Ever since its beginning, Christianity ascribed an important role to care for bodily and psychic suffering. Up to modernity, psychological assistance was closely connected with theology. In modern times, philosophy and theology began to distance themselves from metaphysics and transcendence, thus opening the path for a purely psychological interpretation of religion and of religious life (cf. Kant, Schleiermacher). The founders of important psychological schools (Sigmund Freud, Carl Gustav Jung, Erich Fromm, Fritz Perls, and Carl Rogers) offered purely naturalistic interpretations of (...) the human condition and discounted transcendence. Today, pastoral psychology is situated in a field of tension between a purely naturalistic psychology and openness to a spiritual dimension and to man’s vocation for transcendence. What those recent psychological schools contribute is important for a deeper understanding of man, but it remains merely partial as long as his spiritual dimension is disregarded. (shrink)

have decided to write this paper for the late Professor Ioannis Kornarakis mainly for two reasons: (1) Professor Kornarakis was the first to attempt an interdisciplinary preoccupation between the branch of Patristics and Modern Psychology; (2) Because he worked on this interdisciplinary perspective with innovation and creativity. For Professor Kornarakis’s work what is worth to be mentioned, above all, is that it was a struggle and an effort towards an unusual project: that of seeing the writings of the Church Fathers (...) and of Scriptures in ways which could be relevant to modern human problematism so that a fruitful understanding to be attained, as to what we can do with them on a personal, interpersonal and social level. Though Professor Kornarakis did not use the empirical method in his scientific research - observation-hypothesis-experiment-support, or refutation, of ideas tested-replication of the study conducted, etc. - he came across very important insights as to the human condition, that even today can elicit discussions as to the salience of his endeavours for modern pastoral psychologists.In this theoretical paper, what I am doing is to refer to Professor Kornarakis’s work historically and systematically. Historically, in terms of the development of it, since its inception, in the theological literature; systematically, in terms of the presentation of it in relation to the main ideas this was based upon. The historical preoccupation with Kornarakis’s work is being exhausted in the realm of an interview I conducted of him, when I was collecting information relevant to what he wrote, discussed and envisaged as to the association between Patristics and Psychology. The systematic preoccupation with Kornarakis’s work refers to the content and context his works were conceptualized and composed.Through both these perspectives -the historical and the systematic- Kornarakis’s work is actually put in the framework it belongs to, which is that of the theoretical foundations needed for the construction of a mode of thought in the pastoral understanding of the writings of the Fathers, and those of the Bible, in relation to what modern psychology studies in detail. Kornarakis’s work can be exhausted in terms of its chronological framework; however, it can also appear inexhaustible as to the kind of contingencies one can find in it, which are both situation-driven and hermeneutically-specific. Situationdriven, for they refer to events the modern man is bothered by; hermeneutically-specific, for they refer to issues, the exegesis of which can help the modern man’s condition to be improved. (shrink)

This study evaluates the comprehension of generalized conversational implicatures (GCI) in children with and without autism spectrum disorder (ASD), using a GCI test constructed based on the Levinson model, which distinguishes between three types of implicatures: type Q (or scalar: “what is not referred to does not occur”); type I (“by default, it is not necessary to say what can be assumed”); and type M (“if someone is expressing something in a not very simple or marked way, it is because (...) s/he is describing a situation that is not very typical, frequent, or prototypical”). In addition to the ASD group ( n = 22), two comparison groups were utilized: a group matched on chronological age with the ASD group, but with a higher linguistic age (TCD group, n = 22), and a group matched on linguistic age with the ASD group, but with a lower chronological age (TLD group, n = 22). In all cases, linguistic age was assessed with the Peabody test. The performance of the three groups on the GCI test was compared (overall and on each type of implicature), and performance on the three types of implicature was compared within each group. The ASD group obtained worse performance than the other two groups, both overall and for each implicature type, without also obtaining differences in performance on the three implicature types. The TCD group obtained better performance than the TLD group on overall performance, but not on each implicature type, and both groups obtained lower performance on the type M heuristics than on the type I. Based on these results, the children with ASD in our study presented limitations in the comprehension of the three types of GCI, but it was not possible to obtain evidence for an inferential continuum of the three types of GCI. However, in the two typical development groups, this evidence was obtained, leading us to propose an inferential continuum model based on the different levels of dependence on the context of each of the three types of implicatures, with type M implicatures being more contextually dependent. (shrink)

