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  1. Story grammars versus story points.Robert Wilensky - 1983 - Behavioral and Brain Sciences 6 (4):579.
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  • Point: Counterpoint.Robert Wilensky - 1983 - Behavioral and Brain Sciences 6 (4):613.
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  • The holes in points.David L. Waltz & Marcy H. Dorfman - 1983 - Behavioral and Brain Sciences 6 (4):612.
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  • A pointless approach to stories.Teun A. van Dijk - 1983 - Behavioral and Brain Sciences 6 (4):598.
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  • Toward a dialogical perspective on agency.Paul Sullivan & John Mccarthy - 2004 - Journal for the Theory of Social Behaviour 34 (3):291–309.
    The aim of this article is to motivate and outline a dialogical perspective on agency that accommodates centrifugal and centripetal tendencies in current cultural theories of agency. To complement approaches that assume a high degree of integration and clarity, we emphasise the diversity of agency as it is experienced in the open-ended dialogical relationship with a particular other. While these former approaches to agency provide us with the means to examine the influence of social processes such as division of labour (...)
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  • What' the point?Nancy L. Stein - 1983 - Behavioral and Brain Sciences 6 (4):611.
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  • Twenty-four centuries of literary studies recapitulated in ten years of cognitive science: And Now What?Dan Sperber - 1983 - Behavioral and Brain Sciences 6 (4):610.
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  • The story in mind and in matter.Steven L. Small - 1983 - Behavioral and Brain Sciences 6 (4):609.
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  • A remark on stories, texts, and sentences.Petr Sgall - 1983 - Behavioral and Brain Sciences 6 (4):608.
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  • What's the point in points without a grammar?Csaba Piéh, János László, István Siklaki & Tamás Terestyéni - 1983 - Behavioral and Brain Sciences 6 (4):607.
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  • Whose category error?Donald Perlis - 1983 - Behavioral and Brain Sciences 6 (4):606.
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  • Do points define stories or texts in general?Domenico Parisi - 1983 - Behavioral and Brain Sciences 6 (4):605.
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  • A Systematic Review of Arts-Based Interventions Delivered to Children and Young People in Nature or Outdoor Spaces: Impact on Nature Connectedness, Health and Wellbeing.Zoe Moula, Karen Palmer & Nicola Walshe - 2022 - Frontiers in Psychology 13.
    BackgroundThe time that children and young people spend in nature and outdoor spaces has decreased significantly over the past 30 years. This was exacerbated with a further 60% decline post-COVID-19. Research demonstrating that natural environments have a positive impact on health and wellbeing has led to prescription of nature-based health interventions and green prescribing, although evidence for its use is predominantly limited to adults. Growing evidence also shows the impact of arts on all aspects of health and wellbeing. However, what (...)
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  • Media Analysis of News Articles During COVID-19: Renewal, Continuity and Cultural Dimensions of Creative Action.David Mattson, Katie Mathew & Jen Katz-Buonincontro - 2021 - Frontiers in Psychology 11.
    Worldwide, the COVID-19 pandemic has forced people to adapt quickly, and to reexamine interactions and responsibilities toward communities in creative ways. This paper presents a qualitative media analysis of 50 online news articles published between March 17th and August 6th, 2020 using the key-words “creativity” and “COVID-19.” Informed by a definition of creativity as actions that are considered both “new” and “appropriate”, articles describing a “creative action” were kept for analysis. These articles highlight creative responses to the COVID-19 quarantine in (...)
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  • Wilensky's recipe for soap-opera scripts, or Marcel Proust is a yenta.John C. Marshall - 1983 - Behavioral and Brain Sciences 6 (4):604.
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  • Psychological considerations in story analysis.Maryanne Martin - 1983 - Behavioral and Brain Sciences 6 (4):605.
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  • What a story is.Jean M. Mandler - 1983 - Behavioral and Brain Sciences 6 (4):603.
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  • Moving toward a point of some return.Wendy G. Lehnert - 1983 - Behavioral and Brain Sciences 6 (4):602.
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  • Self as an Aesthetic Effect.Antonia Larrain & Andrés Haye - 2019 - Frontiers in Psychology 10.
