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The Lonely Crowd is considered by many to be the most influential book of the twentieth century. Its now-classic analysis of the "new middle class" in terms of inner-directed and other-directed social character opened exciting new dimensions in our understanding of the psychological, political, and economic problems that confront the individual in contemporary American society. The 1969 abridged and revised edition of the book is now reissued with a new foreword by Todd Gitlin that explains why the book is still relevant to our own era."As accessible as it is acute, The Lonely Crowd is indispensable reading for anyone who wishes to understand American society. After half a century, this book has lost none of its capacity to make sense of how we live."-Todd GitlinPraise for the earlier editions:"One of the most penetrating and comprehensive views of the twentieth-century urban American you're likely to find."-Commonweal"Brilliant and original."-Arthur M. Schlesinger, Jr.
National characteristics, American. --- Ethnopsychology --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- National psychology --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, National --- Psychology, Racial --- Race psychology --- Psychology --- National characteristics --- American national characteristics
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#PBIB:2003.1 --- Ethnopsychology. --- Personality and culture. --- Ethnopsychology --- Personality and culture --- Civilization and personality --- Culture and personality --- Civilization --- Culture --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- National psychology --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, National --- Psychology, Racial --- Race psychology --- Psychology --- National characteristics
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In Crossing Paths, John Daverio explores the connections between art and life in the works of three giants of musical romanticism. Drawing on contemporary critical theory and a wide variety of nineteenth-century sources, he considers topics including Schubert and Schumann's uncanny ability to evoke memory in music, the supposed cryptographic practices of Schumann and Brahms, and the allure of the Hungarian Gypsy style for Brahms and others in the Schumann circle. The book offers a fresh perspective on the music of these composers, including a comprehensive discussion of the 19th century practi
Ethnopsychology. --- Personality and culture. --- Civilization and personality --- Culture and personality --- Civilization --- Culture --- Ethnopsychology --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- National psychology --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, National --- Psychology, Racial --- Race psychology --- Psychology --- National characteristics
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Ethnopsychology. --- Psychology, Religious. --- Theology --- Effect of ethnopsychology on. --- Study and teaching --- Ethnopsychology --- Psychology, Religious --- Christian theology --- Theology, Christian --- Christianity --- Religion --- Psychology of religion --- Religions --- Religious psychology --- Psychology and religion --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- National psychology --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, National --- Psychology, Racial --- Race psychology --- Psychology --- National characteristics --- Effect of ethnopsychology on --- Study and teaching&delete& --- Psychological aspects
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Ethnopsychology --- Family psychotherapy --- Pastoral counseling --- Psychology, Applied --- 253 --- Care of souls --- Counseling, Pastoral --- Cure of souls --- Counseling --- Pastoral psychology --- Pastoral care --- Spiritual direction --- Family group therapy --- Family therapy --- Families --- Group psychotherapy --- Marriage counseling --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Psychology --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- National psychology --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, National --- Psychology, Racial --- Race psychology --- National characteristics --- Zielzorg. Pastoraat --- Religious aspects --- Health and hygiene --- Pastoral counseling. --- Family psychotherapy.
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Developmental Perspectives on Writing LILIANA TOLCHINSKY University of Barcelona, Spain The advent of the sixties is considered a crucial moment for the discovery of writing as an object worthy of intellectual inquiry (Havelock, 1986). A number of books, which came out in that decade, set the stage for this turn-to-writing. One of them was the Preface to Plato by Eric Havelock. This book, published in 1963, was to become a milestone in the discovery of literacy as a field of research (Bockheimer, 1998). Havelock (1986) referred to three more works that came out at the same time, and Bockheimer suggested adding other publications; for example La pensee sau vage by Levi Strauss (1962); The consequences of literacy by Jack Goody and Ian Watt (1963) and La geste et la parole by Laroi -Gourham (1964/65). The authors of these books were anthropologists, philosophers and sociologists who coincided in highlighting the significance of writing for human development and, more specifically, for language development. They maintained that many insti tutions, ideas, beliefs, opinions and convictions of the Western world were a by product of an 'alphabetized mind'. Writing was for them one of the pillars of subjec tivity, responsible for the rise of consciousness, for our conception of words and for our notion of true and false. Amazingly linguists, psycho linguists, psychologists and educators did not participate in the turn-to-writing. The firstl, did not give any atten- 1 There were some exceptions to this generalization.
