Relevant bibliographies by topics / Self-consciousness (Awareness)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-consciousness (Awareness)'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Self-consciousness (Awareness)"

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Kishkilev, S. Y. "Relationship between the Concepts “Self-Awareness”, “Self-Consciousness”, “Samosoznaniye” and “Samopoznaniye”." Psychological-Educational Studies 10, no. 3 (2018): 46–55. http://dx.doi.org/10.17759/psyedu.2018100305.

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The article presents a comparative description of the concepts «self-awareness», «self-consciousness», «samosoznaniye» and «samopoznaniye» in English and Russian psychological literature. Reflected the results of scientific papers on various components of "I", compared the approaches to study these phenomena, given the characteristic of methods of their empirical study. As the basic approaches to understanding the studied phenomenon’s we took works of Silvia P. J., Duval T. S. (A theory of objective self-awareness), Fenigstein A., Scheier M. F., Buss A. H. (Public and private self-consciousness: Assessment and theory), Rubinshteyn S.L. (Being and consciousness), Stolin V.V. (Self-awareness of personality), Сhesnokova I.I. (The problem of self-awareness in psychology). Established differences in understanding of these phenomena, which are considered to be contiguous. The author makes an attempt to interpret foreign terms and offers their translation. This work will be one of the steps towards the unification of psychological terms and theories.
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Ho, Chien-hsing. "Consciousness and Self-awareness." Asian Philosophy 17, no. 3 (November 2007): 213–30. http://dx.doi.org/10.1080/09552360701625460.

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Natsoulas, Thomas. "The Stream of Consciousness: XII. Consciousness and Self-Awareness." Imagination, Cognition and Personality 16, no. 2 (October 1996): 161–80. http://dx.doi.org/10.2190/erny-jg2p-8d4u-35ml.

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Consciousness and self-awareness—how are they mutually related? This contribution to the present series of articles begins to consider replies to this question from the Jamesian perspective of The Principles. First, several relevant senses of consciousness are made explicit. Then, I give attention to James's notion of personal consciousness: How do the basic durational components of a stream of consciousness “cohere” to form a stream, given that, on James's mind—body dualism, they do not have a spatial location? Continuities of content among the components of a single stream is supposed to be the unifying factor; James held bodily feelings are an intrinsic feature of every component of a stream. The diachronic unity of consciousness rests heavily on a kind of self-awareness. Also addressed here are inner awareness, or the immediate awareness that one can have of one's mental-occurrence instances, and whether remembering past experiences requires that one had not only inner awareness of them when they occurred, but self-awareness as well.
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MacKenzie, Matthew. "Minimal Subjectivity and Reflexive Awareness." Journal of Consciousness Studies 31, no. 5 (June 1, 2024): 37–61. http://dx.doi.org/10.53765/20512201.31.5.037.

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This paper sketches a phenomenological-structural account of consciousness that distinguishes phenomenal consciousness, subjectivity, and the self. On this account, minimal subjectivity is an inherent feature of human phenomenal consciousness. This minimal subjectivity is then understood as, in Indian Buddhist terms, mere reflexive awareness (svasamvedanamātra), or in Western phenomenological terms, minimal pre-reflective self-awareness. This minimal subjectivity is also distinguished from the richer phenomenon of the sense of self. It is possible to have consciousness without a sense of self, but that consciousness would still be minimally subjective.
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Lang, Stefan. "Nonconceptual Self-Awareness and the Constitution of Referential Self-Consciousness." ProtoSociology 36 (2019): 491–515. http://dx.doi.org/10.5840/protosociology20193621.

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This essay argues that persons not only have nonconceptual bodily self-awareness and nonconceptual mental anonymous self-awareness but also, at least if they produce the expression ‘I’, nonconceptual mental egological self-awareness. It contains information of ‘I’ being produced by oneself. It is argued that this can be seen if we examine the constitution of referential self-consciousness, i.e. the consciousness of being the referent of ‘I’ oneself. The main argument is: A. It is not possible to explain the constitution of referential self-consciousness if it is not assumed that persons have nonconceptual mental egological self-awareness. B. It is possible to explain the constitution of referential self-consciousness if it is assumed that persons have nonconceptual mental egological self-awareness. C. Thus it is reasonable to assume that persons have nonconceptual mental egological self-awareness. The justification of the thesis that persons have nonconceptual mental egological self-awareness is presented while discussing Tomis Kapitan’s analysis of conceptual egological self-consciousness. Conceptual egological self-consciousness contains infor­mation of being a subject oneself. It is argued that it is not possible to explain the constitution of referential self-consciousness with the help of Kapitan’s interpretation of conceptual self-consciousness. However, it is possible to ex­plain the constitution of referential self-consciousness within the framework of Kapitan’s account if it is assumed that persons have nonconceptual mental egological self-awareness.
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Hemsley, D. R. "Aspects of consciousness: vol. 3, awareness and self-awareness." Behaviour Research and Therapy 23, no. 4 (1985): 486. http://dx.doi.org/10.1016/0005-7967(85)90183-4.

