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Books on the topic 'Motivational self system'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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1

Lichtenberg, Joseph D. The clinical exchange: Techniques derived from self and motivational systems. Hillsdale, NJ: Analytic Press, 1996.

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2

Lichtenberg, Joseph D. Self and motivational systems: Toward a theory of psychoanalytic technique. Hillsdale, NJ: Analytic Press, 1992.

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3

The selfish gene pool: An evolutionarily stable system. Lanham, Md: University Press of America, 1996.

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4

Erpenbeck, John. Die Kompetenzbiographie: Strategien der Kompetenzentwicklung durch selbstorganisiertes Lernen und multimediale Kommunikation. Münster: Waxmann, 1999.

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5

Tracy, Brian. Maximum achievement: The proven system of strategies and skills that will unlock your hidden powers to succeed. New York: Simon & Schuster, 1993.

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6

George, Wright, and Fergus Bolger. Expertise and decision support. New York: Plenum Press, 1992.

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7

Neuroeconomics. Bingley, U.K: Emerald, JAI, 2008.

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8

H, Johnson Beverley, ed. Privileged presense: Personal stories of connections in health care. Boulder, Colo: Bull Pub., 2006.

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9

Crocker, Liz. Privileged Presence. Chicago: Bull Publishing, 2008.

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10

Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602482.001.0001.

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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST. It includes worksheets to aid therapists in treatment planning. Detailed descriptions of the core SST interventions, which are conducted during a 16-week course of therapy, are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples; it includes worksheets that can be used by the client to enhance learning and at-home application of the skills.
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11

Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602512.001.0001.

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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have demonstrated that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and have shown that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST and includes worksheets to aid in treatment planning. The core SST interventions are presented within a 16-week course of therapy. Detailed descriptions of these interventions are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples and includes worksheets that can be used to enhance learning and at-home application of the skills.
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12

Witt, Reni, and Denis Waitley. The Joy of Working: The 30-Day System to Success, Wealth, and Happiness on the Job. Ballantine Books, 1986.

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13

X. X-Effect Discipline by Degrees: Self-Improvement Method and Motivational System for Successful Habit Building. Independently Published, 2018.

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14

Karoly, Paul, and Geert Crombez, eds. Motivational Perspectives on Chronic Pain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.001.0001.

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This edited volume is the first to present a cohesive account of adaptation to chronic pain from a motivational perspective. Across the 15 chapters, scholars from diverse domains of psychology explore the multileveled and bidirectional nature of pain and motivation, drawing from a broad array of constructs, including self-regulation, goal systems, cognitive control, attention, conflict, interpersonal processes, coping, conditioning, and stress reactivity. Also addressed is the relation between pain and psychopathology, the nature of pain-affect dynamics, and the neural mechanisms underlying the pain experience. Applied considerations are presented in chapters on Motivational Interviewing, ACT, Internet-based methods, and related clinical topics. Our volume provides an up-to-date compendium of cutting-edge research and interventions that collectively illustrate the utility of viewing chronic pain as neither a “disease” nor an imposed lifestyle, but as the emergent and potentially flexible product of a complex transactional system that is bounded by sociocultural factors, on the one hand, and by biogenetic and neural moderating forces on the other. The chapters capture the vibrancy of current theory, research, and practice while pointing toward unexplored new directions. Students and seasoned pain researchers will find within the motivation-centered framework a host of intriguing ideas to complement extant formulations. And those engaged in treating/training persons with chronic pain will discover the unique, integrative value of motivational models.
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15

Crocker, Jennifer, and Amy Canevello. Egosystem and Ecosytem. Edited by Kirk Warren Brown and Mark R. Leary. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199328079.013.18.

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This chapter suggests that human beings have two motivational systems—the egosystem, which promotes self-centered, self-interested, and egoistic behaviors, and the ecosystem, which promotes connecting to and caring for others—and describes their characteristic features. Egosystem motivation involves self-image goals, zero-sum views of the relation between self and others, and feeling “at the mercy” of others. Ecosystem motivation involves compassionate goals, non-zero-sum views of the relation between self and others, and feeling “at the source.” The two systems are negatively related, so that when people are motivated by the egosystem, they are less likely to be motivated by the ecosystem, and vice versa. The chapter considers implications of these systems for psychological well-being and relationships, particularly how people might use these findings as tools for shifting from one motivational system to another, fostering their desires to connect and belong and shaping their own and perhaps others’ psychological well-being and relationships.
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16

Lichtenberg, Joseph D. Self and Motivational Systems. Routledge, 2016. http://dx.doi.org/10.4324/9781315798967.