South Africa suffers a scourge of domestic violence. Colonial oppression upset the delicate balance between 'discipline' and 'protection' in traditional cultures. The full consequence of a patriarchal mindset of male control is unleashed on girls and women. The aim of this article is to investigate how the cycle of domestic violence can be broken and what role pastoral counsellors can play with regard to both victims and offenders in order to prevent history from repeating itself. The article also investigates (...) the extent to which legislation has succeeded in protecting individuals. Pastoral care and counselling comprise both spiritual and emotional support. The combination of two counselling methods compatible with religious themes such as 'hope' and 'new life', namely logotherapy and narrative pastoral counselling, is presented as an effective response to domestic violence. (shrink)

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid who are studying a Bachelor’s Degree in Physical Activity and Sports Sciences and a Master’s Degree in (...) Teacher Training for Secondary Education and High School were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education. Its effect was also examined bearing in mind students’ sex, age and educational profile. Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability. (shrink)

Chapter 1 First Person Access to Mental States. Mind Science and Subjective Qualities -/- Abstract. The philosophy of mind as we know it today starts with Ryle. What defines and at the same time differentiates it from the previous tradition of study on mind is the persuasion that any rigorous approach to mental phenomena must conform to the criteria of scientificity applied by the natural sciences, i.e. its investigations and results must be intersubjectively and publicly controllable. In Ryle’s view, philosophy (...) of mind needs to adopt an antimentalist stance to achieve this aim. Antimentalism not only definitively rejects the idea that mind is a substance separated from the body, it also denies that mental phenomena radically differ from physical phenomena by virtue of several unique features. Most problematically, mental phenomena have a conscious character (mental states are related to specific qualitative feelings) and are accessible only to the first-person (only the subject knows directly what s/he is experiencing inside his/her mind). Ryle takes a strong stance on antimentalism going so far as to maintain that an approach to mind which aims to meet the criteria of scientificity set by the natural sciences must avoid any reference to internal, unobservable mental states. In his view (which is considered a specifically philosophical version of psychological behaviorism and also addresses questions put forward in psychological research), mental states can be redescribed in terms of behavioral dispositions. In this chapter, we address the historical roots of the antimentalist view and analyze its relation to the later tradition of research on mind. We show that, compared to the antimentalist stance, functionalism and cognitivism take a step back when they maintain that direct reference to mental states is necessary since mental states cause and therefore explain human behavior. This step backwards is often interpreted as a return to mentalism. However, this is only partially true. Indeed, we suggest that these later traditions retain one important element of Ryle’s antimentalism, i.e. the idea that mental states must be uniquely identified using external and publicly observable criteria, while excluding any reference to introspection and those qualitative dimensions of a mental state, which are accessible only to the first-person. According to the perspective we put forward, this epistemological stance has continued to influence contemporary research on mind and current philosophical and psychological theories which both tend to exclude the subjective qualities of human experience from their accounts of how the mind works. The issue we raise here is whether this is legitimate or whether subjective qualities do play a role with respect to the way our mind works. The conclusion of this chapter anticipates the argument the book makes in in favor of this latter position, starting from a particular angle, i.e. the problem of how we categorize concepts related to our internal states. -/- Chapter 2 The Misleading Aspects of the Mind/Computer Analogy. The Grounding Problem and the Thorny Issue of Propriosensitive Information -/- Abstract. After the crisis of behaviorism, cognitivism and functionalism became the predominant models in the field of psychology and of philosophy, respectively. Their success is mainly due to the new key they use for interpreting mental processes: the mind/computer analogy. On the basis of this analogy, mental operations are seen as cognitive processes based on computations, i.e. on manipulations of abstract symbols which are in turn understood as informational unities (representations). This chapter identifies two main problems with this model. The first is how these symbols can relate to and communicate with perception and thus allow us to identify and classify what we perceive through the senses. Here we limit ourselves to presenting this issue in relation to the classical symbol grounding problem originally put forward by Harnad on the basis of Searle’s Chinese room argument. An attempt to address the problem raised here will be made in chap. 3. The second point we discuss in relation to the mind/computer analogy concerns the idea of information it fosters. Indeed, following this analogy, information is something available in the external world which can be captured by the senses and transmitted to the central system without being influenced or modified by the procedures of transmission. This perspective does not take into account that – unlike computers – in living beings information is acquired by means of the body. As Ulric Neisser has already pointed out, the body is itself an informational source that provides us with additional sensory experience that influences (modifies or complements) the information extracted from the external world by the senses. To develop this line of analysis and to determine exactly what information is provided by the body and how this might influence cognition, we examine Sherrington’s and Gibson’s positions. Moving on from their views, we qualify bodily information in terms of ‘proprioception’. We use ‘proprioception’ in a broad sense to describe any kind of experience we have of our internal states (including postural information as well as sensations related to the general state of the body and