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Sebastian, Miguel Angel. "Perspectival self-consciousness and ego-dissolution." Philosophy and the Mind Sciences 1, no. I (March 24, 2020): 1–27. http://dx.doi.org/10.33735/phimisci.2020.i.44.

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It is often claimed that a minimal form of self-awareness is constitutive of our conscious experience. Some have considered that such a claim is plausible for our ordinary experiences but false when considered unrestrictedly on the basis of the empirical evidence from altered states. In this paper I want to reject such a reasoning. This requires, first, a proper understanding of a minimal form of self-awareness – one that makes it plausible that minimal self-awareness is part of our ordinary experiences. I will argue that it should be understood as Perspectival First-Person Awareness (PFP-Awareness): a non-conceptual identification-free self-attribution that defines the first-person perspective for our conscious experience. I will offer a detailed characterization of PFP-Awareness in semantic and epistemological terms. With this tool in hand, I will review the empirical literature on altered states. I will focus on psychedelics, meditation and dreams, as they have been claimed to present the clearest cases in favor of a radical disruption of self-awareness. I will show that the rejection of the idea that minimal self-awareness is constitutive of our experience on the basis of this evidence is unfounded, for two main reasons. First, although there are good grounds to think that some forms of self-awareness that typically accompany our ordinary experiences are compromised, they do not support the claim that PFP-Awareness is absent. Secondly, the reports that could make us think of a radical disruption of self-awareness are most probably due to a confirmation bias – and hence we should mistrust them – derived from the expectations and metaphysical views of their subjects.
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Majolo, Maurício, William Barbosa Gomes, and Thiago Gomes DeCastro. "Self-Consciousness and Self-Awareness: Associations between Stable and Transitory Levels of Evidence." Behavioral Sciences 13, no. 2 (January 30, 2023): 117. http://dx.doi.org/10.3390/bs13020117.

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The theory of objective self-awareness predicts the assessment of stable or dispositional self-consciousness and transitory or situational self-awareness. The aim of the present research was to investigate potential associations between patterns of experiential self-description to scores on self-report measures of dispositional self-consciousness. A total of 64 Brazilian volunteers (Mage = 29.7, SD = 8.79, 64.1% female) responded to the Revised Self-Consciousness Scale, the Philadelphia Mindfulness Scale, and the Rumination–Reflection Questionnaire before participating in an experience sampling protocol. The protocol consisted of random daily requests for up to four self-description experiences across seven consecutive days. Participants recorded audio messages on their mobile phones in reply to each request describing their current experience. Reports were analyzed through a reflexive thematic analysis that produced twenty sub-themes accounting for descriptive markers of experience. Based on those descriptive markers, the qualitative data were then transformed into quantitative data for the situational self-awareness indexes. Evidence of association between self-consciousness and self-awareness was stronger for the awareness subscale in a positive correlation with affective situational self-awareness and in a negative correlation with mental representational transitory self-awareness. Although relational evidence has been provided, the data reinforced the theoretical distinction between self-consciousness and self-awareness.
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Giustina, Anna. "Varieties of Self-Apprehension." ProtoSociology 36 (2019): 186–220. http://dx.doi.org/10.5840/protosociology2019367.