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17

Karoly, Paul. Chronic Pain and Psychopathology. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0010.

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This chapter presents a motivational model designed to forge conceptual and empirical links among chronic pain perception, cognitive-affective pain processing, everyday task performance, and the emergence of psychopathology. Organized around the GRASSP perspective (introduced in chapter 1), the current chapter first addresses the nature of multi-leveled (top-down and bottom-up) regulatory/control systems and the hypothesized motivational mechanisms around which such systems are organized. Based on the twin premises that (a) dysfunctions of the goal-guided, self-regulatory system underlie most forms of psychopathology, and (b) chronic pain can disrupt goal- and self-regulatory system functioning, the chapter seeks to locate chronic pain and two prominent forms of psychological disturbance—depression and anxiety—within a broad, heuristic “motivational context.” Among the key explanatory building blocks of the hypothesized model are goal episodes, extended goal striving processes, and four moderation pathways hypothesized to connect pain-related disruptions of self-regulation to the eventual emergence of depression and/or anxiety.
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18

Belova, Elena N. Formation and development of the network self-learning organization of additional professional education. Krasnoyarsk State Pedagogical University named after V.P. Astafieva, 2019. http://dx.doi.org/10.12731/er0487.16112021.

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The thesis presents the solution of an actual socially significant pedagogical problem on the basis of the implementation of a theoretical-methodological, conceptual substantiation, methodological and technological support of the formation and development of the network self-learning organization of additional professional education. The leading scientific idea is that the formation and development of a network self-learning organization is carried out on the basis of the continuous development of the readiness and ability of its employees to improve the performance of their professional activities in the process of their learning, mutual learning, self-actualization, self-learning and self-development in the context of a system of continuous professional education using distance learning. educational technologies, motivational and value corporate culture of the studied organization and networks and team interactions. Among the main characteristics of the organization under study, we single out the structure of the triple network, the key managerial competence of its employees and the motivational and valuable corporate culture of the organization, orienting these employees to increase their professional performance. Scientifically substantiated, developed the concept and model of the formation and development of the network self-learning organization. At the practical level, the pedagogical and organizational conditions for the formation and development of a network of self-learning organizations are defined and implemented, and organizational, educational and methodological support has been developed and tested. The verification of the model of the formation and development of the network self-learning organization, which proved the effectiveness and perspectivity of the scientific idea of the development of the network self-learning organization of additional professional education.
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19

Stanghellini, Giovanni. The innate ‘You’: the basic package. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198792062.003.0006.

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This chapter argues that there is converging evidence that attests to the intrinsic relational nature of human beings at the subpersonal level. Also, developmental psychology demonstrates that intersubjectivity is an innate, primary system of motivation that organizes human behaviour towards valued goals felt as need and desire by human beings. There are two such valued goals for the intersubjectivity motivational system: the first is the need to read the feelings and intentions of another; the second is the need to establish or re-establish self-cohesion and self-identity. We need to know where we are situated and what the others are going to do. When we are intersubjectively disorientated, a special kind of basic anxiety arises. The second felt need is that for the Other’s recognition: we need a ‘You’ who looks at us to form our basic self and personal identity.
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20

Lachmann, Frank M., James L. Fosshage, and Joseph D. Lichtenberg. Clinical Exchange: Techniques Derived from Self and Motivational Systems. Taylor & Francis Group, 2013.

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21

Lachmann, Frank M., James L. Fosshage, and Joseph D. Lichtenberg. Clinical Exchange: Techniques Derived from Self and Motivational Systems. Taylor & Francis Group, 2013.

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22

Symposium, Nebraska. Nebraska Symposium on Motivation, Volume 52: Modeling Complex Systems (Nebraska Symposium on Motivation). University of Nebraska Press, 2007.

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23

Lachmann, Frank M., James L. Fosshage, and Joseph D. Lichtenberg. Self and Motivational Systems: Towards a Theory of Psychoanalytic Technique. Taylor & Francis Group, 2017.

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24

Lachmann, Frank M., and Joseph D. Lichtenberg. Self and Motivational Systems: Towards A Theory of Psychoanalytic Technique. Routledge, 2015.

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25

Lachmann, Frank M., James L. Fosshage, and Joseph D. Lichtenberg. Self and Motivational Systems: Towards a Theory of Psychoanalytic Technique. Taylor & Francis Group, 2016.