its parts). Following Damasio’s and Craig’s studies, we further elaborate this position, arguing that living beings are equipped with an internal propriosensitive monitoring system which maps all the changes that constantly occur in our body and that give us perceptual (‘proprioceptive’ or propriosensitive) information about what happens inside us. Moreover, relying on Goldie’s and Ratcliffe’s view, we show that emotional information can also be considered as a form of ‘proprioception’ which contributes to determining everything we perceive. This analysis leads us to the second main thesis of this book: ‘proprioception’ is a form of internal perception and it is an essential component of the sensory information we can access and use for all cognitive purposes. -/- Chapter 3 Semantic Competence from the Inside: Conceptual Architecture and Composition -/- Abstract. Concepts are essential constituents of thought: they are the instruments we use to categorize our experience, i.e. to classify things and group them together in homogeneous sets. Here we define concepts as the internal mental information (representations) that allows us, among other things, to master words in natural language. By analyzing the way in which individuals master word meanings we explore a number of hypotheses regarding the nature of concepts. Following Diego Marconi’s research, we differentiate between two kind of abilities that underpin lexical competence – so-called ‘referential’ and ‘inferential competence’ – and we suggest that, in order to support these abilities, concepts must also include two corresponding kinds of information, i.e. inferential and referential information. We point out that the most widely used and acknowledged theories of concepts do not make this distinction, instead broadly characterizing the information used for categorization in terms of propositionally described feature lists. However, we show that while feature lists can explain inferential competence, they do not account for referential competence. To address the issue of referential competence we examine Ray Jackendoff’s hypothesis that to account for the possibility of linking perceptual and conceptual information we need to assume the existence of a (visual) representation that encodes the geometric and topological properties of objects and bridges the gap between the percept and the concept. Furthermore, we analyze the extension of this work by Jesse Prinz who introduced the notion of a proxytype, a perceptual representation of a class of objects that incorporates structural and parametric information related to their appearance. However, as we point out, proxytypes can only explain the relationship between perception and concepts with respect to instances that can be perceived through the senses and that belong to the same class by virtue of their physical similarity. We suggest that this notion be extended to include larger conceptual classes. To accomplish this, we further develop Mark Johnson, George Lakoff and Jean Mandler’s idea of a schematic image and argue that conceptual representations include a perceptual schema. Perceptual schemata are non-linguistic, structured experiential gestalts (patterns or maps) that make use of information taken from all sensory modalities, including body perception. They accomplish a quasi-conceptual function: they allow us to recognize and to classify different instances. In this work, we hypothesize that perceptual schemata are an essential component of concepts, but not identical to them. Instead, we suggest that concepts include both perceptual and propositional information with perceptual schemata providing the ‘perceptual core concept’ that grounds related propositional information. -/- Chapter 4 In the Beginning There Were Categories. The Bodily Origin of Prelinguistic Categorical Organization: The Example of Folkbiological Taxonomies -/- Abstract. Studies of categorization in psychology and the cognitive sciences have made use of the notions of ‘category’ and ‘concept’ without precisely defining what is meant by either; in fact, often these terms have been used as synonyms, making it difficult to address specific issues related to conceptual development. This chapter begins by discussing the definitions of, as well as the distinctions between, ‘categories’ and ‘concepts’ in the classical philosophical tradition (Aristotle, Kant and Husserl). We introduce our view of categories with reference to Husserl. Categorization is defined as the way in which our experience is originally (pre-linguistically) organized in a passive and fully unconscious manner on the basis of universal structuring principles. Conceptualization is explained as a later process in which the earlier categorical macro-classes are further subdivided into more specific and detailed sets; this later process also relies on linguistic learning and exposure to culture. On the basis of Ray Jackendoff, Jean Mandler, George Lakoff and Mark Johnson’s work, we hypothesize that categorization is a two-step process that begins with the formation of homogeneous sets of entities partitioned into regions that describe the ontological boundaries of the objects that humans perceive (categories) and continues at a later stage with the development of more specific classifications (concepts). In this chapter, we mainly address three related issues: Why should we assume that there is categorical organization which precedes the development of a conceptual system? How do categories and concepts relate to each other? Shall we hypothesize that categories are innate or that they are formed before concepts on the basis of information and organizational structure available at a very early developmental stage? We show that categorical partitions are necessary for categorization and, following Mandler, that the general categories we form at an early age do not match our adult superordinate concepts. As for the third issue, we argue that there might be no need to assume that categories are innately present in the human mind, since their formation can be explained – at least in certain cases – by basic mechanisms that work on body (propriosensitive) information. This hypothesis will not be discussed in general, but in relation to a particularly relevant example of categorical partition, i.e. the folk-biological dichotomy between ANIMATE/INANIMATE. This is compared with other dichotomies that derive from it, but are not directly categorical such as LIVING/NON-LIVING and BIOLOGICAL/NON-BIOLOGICAL. -/- Chapter 5 Internal States: From Headache to Anger. Conceptualization and Semantic Mastery -/- Abstract. Here we ask if we can also apply the distinction