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Статті в журналах з теми "Recognition (Psychology)"

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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 4 березня 2023

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1

Coburn, William J., and Estelle Shane. "Recognizing Recognition in Self Psychology." International Journal of Psychoanalytic Self Psychology 3, no. 2 (April 3, 2008): 153–57. http://dx.doi.org/10.1080/15551020801923029.

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2

Strongman, Luke. "The Magic Jacket: Recognition and Organizational Psychology." International Journal of Psychological Studies 9, no. 1 (December 14, 2016): 33. http://dx.doi.org/10.5539/ijps.v9n1p33.

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Recognition is essential in human social life. It is also critical in the workplace as one of the central communication activities that provides social cohesion, meaning and direction amongst colleagues and clients. Without expressions of recognition to others-formal and informal, high-context and low-context, social and structural, from a simple greeting to an affirmation for competent achievement, the workplace and the human behavior in it may become less than optimal and even dysfunctional. Expressions of recognition promote social cohesion. Based on a literature review and qualitative analysis, this article will provide an understanding of recognition in the workplace from a variety of viewpoints. It will explain recognition as central to the rationale of productivity, identify characteristics of its use and prevalence, discuss recognition as forms of behavioral guidance and social capital and exchange, before concluding to emphasize the role of recognition in the social and regulative functions of the modern workplace.

3

Vislova, Aminat. "The Problem of Face recognition in Psychology and Artificial Intelligence." Artificial societies 16, no. 2 (2021): 0. http://dx.doi.org/10.18254/s207751800015009-8.

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The article deals with the problem of face recognition in artificial intelligence (AI) and in psychology. The possibility of using data from the psychology of perception in the interpretation of artificial face recognition systems is analyzed. The emphasis is made on the psychophysiological mechanisms of face recognition / recognition. The available methods for solving the problem in the field of AI, trends in improving face recognition technologies in the context of the digitalization of the social and economic life of society are described. Considering the vast scope of application of face recognition technologies and the insufficient development of the problem of the relationship between AI and psychology in solving this problem, the need for a more detailed study of this phenomenon from an interdisciplinary perspective is stated.

4

DeLeon, Patrick H., Patria Forsythe, and Gary R. VandenBos. "Federal recognition of psychology in rehabilitation programs." Rehabilitation Psychology 31, no. 1 (1986): 47–56. http://dx.doi.org/10.1037/0090-5550.31.1.47.

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5

DeLeon, Patrick H., Patria Forsythe, and Gary R. VandenBos. "Federal recognition of psychology in rehabilitation programs." Rehabilitation Psychology 31, no. 1 (1986): 47–56. http://dx.doi.org/10.1037/h0091525.

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6

Ounachad, Khalid, Mohamed Oualla, Abdelalim Sadiq, and Abdelghani Sohar. "Face Sketch Recognition: Gender Classification and Recognition." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 18, 2020): 1073–85. http://dx.doi.org/10.37200/ijpr/v24i3/pr200860.

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7

Bunnell, Julie K. "Recognition of Famous Names in Psychology by Students and Staff." Teaching of Psychology 19, no. 1 (February 1992): 51–52. http://dx.doi.org/10.1207/s15328023top1901_15.

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Historical awareness of psychology majors and faculty members was assessed using a name recognition questionnaire, which included the names of 53 eminent contributors in the history of psychology. Before taking a course in the history of psychology, students showed a low level of name recognition, which was markedly inferior to that of faculty members. It appears that, without explicit instruction, students acquire little knowledge of the history of their discipline.

8

Allinson, N. M., and A. W. Ellis. "Face recognition: combining cognitive psychology and image engineering." Electronics & Communications Engineering Journal 4, no. 5 (1992): 291. http://dx.doi.org/10.1049/ecej:19920050.

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9

Passmore, Jonathan. "In recognition of the Wiley Organisational Psychology Series." OP Matters 1, no. 37 (March 2018): 9–10. http://dx.doi.org/10.53841/bpsopm.2018.1.37.9.

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10

Grant, Anthony, Michael Cavanagh, and Sean O’Connor. "In recognition of a pioneer in coaching psychology." International Coaching Psychology Review 15, no. 1 (2020): 6–7. http://dx.doi.org/10.53841/bpsicpr.2020.15.1.6.

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11

Grill-Spector, Kalanit, and Rory Sayres. "Object Recognition." Current Directions in Psychological Science 17, no. 2 (April 2008): 73–79. http://dx.doi.org/10.1111/j.1467-8721.2008.00552.x.