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26

Lachmann, Frank M., James L. Fosshage, and Joseph D. Lichtenberg. Self and Motivational Systems: Towards a Theory of Psychoanalytic Technique. Taylor & Francis Group, 2016.

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27

Lachmann, Frank M., James L. Fosshage, and Joseph D. Lichtenberg. Self and Motivational Systems: Towards a Theory of Psychoanalytic Technique. Taylor & Francis Group, 2016.

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28

Lachmann, Frank M., James L. Fosshage, and Joseph D. Lichtenberg. Self and Motivational Systems: Towards a Theory of Psychoanalytic Technique. Taylor & Francis Group, 2016.

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29

Hallam, Susan. Motivation to learn. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0027.

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This article sets out a model that attempts to integrate the various theoretical approaches to understanding motivation, embedded within a broadly systemic approach as proposed by Bronfenbrenner (1979) which suggests that the process of human development depends on mutual accommodation which occurs throughout the life-course between an individual and the various systems that they or others close to them encounter in their environment. The model recognizes the importance of cognitive factors and self-determination in behaviour. A detailed account is provided of what we know about each of the elements outlined in the model as they relate to motivation in music.
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30

Elliot, Nikolas. Your Life Limitless Transformation System 2 - Vitalize: Unconditional Self-Love, Resilient Self-Confidence, Unstoppable Motivation. Independently Published, 2019.

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31

(Editor), Joseph D. Lichtenberg, Frank M. Lachmann (Editor), and James L. Fosshage (Editor), eds. Self and Motivational Systems: Towards A Theory of Psychoanalytic Technique (Psychoanalytic Inquiry Book). The Analytic Press, 2001.

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32

I'm Alive: Courage, Hope, and a Miracle. Triumph Books, 2015.

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33

Bruton, Jim, Lou Nanne, and Duke Pieper. I'm Alive: Courage, Hope, and a Miracle. Triumph Books, 2015.

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34

Bruton, Jim, Lou Nanne, and Duke Pieper. I'm Alive: Courage, Hope, and a Miracle. Triumph Books, 2015.

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35

The Clinical Exchange: Techniques Derived from Self and Motivational Systems (Psychoanalytic Inquiry Book Series). The Analytic Press, 2001.

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36

(Editor), Natika Newton, and Ralph D. Ellis (Editor), eds. The Caldron of Consciousness: Motivation, Affect and Self-Organization - An Anthology (Advances in Consciousness Research). John Benjamins Publishing Co, 2000.

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37

Elliot, Nikolas. Vitalize - Book 2 in the Limitless Life Transformation System: How to Achieve Unconditional Self-Love and Unstoppable Motivation. Lifestyle Entrepreneurs Press, 2020.

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38

Appelbaum, Kenneth L. Self-injurious behaviors. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0049.

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One of the most challenging management challenges in correctional settings is self-injurious behavior (SIB). Often, the motivations, demographics, and characteristics are distinct from SIB found in the community. In community samples, about 4% of adults report a history of SIB with no significant gender differences in rate. Despite its serious consequences in jails and prisons, reliable data on self-injury in those settings remains sparse. A survey of the 51 state and federal directors of correctional mental health services in the United States found that less than 2% of inmates per year self-injure. Although relatively few inmates engage in this behavior, they do so often enough that almost all systems that responded to the survey reported at least weekly incidents and over 70% of systems had episodes occurring several times per week to more than once per day. The most common psychiatric conditions associated with SIB include psychotic, personality, cognitive, and mood disorders. Environmental factors, which include behavioral triggers and responses, often play a key role in SIB, especially in jails and prisons. Self-injury can return a degree of control and autonomy to inmates who otherwise have limited means to affect their environment, cope with stress, or get what they want. Effective management of self-injurious behaviors in correctional settings almost always requires partnership and cooperation between health care and custody staff. This chapter reviews context and nosology, epidemiology and best practices for assessment, diagnosis, and intervention in jail and prison settings.
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39

Curious Emotions (Advances in Consciousness Research). John Benjamins Pub Co, 2005.

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40

(Editor), Ralph D. Ellis, and Natika Newton (Editor), eds. The Caldron of Consciousness (Advances in Consciousness Research). John Benjamins Publishing Co, 2000.

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41

Karoly, Paul. A Goal-Centered, Self-Regulatory Model of Motivation and Its Relevance for Advancing the Study of Chronic Pain. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190627898.003.0001.

