourse and practice. The system of professional standards developed in the country is designed to solve a number of managerial tasks. However, the non-conceptual use of professional standards leads to an imbalance in subject-object interaction and in organization in whole. This article lists two categories of workers. Non-compliance with the professional requirements is typical to the first category of workers. Failure to comply with professional standards also take part to the professional, partners and personal deformations. These deformations are illustrated by the text of management strategies. Having strategies is an incentive for development. However, the lack of an algorithm for the compilation and evaluation of such documents, the analysis of the importance of this aspect in the process of evaluating the activities of authorities leads to the fact that this strategic management remains unclaimed in the territorial and organizational management system. The authors consider two leading aspects of the problem of territorial strategization: (1) substantiation of the reasons for poor-quality strategic developments; (2) the search for errors in the conceptual management methodology. The roots of the first problem should be found in the imbalances in the formation and development of the subject of management, starting with the problem of improper selection and de-professionalization of managerial personnel. To solve the second problem, the authors propose SEO analysis tools as a methodology for evaluating strategy texts. This tool solves the problem of audit of regional strategies in the context of administrative, socio-psychological and linguistic aspects of public servants in the field of education. The data obtained can also be disseminated to non-governmental educational institutions: in particular, in additional or global education it is extremely important to know its subject, object, purpose and objectives, etc. Otherwise, as in the case of state educational institutions, imitations will arise that are more likely to harm education and society than support it.
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Marshall, Peter J., and Andrew N. Meltzoff. "Neural mirroring mechanisms and imitation in human infants." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1644 (June 5, 2014): 20130620. http://dx.doi.org/10.1098/rstb.2013.0620.
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Studying human infants will increase our understanding of the nature, origins and function of neural mirroring mechanisms. Human infants are prolific imitators. Infant imitation indicates observation–execution linkages in the brain prior to language and protracted learning. Investigations of neural aspects of these linkages in human infants have focused on the sensorimotor mu rhythm in the electroencephalogram, which occurs in the alpha frequency range over central electrode sites. Recent results show that the infant mu rhythm is desynchronized during action execution as well as action observation. Current work is elucidating properties of the infant mu rhythm and how it may relate to prelinguistic action processing and social understanding. Here, we consider this neuroscience research in relation to developmental psychological theory, particularly the ‘Like-Me’ framework, which holds that one of the chief cognitive tasks of the human infant is to map the similarity between self and other. We elucidate the value of integrating neuroscience findings with behavioural studies of infant imitation, and the reciprocal benefit of examining mirroring mechanisms from an ontogenetic perspective.
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Fuad, Muskinul. "Therapeutic Aspects in Shalawatan Tradition (An Ethnographic Study on Shalawatan Communities in Banyumas)." Ijtimā'iyya: Journal of Muslim Society Research 2, no. 2 (September 29, 2017): 19–42. http://dx.doi.org/10.24090/ijtimaiyya.v2i2.1636.
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This study aims to reveal and identify therapeutic aspects in the tradition of shalawatan in Banyumas area. With ethnographic approach, this study describe the various aspects of therapeutic in the tradition of shalawatan. It can consider the elements that exist in the shalawatan, namely the shalawat reading or dzikir, the relationship between the leader (habib) and its members, the atmosphere of relations among its members, and the speech content (taushiyah) of habib or kiyai. The substance that be presented is the psychological implications caused by individual rituals and experiences in performing solawatan tradition. The therapeutic aspect is essentially part of this study. There are many therapeutic aspects of shalawatan tradition that have been revealed in this research, namely auto-suggestion, togetherness, psycho-spiritual and group therapy. The next study can find other ones, for example the aspect of musical of shalawatan that sharpens the sense or the religious emotions of the doers, so as not to dry in practice religious teachings. In addition there is also a scientific aspect that is contained in the moment of giving tausiyah (mau’idzah hasanah) by habib and kiyai in a shalawatan forum, which helps the jama’ah to develop positive thoughts in life. Similarly,, aspects of self-actualization development, the process of self imitation (identification), and aspects of religious transformation that exist in the subjective experience of the perpetrators of shalawatan
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Hupavtseva, Nataliia. "FACILITATIVE ASPECTS OF LEARNER’S AUTONOMY." Психологія: реальність і перспективи, no. 14 (April 1, 2020): 226–32. http://dx.doi.org/10.35619/prap_rv.vi14.174.