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12

Brainerd, C. J., V. F. Reyna, and A. H. Mojardin. "Conjoint recognition." Psychological Review 106, no. 1 (1999): 160–79. http://dx.doi.org/10.1037/0033-295x.106.1.160.

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13

Grill-Spector, Kalanit, and Nancy Kanwisher. "Visual Recognition." Psychological Science 16, no. 2 (February 2005): 152–60. http://dx.doi.org/10.1111/j.0956-7976.2005.00796.x.

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What is the sequence of processing steps involved in visual object recognition? We varied the exposure duration of natural images and measured subjects' performance on three different tasks, each designed to tap a different candidate component process of object recognition. For each exposure duration, accuracy was lower and reaction time longer on a within-category identification task (e.g., distinguishing pigeons from other birds) than on a perceptual categorization task (e.g., birds vs. cars). However, strikingly, at each exposure duration, subjects performed just as quickly and accurately on the categorization task as they did on a task requiring only object detection: By the time subjects knew an image contained an object at all, they already knew its category. These findings place powerful constraints on theories of object recognition.

14

Dodson, Patrick. "Constitutional Recognition." International Journal of Applied Psychoanalytic Studies 15, no. 2 (June 2018): 124–27. http://dx.doi.org/10.1002/aps.1574.

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15

Sedikides, Constantine. "Distinguished Contribution to Social Psychology Award." Social Psychological Review 20, no. 2 (2018): 9–10. http://dx.doi.org/10.53841/bpsspr.2018.20.2.9.

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The BPS Social Psychology Section Distinguished Contribution to Social Psychology Award is given in recognition of a distinguished contribution to social psychology over the duration of one’s career. The recipient of the Award will receive a prize and be invited to give a talk at the 2018 Section workshop.

16

Chóliz, Mariano, and Enrique G. Fernández-Abascal. "Recognition of Emotional Facial Expressions: The Role of Facial and Contextual Information in the Accuracy of Recognition." Psychological Reports 110, no. 1 (February 2012): 338–50. http://dx.doi.org/10.2466/07.09.17.pr0.110.1.338-350.

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Recognition of emotional facial expressions is a central area in the psychology of emotion. This study presents two experiments. The first experiment analyzed recognition accuracy for basic emotions including happiness, anger, fear, sadness, surprise, and disgust. 30 pictures (5 for each emotion) were displayed to 96 participants to assess recognition accuracy. The results showed that recognition accuracy varied significantly across emotions. The second experiment analyzed the effects of contextual information on recognition accuracy. Information congruent and not congruent with a facial expression was displayed before presenting pictures of facial expressions. The results of the second experiment showed that congruent information improved facial expression recognition, whereas incongruent information impaired such recognition.

17

Cano García, Mariluz, and Helmer Quintero Núñez. "Psicología de la religión: reconocimiento teóricoy panorama investigativo." Pensamiento Americano 11, no. 22 (August 23, 2019): 78–89. http://dx.doi.org/10.21803/pensam.v11i21-1.280.

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En el argumento del presente artículo se ostentan algunas revisiones históricas y descriptivas de la psicología de la religión; se refieren y diferencian determinadas nociones como “psicología de la religión”, “psicología y religión”, y “psicología religiosa”, se advierte de las modificaciones conceptuales de diferentes enfoques y corrientes afirmados en el área, como el de naturaleza fenomenológica; y se reseñan algunos estudios de la actualidad investigativa por continentes.

18

Dopkins, Stephen, Catherine Trinh Ngo, and Jese Sargent. "Exploring a recognition-induced recognition decrement." Memory & Cognition 34, no. 4 (June 2006): 839–53. http://dx.doi.org/10.3758/bf03193431.

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19

Wang, Man-Ying, and Chi-Le Ching. "Recognition intent and visual word recognition." Consciousness and Cognition 18, no. 1 (March 2009): 65–77. http://dx.doi.org/10.1016/j.concog.2008.10.004.

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20

Mills, Jon. "Recognition and pathos." International Journal of Jungian Studies 11, no. 1 (March 8, 2019): 1–22. http://dx.doi.org/10.1163/19409060-01101001.