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This chapter presents an account of goal constructs and of self-regulatory processes as critical mediators and/or moderators of chronic pain’s effects on diverse aspects of human performance and adjustment. The joint influence of goal cognition and the assorted mechanisms of self-regulation provides a unique platform for adaptive failure or vulnerability when operating at low levels of effectiveness and efficiency, and for adaptive resilience when functioning at its peak. Organized around a motivational model dubbed the Goal-Centered, Self-Regulatory, Automated, Social Systems Psychology (GRASSP) perspective, the chapter considers the nature, functioning, and measurement of goals and a variety of potentially supportive regulatory mechanisms. Illustrating the explanatory and heuristic potency of a motivational framework, the chapter addresses both the deleterious effects of persistent pain on goal-related thinking and striving and the facilitative role of effective goal-based self-regulation in maintaining day-to-day performance and well-being in the face of chronic pain.
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42

Garza, Andres Gerardo Chinchilla. Person-Centered Work Systems and the Performance and Well-Being of Employees: The Mediating Role of the Fully Functioning Self. Nova Science Publishers, Incorporated, 2018.

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43

Ellis, Ralph D. Curious Emotions: Roots Of Consciousness And Personality In Motivated Action (Advances in Consciousness Research). John Benjamins Publishing Co, 2005.

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44

Yates, Patsy. Communication in the context of cancer as a chronic disease. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0027.

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Changes in cancer treatment and improved survival rates mean that cancer is often experienced as a chronic condition. This chapter draws on contemporary models of chronic disease management, which define the capabilities required to promote self-management and identify the specific communication practices that achieve optimal outcomes for individuals living with a long-term condition. These capabilities require health professionals to provide person-centred care and achieve individual behavioural as well as organizational/system change. Communication skills which reflect these capabilities in practice include open questions and reflective listening, empathy and sensitivity to patient needs, and sharing of information. Communication skills to support motivational interviewing, collaborative problem identification, and organizational change, including communicating within a multidisciplinary team, are critical to achieving optimal outcomes for people living with cancer. These communication practices enable the patient to be a partner as they adjust to new health challenges, and a changed social and psychological context.
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45

Fraser, Campbell, and Brian Tracy. TurboCoach: A Powerful System for Achieving Breakthrough Career Success. AMACOM/American Management Association, 2005.

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46

Skipper, Cathy, and Florian Birkmayer. The Role of Aromatherapy in the Treatment of Substance Use and Co-Occurring Disorders. Edited by Shahla J. Modir and George E. Muñoz. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190275334.003.0024.

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Aromatherapy can be an important tool in the treatment of substance abuse and co-occurring disorders. When used by trained specialists, essential oils are safe, simple, and effective both in alleviating symptoms as well as helping increase self-awareness and transform consciousness. Olfaction is a powerful sensory modality, and olfactory receptors have been found in nearly every tissue of the body and parts of the Central Nervous System (CNS) relevant to addiction and motivation. Essential oils are widely used to support and alleviate nervous symptom disorders such as those triggered by addiction (i.e., anxiety, sleep problems, panic attacks, depression, stress etc.). The available scientific literature supports the traditional uses of the most common essential oils in this domain and is encouraging for the continued development of these powerful plants extracts for addiction support.
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47

Zaidman-Zait, Anat, and Tova Most. Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0022.

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Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including their self-confidence, motivation, social adjustment, peer acceptance, and popularity. This chapter discusses the assessment of pragmatic abilities in DHH learners and argues that pragmatic abilities are fundamental to DHH learners’ social-emotional functioning. A case example will be provided and implications for educational assessment and intervention will be discussed.
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48

Stohr, Karen. Choosing Freedom. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197537817.001.0001.

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This book is a reader-friendly introduction to the ethical thought of Immanuel Kant. It is structured as a guide to living in accordance with Kantian ideals of rationality and freedom, despite our human flaws, failings, and weaknesses. The book draws on a wide selection of Kant’s writings so as to make his ethical framework accessible and thought-provoking for modern readers, as well as responsive to contemporary ethical concerns. Part One provides an overview of Kant’s general ethical framework, starting with his conception of freedom and his view of human nature. It covers his account of moral motivation, the three main formulations of his categorical imperative, key Kantian concepts like respect, autonomy, dignity, and love, and it also includes a broad overview of Kant’s entire system of duties. Part Two takes up Kant’s views on self-knowledge and moral assessment of ourselves and others. Part Three consists in an overview of seven crucial Kantian vices: servility, arrogance, contempt, gossiping, mockery, deceitfulness, and drunkenness. Part Four sets out five Kantian life goals—self-development, cheerfulness, reserve, beneficence, and gratitude, while Part Five focuses on Kant’s remarks on social relationships, including friendship, romantic encounters, politeness, and dinner parties. Part Six concludes with Kant’s argument for being hopeful about moral progress, even in the face of despair and disillusionment about the current state of the world. The book aims to present Kantian ethics as an appealing guide for life, one that emphasizes freedom, self-improvement, and optimism about the future.
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49

Walt, Stephen M. Realism and Security. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.286.

