This review demonstrates that an individualist view of emotion and regulation is untenable. First, I question the plausibility of a developmental shift away from social interdependency in emotion regulation. Second, I show that there are multiple reasons for emotional experiences in adults to elicit a process of social sharing of emotion, and I review the supporting evidence. Third, I look at effects that emotion sharing entails at the interpersonal and at the collective levels. Fourth, I examine the contribution of emotional (...) sharing to emotion regulation together with the relevant empirical evidence. Finally, the various functions that the social sharing of emotion fulfills are reviewed and the relevance of the social sharing of emotion for emotion scientists is discussed. (shrink)

Eine tragfähige affektive Beziehung wird als Grundlage für reflexive kooperative Prozesse in der psychoanalytisch orientierten Therapie erachtet. Was ist die Essenz dieser affektiven Bindung (des Attachments)? Es werden zwei bildhafte Konzepte entwickelt: das affektive Feld und die Trajektorie. Letztere ist als ein Weg der affektiven Information zwischen den Protagonisten gezeichnet. Jedes Selbst hat ein affektives Feld. Die Felder zwischen zwei Selbsten werden verknüpft, jedoch nicht im Sinne der Feldtheorie, die eine eigen­ständige Entwicklung eines gemeinsamen Feldes postuliert. In einem wissenschaftstheoretischen Exkurs (...) werden die Ansätze »Feld« und »two singles« als gleichwertige Möglichkeiten diskutiert, Intersubjektivität zu verstehen. Die affektive Beziehung entwickelt sich zunächst zu den beiden Funktionen der resonanten und der responsiven Relation, um dann zunehmend durch die kognitive überlagert zu werden. Affektive Kommunikation ist nicht identisch mit der affektiven Bindung. Es werden Störungen im Bereich der Psychosen und Formen früher Störungen beschrieben. Die Ergebnisse der Bindungsforschung sind bekannt, spielen aber in dieser klinisch ausgerichteten Arbeit nur hintergründig eine Rolle. (shrink)

Journal Name: Semiotica - Journal of the International Association for Semiotic Studies / Revue de l'Association Internationale de Sémiotique Volume: 2014 Issue: 198 Pages: 205-240.

F. J. J.Buytendijk died on October 21st 1974 at the age of 87. His important contribution to the study of animal behaviour is analyzed here in relation to the historical development of animal psychology and ethology. The detailed study of his scientific production suggests, according to the authors, that some important findings, although largely not paid attention to in present-day literature, are akin to the conceptual and methodological evolution of comparative ethology.

In September 2007, more than 100 philosophers came to Prague with the determination to approach Karl Popper's philosophy as a source of inspiration in many areas of our intellectual endeavor. This volume is a result of that effort.

This article analyses the concept of ?aesthetic emotion? in John Dewey's Art as experience. The analysis shows that Dewey's line of investigation offers valuable insights as to the role of emotion in experience: it shows emotion as an integral part and structuring force, as a cultural and historical category. However, the notion of aesthetic emotion is characterized by a fundamental ambiguity. There is a conflict between a mechanical and an organic understanding of emotion, a confusion of emotion as structure and (...) of emotion as process, of emotion as content and as agency. The central problem may consist of the conception of aesthetic experience as the ideal. While evil and despair are thereby excluded from the art, everyday life is left wanting, as it cannot live up to the ideal. (shrink)

In an earlier paper, I set out to apply to animal mimicry the definition of the sign, and, more specifically, of the iconic sign, which I originally elaborated in the study of pictures, and which was then extended by myself and others to language, gesture, and music. The present contribution, however, while summarizing some of the results of those earlier studies, is dedicated to the demonstration that animal mimicry, as well as phenomena of the human Lifeworld comparable to it, are (...) in a sense the opposite of signs. It has often been observed, not only within speech act philosophy, but also by the semiotician Luis Prieto, that as sign can only function as such once it is recognized to be a sign. Animal mimicry, camouflage, and the like, in contrast, only work as such, to the extent that they are not perceived as signs. Unlike what speech act philosophy claims, nevertheless, the “difference which makes a difference” is not the recognition of a purpose attributed to the subject producing the sign. A footprint, for example, has to be recognized as a sign in order to function as such. Nevertheless, to the extent that a purpose is attributed to the subject setting the sign, it may be considered a sign, but one that hides its nature, a fake footprint. Mimicry and camouflage, however, are similar to such “natural meanings” as footprints in entertaining a different relation to the agent initiating the act and the agent perceiving it. Classical studies of mimicry distinguish its varieties according to what is rather vaguely called function. In this paper, we will investigate whether these classifications can be recuperated from a semiotic point of view, or whether a semiotically valid classification should start from scratch. (shrink)