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In the article it was shown that autonomy, generally, was not seen as a method or a behavior to be taught a learner. On the contrary, it is understood as innate part of human nature which is usually exercised over different areas of life not only in the aspect of language learning. By nature, we are all autonomous from birth since we fully, however, not always consciously, control what we learn during developmental learning stages. Frequently, even young children display their autonomy clearly when they choose to learn particular undesirable behavior, for example, saying inappropriate words. As can be seen, the notion of autonomy is not a recent “fashion”, but it has always been present in a human life.
We presented facilitative aspects of learner’s autonomy: autonomy is a construct of capacity; autonomy involves a willingness on the part of the learner to take responsibility for their own learning; the capacity and willingness of learners take such a responsibility is not necessarily innate; complete autonomy is an idealistic goal; there are some main degrees of autonomy; the degrees of autonomy are unstable and variable; autonomy is not simply a matter of placing learners in situations where they have to be independent; developing autonomy requires conscious awareness of the learning process – i.e. conscious reflection and decision-making; promoting autonomy is not simply a matter of teaching strategies; autonomy can take place both inside and outside the classroom; autonomy has a social as well as an individual dimension; the promotion of autonomy has a political as well as psychological dimension; autonomy is interpreted differently by different cultures.
Facilitative aspects of learner’s autonomy amaze us with their results: learners recognize and accept the need to organize the activity in an environment of interpersonal communication, facilitating personal development and providing constructive personal changes; they develop skills of empathic comprehension; they are interested by participants in creating the conditions for the formation of meaningful learning and personal development as a whole as a result of restructuring of personal attitudes in the process of interpersonal interaction; they are aware of their self-sufficiency. All these numerous situations of interaction of people are carried out through four main methods of interaction: persuasion, imitation, suggestion and infection, which are facilitative in their context.
Persuasion is the process of rationale judgment or inference. Imitation is the reproduction by a person of certain external traits of behavior, manners and actions. Suggestion is the psychological impact of one person on another one, calculated on the uncritical perception of words, thoughts and will expressed by them. Infection is the process of transferring of the emotional state from one individual to another, in addition to semantic effect itself. When all these methods of interaction are brought into action, the educational product, as a rule, is distinguished by a creative, non-standard approach and, what is the most important, they are always in demand by students.
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Gustar, Andrew James. "The Closest Thing to Crazy: The Shocking Scarcity of Septuple Time in Western Music." Journal of the Royal Musical Association 137, no. 2 (2012): 351–400. http://dx.doi.org/10.1080/02690403.2012.717472.
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AbstractThis article considers why septuple metres are so rare in Western music, despite being common in many other cultures. The scene is set by tracing the history of the septuple-time ‘meme’ (an idea that replicates by imitation) from ancient Greece through to Western art and popular music. The following sections consider the psychological, musical and environmental factors in more detail. The scarcity of septuple time in Western music is largely attributable to the development of the time signature, as a vertical conception of music evolved during the Renaissance. Subsequent evolution of the ‘Western music memeplex’ maintained septuple time on its periphery. Analysis of this interaction permits the construction of a meme-centred narrative of aspects of the development of Western music.
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Halchenko, Viktoriia, Tamara Skoryk, Iryna Bartienieva, Oksana Nozdrova, Tetiana Shtainer, and Tetyana Snyatkova. "The Technology of Forming the Professional Culture of Future Teachers: from Reflection to Creativity." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 4 Sup.1 (December 20, 2022): 36–57. http://dx.doi.org/10.18662/rrem/14.4sup1/658.
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The authors devoted their article to the theoretical study of the formation of children's personal and collective culture in the training of future teachers. In particular, we studied the combination of neuropsychological and cultural-educational aspects in the formation of personal and collective culture as an acquired psychological structure based on the nature-defined deep functions. The aim of the article was a theoretical analysis of related neuroscientific and educational approaches, formulation of components of professional culture of future educators on the basis of this analysis and development of the author's comprehensive program "The wheel of professionalism of a future teacher". To achieve this goal, the authors used theoretical methods of systematic analysis of the literature, comparison, extrapolation of pedagogical provisions to the neuroscientific plane; structuring and systematization of methodological provisions (components of professional culture of future educators). Among the empirical methods - explication and creative development of didactic material (integrated program) and elements of sociological research (survey) to find out the students' satisfaction with the implemented program. The relevance of the article lies in the significant discrepancy between the content of higher pedagogical education of future educators (particularly in Ukraine) and the reality of pedagogical activity, which does not take into account the general cognitive imitation and imitative mechanisms of learning culture. As a result, the neurocognitive and pedagogical reasoning for the development of the program was carried out. We also identified the main criteria for the formation of professional culture (spiritual-creative, cognitive, motivational-value, reflexive-perceptive, instrumental) and modeled a comprehensive program of formation of the basics of professional culture of future educators of educational institutions, which consists of training work on each of the components. The main result is the materialization of the program itself and the determination of a high degree of satisfaction with the students among whom it was implemented. Significance of the article. The formulated patterns of formation of professional culture and development of the culture of students on the principle of imitation are universal, and each of the above components is illustrated by specific practical and activity material, which may serve as recommendations for improving both the formation of future educators, and educational work in a preschool institution.
