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Bernard Tursky (1918-2012)
UC Irvine UC Irvine Previously Published Works Title Bernard Tursky (1918-2012). Permalink https://escholarship.org/uc/item/0t0857rg Journal Psychophysiology, 51(11) ISSN 0048-5772 Author Jamner, Larry D Publication Date 2014-11-01 DOI 10.1111/psyp.12338 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Psychophysiology, 51 (2014), 1059–1060. Wiley Periodicals, Inc. Printed in the USA. Copyright © 2014 Society for Psychophysiological Research DOI: 10.1111/psyp.12338 In Memoriam Bernard Tursky (1918–2012) LARRY D. JAMNER, Ph.D. Department of Psychology and Social Behavior University of California Irvine Psychophysiology and our Society lost one of its original greats when Bernard Tursky passed away on September 13, 2012 at the age of 93. Bernard Tursky was an academic trail blazer and pioneer extraordinaire. Raised in New York City, Bernard immigrated to the U.S. with his grandparents and brothers at the age of three. Circumstances demanded that he cease his formal education after the eighth grade in order to support his family. Bernie or “Profes- sor” as I affectionately referred to him represented as close an embodiment of the self-taught “Renaissance Man” I have ever met or will likely ever come across again. To enter Bernie’s office was to enter a veritable library of classic and contemporary texts, and reference manuals on topics such as electrical engineering, classic psychology, political science, medical sciences, physiology, psy- chiatry, systems theory, and mathematics. His academic career began as a technical engineer at MIT, and as his reputation grew as an ingenious developer of laboratory equipment and programming, he was recruited by the Massachusetts Mental Health Center. -
All in the Mind Psychology for the Curious
All in the Mind Psychology for the Curious Third Edition Adrian Furnham and Dimitrios Tsivrikos www.ebook3000.com This third edition first published 2017 © 2017 John Wiley & Sons, Ltd Edition history: Whurr Publishers Ltd (1e, 1996); Whurr Publishers Ltd (2e, 2001) Registered Office John Wiley & Sons, Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK Editorial Offices 350 Main Street, Malden, MA 02148‐5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley‐blackwell. The right of Adrian Furnham and Dimitrios Tsivrikos to be identified as the authors of this work has been asserted in accordance with the UK Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. -
1 Why We Need a More Humanistic Positive Organizational Scholarship: Carl Rogers' Person- Centered Approach As a Challenge To
Why we Need a More Humanistic Positive Organizational Scholarship: Carl Rogers’ Person- Centered Approach as a Challenge to Neoliberalism Stephen Joseph University of Nottingham Correspondence should be addressed to Stephen Joseph, PhD, Professor, School of Education, University of Nottingham, Nottingham, United Kingdom NG8 1BB. E-mail: [email protected] © 2019, American Psychological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors' permission. The final article will be available, upon publication, via its DOI: 10.1037/hum0000151 1 Why we Need a More Humanistic Approach to Positive Organizational Scholarship: Carl Rogers’ Person-Centred Approach as a Challenge to Neoliberalism Recent years have seen much interest in the new field of Positive Organizational Scholarship (POS). POS focuses specifically on what is positive, flourishing, and life-giving in organizations, and how to cultivate individual and organizational performance. In this article I will discuss the humanistic approach of Carl Rogers and how it can contribute to POS. Rogers is well known for his work on human relations and like POS he was concerned with the promotion of human flourishing. However, unlike POS, Rogers’ approach was based on a distinctive view of human nature and non-directive practice. By comparison, it looks like POS talks the language of human flourishing while offering ways in which to control and direct people as part of the neoliberal hegemony that humanistic scholars might see as the problem. I would like to advocate for a humanistic POS; one which explicitly has the aim of liberation and empowerment. -
A Unified Framework of the Shared Aesthetic Experience" (2016)