    Mainstream psychology has assumed a notion of the self that seems to rest on a substantialist notion of the psyche that became predominant despite important critical theories about the self. Although cultural psychology has recognized the diverse, dialogical, historical, narrative and performative nature of self, as opposed to the idea of self as entity, it is not clear how it accounts for the phenomenological experience of self as a unified image. In this paper, we offer a theoretical contribution to developing (...)
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  • Transforming the Power of Education for Young Minority Women: Narrations, Metareflection, and Societal Change.Michalis Kontopodis - 2011 - Ethos: Journal of the Society for Psychological Anthropology 39 (1):76-97.
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  • The semantic–syntactic distinction in story grammars.Janice M. Keenan - 1983 - Behavioral and Brain Sciences 6 (4):601.
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  • How to develop a theory of story points.Arthur C. Graesser - 1983 - Behavioral and Brain Sciences 6 (4):600.
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  • The topic of subjectivity in psychology: Contradictions, paths and new alternatives.Fernando González Rey - 2017 - Journal for the Theory of Social Behaviour 47 (4):502-521.
    This paper draws a picture of how topics related to subjectivity have appeared in different psychological theories, such as psychoanalysis, Gestalt and post-structuralist approaches, discussing in depth a specific proposition from a cultural-historical standpoint. I argue that, in most of these theories, subjectivity has been used to refer to specific processes and phenomena without advancing a more general theory about it. The way in which subjectivity was treated within the Cartesian/Enlightenment tradition, taken together with the individualistic tradition of psychology, led (...)
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  • Deconstructing Vygotsky’s victimization narrative: A re-examination of the ‘Stalinist suppression’ of Vygotskian theory.Jennifer Fraser & Anton Yasnitsky - 2015 - History of the Human Sciences 28 (2):128-153.
    Although many facets of Lev Vygotsky’s life have drawn considerable attention from historians of science, perhaps the most popular feature of his personal narrative was that his work was actively chastised by the Stalinist government. Almost all contemporary references to Vygotsky’s personal history emphasize that from 1936 to 1956, it was forbidden to either discuss or disseminate any of Vygotsky’s works within the Soviet Union. Although this ‘Vygotsky ban’ is both widely acknowledged and frequently cited by a variety of scholars, (...)
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  • The point of thematic abstraction units.Michael G. Dyer - 1983 - Behavioral and Brain Sciences 6 (4):599.
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  • The landscape of time in literary reception: Character experience and narrative action.Gerald C. Cupchik & Janos Laszlo - 1994 - Cognition and Emotion 8 (4):297-312.
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  • Event structure, interest, importance, and coherence: Where does point theory fit?Thomas H. Carr - 1983 - Behavioral and Brain Sciences 6 (4):597.
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  • Computational Analysis Problem of Aesthetic Content in Fine-Art Paintings.Ольга Алексеевна Журавлева, Наталья Борисовна Савхалова, Андрей Владимирович Комаров, Денис Алексеевич Жердев, Анна Ивановна Демина, Эккарт Михаэльсен, Артем Владимирович Никоноров & Александр Юрьевич Нестеров - 2022 - Russian Journal of Philosophical Sciences 65 (2):120-140.
    The article discusses the possibilities of the formal analysis of the fine-art painting composition on the basis of the classical definitions of beauty and computational aesthetics’ approaches of the second half of the 20th century he authors define the problem and consider solutions for the formalization of aesthetic perception in the context of aesthetic text, i.e., as part of the fine arts composition – a formal sequence of signs simply ordered in accordance with the syntactic rules’ system. The methodology of (...)
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  • What makes stories interesting.Bruce K. Britton - 1983 - Behavioral and Brain Sciences 6 (4):596.
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  • Form, content, and affect in the theory of stories.William F. Brewer - 1983 - Behavioral and Brain Sciences 6 (4):595.
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  • Are story representations good for anything?John B. Black - 1983 - Behavioral and Brain Sciences 6 (4):594.
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  • An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?Drew Bird & Katy Tozer - 2020 - Arts and Humanities in Higher Education 19 (1):3-19.