between referential and inferential competence we introduced in Chapter 3 to words that do not refer to things that are perceived using the external senses, especially to words/concepts that denote bodily experiences (such as pain, thirst, hunger, etc.) or emotions. We introduce and discuss the hypothesis that – even though such words/concepts do not refer to intersubjectively identifiable entities in the external world – they do have a kind of referent that can be accessed via direct perception, more specifically ‘proprioception’, as we have defined it in terms of all propriosensitive information we can consciously access. In the first part of the chapter, we specifically consider terms denoting bodily experiences such as ‘pain’ or ‘hunger’ and argue that their referents are identified and classified from a first-personal point of view on the basis of four main characteristics: their specific intensity, their localization in the body, their co-occurrence with other signals and above all their specific qualitative sensations. Emotions are addressed in the second part of the chapter. We suggest that there is a continuity between bodily experiences and emotions. In particular, we argue for a perceptual theory of emotions in line with that proposed by James and Lange at the end of the 19th century and developed more recently by authors such as Damasio (see also chap. 2§5, §6). The hypothesis we put forward is that the referential information that supports the categorization of emotions and therefore also our mastery of terms referring to emotions consists in the perception (i.e. the ‘proprioception’) of those bodily states and changes in bodily states which constitute our emotional experience. In the context of this discussion we examine some objections to this line of reasoning that arise from a cognitivist perspective and following authors such as Oatley, Johnson-Laird and Frijda, we distinguish between basic emotions that can be identified and classified solely on the basis on how they feel and complex emotions whose identification and classification additionally depends on cognitive factors. To describe how emotions are identified and classified on the basis of how they feel, we rely on Marcel and Lambie’s distinction between an ‘emotion state’ and an ‘emotion experience’. Both notions indicate kinds of feelings that we consciously experience. However, they describe first-order and second order emotion awareness respectively. The emotion state is the feeling we have of the bodily states and changes that occur when we are experiencing an emotion, while the emotion experience is the fully developed and integrated emotion we both experience and are, with reflection, aware of experiencing. On the basis of this differentiation, we also show that the same characteristics that aid in the identification and classification of bodily experiences (specific qualitative sensations; somatic localization; specific intensity; presence/absence of specific concomitant sensations) can also be used for the identification and classification of emotions – at least basic emotions. In the last two sections of the chapter we present some clinical evidence on the semantic competence of people who suffer from Alexithymia and Autism Spectrum Disorder which supports the conclusions of our preceding analyses. -/- Chapter 6 The ‘Proprioceptive’ Component of Abstract Concepts -/- Abstract. In this chapter, we address the issue of whether the mastery of abstract words requires only inferential knowledge and thus, if the concepts that support the mastery of abstract words include only linguistic information. We start by differentiating the notions of ‘abstract’ and ‘general’ which are often erroneously confused. We then identify a strict definition of abstract, as contrasted with ‘concrete’, that applies to words or concepts whose referent cannot be experienced by the senses. We argue that abstract words/concepts would be better described as theoretical, because they are usually conceived as structured sets of inferential knowledge expressed linguistically; that is, as small theories. Pointing out parallels with Carnap’s analysis of this issue in philosophy of science, we hypothesize that words/concepts denoting non-observable entities are not all ‘equally theoretical’, because their link to sensory experience can be stronger or weaker. We revive the distinction, inspired by Quine, between theoretical and intertheoretical concepts/words. This distinction relies on the fact that the former – unlike the latter – retains a strong, although indirect, connection with perception. In Quine’s discussion, perception is understood uniquely in terms of observability, i.e. of external sensory experience. Here we argue, however, that bodily, ‘proprioceptive’ (i.e. propriosensitive) experience can also serve to referentially ground theoretical (i.e. abstract) concepts/words. We frame this issue using the example of the theoretical concept ‘freedom’ and Lakoff’s hypothesis that this concept is developed on the basis of bodily information. We contrast this with the example of ‘democracy’ which more closely resembles an intertheoretical concept/word. Furthermore, we show that one of the classical views put forward in psycholinguistic research to explain how abstract concepts are mentally represented – i.e. Paivio’s Dual Coding Theory – points in the same direction as our analysis. The same is true of Barsalou’s work suggesting that we use internal information to understand at least some abstract words. To sustain this position, we put forward two lines of evidence: the first comes from psycholinguistic studies while the second examines deficits of semantic competence exhibited by people with Autism Spectrum Disorder. On the basis of our analysis, we put forward a classification that distinguishes between different kinds of concreteness and different degrees of abstraction: concepts/words referring to body experiences and basic emotions are described as analogous to concrete concepts/words because they are grounded in perceptual (i.e. propriosensitive) experience, while abstract concepts/words are considered more or less abstract depending on whether they are intratheoretical (and rely entirely on inferential information) or theoretical (and are partially grounded in perceptual – or more often in propriosensitive perceptual – information). In the last section of the chapter we consider two scales that have been used in psycholinguistic research to measure the degree of concreteness vs. abstractness of words and we show that – used conjointly – they can provide a measure of the internal vs. external grounding of specific words. (shrink)