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2016 A Unified rF amework of the Shared Aesthetic Experience Huakai Liao Claremont McKenna College Recommended Citation Liao, Huakai, "A Unified Framework of the Shared Aesthetic Experience" (2016). CMC Senior Theses. Paper 1307. http://scholarship.claremont.edu/cmc_theses/1307 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. Claremont McKenna College A Unified Framework of the Shared Aesthetic Experience submitted to Piercarlo Valdesolo and Dean Peter Uvin by Huakai Liao for Senior Thesis Fall 2015 01/25/2016 0 Acknowledgement First of all, I would like to express my sincere thanks to my thesis advisor, Dr. Valdesolo, for the continuous support throughout this project as well as my entire undergraduate career. There have been very difficult times during the span of this project. I could not thank him enough for his support and understanding during those times. I still remembered the first day of freshman year when I asked him to join his laboratory to study emotion and he said yes. The interest in emotion has grown since then and led me to my other thesis in computer science on the topic of building emotional machine as well as the current project. I would also like to thank Dr. Halpern for her support. Even after her retirement, her door has always been open whenever I ran into trouble. She supported and cared for me during some of my difficult times. -
The Relationship of PSAT/NMSQT Scores and AP Examination Grades
Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered. -
AP Psychology Summer Assignment Mr. Trinci [email protected] Welcome to AP Psychology. Please Complete the Famous Contr
AP Psychology Summer Assignment Mr. Trinci [email protected] Welcome to AP psychology. Please complete the Famous Contributors and experiments review sheet. Due to the time constraints we will face during the school year, it is necessary that we get a head start on the material most important to the course. All of these contributors are an important part of the history of psychology and deserve your best work. This is a 300 point research project that will significantly impact your first quarter grade. Please turn this in handwritten and in your own words. No word processed copies will be accepted. Please make sure that your work is neat and legible. Do not include any biographical information, just the facts and details of the experiment or contribution. There are many quality websites available to help you complete this assignment (Wikipedia being one such website). Please be thorough in summarizing these contributors and experiments as they are deserving of your best work. This assignment is due the first day of class in August. Have a great summer, pace yourself, do your best work. The first one will be done for you as an example. Any problems or help please e-mail me on my school e-mail above. Hawthorn effect- Refers to the simple fact that workers became more productive when they are aware that they are being studied. The original experiment was conducted between 1924 and 1932 and was meant to measure the increase of production due to increase in lighting. The original experiment lasted from 1927-1932 and measured the productivity of two women working in the relay assembly section of the Western Electric Factory outside Chicago. -
NUMBER 52 Socializing for Modernization in a Multi-Ethnic Elite
NUMBER 52 Socializing for Modernization in a Multi-Ethnic Elite John A. Armstrong Conference on Entrepreneurship and Economic Innovation in Russia/Soviet Union Sponsored by Kennan Institute for Advanced Russian Studies American Association for the Advancement of Slavic Studies November 16-18, 1978 Washington, D.C. DRAFT PAPER - NOT FOR CITATION SOCIALIZING FOR MODER!~IZATION IN A MULTI-ETHNIC ELITE John A. Armstrong Few historical topics are more important than economic modernization in the Russian polity. 4ike other experiences in economic development, the Russian experience has been highly complex. Certainly one component has been the role of the entrepreneur. Yet, this role itself is a very complex one; failure to separate the many components of the role and to define them analytically has probably caused even more mischief in Russian studies than in examinations of other polities. This essay rests on considerable thought and a limited amount of research on topics close to the theme of entrepreneurial response. There is no intention, however, of presenting a research report on entrepreneurs in the Russian polity, or even laying an adequate groundwork for such research, which ought to be pursued in many directions. The purpose is clarification of the problem, insofar as that preliminary step can be taken by reflection and discussion. At certain points in the analysis a modest element of comparison is introduced. These comparisons are far from fully elaborated, hence they may eventually turn out to be superficial analogies. Given the relative isolation in which so much of Russian area studies has proceeded, even preliminary suggestions of novel analogies to developments elsewhere appear to be appropriate. -
Unit 4: Study Guide Motivation and Emotion