SummaryThe philosophical core of a psychological theory of cognitive processes is developped and commented, focussing on the problem of intentionality, this term being taken in the normal and in the phenomenological sense. Actions, perceived processes, their states and results, operations and concepts are seen as related insofar as they all establish relations between elements, are generated by construction and can be objectivated. These acts and/or the objectives that control them, are intentional insofar as their structure is activated. Such activation is (...) characteristic of living systems. Intentionality sensu Brentano/Husserl is limited to acts of presentation, a contemplative conception which lacks the constructivity and the dynamism of our pragmatistic concept of action and thought. (shrink)

The aim of this study was to assess the links between religious discrimination and developmental and contextual variables. Based on the assumption that discrimination results from the interplay of prejudice and moral thinking, discriminatory behaviour was hypothesised to be linked to age, school environment, minority or majority group membership, and parental religious socialisation practices. The results indicate that discrimination is more frequent during childhood than during pre-adolescence or adolescence, more common in homogeneous schools than in heterogeneous schools, and more likely (...) when parents frequently express messages promoting mistrust of other religious groups. Participants from the minority group were more likely to discriminate against their own ingroup than were those from the majority group. Further studies are needed to determine whether these links are correlative or predictive, and to understand the underlying processes of religious discrimination. (shrink)

This article is intended as a brief introduction to the lifeworld approach to empirical research in education. One decisive feature of this approach is the inclusion of an explicit discussion of its ontological assumptions in the research design. This does not yet belong to the routines of empirical research in education. Some methodological consequences of taking the lifeworld ontology as a ground for empirical research are discussed as well as the importance of creativity in the choice of method for particular (...) projects. In this way, the lifeworld approach has its own particular perspective in phenomenological, empirical research in education. The article concludes with a description of an empirical study based on the lifeworld approach in order to illuminate the possibilities for empirical research in education as well as the significance of this approach for education. (shrink)

In C. S. Peirce, as well as in the work of many biosemioticians, the semiotic object is sometimes described as a physical “object” with material properties and sometimes described as an “ideal object” or mental representation. I argue that to the extent that we can avoid these types of characterizations we will have a more scientific definition of sign use and will be able to better integrate the various fields that interact with biosemiotics. In an effort to end Cartesian dualism (...) in semiotics, which has been the main obstacle to a scientific biosemiotics, I present an argument that the “semiotic object” is always ultimately the objective of self-affirmation (of habits, physical or mental) and/or self-preservation. Therefore, I propose a new model for the sign triad: response-sign-objective. With this new model it is clear, as I will show, that self-mistaking (not self-negation as others have proposed) makes learning, creativity and purposeful action possible via signs. I define an “interpretation” as a response to something as if it were a sign, but whose semiotic objective does not, in fact, exist. If the response-as-interpretation turns out to be beneficial for the system after all, there is biopoiesis. When the response is not “interpretive,” but self-confirming in the usual way, there is biosemiosis. While the conditions conducive to fruitful misinterpretation (e.g., accidental similarity of non-signs to signs and/or contiguity of non-signs to self-sustaining processes) might be artificially enhanced, according to this theory, the outcomes would be, by nature, more or less uncontrollable and unpredictable. Nevertheless, biosemiotics could be instrumental in the manipulation and/or artificial creation of purposeful systems insofar as it can describe a formula for the conditions under which new objectives and novel purposeful behavior may emerge, however unpredictably. (shrink)

This paper analyzes the origins and specificity of the recent research trend on the development in children of a Theory of mind which has undergone an impressive expansion over past the fifteen years. A comparison with Piaget's approach is proposed regarding the experimental data available on the coordination of perspectives as well as the epistemological foundations. The issues of the naturalization of the mind and its irreducibility are addressed within the framework of recent reductionist theories advanced by the philosophers of (...) mind. Piaget's contribution is considered as one of the most thorough of this century. (shrink)