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Political Realism has been described as the “oldest theory” of international politics, as well as the “dominant” one. Central to the realist tradition is the concept of “security.” Realism sees the insecurity of states as the main problem in international relations. It depicts the international system as a realm where “self-help” is the primary motivation; states must provide security for themselves because no other agency or actor can be counted on to do so. However, realists offer different explanations for why security is scarce, emphasizing a range of underlying mechanisms and causal factors such as man’s innate desire for power; conflicts of interest that arise between states possessing different resource endowments, economic systems, and political orders; and the “ordering principle” of international anarchy. They also propose numerous factors that can intensify or ameliorate the basic security problem, such as polarity, shifts in the overall balance of power, the “offense–defense balance,” and domestic politics. Several alternative approaches to international relations have challenged the basic realist account of the security problem, three of which are democratic peace theory, economic liberalism, and social constructivism. Furthermore, realism outlines various strategies that states can pursue in order to make themselves more secure, such as maximizing power, international alliances, arms racing, socialization and innovation, and institutions and diplomacy. Scholars continue to debate the historical roots, conceptual foundations, and predictive accuracy of realism. New avenues of research cover issues such as civil war, ethnic conflict, mass violence, September 11, and the Iraq War.
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50

Butz, Martin V., and Esther F. Kutter. How the Mind Comes into Being. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.001.0001.

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For more than 2000 years Greek philosophers have thought about the puzzling introspectively assessed dichotomy between our physical bodies and our seemingly non-physical minds. How is it that we can think highly abstract thoughts, seemingly fully detached from actual, physical reality? Despite the obvious interactions between mind and body (we get tired, we are hungry, we stay up late despite being tired, etc.), until today it remains puzzling how our mind controls our body, and vice versa, how our body shapes our mind. Despite a big movement towards embodied cognitive science over the last 20 years or so, introductory books with a functional and computational perspective on how human thought and language capabilities may actually have come about – and are coming about over and over again – are missing. This book fills that gap. Starting with a historical background on traditional cognitive science and resulting fundamental challenges that have not been resolved, embodied cognitive science is introduced and its implications for how human minds have come and continue to come into being are detailed. In particular, the book shows that evolution has produced biological bodies that provide “morphologically intelligent” structures, which foster the development of suitable behavioral and cognitive capabilities. While these capabilities can be modified and optimized given positive and negative reward as feedback, to reach abstract cognitive capabilities, evolution has furthermore produced particular anticipatory control-oriented mechanisms, which cause the development of particular types of predictive encodings, modularizations, and abstractions. Coupled with an embodied motivational system, versatile, goal-directed, self-motivated behavior, learning becomes possible. These lines of thought are introduced and detailed from interdisciplinary, evolutionary, ontogenetic, reinforcement learning, and anticipatory predictive encoding perspectives in the first part of the book. A short excursus then provides an introduction to neuroscience, including general knowledge about brain anatomy, and basic neural and brain functionality, as well as the main research methodologies. With reference to this knowledge, the subsequent chapters then focus on how the human brain manages to develop abstract thought and language. Sensory systems, motor systems, and their predictive, control-oriented interactions are detailed from a functional and computational perspective. Bayesian information processing is introduced along these lines as are generative models. Moreover, it is shown how particular modularizations can develop. When control and attention come into play, these structures develop also dependent on the available motor capabilities. Vice versa, the development of more versatile motor capabilities depends on structural development. Event-oriented abstractions enable conceptualizations and behavioral compositions, paving the path towards abstract thought and language. Also evolutionary drives towards social interactions play a crucial role. Based on the developing sensorimotor- and socially-grounded structures, the human mind becomes language ready. The development of language in each human child then further facilitates the self-motivated generation of abstract, compositional, highly flexible thought about the present, past, and future, as well as about others. In conclusion, the book gives an overview over how the human mind comes into being – sketching out a developmental pathway towards the mastery of abstract and reflective thought, while detailing the critical body and neural functionalities, and computational mechanisms, which enable this development.
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