By Michael J. Mahoney (auth.), Michael J. Mahoney, Arthur Freeman (eds.)
For nearly 3 millennia, philosophy and its extra pragmatic offspring, psychology and the cognitive sciences, have struggled to appreciate the complicated ideas mirrored within the patterned opera tions of the human brain. what's wisdom? How does it relate to what we suppose and do? What are the basic approaches underlying cognizance, belief, purpose, studying, reminiscence, and unsleeping ness? How are notion, feeling, and motion similar, and what are the sensible implications of our present wisdom for the standard priorities of parenting, schooling, and counseling? Such significant and engaging questions lie on the center of up to date makes an attempt to construct an improved operating alliance one of the fields of epistemology (theories of knowledge), the cognitive sciences, and psychotherapy. The proliferation and pervasiveness of what a few have known as "cognitivism" all through all quarters of recent psychology repre despatched a phenomenon of paradigmatic proportions. The (re-)emergence of cognitive strategies and perspectives-whether portrayed as revo lutionary (reactive) or evolutionary (developmental) in nature-marks what may be the only so much formative subject matter in overdue 20th century psychology. Skeptics of the cognitive circulation, if it can be so known as, can without difficulty be aware the mandatory limits and liabilities of naive varieties of metaphysics and mentalism. The background of human rules is writ huge within the polarities of "in the following" and "out there"-from Plato, Pythagoras, and Kant to Locke, Bacon, and Watson.
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Example text
Research on memory and forgetting is basically directed at investigating our intriguing abilities to transcend spatiotemporal boundaries by means of these hypothesized internal representations. Not surprisingly, we find that our learning and memory abilities are themselves related to certain skills PSYCHOTHERAPY AND HUMAN CHANGE PROCESSES 19 of categorization and condensation. Performances with meaningful material are almost always superior to those obtained when the test materials cannot be assimilated by prior ordering systems.
Our earlier discussion of meaning noted that human consciousness appears to be permeated 26 MICHAEL J. MAHONEY with contrasts and polarities. The main conjecture in this section is that these contrasts may be related to the experience of disequilibrium and the energization of human change processes. Although binary cybernetic metaphors seem less than adequate in describing our internal processes, in another sense the concept of contrast may offer some helpful directions for our theorizing. Let us return for a moment to the assertion that the nervous system is an organ of classification and order.
Vol. 4. Biological rhythms. New York: Plenum Press, 1981. Ayala, F. , & Dobzhansky, T. ). Studies in the philosophy of biology: Reduction and related problems. Berkeley: University of California Press, 1974. , & Grinder, J. ). Palo Alto, CA: Science and Behavior Books, 1975. , & Grinder, J. Frogs into princes: Neurolinguistic programming. Moab, VT: Real People Press, 1979. Bandura, A. Social learning perspective on behavior change. In A. ), What makes behavior change possible? , 1976. PSYCHOTHERAPY AND HUMAN CHANGE PROCESSES 43 Bandura, A.
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