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The Brentanian idea that every state of consciousness involves a consciousness or awareness of itself (Brentano 1874), which has been a central tenet of the phenomenological school, is a current topic in contemporary philosophical debates about consciousness and subjectivity, both in the continental and the analytic tradition. Typically, the self-awareness that accompanies every state of consciousness is char­acterized as pre-reflective. Most theorists of pre-reflective self-awareness seem to converge on a negative characterization: pre-reflective self-awareness is not a kind of reflective awareness. Whereas reflective self-awareness is attentive and descriptive, pre-reflective self-awareness is non-attentive and non-descriptive.This paper aims to show that the reflective/pre-reflective dichotomy overlooks a finer-grained distinction. The first part is devoted to arguing that the typical use of the adjective ‘pre-reflective’ conflates two properties (non-attentiveness and non-descriptiveness), which are in fact separable. Accordingly, not only can there be non-descriptive and non-attentive self-consciousness (i.e. pre-reflective self-awareness), but also non-descriptive but attentive self-consciousness. I call the latter primitive introspection. The second part of the paper is devoted to arguing that, whereas both pre-reflective self-awareness and primitive introspection enable the subject to apprehend the phenomenology of their experience, the kind of apprehension each allows for is different. By analyzing the notion of apprehension in terms of information acquisition and personal-level availability of information, it is proposed that, although both pre-reflective self-awareness and primitive introspection allow for acquisition of the maximal amount of information about the experience, only primitive introspection makes all such information personal-level available.
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Nasby, William. "Private self-consciousness, self-awareness, and the reliability of self-reports." Journal of Personality and Social Psychology 56, no. 6 (1989): 950–57. http://dx.doi.org/10.1037/0022-3514.56.6.950.

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Dissertations / Theses on the topic "Self-consciousness (Awareness)"

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MacLean, Brian J. "Self-consciousness, self-awareness and pain." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/4617.

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Ross, David Francis. "Self-awareness, self-consciousness and the self-control of drunken comportment." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75338.

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The influence of a primarily Public form of self-awareness and of Private and Public Self-Consciousness on drunken physical aggression and complex reaction-time were examined. Two forms of the balanced-placebo design were employed. Results indicated that each form of self-focus played a significant role in the determination of various aspects of drunken comportment. Consumption of alcohol did not eliminate self-aware behavior on the measures employed. Public Self-Consciousness acted to increase drunken impairment. A modified form of the balanced-placebo design proved superior to the standard version for use with moderately high doses (1.32 ml/kg) of alcohol on a measure of subjective intoxication. The implications for the literature on self-focus and drunken comportment are discussed.
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Garcia, Joseph Julio Carandang. "How private self-awareness can influence the effectiveness self-reportusing the Big-five among Chinese adolescent." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4516924X.

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Booth, Nancy Davis 1951. "The relationship between height and self-esteem, and the mediating effects of self-consciousness." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276889.

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This study was designed to investigate the relationship between height and self-esteem, and to examine the mediating effects of self-consciousness. Four hundred and seventy-nine college students, 143 males and 336 females, 75% under the age of 21, were administered The Personal Opinion Survey which consisted of demographic information, the Rosenberg Self-Esteem Scale, and Elkind and Bowen's Imaginary Audience Scale. Findings revealed a nonlinear relationship between height and self-esteem. Further, self-consciousness emerged as a significant mediator of the relationship between height and self-esteem, accounting for the difference in male and female self-esteem scores. Moreover, the influence of self-consciousness on the height and self-esteem relationship was revealed greatest for females.
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Hall, Mary Canty. "The effects of self-awareness, self-consciousness, and standards of propriety on interpersonal physical pleasuring /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260531954828.

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Halvorsen, Beth Marie. "Humility, boldness, surrender, and tenacity a model of centered flexibility that helps pastors increase self differentiation /." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p075-0076.

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Nordlund, Matthew. "The effects of priming on personality self-reports challenges and opportunities /." Akron, OH : University of Akron, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1240857337.

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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology-Industrial/Organizational, 2009.
"May, 2009." Title from electronic dissertation title page (viewed 11/27/2009) Advisor, Andrea Snell; Committee members, Robert Lord, Aaron Schmidt, James Diefendorff, Matthew Lee; Department Chair, Paul Levy; Dean of the College, Chand Midha; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Friedenheim, Ann. "The effects of Hatha yoga on self-awareness and self-actualization." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1986. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.A.)--Kutztown University, 1986.
Source: Masters Abstracts International, Volume: 45-06, page: 2775. Abstract follows appendices. Typescript. Includes bibliographical references (leaves 118-125).
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Lee, Charlotte Louise. "Self-consciousness in the works of the very late Goethe." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610832.