We live in an era of unprecedented interconnectivity and challenges that require global mindsets and creative approaches. While research on global identification has increased in recent years, the question of whether it can facilitate creativity remains largely unexplored. Moreover, despite the evidence linking multicultural experiences and global identities, migrant populations have been overly underrepresented in this area of research. We examine the association between global culture identification and creativity in the Alternate Uses Test, across two different samples residing in Spain: (...) a host national and majorly student sample and a culturally diverse immigrant sample. Additionally, we test the predictive value of ethnic identification and host culture identification. Regression analyses reveal that global culture identification positively predicts creativity among host national participants, and host culture identification predicts creativity among immigrant participants. Our results suggest that developing a cultural identity that transcends the one acquired through enculturation has the potential of facilitating creative behavior. (shrink)

_Objective:_ The present work aims to detect the role of the rate of speech as a mechanism able to give information on patient's intrapsychic activity and the intersubjective quality of the patient–therapist relationship. _Method:_ Thirty clinical sessions among five patients were sampled and divided into idea units ( N = 1276) according to the referential activity method. Each idea unit was rated according to referential activity method and in terms of speech rate (syllables per second) for both patient and therapist. (...) A mixed-effects model was applied in order to detect the relationship between the speech rate of both the patient and the therapist and the features of the patient's verbal production in terms of referential activity scales. A Pearson correlation was applied to evaluate the synchrony between the speech rate of the patient and the therapist. _Results:_ Results highlight that speech rate varies according patient's ability to get in touch with specific aspects detected through referential activity method: patient and the therapist speech rate get synchronized during the course of the sessions; and the therapist's speech rate partially attunes to the patient's ability to get in touch with inner aspects detected through RA method. _Conclusion:_ The work identified speech rate as a feature that may help in the development of the clinical process in light of its ability to convey information about a patient's internal states and a therapist's attunement ability. These results support the intersubjective perspective on the clinical process. (shrink)