Children --- Child development. --- Skrivinlärning. --- Writing. --- Language. --- Psycholinguistics --- Developmental psychology --- Didactics of languages --- Clinical psychology. --- Cross-cultural psychology. --- Community psychology. --- Environmental psychology. --- Clinical Psychology. --- Cross Cultural Psychology. --- Community and Environmental Psychology. --- Cognitive ergonomics --- Ecological psychology --- Ecopsychology --- Ecotherapy --- Environmental quality --- Environmental social sciences --- Human factors science --- Psychoeology --- Psychology --- Psychotherapy --- Ecological Systems Theory --- Psychology, Applied --- Social psychology --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- National psychology --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, National --- Psychology, Racial --- Race psychology --- National characteristics --- Psychiatry --- Psychological tests --- Psychological aspects
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Ever since the advent of the intelligence test we have thought of exceptional achievement in terms of cognitive attributes. We have words and phrases like "genius," "above average intelligence," "average" and "mentally deficient" to describe different levels of cognitive ability. In the United States widespread use of intelligence tests followed the success of the in World War I, and for the next half-century Army Alpha and Beta Tests intelligence tests were the major measures used to predict school and vocational achievement. Learning was primarily studied in laboratories, and the behaviorist theories that were dominant largely dealt with changes in overt behavior. As a result there was relatively little influence of learning research on concepts involving cognition and intelligence. The transition from behaviorism to cognitive psychology that began in the 1940's and 50's came into full flower in the 1970's and 80's, and great progress was made in understanding learning, memory, and thinking. In the decades following World War I there had been many debates about the possible influence of environmental conditions on intelligence, but the cognitive abilities measured by intelligence tests were generally believed to be determined by heredity. The intelligence tests of cognitive abilities correlated substantially with academic performance; so their use in determining which students needed special help in school or which students were capable of university work was widely accepted. As cognitive psychology became dominant, it became apparent that although heredity was important, intelligence consisted of learnable abilities.
Academic achievement --- Motivation in education --- #PBIB:2001.2 --- Academic motivation --- Learning, Psychology of --- Motivation (Psychology) --- Academic underachievement --- Achievement, Academic --- Educational achievement --- Scholastic achievement --- Scholastic success --- School achievement --- Student achievement --- Underachievement, Academic --- Performance --- Success --- Academic performance --- Academic progress --- Academic success --- Achievement, Scholastic --- Achievement, Student --- Performance, Academic --- Progress, Academic --- School success (Academic achievement) --- Success, Academic --- Success, School (Academic achievement) --- Success, Scholastic --- Child psychology. --- School psychology. --- Clinical psychology. --- Learning. --- Instruction. --- Cognitive psychology. --- Cross-cultural psychology. --- Child and School Psychology. --- Clinical Psychology. --- Learning & Instruction. --- Cognitive Psychology. --- Cross Cultural Psychology. --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- National psychology --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, National --- Psychology, Racial --- Race psychology --- Psychology --- National characteristics --- Psychology, Cognitive --- Cognitive science --- Learning process --- Comprehension --- Education --- Psychiatry --- Psychology, Applied --- Psychological tests --- Psychology, School --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology
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Hofstede structures the book around five major dimensions : power distance, uncertainty avoidance, individualism versus collectivism, masculinity versus femininity and long-term versus short-term orientation.
Ethnopsychology --- National characteristics --- Values --- Cross-cultural studies --- Etnopsychologie. --- Nationale identiteit. --- Waarden --- Interculturele studies. --- Organisatiecultuur. --- Sociology of organization --- Sociology of culture --- culturele diversiteit --- cultuursociologie --- gender --- interculturaliteit --- diversiteitsbeleid --- Philosophy and psychology of culture --- #SBIB:309H505 --- #SBIB:316.7C122 --- #SBIB:316.7C140 --- #KVHB:Cross-culturele psychologie --- 203 --- 321.0 --- 332.10 --- AA / International- internationaal --- 316.6 --- 316.752 --- 316.75 --- Characteristics, National --- Identity, National --- Images, National --- National identity --- National images --- National psychology --- Psychology, National --- Anthropology --- Nationalism --- Social psychology --- Collective memory --- Exceptionalism --- Cross-cultural psychology --- Ethnic groups --- Ethnic psychology --- Folk-psychology --- Indigenous peoples --- Psychological anthropology --- Psychology, Cross-cultural --- Psychology, Ethnic --- Psychology, Racial --- Race psychology --- Psychology --- 316.75 Kennissociologie. Ideologie --- Kennissociologie. Ideologie --- 316.6 Gedragstheorie. Sociaal gedrag. Sociale psychologie --(gedrag en zelfconcept van het individu in de groep z.o. {159.923.33}) --- Gedragstheorie. Sociaal gedrag. Sociale psychologie --(gedrag en zelfconcept van het individu in de groep z.o. {159.923.33}) --- 316.752 Waarden --(sociologie) --- Waarden --(sociologie) --- Axiology --- Worth --- Aesthetics --- Knowledge, Theory of --- Metaphysics --- Ethics --- Code en boodschap: psychologische, psycho-analytische benadering --- Cultuursociologie: overtuigingen, waarden en houdingen --- Cultuursociologie: cultuur en globale samenlevingen --- Sociografie. Algemene beschrijving van de gemeenschappen (Sociologie) --- De staat. De maatschappijen. De maatschappelijke klassen. Algemene naslagwerken --- Betrekkingen tussen werkgevers en werknemers. Organisatie van de arbeidsverhoudingen in de industrie: algemeenheden. --- Interculturele verhoudingen --- Interculturele communicatie --- Intercultureel management --- Cultuur --- Organisatieculturen --- Organisatiecultuur --- Betrekkingen tussen werkgevers en werknemers. Organisatie van de arbeidsverhoudingen in de industrie: algemeenheden --- Interculturaliteit --- Toerisme --- Verpleegkunde --- Values - Cross-cultural studies --- comportement organisationnel --- Caractère national --- Ethnopsychologie --- Valeurs (philosophie) --- Comportement organisationnel --- Études transculturelles
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