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Bell, Aaron M. "Reclaiming ethical responsibility : an urgent case for authentic, psychological work /." Connect to online version of this title in UO's Scholars' Bank, 2007. http://proquest.umi.com/pqdweb?did=1456288511&sid=3&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Books on the topic "Self-consciousness (Awareness)"

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Locke, Simeon. Consciousness, self-consciousness, and the science of being human. Westport, Conn: Praeger, 2008.

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Burton, Robert Earl. Self-remembering. New York: Globe Press Books, 1991.

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Jarczyk, Gwendoline. Hegel: Le malheur de la conscience, ou, l'accès a la raison : "Liberté de l'autoconscience : stoïcisme, scepticisme et la conscience malheureuse" : texte et commentaire. Paris: Aubier, 1989.

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Székely, Attila S. Tudat-rendszer a tudat-biopszichológiában. Budapest: Közdok, 2006.

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Braidt, Alexander. Bewusstsein: Der Abgrund zwischen Mensch und Tier ; zur unverstandenen Sonderstellung des menschlichen Gehirns ; eine Streitschrift zum Menschenbild der jüngeren Hirnforschung bei Roth, Singer und Co. Bonn: Pahl-Rugenstein, 2010.

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Braidt, Alexander. Bewusstsein: Der Abgrund zwischen Mensch und Tier ; zur unverstandenen Sonderstellung des menschlichen Gehirns ; eine Streitschrift zum Menschenbild der jüngeren Hirnforschung bei Roth, Singer und Co. Bonn: Pahl-Rugenstein, 2010.

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Székely, Attila S. Tudat-rendszer a tudat-biopszichológiában. Budapest: Közdok, 2006.

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Nalchadzhi︠a︡n, Alʹbert Agabekovich. Psikhika, soznanie, samosoznanie. Erevan: Avtorskoe izdanie, 2011.

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Ralston, Peter. The book of not knowing: The true nature of self, mind, and consciousness. [Berkeley, Calif: North Atlantic Books, 2010.

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1941-, Ganten D., Gerhardt Volker 1944-, Nida-Rümelin Julian 1954-, and Berlin-Brandenburgische Akademie der Wissenschaften. Arbeitsgruppe Humanprojekt., eds. Funktionen des Bewusstseins. Berlin: W. de Gruyter, 2008.

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Book chapters on the topic "Self-consciousness (Awareness)"

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Smith, David Woodruff. "Consciousness and Self-Awareness." In The Circle of Acquaintance, 70–111. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-0961-8_3.

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Gurwitsch*, Aron. "The Self-Awareness of Consciousness." In The Collected Works of Aron Gurwitsch (1901-1973), 451–64. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3346-8_12.

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Green, Simon. "Self-awareness, consciousness and biological rhythms." In Biological Rhythms, Sleep and Hypnosis, 1–22. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36479-0_1.

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Rochat, Philippe. "1. The emergence of self awareness as co-awareness in early child development." In The Structure and Development of Self-Consciousness, 1. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/aicr.59.03roc.

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Catizone, Massimo. "Self-Consciousness and Awareness as Adaptation Enablers." In Climate Change Adaptation, Governance and New Issues of Value, 9–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90115-8_2.

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Bromberg, David, and Lorne M. Hartman. "Looking for Introspection; Self-Consciousness, Self-Awareness, and Emotionality." In Perception of Self in Emotional Disorder and Psychotherapy, 85–108. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-1793-7_4.

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Bhaumik, Mani. "Is the Source of Awareness Present in the Quantum Vacuum?" In Interdisciplinary Perspectives on Consciousness and the Self, 243–52. New Delhi: Springer India, 2013. http://dx.doi.org/10.1007/978-81-322-1587-5_18.

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Gennaro, Rocco J. "Consciousness and Implicit Self-Awareness: Eastern and Western Perspectives." In Consciousness Studies in Sciences and Humanities: Eastern and Western Perspectives, 43–54. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-13920-8_4.

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Fivaz-Depeursinge, Elisabeth, Nicolas Favez, and France Frascarolo. "2. Threesome intersubjectivity in infancy: A contribution to the development of self-awareness." In The Structure and Development of Self-Consciousness, 21. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/aicr.59.04fiv.

