Wyniki wyszukiwania - Biblioteka Nauki

1

„Podróżą każda miłość jest”. Akceptacja metafor miłości przez kobiety w kontekście twórczości emocjonalnej – doniesienie wstępne

100%

Jasielska A.

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nr 4

EN

Love is a complex emotion. On the one hand, it is a positive experience. On the other, its conceptualization has negative elements. One of the forms of the lexical understanding of emotions is the metaphorical model that makes it possible to reach beyond the literal meaning of emotions. The study with women (N = 43) was conducted. For establishing the lay understanding of love the two types of metaphors were used: typical ones (the target and source domain had the same valence) and atypical ones (the target and source domain had opposite valence). The state affect and emotional creativity were also measured. The obtained data showed that typical metaphors are more preferred, independently of the affect. The metaphor love is a journey enjoyed the most acceptance. The acceptance of atypical metaphors is related to emotional creativity, especially in the field of emotional novelty. The results were discussed in the context of the emotional creators’ ability to nonconventional understanding emotional experience. Literature indicates that the understanding of “love as a journey” has a negative emotive expression. This may confirm the tendency to include personal emotional experiences in the scope of the concept of love.

PL

Miłość jest uczuciem złożonym. Z jednej strony to doznanie pozytywne, z drugiej zaś jego konceptualizacja posiada elementy negatywne. Jedną z form leksykalnego rozumienia emocji jest model metaforyczny, który umożliwia dotarcie do pozadosłownego znaczenia emocji. Aby ustalić potoczne rozumienia miłości, zrealizowano badania z udziałem kobiet (N = 43), wykorzystując typowe (nośnik i temat obdarzone tą samą walencją emocjonalną) i nietypowe (nośnik i temat obdarzone przeciwną walencją emocjonalną) metafory miłości. Zmierzono także doświadczenie aktualnego afektu oraz twórczość emocjonalną Uzyskane dane pokazały, że bardziej preferowane są metafory typowe, niezależnie od afektu. Największą akceptacją cieszyła się metafora miłość jest podróżą. Akceptacja metafor nietypowych ma związek z twórczością emocjonalną, szczególnie w zakresie nowatorstwa emocjonalnego. Wyniki zostały poddane dyskusji w kontekście umiejętności twórców emocjonalnych do pozakonwencjonalnego rozumienia doznań emocjonalnych. Literatura wskazuje, że rozumienie „miłości jako podróży” ma negatywny wyraz emotywny. Może to potwierdzać tendencję włączania w zakres pojęcia miłości osobistych doświadczeń emocjonalnych.

2

Analiza wpływu stereotypu płci w obszarze emocji na edukację emocjonalną

100%

Jasielska A.

Forum Oświatowe

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2009

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tom 21

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nr 1(40)

71-87

3

Pozarynkowa wartość dodana reklam komercyjnych

63%

Jasielska A. , Maksymiuk R. A.

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nr 3 (55)

72-79

EN

Advertising is a common part of everyday life. Because of that it is considered as a social and cultural phenomenon. It is also connected with a fact, that consequences of advertising are not only intentional (as in economy) but also unintentional. The last effects may be a cause of social and cultural changes, which can be negative or positive. First of all, the negative aspect of advertising's social and cultural impact is often analyzed by critics, but positive is usually omitted. This article presents both of them in three spheres: promotion of esthetic standards, language changes and modeling social behavior, in order to show that we need to maximize advantages and to reduce disadvantages. The presented analysis has the practical implications for the consumer education. It is very important to include social and cultural impact of advertising in consumer socialization, because well educated consumer is an important element of mechanisms of controls of advertising.

4

Czy z wiekiem stajemy się bardziej inteligentni emocjonalnie? Przetwarzanie informacji o emocjach w wieku młodzieńczym i średniej dorosłości

63%

Szczygieł D. , Jasielska A.

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nr 1

PL

Age differences in emotional intelligence – are we getting better? Processing of emotional information in adolescence and mature age This study examined relationships between age and the ability to process emotional information. Emotion processing is defined as the ability to organize and represent emotional experience and includes the ability to recognize and label facial expressions of basic emotions, the ability to express emotions, and the ability to regulate the intensity with which emotions are perceived and experienced (Bland, Williams, Scharer, Manning, 2004). The ability to process emotional information is a basic concept of emotional intelligence (Mayer, Caruso, Salovey, 1999). The participants were 77 (37 females and 40 males) in two groups: adolescents (N=38) and middle-aged (N=39). Processing emotional information was measured by Processing of Emotional Information Test (Szczygieł, 2002), based on the theory of cognitive representation of emotion (Maruszewski, Ścigała, 1995). Hypotheses related to age differences, implying that older people process emotional information more accurately than younger was supported in relation to processing of more complex and differentiated material (nonverbal feature). The interpretation of results was performed in reference to the theory of socioemotional selectivity and the concept of postformal thinking. Socioemotional selectivity theory (Carstensen, 1995; Carstensen,Isaacowitz, & Charles, 1999) asserts that changes in the life of older adults result from motivational changes. The concept of postformal thinking assumes a progression in thinking from dualistic or absolutist thought to more subjectively determined modes of thinking in which the relativistic and/or dialectical nature of knowledge is more thoroughly understood (Labouvie-Vief, Diehl, 2000; Kielar-Turska, 2000; Gurba, 2006).

5

Psychology goes molecular. Epigenetics of learning

45%

Barciszewski j. , Gurda D. , Paluchowski W. J. , Hornowska E. , Jasielska A.

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2016

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nr 4

PL

The challenge for psychology is to integrate findings from genetics and environmental (social, biological, chemical) factors, into the study of human behavior and deep understanding of the emergence of different changes in the anatomy, physiology, and chemistry of the nervous system that influence the mental health. Currently, cognitive abilities associated with learning and memory, reasoning, problem solving, and developing relationships are in scope of molecular psychology, which is the study of behavior and its underlying brain systems using the tools of molecular biology. However, studies have demonstrated that DNA sequence variations and rare mutations account for only a small fraction of the risk for inheritance of personality traits and mental illness. The large unaccounted heritability of personality traits and mental health suggest that additional molecular and cellular mechanisms are involved. Various complex gene-environment interactions can lead to different phenotypes. These structural changes may be crucial for the development of mature neural networks that support emotional, cognitive, and social behavior. The generation of different morphology, physiology, and behavioral outcomes from a single genome in response to changes in the environment forms the basis for phenotypic plasticity, which is fundamental to the way organisms cope with environmental variation, navigate the present world, and solve future problems. Epigenetics has major implications for psychology and gives the new answer for the old question- what is the biochemical basis of learning. It is bringing back the leading role of environment and behavior, by including their effects on genome function. In addition, it opens up the possibility of memory being stored in the epigenome, so that our experiences may be embedded in our genome by epigenetic mechanisms. Epigenetics can be described as the study of the complex interactions underlying the development of an organism over its lifetime.