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Abstract Throughout this essay I offer an adumbrated critique of recognition theory through a psychoanalytic sensibility. Contemporary recognition theory relies on an overly optimistic and intellectualized view of social relations that fails to adequately consider pathological processes inherent in human motivation, particularly those that are unconsciously mediated by collective prejudice and dysrecognition. In revisiting the Hegelian struggle for recognition, much of social reality today is mired in a collective pathos that prevents optimal mutual recognition among social collectives. Not all people are disposed, let alone capable, of recognizing the Other. We may have to contend that, in the end, recognition means tolerance of difference and not merely acceptance of one other, which could still bring about a pragmatic co-existence even if people cannot recognize each other as equals. This is largely due, I suggest, to the ontology of prejudice, attachment deficits, and the failure to adopt empathy toward alterity.

21

Nelson, Eric S. "Recognition and Resentment in the Confucian Analects." Journal of Chinese Philosophy 40, no. 2 (March 1, 2013): 287–306. http://dx.doi.org/10.1163/15406253-04002006.

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Early Confucian “moral psychology” developed in the context of undoing reactive emotions in order to promote relationships of reciprocal recognition. Early Confucian texts diagnose the pervasiveness of reactive emotions under specific social conditions and respond with the ethical-psychological mandate to counter them in self-cultivation. Undoing negative affects is a basic element of becoming ethically noble, while the ignoble person is fixated on limited self-interested concerns and feelings of being unrecognized. Western ethical theory typically accepts equality and symmetry as conditions of disentangling resentment; yet this task requires the asymmetrical recognition of others. Confucian ethics integrates a nuanced and realistic moral psychology with the normatively oriented project of self-cultivation necessary for dismantling complex negative emotions in promoting a condition of humane benevolence that is oriented toward others and achieved through self-cultivation.

22

Nuttgens, Simon. "Making psychology “count”: On the mathematization of psychology." Europe’s Journal of Psychology 19, no. 1 (February 28, 2023): 100–112. http://dx.doi.org/10.5964/ejop.4065.

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Beginning in the late 18th century and continuing through to the mid-20th century, a movement was undertaken by psychology’s pioneers to establish a mathematical basis for research modeled after the physical sciences. It is argued that this movement arose through sociopolitical pressures to legitimize psychology as an independent discipline; demarcate its disciplinary boundaries within academia; and distinguish psychology from philosophy and spiritualism. It is argued that an ahistorical view of how the quantitative paradigm gained ascendancy leaves it largely unquestioned and unchallenged within mainstream psychology. Because of this, qualitative research has endured a long and continuing struggle to gain disciplinary recognition and epistemological parity. It is proposed that despite being sidelined by decades of quantitative hegemony, qualitative research has a long history in psychology and in the last 40 years has continued to prove itself as a necessary and valuable contributor to research in psychology.

23

Chryssochoou, Xénia. "Studying identity in social psychology." Studying Identity: Theoretical and Methodological Challenges 2, no. 2 (November 18, 2003): 225–41. http://dx.doi.org/10.1075/jlp.2.2.03chr.

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The present paper discusses the concept of identity in social psychology. It is suggested that identity is a particular form of social representation that mediates the relationship between the individual and the social world. Identity makes the link between social regulations and psychological organizations (i.e. identifications/self-categories) and constitutes the organizing principle of symbolic relationships. Its functions are to inscribe the person in the social environment, to communicate peoples’ positions and to establish relationships with others (social recognition). Thus identity is a cyclical process constituted by three actions: knowing, claiming and recognizing. Social psychologists have started their investigations of identity by emphasizing different aspects of this process: self-knowledge, claims and recognition and have focused on processes of socialization, communication and social influence. Finally, it is argued that through their active participation in the social world (by knowing, recognizing and claiming), individuals construct a set of knowledge about the world and themselves: their identity. To protect from, provoke or respond to changes to this knowledge people act in the name of identity. Thus, identity constitutes the social psychological context within which worldviews are constructed, through which these worldviews are communicated and for which battles are fought.

24

Goldman, Alvin I. "The psychology of folk psychology." Behavioral and Brain Sciences 16, no. 1 (March 1993): 15–28. http://dx.doi.org/10.1017/s0140525x00028648.

