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This compelling book illustrates that a new paradigm is forming in which contextual factors are considered central to the workings of the mind.
| ISBN | 1606235532 | | Pages | 371 | | ISBN13 | 9781606235539 (What's this?) | | Weight (grammes) | 642 | | Publisher | Guilford Publications | | Published in | New York | | Imprint | Guilford Publications | | Height (mm) | 229 | | Format | Hardback | | Width (mm) | 152 | | Publication date | 13 Mar 2010 | | Spine width (mm) | 30 | | DEWEY | 153.7 | | Academic level | Postgraduate | | DEWEY edition | DC22 | |
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| 1 | | The Context Principle by Lisa Feldman Barrett and Batja Mesquita and Eliot R. Smith | | 1 | | I | | Genes and the Brain | | | | 2 | | Epigenetic Inheritance by Lawrence V. Harper | | 25 | | 3 | | Brain Networks and Embodiment by Olaf Sporns | | 42 | | 4 | | Social Modulation of Hormones by Sari M. van Anders | | 65 | | II | | Cognition and Affect | | | | 5 | | Emoting: A Contextualized Process by Batja Mesquita | | 83 | | 6 | | Meaning in Context: Metacognitive Experiences by Norbert Schwarz | | 105 | | 7 | | Situated Cognition by Eliot R. Smith and Elizabeth C. Collins | | 126 | | III | | The Person | | | | 8 | | The Situated Person by Walter Mischel and Yuichi Shoda | | 149 | | 9 | | Implicit Independence and Interdependence: A Cultural Task Analysis by Shinobu Kitayama and Toshie Imada | | 174 | | 10 | | Platonic Blindness and the Challenge of Understanding Context by Yarrow Dunham and Mahzarin R. Banaji | | 201 | | 11 | | Social Tuning of Ethnic Attitudes by Stacey Sinclair and Janetta Lun | | 214 | | IV | | Behavior | | | | 12 | | The Multiple Forms of "Context" in Associative Learning Theory by Mark E. Bouton | | 233 | | 13 | | Threat, Marginality, and Reactions to Norm Violations by Deborah A. Prentice and Thomas E. Trail | | 259 | | 14 | | Behavior as Mind in Context: A Cultural Psychology Analysis of "Paranoid" Suspicion in West African Worlds by Glenn Adams and Phia S. Salter and Kate M. Pickett and Tugce Kurtis and Nia L. Phillips | | 277 | | 15 | | Challenging the Egocentric View of Coordinated Perceiving, Acting, and Knowing by Michael J. Richardson and Kerry L. Marsh and R. C. Schmidt | | 307 | | 16 | | Conclusion: On the Vices of Nominalization and the Virtues of Contextualizing by Lawrence W. Barsalou and Christine D. Wilson and Wendy Hasenkamp | | 334 | | | More... | | |
"Can you see a figure without a background? Can you understand a person without the situation? Can you appreciate a mind without seeing its world? This book says 'no' in answer to these questions, and suggests instead that the study of psychology must adopt a new maneuver - a thoroughgoing vision of mind as a contextualized and contextualizing engine. The distinguished contributors to this volume offer a new vision of mind by daring to explore it in context." - Daniel M. Wegner, Department of Psychology, Harvard University, USA "The mind is on the loose, no longer stuffed inside the skull! Read all about it in this compelling volume from leaders in the fields of social, cultural, cognitive, and personality psychology and neuropsychology. Heralding a major paradigm shift, The Mind in Context is a highly readable explanation of how the mind extends into the world and why context is an active ingredient of mind. Thoughts, emotions, attitudes, selves, identities, personalities are not internal entities that control behavior; instead they emerge in mutual and reciprocal relations between individuals and their environments. An excellent contribution for students of psychology at all levels and for anyone who wants to understand how and why context matters." - Hazel Rose Markus, Davis-Brack Professor in the Behavioral Sciences, Department of Psychology, Stanford University, USA "Revolutions in thought occur when diverse investigators converge on the same insight. In The Mind in Context, a stellar group of scientists explain how phenomena from the genetic and hormonal to the social and cultural reflect processes that are embedded, embodied, and situated. Sixteen readable chapters lead to one overarching conclusion - that the mind we've been studying as a noun is probably a verb." - Gerald L. Clore, Commonwealth Professor of Psychology, University of Virginia, USA  Be the first to write a customer review
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