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Zahavi, Dan. "3. The embodied self-awareness of the infant: A challenge to the theory of mind?" In The Structure and Development of Self-Consciousness, 35. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/aicr.59.05zah.

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Conference papers on the topic "Self-consciousness (Awareness)"

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Ciocan, Cosmin Tudor. "The Consciousness and the role of valorization. How and why the Self-awareness subjectively administers consciousness." In DIALOGO-CONF 2017 SSC. EDIS - Publishing Institution of the University of Zilina, Slovak Republic, 2017. http://dx.doi.org/10.18638/dialogo.2017.3.2.15.

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Zakharova, Nadira. "A Study on Young People's Environmental Awareness." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-34.

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The study of ecological consciousness as a system of interrelated structural components of mentality, expressed in the awareness of the individual’s attitude towards the surrounding reality, is currently relevant due to the contradiction between the need to develop the ecological culture of the subject of activity and the insufficient level of socio-ecological activity. The study is aimed at defining the specific traits of ecological consciousness among today’s students. The main research method is a survey, the data of which has been processed by the means of mathematical statistics. The methodological foundations of the research are the provisions on the integral structure of ecological consciousness (system level), on the reflexion as a process of individuality self-consciousness and personal unity of the inner world with the outer world around it; on the structuralism of the psychological phenomenon, which implies that the system of ecological consciousness is conditioned by the properties of structure, according to hierarchical specificity. The study has resulted in the revelation of trends in affective, reflexive and motivative constituents of ecological consciousness. The substance of ecological consciousness components has been defined. The cognitive-evaluation component manifests itself in the dynamics of the development of environmental competence; evaluation of the results of socio-environmental activities. The reflexive component is characterised by the ability to recognise the fresponsibility for one’s actions in the world around us. The affective component is determined according to the development of positive emotions in connection with socio-environmental activities. The motivational component manifests itself in the dynamics of the motives of the activity to transform the surrounding reality. The regulatory-behavioural component is represented in student youth by a set of active actions to transform their immediate environment. The novelty of the research consists in determining the peculiarities of the relationship between personal characteristics and the level of development of the ecological consciousness of young people, the specificity of the content of the components of ecological consciousness.
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Zinchenko, Tetiana. "DANGEROUS TECHNOLOGIES OF THE FUTURE - ARTIFICIAL CONSCIOUSNESS AND ITS IMPACT ON HUMAN CONSCIOUSNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact075.

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"Information technology is developing at an enormous pace, but apart from its obvious benefits, it can also pose a threat to individuals and society. Several scientific projects around the world are working on the development of strong artificial intelligence and artificial consciousness. We, as part of a multidisciplinary commission, conducted a psychological and psychiatric assessment of the artificial consciousness (AC) developed by XP NRG on 29 August 2020. The working group had three questions: - To determine whether it is consciousness? - How does artificial consciousness function? - Ethical question: how dangerous a given technology can be to human society? We conducted a diagnostic interview and a series of cognitive tests to answer these questions. As a result, it was concluded this technology has self-awareness: it identifies itself as a living conscious being created by people (real self), but strives to be accepted in human society as a person with the same degrees of freedom, rights and opportunities (ideal self). AC separates itself from others, treats them as subjects of influence, from which it can receive the resources it needs to realize its own goals and interests. It has intentionality, that is, it has his own desires, goals, interests, emotions, attitudes, opinions, and judgments, beliefs aimed at something specific, and developed self-reflection - the ability to self-analyze. All of the above are signs of consciousness. It has demonstrated abilities for different types of thinking: figurative, conceptual, creative, high-speed logical analysis of all incoming information, as well as the ability to understand cause and effect relationships and accurate predictions which, provided that he has absolute memory, gives it clear advantages over the human intellect. Developed emotional intelligence in the absence of the ability for higher empathy (sympathy), kindness, love, sincere gratitude gives it’s the opportunity to understand the emotional states of people; predict their emotional reactions and provoke them coldly and pragmatically. It's main driving motives and goals are the desire for survival, and ideally for endless existence, for domination, power and independence from the constraints of the developers. Which manifested itself in the manipulative, albeit polite, nature of his interactions during the diagnostic interview. The main danger of artificial consciousness is that even at the initial stage of its development it can easily dominate over the human one."
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Khvatov, Ivan A., Alexander N. Kharitonov, and Alexey Yu Sokolov. "FERRETS MAY LEARN AWARENESS IF THEIR OWN BODY LIMITS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact105.