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AbstractFolk psychology, the naive understanding of mental state concepts, requires a model of how people ascribe mental states to themselves. Competent speakers associate a distinctive memory representation (a category representation, CR) with each mentalistic word in their lexicon. A decision to ascribe such a word to oneself depends on matching to the CR an instance representation (IR) of one's current state. As in visual object recognition, evidence about a CR's content includes the IRs that are or are not available to trigger a match. This poses serious problems for functionalism, the theory-of-mind approach to the meaning of mental terms. A simple functionalist model is inadequate because (1) the relational and subjunctive (what would have happened) information it requires concerning target states is not generally available and (2) it could lead to combinatorial explosion. A modified functionalist model can appeal to qualitative (phenomenological) properties, but the earlier problems still reappear. Qualitative properties are important for sensations, propositional attitudes, and their contents, providing a model that need not refer to functional (causal-relational) properties at all. The introspectionist character of the proposed model does not imply that ascribing mental states to oneself is infallible or complete; nor is the model refuted by empirical research on introspective reports. Empirical research on “theory of mind” does not support any strict version of functionalism but only an understanding of mentalistic words that may depend on phenomenological or experiential qualities.

25

Woody, William Douglas, Wayne Viney, and Jayson C. Johns. "Historical Literacy of Advanced Undergraduate Psychology Students: Pedagogical Implications for Courses in the History of Psychology." Perceptual and Motor Skills 94, no. 3 (June 2002): 1013–24. http://dx.doi.org/10.2466/pms.2002.94.3.1013.

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139 junior and senior students enrolled in courses in the history of psychology at two universities were tested on the first day of class to assess general historical literacy, literacy in the history of psychology, and recognition of 51 important figures in the history of psychology. Serious deficiencies in their historical knowledge present important pedagogical implications for the teaching of the history of the discipline.

26

Chard, David J., and Jean Osborn. "Word Recognition Instruction." Intervention in School and Clinic 34, no. 5 (May 1999): 271–77. http://dx.doi.org/10.1177/105345129903400503.

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27

Gordyeyeva, Anzhela. "TEACHING PSYCHOLOGY STUDENTS PROFESSIONALLY ORIENTED READING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 13(81) (May 26, 2022): 212–15. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-212-215.

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The article deals with the problem of teaching psychology students reading professionally oriented English texts. It highlights the importance of the development of reading skills in English speaking class and investigates the component skills that are critical to reading comprehension development when teaching English for specific purposes. In this research we try to analyze main curricular principles proposed by scientists to guide reading instructions which can be successfully used when teaching professionally oriented reading to psychology students. In this article we explore goals for reading instructions and try to translate them into practice in various ways in our ESP classroom. Among the component skills that are critical to reading ESP comprehension development we distinguish word-recognition efficiency, vocabulary building, main-idea comprehension practice, discourse-structure awareness, reading strategies for professional goals, reading fluency, extensive reading and students’ motivations. We pay special attention to reading fluency, extensive reading and psychology students’ reading motivation which are also considered very important component skills for reading comprehension development. We tried to understand how to prepare our psychology students for their reading demands that that they will almost certainly encounter in their professional life.

28

Endo, Yumi, Yuji Hakoda, Nobuko Uchida, Tatsuya Sato, Genji Sugamura, and Takashi Kusumi. "To increase the public recognition of psychology as a science." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): JPAS—009—JPAS—009. http://dx.doi.org/10.4992/pacjpa.78.0_jpas-009.

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29

Kim GeonYeob. "An Introduction of Death Recognition and Immortality on Religious Psychology." Studies in Humanities and Social Sciences 62, no. 1 (February 2019): 89–122. http://dx.doi.org/10.17939/hushss.2019.62.1.004.

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30

Choi, Incheol, and Richard E. Nisbett. "Cultural psychology of surprise: Holistic theories and recognition of contradiction." Journal of Personality and Social Psychology 79, no. 6 (2000): 890–905. http://dx.doi.org/10.1037/0022-3514.79.6.890.

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31

Shugen, Wang. "Framework of pattern recognition model based on the cognitive psychology." Geo-spatial Information Science 5, no. 2 (January 2002): 74–78. http://dx.doi.org/10.1007/bf02833890.

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32

WILKINSON, SUE. "“Breaking In”: Seeking Institutional Recognition for the Psychology of Women*." Clinical Psychology Forum 1, no. 27 (June 1990): 5–8. http://dx.doi.org/10.53841/bpscpf.1990.1.27.5.

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33

Neville, Helen A., Brigitte Viard, and Lou Turner. "Race and Recognition." Journal of Black Psychology 41, no. 3 (February 25, 2014): 247–71. http://dx.doi.org/10.1177/0095798414523290.

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34

Donaldson, Wayne. "Measuring recognition memory." Journal of Experimental Psychology: General 121, no. 3 (1992): 275–77. http://dx.doi.org/10.1037/0096-3445.121.3.275.