We tested the plausibility of a cognitive-emotional model to understand the effects of messages framed in terms of gain, non-loss, non-gain, and loss, and related to the health consequences of red/processed meat consumption. A total of 544 Italian participants reported their attitude toward reduced red/processed meat consumption and intention to eat red/processed meat. One week later, participants were randomly assigned to four different message conditions: gain messages focused on the positive health outcomes associated with low meat consumption; non-loss messages focused (...) on the avoided negative health outcomes associated with low meat consumption; non-gain messages focused on the missed positive health outcomes associated with high meat consumption; loss messages focused on the negative health outcomes associated with high meat consumption. After reading the messages, participants answered a series of questions regarding their emotional and cognitive reactions to the messages, their evaluation of the messages, and again their attitude and intention toward red/processed meat consumption. Comparing different multivariate linear models under the Bayesian approach, we selected the model with the highest plausibility conditioned to observed data. In this model, message-induced fear influenced systematic processing, which in turn positively influenced message evaluation and attitude, leading to reduced intention to consume red/processed meat. Vice versa, message-induced anger reduced systematic processing, which in turn negatively influenced message evaluation, and led to no effect on attitude and intention. The comparison among message conditions showed that gain and non-loss messages activated integrated emotional and cognitive processing of the health recommendation, while loss and non-gain messages mainly activated emotional shortcuts toward attitude and intention. Overall, these results advance our comprehension of the effects of message framing on receivers' attitudes and intentions. (shrink)

Our work aimed to study the relationships between different dimensions of school climate, moral disengagement, empathy, and bullying behaviors (perpetration and victimization). The study sample consisted of 629 students (304 boys and 325 girls) aged 12–14 years (M= 12.55,SD= 0.67). Results showed how different dimensions of school climate predicted moral disengagement, empathy, and victimization, and these, in turn, predicted bullying perpetration. The results show the need to generate favorable educational environments to reduce the levels of moral disengagement and victimization and (...) to increase empathy in students as a strategy to prevent negative consequences related to bullying. (shrink)