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Kushnarova, Maria. "Ovid, Shakespeare, Shevchenko: variety of autocommunication practices." Culturology Ideas, no. 19 (1'2021) (2020): 66–75. http://dx.doi.org/10.37627/2311-9489-19-2021-1.66-75.
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The paper presents analysis of cases of indirect literature influences of Ovid and Shakespeare upon Taras Shevchenko's poetry. The author questions the view which is common in modern Ukrainian literature studies that Shevchenko's interest in Ovid's works was caused by similarity of certain facts of their biographies, and in Shakespeare's one — because of their oeuvres' humanistic dimension. Based on analysis of some relevant aspects of Ovid's and Shakespeare's works, and poems, letters and diaries by Shevchenko, the author argues that Shevchenko's keen interest in both poets' works was specified by his concern with modes of autocommunication and its display. In Shevchenko's poems, autocommunication manifest is addressed to his own poems in many cases; in Ovid's works, it manifested itself in the same way, while for Shakespeare's dramas, it appeared in numerous soliloquys delivered by characters of his. Shevchenko's fierce need for autocommunication was rooted in his psychological portrait, therefore, he was interested in Ovid and Shakespeare not because of searching for some objects for reception or imitation but because of deep feeling of emotional affinity with Ovid's and Shakespeare's characters.
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Егорова, Татьяна Игоревна. "Criminogenic influence of socio-psychological factors on the process of execution of a prison sentence." Vestnik Kuzbasskogo instituta, no. 4(45) (December 18, 2020): 40–46. http://dx.doi.org/10.53993/2078-3914/2020/4(45)/40-46.
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Правопорядок и безопасность наказания в виде лишения свободы во многом зависит от социально-психологических условий его исполнения. В связи с этим имеется ряд проблемных аспектов, которые требуют научного осмысления и практического анализа. Это относится к рассмотрению динамических, динамико-статических и статических социально-психологических факторов, способствующих совершению преступлений. На сегодняшний день в пенитенциарных учреждениях существует достаточно объективных и субъективных причин и условий, препятствующих эффективному исполнению наказания в виде лишения свободы. При этом формальные особенности отрядного размещения и трудности дифференцированного содержания в совокупности с прошлым криминальным опытном осужденных способствуют деформации социально-психологических процессов взаимодействия среди тюремного населения. Негативный механизм распространения психологического заражения, внушения и подражания, популяризации групповых мнений и настроений, формирования традиций и обычаев тюремной субкультуры в местах лишения свободы всегда противопоставлен позитивным интересам личности, общества и государства. The rule of law and security of a custodial sentence largely depends on the socio-psychological conditions of its execution. In this regard, there are a number of problematic aspects that require scientific understanding and practical analysis. This applies to the consideration of dynamic, dynamic-static and static socio-psychological factors that contribute to the Commission of crimes. To date, there are enough objective and subjective reasons and conditions in penitentiary institutions that prevent the effective execution of a custodial sentence. At the same time, the formal features of detachment placement and the difficulties of differentiated detention, combined with the past criminal experience of convicts, contribute to the deformation of socio-psychological processes of interaction among the prison population. The negative mechanism of spreading psychological infection, suggestion and imitation, popularization of group opinions and moods, formation of traditions and customs of the prison subculture in places of detention is always opposed to the positive interests of the individual, society and the state.
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Belfiore, Elizabeth. "Pleasure, Tragedy and Aristotelian Psychology." Classical Quarterly 35, no. 2 (December 1985): 349–61. http://dx.doi.org/10.1017/s0009838800040222.
