Microgenetic Theory: Brain and Mind in Time

Seim, David L.; Brady-Amoon, Peggy; Prieto, José M.; Castaño, Gloria; Sanders, Mark S.; Rodkey, Elissa N.; Hevern, Vincent W.; Maynard, Donna-Maria; Thomas, Roger K.; Pąchalska, Maria; MacQueen, Bruce Duncan; Brown, Jason W.; Krueger, Gerald P.; Mancinelli-Franconi, Ivan; Martinez, Thomas J.; Murray, David J.; Bello, Veronica Di; Walker, Amy S.; Hogan, John D.; Rieber, R. W.; Devonis, David C.; Rieber, Robert W.; Walbaum, Sharlene D.; Huard, Bethany S.

doi:10.1007/978-1-4419-0463-8_150

Cited by 5 publications

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“…The creative process is a weave of unconscious and conscious dynamic states of mind, the essence of which is the artist's search for "non-existent" objects, including signs and their meanings, followed by their processing and final execution of the work. As was stated by Pąchalska, MacQueen, and Brown (2012) the central property of an original act and the crux of creative thought is a departure from habit or expectancy. This could be construed as a failure of repetition since each recurrence is minimally novel in comparison to its antecedents, in part due to changing sensibility, in part to fluctuations in the resting state.…”

Section: The Essence Of the Creative Processmentioning

confidence: 98%

Lurian Approach and Neuropsychology of Creativity

Pąchalska¹

2020

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Background. Alexander Romanovich Luria (1902–1977) is a widely recognized authority, attributed with the birth and development of neuropsychology. Reading the list of Luria’s publications makes us aware of the wide range of his interests: from the brain location of mental functions, through methods of rehabilitation and education, cognitive processing, issues of language, intellectual development or the impact of culture on human development, to intercultural research, and consequently to the neuropsychology of creativity. The purpose of this article is to show the link between Luria’s approach and the neuropsychology of creativity, and to demonstrate that a process thinking, taking into account brain/mind state, offers a new way of conceptualizing different approaches to creativity, which can be a step toward their unification, bringing into relation the continuum of passage in nature to a transition from repetition to innovation to genius. Objective. The aim of the present paper is to present the brain mechanisms of creativity. It discusses the neuropsychology of creativity as a subdiscipline developing on the borderline of: (1) medical neuroscience — using clinical and experimental neuroanatomical, neurophysiological, neurobiological, neurosurgical, neurological, neuropsychiatric and (2) social neuroscience — using social psychology and neuropsychology, social linguistics and neurocultural studies to help disabled people. Special focus is placed on the functioning of artists with various forms of brain damage. The relationships between brain damage and the quality of creation are also discussed. In addition, a review of opinions of various authors from around the world on the relationship of the healthy and the damaged brain with creativity is presented in the paper. Case study. Described also are ways to avoid pitfalls in the interpretation of works of art taking into account Luria’s syndrom analysis. While studying the neurological and neuropsychiatric basis of the creativity of people with various brain injuries, one should take into account the possibility of the co-occurrence of syndromes as well as the overlapping of symptoms. The paper presents a case history of the illness of an artist that illustrates the importance of performing a syndrome analysis based on the Lurian approach. It also indicates the significance of supporting any neuropsychological assessment with the use of neuromarkers to avoid arriving at a false diagnosis. In the case of the patient described neurophysiological studies (neuroimaging studies of the brain, quantitative electroencephalography (qEEG), event-related potentials (ERPs) and standardized Low Resolution Electromagnetic Tomography (sLORETA) have proved to be very useful in the confirmation of his neuropsychological and neuropsychiatric diagnosis. Conclusions. The paper has presented data confirming the importance of Luria’s approach in the development of the neuropsychology of creativity. It was also an attempt to explain why we create, and what goes on in our bodies and minds when we begin to explore creative possibilities. Art in all of its manifestations (visual art, music, literature, dance, theater, and more) is an important feature of human societies in both norm and pathology, and therefore deserves further study.

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Section: The Essence Of the Creative Processmentioning

confidence: 98%

Lurian Approach and Neuropsychology of Creativity

Pąchalska¹

2020

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“…Zdrowy młody człowiek posiada już takie własne "Ja" kulturowe, które, choć bombardowane wciąż wzrastającą ilością bitów informacji, potrafi selekcjonować i wartościować te najważniejsze dla poznania siebie i świata, dla własnej aktywności, rozwoju i przetrwania (Brown 2015;Pąchalska, MacQueen, Brown 2012). Ma to na celu zapewnienie różnego rodzaju aktywności zgodnie z przyjętymi wartościami, a przede wszystkim odczuwanie odpowiedzialności za własne czyny.…”

Section: Ryc 2 Zmodyfikowane Procesualne Ujęcie Systemu "Ja"unclassified

Współczesne przestrzenie aktywności młodzieży

2023

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Publikacja została przygotowana z myślą o osobach zaangażowanych w wychowanie i edukację młodzieży. Problematyka monografii zatytułowanej Współczesne przestrzenie aktywności młodzieży wpisuje się w toczący się na gruncie pedagogiki młodzieży dyskurs dotyczący znaczenia aktywności młodzieży we współczesnym krajobrazie wychowawczo-edukacyjnym, rodzinnym, rówieśniczym i społecznym. Autorzy wyrażają przekonanie i nadzieję, że lektura niniejszej monografii stanie się dla czytelnika użyteczną zachętą i inspiracją dla podjęcia dalszych eksploracji, badań i analiz podjętego przez nich tematu.

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Section: Ryc 2 Zmodyfikowane Procesualne Ujęcie Systemu "Ja"unclassified

Psychologiczne i pedagogiczne aspekty motywacji do działania/aktywności młodzieży

Gajewski

2023

Współczesne Przestrzenie Aktywności Młodzieży

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In this study, the author analyzes the intricate field of motivational processes emphasizing their fundamental role in understanding human behavior, joins the ongoing discourse on the nature and role of motivational mechanisms in human life, seeks connections between theoretical concepts of motivation and their practical application in the field of upbringing, education and youth development. First, attention is focused on the young generation as a special social group, citing recent research reports on motivation in various aspects of human activity with a special emphasis on research on the activity of children and adolescents. In the following part, the author discusses motivation from the perspective of modern psychological concepts, analyzing its basic mechanisms and social conditions that shape it and have a certain influence on it. The differences between intrinsic and extrinsic motivation are pointed out, followed by a discussion of the importance of rewards for performed and abandoned activities and the relationship of motivation to self-image. Attention was also given to the importance of the theory of achievement motivation in human decision-making processes. Finally, the close relationship of motivation to the planning, initiation and execution of selected activities was pointed out. The author’s considerations conclude with a summary and conclusions, in which he identifies the key, optimal and necessary directions of educational interactions, emphasizing the need to adapt didactic and educational strategies to the specific motivational dynamics of youth. In the conclusion, the author presents his own educational and upbringing proposals for supporting and developing youth activity, conditioned by motivational processes.

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Microgenetic Theory: Brain and Mind in Time

Cited by 5 publications

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Lurian Approach and Neuropsychology of Creativity

Lurian Approach and Neuropsychology of Creativity

Współczesne przestrzenie aktywności młodzieży

Psychologiczne i pedagogiczne aspekty motywacji do działania/aktywności młodzieży

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