_Abstract_: In this introduction to the thematic issue on _the future of the cognitive science(s)_, we examine how challenges and uncertainties surrounding the past and present of this discipline make it difficult to chart its future. We focus on two main questions. The first is whether cognitive science is a single unified field or inherently pluralistic. This question can be asked at various levels: First, with respect to the disciplines that should be included in the cognitive hexagon and their reciprocal (...) relationships: should we speak of cognitive science or of the cognitive sciences? Second, with regard to the conceptual and methodological changes (turns or revolutions) that have taken place within the cognitive project from its inception to the present day. Third, it pertains to cognitive psychology as a discipline. Before the emergence of cognitive science psychology was a fragmented discipline characterized by different traditions and approaches: has cognitive science been able to stem this fragmentation? Finally, we can question the unity of the cognitive architecture itself: is cognition produced by homogeneous or heterogenous mechanisms for information processing? We show that the issue of unity is addressed by several of the papers included in this thematic issue. In the second part of this introduction, we query the role that each component discipline should play in the cognitive project and in particular which should lead the project going forward, and why. Again, we show how this issue has been tackled by several articles featured in this collection. _Keywords_: Future of Cognitive Science; Cognitive Psychology; Pluralism and Cognitive Science; Philosophy and Cognitive Science; Fragmentation of Psychology _Quale futuro per la scienza cognitiva?_ _Riassunto_: In questa introduzione al fascicolo tematico dedicato al _futuro della scienza cognitiva_ prendiamo in considerazione sfide e incertezze che caratterizzano il passato e il presente di questa disciplina, rendendo difficile prevedere il suo futuro. Due le questioni principali su cui concentriamo l’attenzione. La prima: la scienza cognitiva è un ambito unitario o intrinsecamente pluralistico? Questo problema si manifesta a diversi livelli. In primo luogo, riguarda le discipline che dovrebbero comporre l’esagono cognitivo e le loro relazioni reciproche: dovremmo parlare di scienza cognitiva o di scienze cognitive? In secondo luogo, riguarda le trasformazioni (svolte o rivoluzioni) concettuali e metodologiche avvenute all’interno di questo progetto dalla sua nascita fino ai giorni nostri. In terzo luogo, riguarda la psicologia cognitiva. Prima della nascita della scienza cognitiva la psicologia era una disciplina frammentaria caratterizzata da diverse tradizioni e approcci: possiamo dire che la scienza cognitiva abbia posto rimedio a tale frammentazione? Infine, il problema dell’unità sorge anche in relazione all’architettura cognitiva stessa, considerando che la cognizione potrebbe o potrebbe non essere prodotta da meccanismi omogenei di elaborazione delle informazioni. Nella presentazione che segue si cerca di mostrare come l’unità, in tutte queste varianti, sia una questione affrontata da diversi articoli presenti in questo fascicolo tematico. Nella seconda parte di questa introduzione prendiamo in considerazione il problema del ruolo che ciascuna disciplina componente dovrebbe svolgere nel progetto cognitivo e, in particolare, quale dovrebbe guidare il progetto e perché, ponendo in evidenza come anche questa sia una questione centrale, tematizzata da diversi lavori presentati in questo fascicolo. _Parole chiave_: Futuro della scienza cognitiva; Psicologia cognitiva; Pluralismo e scienza cognitiva; Filosofia e scienza cognitiva; Frammentazione della psicologia. (shrink)

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

We examined how children's strategy choices in solving complex subtraction problems are related to grade and to variations in problem complexity. In two studies, third- and fifth-grade children (N≈160 each study) solved multi-digit subtraction problems (e.g., 34–18) and described their solution strategies. In the first experiment, strategy selection was investigated by means of a free-choice paradigm, whereas in the second study a discrete-choice approach was implemented. In both experiments, analyses of strategy repertoire indicated that third-grade children were more likely to (...) report less-efficient strategies (i.e., counting) and relied more on the right-to-left solution algorithm compared to fifth-grade children who more often used efficient memory-based retrieval and conceptually-based left-to-right (i.e., decomposition) strategies. Nevertheless, all strategies were reported or selected by both older and younger children and strategy use varied with problem complexity and presentation format for both age groups. These results supported the overlapping waves model of strategy development and provide detailed information about patterns of strategy choice on complex subtraction problems. (shrink)

Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. Indeed, there (...) are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyze the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: ‘Self-Determination Theory’, ‘motivation’, ‘Psychological need satisfaction, ‘physical activity and sport engagement’, ‘Elementary Education’, ‘Secondary Education’, ‘Physical Education’. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (b) in educational or extracurricular context. Research articles selected were found through nine databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes. (shrink)

Learning Management System (LMS) platforms provide a wealth of information on the learning patterns of students. Learning Analytics (LA) techniques permit the analysis of the logs or records of the activities of both students and teachers on the on-line platform. The learning patterns differ depending on the type of Blended Learning (B-Learning). In this study, we analyse: (1) whether significant differences exist between the learning outcomes of students and their learning patterns on the platform, depending on the type of B-Learning (...) [Replacement blend (RB) vs. Supplemental blend (SB)]; (2) whether a relation exists between the metacognitive and the motivational strategies (MS) of students, their learning outcomes and their learning patterns on the platform. The 87,065 log records of 129 students (69 in RB and 60 in SB) in the Moodle 3.1 platform were analyzed. The results revealed different learning patterns between students depending on the type of B-Learning (RB vs. SB). We have found that the degree of blend, RB vs. SB, seems to condition student behavior on the platform. Learning patterns in RB environments can predict student learning outcomes. Additionally, in RB environments there is a relationship between the learning patterns and the metacognitive and (MS) of the students. (shrink)