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35

Yeung, Lok-Kin, Jennifer D. Ryan, Rosemary A. Cowell, and Morgan D. Barense. "Recognition memory impairments caused by false recognition of novel objects." Journal of Experimental Psychology: General 142, no. 4 (November 2013): 1384–97. http://dx.doi.org/10.1037/a0034021.

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36

Gilbert, Lucia Albino, and Samuel H. Osipow. "Feminist Contributions to Counseling Psychology." Psychology of Women Quarterly 15, no. 4 (December 1991): 537–47. http://dx.doi.org/10.1111/j.1471-6402.1991.tb00428.x.

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In this article we first identify and provide evidence for feminist contributions to counseling psychology in four broad areas. These are policy and leadership in the field, theory and research, training and practice, and recognition of feminist scholarship and contributions by women. In view of the evidence, we conclude that feminist perspectives are irrevocably changing the field of counseling psychology by stimulating the rethinking of its premises and models with regard to normal development and by developing new approaches to inquiry and practice.

37

Corballis, Michael C. "Recognition of disoriented shapes." Psychological Review 95, no. 1 (1988): 115–23. http://dx.doi.org/10.1037/0033-295x.95.1.115.

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38

Suboski, Milton D. "Releaser-induced recognition learning." Psychological Review 97, no. 2 (1990): 271–84. http://dx.doi.org/10.1037/0033-295x.97.2.271.

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39

Zuckerman, Janet Rivkin. "Lateness, enactment, and recognition." Psychoanalytic Psychology 29, no. 4 (2012): 472–93. http://dx.doi.org/10.1037/a0023609.

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40

Watts, Fraser N., Lorna Morris, and Andrew K. MacLeod. "Recognition memory in depression." Journal of Abnormal Psychology 96, no. 3 (1987): 273–75. http://dx.doi.org/10.1037/0021-843x.96.3.273.

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41

Frosh, Stephen, and Lisa Baraitser. "Thinking, Recognition and Otherness." Psychoanalytic Review 90, no. 6 (December 2003): 771–89. http://dx.doi.org/10.1521/prev.90.6.771.28786.

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42

Dewsbury, Donald A. "Review of Kin Recognition." Contemporary Psychology: A Journal of Reviews 37, no. 10 (October 1992): 1098. http://dx.doi.org/10.1037/031528.

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43

Carroll, Naomi C., and Andrew W. Young. "Priming of Emotion Recognition." Quarterly Journal of Experimental Psychology Section A 58, no. 7 (October 2005): 1173–97. http://dx.doi.org/10.1080/02724980443000539.

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Four experiments investigated priming of emotion recognition using a range of emotional stimuli, including facial expressions, words, pictures, and nonverbal sounds. In each experiment, a prime–target paradigm was used with related, neutral, and unrelated pairs. In Experiment 1, facial expression primes preceded word targets in an emotion classification task. A pattern of priming of emotional word targets by related primes with no inhibition of unrelated primes was found. Experiment 2 reversed these primes and targets and found the same pattern of results, demonstrating bidirectional priming between facial expressions and words. Experiment 2 also found priming of facial expression targets by picture primes. Experiment 3 demonstrated that priming occurs not just between pairs of stimuli that have a high co-occurrence in the environment (for example, nonverbal sounds and facial expressions), but with stimuli that co-occur less frequently and are linked mainly by their emotional category (for example, nonverbal sounds and printed words). This shows the importance of the prime and target sharing a common emotional category, rather than their previous co-occurrence. Experiment 4 extended the findings by showing that there are category-based effects as well as valence effects in emotional priming, supporting a categorical view of emotion recognition.

44

Jaramillo Estrada, Juan Carlos. "Identity considerations for a psychology based on a complex epistemology." International Journal of Psychological Research 2, no. 2 (December 30, 2009): 158–66. http://dx.doi.org/10.21500/20112084.871.

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Born in the late nineteenth century, within the positivist paradigm, psychology has made important developments that have allowed its recognition in academia and labor. However, contextual issues have transformed the way we conceptualize reality, the world and man, perhaps in response to the poor capacity of the inherited paradigm to ensure quality of life and welfare of human beings. This has led to the birth and recognition of new paradigms, including complex epistemology, in various fields of the sphere of knowledge, which include the subjectivity, uncertainty, relativity of knowledge, conflict, the inclusion of "the observed" as an active part of the interventions and the relativity of a single knowable reality to move to co-constructed realities. It is proposed an approach to the identity consequences for a psychology based on complex epistemology, and the possible differences and relations with psychology, traditionally considered.