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Aristotle'sRhetoricdefines fear as a kind of pain (lypē) or disturbance (tarachē) and pity as a kind of pain (2.5.1382 a 21 and 2.8.1385 b 13). In hisPoetics, however, pity and fear are associated with pleasure: ‘ The poet must provide the pleasure that comes from pity and fear by means of imitation’ (τ⋯ν ⋯π⋯ ⋯λέου κα⋯ ɸόβου δι⋯ μιμήσεως δεῖ ⋯δον⋯ν παρασκευάζειν14.1453 b 12–13). The question of the relationship between pleasure and pain in Aristotle's aesthetics has been studied primarily in connection withcatharsis.Catharsis, however, raises more problems than it solves. Aristotle says nothing at all about the tragiccatharsisin thePoeticsexcept to state that tragedy accomplishes it. Though he gives a more complete account ofcatharsisin thePolitics, the context of this passage is so different from that of thePoeticsthat its relevance is questionable. A more promising, but largely neglected, approach to Aristotle's theory of tragic pleasure and pain is through a study of his psychological works. Here, Aristotle describes a number of emotional and cognitive responses to kinds of objects that include works of art. These descriptions support an interpretation of thePoeticsaccording to which (1) a tragedy is pleasurable in one respect and painful in another, and (2) pity and fear, though painful and not in themselves productive of pleasure, are nevertheless essential to the production of theoikeia hēdonē, ‘proper pleasure’, of tragedy. This interpretation has the advantage of not depending on a particular view ofcatharsis. It also makes much better sense than alternative views, once its seemingly paradoxical aspects are explained with the help of the psychological works.
Dissertations / Theses on the topic "Imitation – Psychological aspects"
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Mabena, Esther Ntombana. "The Morality of the Black adolescent in a multicultural situation." Thesis, 1999. http://hdl.handle.net/10500/17273.
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This study deals with the problem of moral development discontinuity prevalent
in today's multicultural societies. Black adolescents are confronted by many
obstacles in their situatedness in the home, school and society. It has been
revealed that the black adolescent in the multicultural situation is exploited,
dehumanised and exposed to impersonal situations when he should be offered
moral guidance and challenging moral dilemmas in order to develop his moral
sense, however he is consequently reduced to an object that is tossed to and fro
by his fellow human beings. The black adolescent, it has been shown, needs his
fellow human beings, as transmitters of moral values to help him to achieve a
moral-self.
This study examines the three multicultural situations, the home, the school and
the society and shows that morals are not inherited but acquired through mutual
contact. The acquisition of morals manifests itself under conditions characterised
by respect, modelling, imitation, indoctrination, reward and punishment,
conformity, loyalty, communication, exemplification, socialisation, experience
and learning as determined by the home, school and society. It was also found
that in their acquisition of morals in a multicultural society, black adolescents
experience confusion brought about by the cultural differences of their society.
\\!hat they previously regarded as the right thing to do in their cultural background
receives negative responses in the multicultural situation. It was further found that
black adolescents in a multicultural situation are not provided with sufficient
opportunities to participate meaningfully in moulding their new moral
environment. The multicultural environment is cold and unfriendly, as a result
black adolescents are barred from expanding and anchoring themselves in their
new situation to face the challenges confronting them with confidence.
The empirical research revealed that in the home parents are too busy with their
professional upgrading and the positions they hold at work to bother about the
moral upbringing of their children. In school teachers emphasise scholastic
achievement above moral development. The society does not provide black
adolescents with moral role models to imitate. Society has become to
technocratic, with devices such as the TV, radio, Internet and video games, to
guide black adolescents in their moral intemalisation.Psychology of Education
D. Ed. (Psychology of Education)
Books on the topic "Imitation – Psychological aspects"
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Statue vestite e snodate: Un percorso. Pisa: Edizioni della Normale, 2011.
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The psychological effects of modeling in athletic injury rehabilitation. 1991.
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Jean, Piaget. Play, Dreams and Imitation in Childhood. Peter Smith Pub Inc, 1988.
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The interaction of conceptual tempo and modeling on motor performance. 1985.
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The interaction of conceptual tempo and modeling on motor performance. 1988.
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Coleman, Loren. The Copycat Effect: How the Media and Popular Culture Trigger the Mayhem in Tomorrow's Headlines. Paraview Pocket Books, 2004.
Find full textBook chapters on the topic "Imitation – Psychological aspects"
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Mychko, Elena Iosifovna, and Elena Stanislavovna Strelnikova. "Possibilities of a practice-oriented educational environment in the preparation of medical colledge students." In Theoretical and practical aspects of pedagogy and psychology, 170–78. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-104649.
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In work the urgency of the problem of the development of professional competencies is substantiated, since future medical workers have a contradiction between their psychological readiness and practical abilities to perform professional labor functions. The importance of creating a practice-oriented educational environment as a determinant of the formation of students' professional knowledge and professional experience is emphasized. Based on the theoretical analysis of domestic and foreign bibliographic sources, the didactic possibilities of imitation teaching methods were identified as key in the preparation of medical college students. As a result, organizational and pedagogical conditions are indicated that contribute to the qualitative practical training of students in the educational environment of the medical college.