This essay takes a Traditional Christian, that is, Orthodox look at the integration of psychotherapy into pastoral counseling, as endorsed by many Western mainline Christianities. It examines how the Christian pastor can guide his sheep through the bioethical problems they encounter in their pursuit of salvation. The first part explores whether the turn to psychology and psychotherapy can be welcomed as a return to the Traditional therapeutic understanding of theology and of the Church as a spiritual hospital for fallen (...) souls. The second part examines two typical ways in which non-Orthodox Christianities embrace psychotherapy in pastoral counseling, as directed to unburdening parishioners from their doubts about bioethical decision making in the context of a Christian life. This part highlights the theological assumptions (about the pastor, his care, and the notion of God informing both) framing that embrace and shows them to be incompatible with the Traditional commitment to man's Divine vocation. The turn to psychotherapy here, rather than inaugurating a return to the therapeutic spirit of Traditional theology, offers a secularized substitute. The third part investigates the possibility of a Traditional Christian way of practicing psychotherapy along with its significance for Orthodox pastoral care in bioethical counseling. Here it becomes clear that, even beyond incompatible theological assumptions, already psychotherapy's endorsement of a predominantly discursive approach to healing is alien to Traditional pastoral care. (shrink)

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE) in recent years, being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) (...) aged 20.87±1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: a) initial expectations in the application of the CL; b) problems encountered in its implementation; c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level. (shrink)

PRO-Mueve Relaciones Sanas(PRO-Mote Healthy Relationships) is a gender-based violence and dating violence prevention program targeted at adolescents. The program has been designed to be implemented during three consecutive courses [from the first to third year of Spanish mandatory secondary education (ESO)] in 8 annual sessions, imparted by university students who have been previously trained and supervised by university professors. The present study evaluates the effects of the program after the first year of implementation through a quasi-experimental design (Intervention GroupN= 181; (...) Quasi-control groupN= 62;Mage= 12.11; SDage= 0.57; 54.7% girls) and assesses whether there are gender differences in the outcomes. The results obtained evidenced a significant reduction in benevolent sexism in the intervention group compared to the quasi-control group. Regarding hostile sexism, it was found to increase significantly in the quasi-control group, while it remained stable in the intervention group. Thus, there were significant differences between both groups after the intervention. Likewise, romantic love myths were found to decrease significantly, and knowledge about gender-based violence increased significantly in the intervention group between the two time points assessed, although there were no significant differences with the quasi-control group. No gender differences in the outcomes of the program were observed. The obtained results supported the efficacy of the program during the first year of intervention in the first course of the ESO and laid the foundation for the following phases of intervention. (shrink)

This introduction discusses the various respects in which the turn to psychotherapy and psychology in pastoral counseling touches on issues of bioethics (as the content of such counseling) and medical morality (insofar as the spiritual dimension addressed in pastoral care impacts the medical condition of those cared for, and the various kinds of psychotherapy relate to the therapy offered by medicine). A short characterization of each essay contained in this issue of Christian Bioethics highlights the major subjects on (...) which these essays agree and disagree. These subjects concern the significance of psychotherapy and psychology for (1) reaching out to parishioners who are estranged from the church, (2) criticizing religion as a whole, and (3) remedying certain distortions for which pastoral care and counseling have been criticized in some Christianities. Problems that arise from the incompatibilities between different sorts of theological and psychological accounts of human flourishing and their suggested solutions are considered. The introduction, then, concludes by briefly discussing the different understandings of tradition and church that inform the various post- and extra-Enlightenment positions adopted by the authors. (shrink)

McDonnell, Justin The psychologist wishes to balance man psychologically. The spiritual father aims at his divinisation... the psychologist employs the method of questioning and listening and tries to make man aware of his problem and to mature psychologically. The spiritual father, illumined by the grace of God, locates the problem-which is the darkness of the nous-and tries to lead man to the theoria of God by the means of the Orthodox method of purification and illumination. The psychologist acts anthropocentrically using (...) thoughts and ideas. The spiritual father acts in a theocentric way. He uses the therapeutic method, but also the mysteries through which the heart receives the grace of God. (shrink)