Unit 4: Study Guide Motivation and Emotion In studying motivation, students learn about the forces that influence the strength and direction of behavior including homeostasis. They discover that although early theories of motivation focused on internal instincts, needs, and drives, later theories acknowledged the role of external incentives. The concepts of intrinsic and extrinsic motivation are also examined. Students also learn that more recent theories conceptualize motives into at least two distinct types: primary (physiological) and secondary (social). In the case of the primary motives – such as hunger, thirst, pain, and sex – psychologists have identified many of the neural and hormonal mechanisms that are associated with the motivational state. The motives for sex and aggression appear to be more complex than those for hunger and thirst, involving both physiological and environmental mechanisms; however, even hunger appears to be influenced by environmental stimuli, particularly in the case of people who are obese. The study of emotion centers on the complex interactions between cognition and physiological mechanisms that are associated with feelings of love, hate, fear, and jealousy. Different theories – such as James-Lange, Cannon-Bard, Schachter-Singer, and opponent- process theory - provide different explanations of the relationship between physiological changes and emotional experiences. Central to much current theory and research is the concept of arousal; that is, the activation of several physiological systems at the same time, suggesting a relationship between task performance and level of arousal. CR8: The course provides instruction in motivation and emotion Text: Chapter 12 (pp. 469 – 510) Chapter 13 (pp. 513 – 544) Student Resources: Flashcards from text www.worthpublishers.com/myers8e I can see it all over your face, Forty Studies, pp. -
From Sound to Symbol to Meaning Dual Certification Course in Our Phono-Graphix and Kinesiology Cognitive Language Wise Methods
Learning Theory Epistomology Motivation Memory Child Development Thank you for your participation in our Developmental From Sound to Symbol to Meaning dual certification course in our Phono-Graphix and Kinesiology Cognitive Language Wise methods. The course content and materials for working with new and Psychology remedial readers draw upon theory and research in many fields. The developers of these internationally acclaimed methods understand that among the problems in education is a lack of cross-over from various Neuro-Linguistics areas of investigation and bodies of knowledge in Psychology, Linguistics, and Developmental Kinesiology. In 1993 they set the field of reading research and instruction Pure and Applied on its side with their reseach published in the Orton Annals of Dyslexia (C. McGuinness, et al, Linguistics 1993; Reading Reflex, Simon and Schuster, 1997) in which they demonstrated standard score gains in reading of six times that achieved by other reading methods, by addressing the true nature of the English written code and the three skills needed to teach such a code. In 2000 the McGuinnesses released their Language Wise Verbal Intelligence program (Yale University Press, 2000). The McGuinnesses' latest work, From Sound to Symbol to Meaning, brings the two methods, courses, and materials together in a seamless format for teachers and students. FrFroomm S Soouunndd t too S Syymmbbooll t too MeMeaanniinngg PPhhoonnoo--GGrraapphhiixx a anndd L Laanngguuaaggee WiWissee C Ceerrttiiffiiccaattiioonn C Coouursrsee FrFroomm S Soouunndd t too S Syymmbbooll t too MeMeaanniinngg Phono-Graphiix and Language Wise Duall C Certiifiicatiion Course Four Day Course Syllabus Day One Address the areas of research and practice drawn upon in the theory and practice of Phono-Graphix® reading and spelling instruction. -
The Cultural Psychology of Suffering: the Many Meanings of Health in Orissa, India (And Elsewhere)
60 ETHOS The Cultural Psychology of Suffering: The Many Meanings of Health in Orissa, India (and Elsewhere) Richard A. Shweder Abstract In this article, I honor Jerome Bruner’s meaning-centered and person-centered approach to the study of cultural psychology by describing aspects of the cultural psychology of suffering in and around a Hindu temple town in Orissa, India. I also outline the ‘‘big three’’ explanations of illness (biomedical, interpersonal, and moral) on a worldwide scale and recount some of the many meanings associated with the word health, as in the English language survey question ‘‘How would you rate your overall health?’’ [cultural psychology; explanations of illness; meanings of health; Orissa, India] Jerome Bruner is famous for his meaning-centered and person-centered approach to the study of cultural psychology (see, e.g., Bruner 1986, 1990, 1993).1 In this article, I seek to honor the life and work of my former teacher with a thickly substantive (and partly analytic) article on the many meanings of health for people in Orissa, India, where I started conducting research on cultural psychology while still a student taking courses with Jerome Bruner at Harvard University during the late 1960s. Before fully engaging my topic—the cultural psychology of suffering—allow me to glance back a few decades and share a pleasurable memory. At Harvard University in the late 1960s, the Department of Social Relations (where I was a student in the ‘‘Social Anthropology Wing’’) and the Department of Psychology (where Jerry Bruner was a faculty member and the director of the ‘‘Center for Cognitive Studies’’) were located in the vertically and intellectually segmented white towering structure, William James Hall. -
Bob Zajonc and the Unconscious Emotion ISSN 1754-0739 DOI: 10.1177/1754073910375480 Er.Sagepub.Com
Emotion Review Vol. 2, No. 4 (October 2010) 353–362 © 2010 SAGE Publications and The International Society for Research on Emotion Bob Zajonc and the Unconscious Emotion ISSN 1754-0739 DOI: 10.1177/1754073910375480 er.sagepub.com Piotr Winkielman Department of Psychology, University of California, San Diego, USA and Warsaw School of Social Psychology, Poland Abstract This article focuses on Bob Zajonc’s views on unconscious emotion, especially in the context of the debates about the independ- ence of affect and cognition. Historically, Bob was always interested in the “mere”—basic, fundamental processes. His empirical demonstrations of precognitive and preconscious emotional processes, combined with his elegant expositions of them, sharply contrasted with cold and complex cognitive models. Interestingly, Bob tended to believe that whereas the causes of emotion can be unconscious, the emotional state itself tends to be conscious. However, he reconsidered this assumption and in his later work showed that subjects in affective priming experiments do not experience conscious affect, but instead act on basic preferences. Today, Bob’s insights continue to inspire research on “unconscious emotion.” Keywords consciousness, emotion, Zajonc The relation between emotion and consciousness interested has not only redirected the field but continues to inspire new Bob Zajonc throughout much of his career. Although he never research and new researchers. wrote a comprehensive treatise on “unconscious emotion,” he often thought and wrote about it. Most directly, Bob addressed The Background of the Idea this issue in a short essay published in the book The Nature of The Mere Emotion: Fundamental Questions edited by Paul Ekman and Richard Davison (1994). -
JM Wanen, Pennsylvania State University D .. R. Williams
ACKNOWLEDGEMENTS (Continued) J. M. Wanen, Pennsylvania State University D .. R. Williams, University of Pennsylvania Richard M Wanen, University of Wisconsin, Milwaukee R. Wilton, University of Texas Daniel J. Weintraub, University of Michigan P. Wong, York University B. Weiss, University of Rochester Medical Center Antony Wright, University of Texas E. L. Wike, University of Kansss Robert Zajonc, University of Michigan Michael D. Zeiler, Emory University NOTES &; NEWS Ricardo Dobson, who, for the past Department of Psychology. !,:ormerly Education at Cornell University on three years, was Assistant Professor at he was a lecturer in the Department of September 1. Mary Washington College of the Social Relations, Harvard University. University of Virginia, is now Richard F. Nash who has just Associate Senior Research Willem J. M. Levelt, who spent the received his PhD in psychology from Psychologist at General Motors last academic year at the Institute for Tulane University, has accepted a Research Laboratories in Warren, Advanced Study, Princeton, is now position as Assistant Professor in the Michigan. back at his permanent position as Psychology Deparfm'ent at Marquette Professor of Psychology, Nijmegen University. His major area of interest is R. B. Freeman, Jr., formerly Uniuersity, The Netherlands. animal behavior. Professor at The Pennsylvania State University, is now Professor of Gardner Lindzey, who has been at Larry M. Raskin is returning to Psychology at the University of The University of Texas in Austin for Purdue University as Associate Konstanz, Germany. He will be the past few years, and most recently Professor in the Department of Child teaching in the fields of experimental at the Center for Advanced Studies in Development and Family Life after a and physiological psychology and the Behavioral Sciences at Stanford, year's leave of absence at the Division continuing research.