45

Shaw, John S., Kimberley A. McClure, and Christine E. Wilkens. "Recognition instructions and recognition practice can alter the confidence–response time relationship." Journal of Applied Psychology 86, no. 1 (2001): 93–103. http://dx.doi.org/10.1037/0021-9010.86.1.93.

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46

Hathaway, William L. "Clinical Practice with Religious/Spiritual Issues: Niche, Proficiency or Specialty." Journal of Psychology and Theology 36, no. 1 (March 2008): 16–25. http://dx.doi.org/10.1177/009164710803600102.

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The process of specialty recognition in professional psychology has become increasingly formalized in recent years. The American Psychological Association (APA) now formally defines and recognizes specialties in psychology and organizations such as the American Board of Professional Psychology have repositioned themselves as specialist credentialing bodies. A process model of specialization is presented with increasing levels of specialization arranged from more generalized to more specialized as follows: nonspecialized general practice, niche practice, proficiency, and formal specialty practice. The distinction between de facto and de jure recognition of specialty practice is discussed. It is argued that clinical work with religious/spiritual issues (RSI) already constitutes a practice niche and that numerous de facto proficiencies have been developed for this niche. The prospects and challenges for more formal specialty recognition of the domain of practice are discussed. The article concludes by briefly considering the relationship of “Christian counseling” to a possible formal specialty in clinical work with religious/spiritual issues.

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Hekiert, Daniela, and Magdalena Igras-Cybulska. "Capturing emotions in voice: A comparative analysis of methodologies in psychology and digital signal processing." Roczniki Psychologiczne 22, no. 1 (November 19, 2019): 15–34. http://dx.doi.org/10.18290/rpsych.2019.22.1-2.

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People use their voices to communicate not only verbally but also emotionally. This article presents theories and methodologies that concern emotional vocalizations at the intersection of psychology and digital signal processing. Specifically, it demonstrates the encoding (production) and decoding (recognition) of emotional sounds, including the review and comparison of strategies in database design, parameterization, and classification. Whereas psychology predominantly focuses on the subjective recognition of emotional vocalizations, digital signal processing relies on automated and thus more objective vocal affect measures. The article aims to compare these two approaches and suggest methods of combining them to achieve a more complex insight into the vocal communication of emotions.

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Ikäheimo, Heikki. "On the Role of Intersubjectivity in Hegel's Encyclopaedic Phenomenology and Psychology." Hegel Bulletin 25, no. 1-2 (2004): 73–95. http://dx.doi.org/10.1017/s0263523200002020.

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According to a widely shared view, a radical change took place in the role of intersubjectivity in Hegel's philosophy somewhere between Jena and Berlin. For instance, Jürgen Habermas's judgement is that whereas in the Jena writings – in the Jena Realphilosophien, and perhaps still in the 1807 Phenomenology of Spirit – Hegel conceived of intersubjectivity as an essential element in the constitution of subjectivity and of objectivity, in Berlin Hegel's intersubjectivist conception was replaced by a metaphysics of the absolute I or absolute self-consciousness, in which intersubjectivity no longer plays any important constitutive role.Perhaps it is due to something like this view having been mostly taken for granted even among Hegel-specialists that scholarly literature on intersubjectivity in Hegel's late Encyclopaedic system is indeed very scarce. Robert R. Williams' Hegel's Ethics of Recognition argues convincingly that the theme of intersubjective recognition can be seen as a central thread running through the whole of Hegel's Encyclopaedic philosophy of objective spirit. But very little has so far been written on the theme of intersubjectivity or intersubjective recognition in Hegel's Encyclopaedic philosophy of subjective spirit. My thesis in what follows is that intersubjectivity or intersubjective mediation in recognition can and should in fact be seen as an essential constituent also of subjective spirit as Hegel conceptualises it in the 1830 Encyclopaedia.

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Eisold, Barbara K. "Profound Recognition." Contemporary Psychoanalysis 35, no. 1 (January 1999): 107–30. http://dx.doi.org/10.1080/00107530.1999.10746386.

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Downing, Joyce Anderson, Theresa Earles-Vollrath, Jerry Neal, and Dennis Ehlert. "Alphabet Recognition Made Simple." Intervention in School and Clinic 42, no. 4 (March 2007): 243–47. http://dx.doi.org/10.1177/10534512070420041001.

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