This paper intends to investigate the process of translating through shedding light on the relative thinking within cognitive stylistics perspective. In a method of seeing how to understand the world ...and that by a process of mental representation the language is conceived. Mental representations through which people communicate is established on the language they employ, the mental representations of people involve their knowledge, and their previous experience. Having analyzed translations of Hawking’s book “a brief history of time” 1988, relying on two Arabic translations. The paper concludes that translators differ in their manifestations of language in terms of the linguistic capacities, non-linguistic cognitive abilities, and of the communicative functions.
Extending evidence for the rapid revision of mental representations of what other people are like, we explored whether people also rapidly revise their representations of what others look like. After ...learning to ascribe positive or negative behavioral information to a target person and generating a visualization of their face in a reverse-correlation task, participants learned new information that was (a) counter-attitudinal and diagnostic about the person's character or (b) neutral and non-diagnostic, and then they generated a second visualization. Ratings of these visualizations in separate samples of participants consistently revealed revision effects: Time 2 visualizations assimilated to the counter-attitudinal information. Weaker revision effects also emerged after learning neutral information, suggesting that the evaluative extremity of visualizations may dilute when encountering any additional information. These findings indicate that representations of others' appearance may change upon learning more about them, particularly when this new information is counter-attitudinal and diagnostic.
Despite the popularity of strategy courses and the fact that managers make consequential decisions using ideas they learn in such courses, few studies examine the learning outcomes of taking a ...strategy course—a research gap most likely the result of the methodological challenges of measuring these outcomes in realistic ways. This paper provides a large-sample study of
what
individuals learn from taking a strategy course and
how
those learning outcomes depend on individual characteristics. We examine how 2,269 master of business administration (MBA) students evaluate real-world video cases before and after taking the MBA core strategy course at a large U.S. business school. We document several changes in their performance, mental representations, and self-perceptions. Among other findings, we show that taking a strategy course improves strategic decision making, increases the depth of mental representations and the attention paid to broader industry and competitive concerns, and boosts students’ confidence, while making them more aware of the uncertainty pervading strategic decisions. We also find that the magnitude and significance of these changes are associated with individual characteristics, such as cognitive ability, prior knowledge, and gender.
Humans have developed a unique ability to think about hypothetical events (imagined, fictional, improbable events) and to distinguish them from real events (directly experienced, factual, certain ...events). We examined how people mentally construe events that are more and less hypothetical. In six pre-registered studies (N = 1605) participants completed the Behavioral Identification Form, in which they chose between abstract and concrete action descriptions. We found that participants preferred to describe more hypothetical actions by their abstract goals and less hypothetical actions by their concrete means when the more and the less hypothetical actions were contrasted, but not in the absence of such contrast. We discuss potential difficulties of manipulating hypotheticality and suggest how to overcome them. We also discuss the nature of hypotheticality and how it is both similar to and different from other psychological distances.
Over 25 years ago
Ericsson et al. (1993)
published the results of their search for the most effective forms of training in music, a domain where knowledge of effective training has been accumulated ...over centuries. At music academies master teachers provide students individualized instruction and help them identify goals and methods for their practice sessions between meetings – this form of solitary practice was named
deliberate practice
, and its accumulated duration during development was found to distinguish groups with differing levels of attained music performance. In an influential meta-analysis
Macnamara et al. (2014)
identified studies that had collected estimates of practice accumulated during development and attained performance and reported that individual differences in deliberate practice accounted for only 14% of variance in performance. Their definition of “deliberate practice” differs significantly from the original definition of deliberate practice and will henceforth be referred to as
structured practice
. We explicate three criteria for reproducible performance and purposeful/deliberate practice and exclude all effect sizes considered by
Macnamara et al. (2014)
that were based on data not meeting these criteria. A reanalysis of the remaining effects estimated that accumulated duration of practice explained considerably more variance in performance (29 and 61% after attenuation correction). We also address the argument that the limited amount of variance explained by the duration of practice necessarily implies an important role of genetic factors, and we report that genetic effects have so far accounted for remarkably small amounts of variance – with exception of genetic influences of height and body size. The paper concludes with recommendations for how future research on purposeful and deliberate practice can go beyond recording only the duration of practice to measuring the quality of practice involving concentration, analysis, and problem solving to identify conditions for the most effective forms of training.
Drawing on both classic and current approaches, I propose a theory that integrates motivation, personality, and development within one framework, using a common set of principles and mechanisms. The ...theory begins by specifying basic needs and by suggesting how, as people pursue need-fulfilling goals, they build mental representations of their experiences (beliefs, representations of emotions, and representations of action tendencies). I then show how these needs, goals, and representations can serve as the basis of both motivation and personality, and can help to integrate disparate views of personality. The article builds on this framework to provide a new perspective on development, particularly on the forces that propel development and the roles of nature and nurture. I argue throughout that the focus on representations provides an important entry point for change and growth.
Full text
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
In this study, individuals with different motor expertise levels interacted with both heavy and light objects to learn about their respective physical affordance before solving a mental rotation task ...involving images of the same objects. All participants reported that heavy objects were more difficult to physically rotate than light objects, yet only elite athletes mentally rotated heavy objects more slowly than light ones, suggesting that they used covert motor strategies to perform the latter task. To confirm this hypothesis, a different sample of participants solved the same mental rotation task in a second experiment, this time using an imposed motor strategy. Consistent with our prediction, all groups were equally affected by objects' physical affordance, regardless of individual levels of sensorimotor expertise. Together, these results indicate that sensorimotor expertise transfers to mental rotation tasks and provide a more detailed account of the individual differences associated with levels of expertise. KEYWORDS: mental rotation, motor strategies, expertise level, sensorimotor experience
•Existing studies on destination image are integrated into a three-component model.•Conceptual and empirical validation of an affective destination construct.•The three components reliably and ...independently predict tourist behavior.
Knowledge of the mental representations that individuals hold about tourist destinations are important to understand their intentions. These mental destination representations have often been investigated by applying the concept of destination image. This study argues that the extant literature is often rather atheoretical and lacks operational rigor. These are major shortcomings which undoubtedly hinder the development of academic and managerial insights. In response, this study draws on contemporary psychology to develop the destination content model, comprising three informational components held in individuals‘ minds about destinations. The present study further outlines preferable methods and measures for each component, thus aiding researchers to investigate mental destination representations.
This edited collection of papers explores from an interdisciplinary perspective the role of images and objects in early modern knowledge-making practices with an emphasis on mapping methodological ...approaches against printed pictures and things. The volume brings together work across diverse printed images, objects, and materials produced c. 1500-1700, as well as well as works in the ambit of early modern print culture, to reframe a comparative history of the rise of the ‘epistemic imprint’ as a new visual genre at the onset of the scientific revolution. The book includes contributions from the perspective of international scholars and museum professionals drawing on methodologies from a range of fields.
Information has been used to explain mental representation. However, whether it succeeds in explaining the mentality of mental representation is an issue. In my view, although there are some ...advantages of this approach, mental representation cannot be reduced to informational processes for two reasons. First, informational processes cannot cover the distinctively subjective feature of mental representation, Second, informational processes cannot characterize the semantic properties of mental representation. Furthermore, I have some doubts regarding the intelligence of AI based on the problems of the informational approach to mental representation.
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