    With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience (...)
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  • Story grammar as knowledge.Carl Bereiter - 1983 - Behavioral and Brain Sciences 6 (4):593.
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  • Ilyenkov and Vygotsky on imagination.David Bakhurst - forthcoming - Studies in East European Thought:1-22.
    This paper explores Ilyenkov’s conception of imagination as it is expressed in his writings on aesthetics and in his 1968 book Ob idolakh i idealakh (Of Idols and Ideals). Ilyenkov deemed imagination and creativity to be central to the character of distinctively human forms of mental activity. After examining the many different contexts in which Ilyenkov sees imagination at work—from the most basic operations of perception to the expression of artistic and scientific genius—I bring his ideas into dialogue with the (...)
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  • Do story grammars and story points differ?James F. Allen - 1983 - Behavioral and Brain Sciences 6 (4):592.
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  • Commentary Points.Robert P. Abelson - 1983 - Behavioral and Brain Sciences 6 (4):591.
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  • Past experiences and recent challenges in participatory design research.Susanne Bødker - 2009 - In Annalisa Sannino, Harry Daniels & Kris D. Gutierrez (eds.), Learning and expanding with activity theory. New York: Cambridge University Press. pp. 274--285.
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  • Expansive agency in multi-activity collaboration.Katsuhiro Yamazumi - 2009 - In Annalisa Sannino, Harry Daniels & Kris D. Gutierrez (eds.), Learning and expanding with activity theory. New York: Cambridge University Press. pp. 212--227.
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  • The Relation Between Environment and Psychological Development: Unpacking Vygotsky’s Influential Concept of Perezhivanie.Ngo Cong-Lem - 2022 - Human Arenas 2022.
    In recent decades, Vygotsky’s sociocultural theory (VST) has become particularly influential in the fields of education and educational psychology. Perezhivanie is an important concept in VST that stipulates a relative influence of environment on a person’s psychological development depending on their age or stage of development. However, perezhivanie has been differentially interpreted and applied in previous literature to suit the purposes of domain-specific research. The lack of a comprehensive theoretical understanding of the concept can undermine research findings and their implications (...)
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  • Just Following the Rules: Collapse / Incoherence Problems in Ethics, Epistemology, and Argumentation Theory.Patrick Bondy - 2020 - In J. Anthony Blair & Christopher Tindale (eds.), Rigour and Reason: Essays in Honour of Hans Vilhelm Hansen. Windsor, ON, Canada: pp. 172-202.
    This essay addresses the collapse/incoherence problem for normative frameworks that contain both fundamental values and rules for promoting those values. The problem is that in some cases, we would bring about more of the fundamental value by violating the framework’s rules than by following them. In such cases, if the framework requires us to follow the rules anyway, then it appears to be incoherent; but if it allows us to make exceptions to the rules, then the framework “collapses” into one (...)
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  • Imagining social change: Developing social consciousness in an arts-based pedagogy.Louise Ammentorp - 2007 - Outlines. Critical Practice Studies 9 (1):38-52.
    This paper is a study of a social-justice, arts-based literacy curriculum in a low income, working-class, predominately African-American school district in Newark, New Jersey. Participating students studied photography and poetry of established artists and took and developed their own photographs accompanied by written narratives. As a part of the curriculum students also wrote poetry and analytical essays. I present my findings within the context of a Vygotskian pedagogical approach that takes social consciousness and metaphor as its central concepts. The paper (...)
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  • Examining Developmental Dialogue: the Emergence of Transformative Agency.Heli Heikkila & Laura Seppänen - 2014 - Outlines. Critical Practice Studies 15 (2):05-30.
    The intervention method of Developmental Dialogue, originally developed by Laura Mott , has been further elaborated to promote employees’ professional development and well-being. The aim of formative interventions is to enhance the agency of participants. There is particular interest in transformative agency, which is defined as participants’ capacity to take purposeful actions to change their work activity. By applying six types of agency expressions, this paper examines how transformative agency emerges in an interaction between a DD participant and the interventionist. (...)
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