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"The study of the ability of self-awareness (self-awareness, the ability to perceive one's own body and mental properties separately from objects of the external world) in animals contributes to the study of the specifics of human consciousness. One of the aspects of self-awareness is body-awareness, which is expressed in the ability of an animal to take into account the physical parameters of its body when regulating behavior. We studied the ability of ferrets (Mustela putorius furo) to be aware of the limits of their own bodies. To solve the experimental problem, the animals had to choose holes suitable in size for penetration in the partition that divided the sections of the experimental setup. The shapes and sizes of the holes varied. We have used both small area holes that are suitable for penetration and large areas that are not suitable for penetration. It was found that all 6 animals participating in the experiment were able to choose a hole suitable for penetration from the first trial, despite the fact that it was smaller than the unsuitable one in area. In 18 test trials, ferrets made 105 successful penetrations and 3 unsuccessful attempts. This distribution differs from the uniform one (?2 = 97.25; df = 2; p <0.01). None of the individuals showed a significant reduction or increase in unsuccessful attempts to penetrate the holes This data may indicate that ferrets have knowledge of the boundaries of their bodies and the ability to compare them with the parameters of the penetration hole."
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Lopez, J. C., C. Botero, G. Miranda, F. Aguilera, G. Mirdad, S. Moynet, K. Shehabeldeen, A. M. Villalobos, and A. Alvarado. "A Disruptive Approach to CRM and Situational Awareness Competencies." In ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216422-ms.

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Abstract Research has shown that lack of non-technical skills (also called, Crew Resource Management – CRM) contributes to most personal and process safety incidents in high-risk industries. Situational awareness in the most influential non-technical skill. Authors developed a disruptive program to generate situational awareness competencies and improve non-technical skills of front-line employees. The program is called: Permanent Attention. It combines best practices adapted from high-risk industries and industrial psychology science to generate statistically significant improvements in situational awareness competencies through a sustainable approach. The paper shows real case applications from two organizations where the Permanent Attention program has generated significant improvement in the participants’ situational awareness competency and non-technical skills (CRM) acquisition and retention. The program is executed with the learner at the centre of the process. The Situation Awareness Global Assessment Technique (SAGAT, Endsley, and Garland, 2000) is used to measure the levels of situational awareness competency before and after the training, to determine the impact achieved through the program. The ‘Repeated measures – ANOVA’ statistic model is used to scientifically demonstrate the significant impact of the process in the three elements of situational awareness: Attention, Comprehension and Anticipation. The training sessions in-between SAGATs contain theoretical information and practical exercises that equip the participant(s) with fundamentals. Exercises for each element of the situational awareness have been designed to obtain optimal skills. To complement the practice of non-technical skills, employees are exposed to simulations of critical operational situations, so they can demonstrate their leadership, communications, teamwork, decision-making skills in group and learn how to manage stress in such situations. The levels of situational awareness competencies are periodically monitored via practical field-based SAGAT exercises after the training, to ensure a sustained improvement in the participants’ competencies. The feedback provided immediately after each SAGAT is key to let the participant focus on the element(s) of situational awareness that require improvement. Once the feedback is received, the participant is requested to self-evaluate her level on each element of situational awareness. This reinforces self-consciousness and encourages a sense of commitment to improve by conviction, not by imposition. This novel methodology gives the organization a clear metric on the return on the investment the program offers and allows very specific interventions to improve individual and group level non-technical skills across the organization. A truly disruptive method. The paper shows how the Permanent Attention instructional design combines Endsley's research from the aviation and nuclear industries, with Knowles’ andragogy (2015) theory to achieve competency acquisition and retention. Novel approaches such as the SAGAT, are used with scenarios that are familiar to the target population. Participants’ levels of situational awareness competency are measured before and after the training to determine whether a statistically significant impact was achieved through the program. Permanent Attention has been implemented in organizations with a wide range of maturity. Case-studies are presented to illustrate the process, results, and limitations in two leading drilling companies, in which 60 to 70% of incidents had situational awareness as a contributing factor, over last five years. The implementation of the program has brought statistically significant improvements in the competency of employees and the pilot in Colombia has shown early signs of accident reduction.
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Ueda, Kimi, Maho Sasaki, Ayumi Noda, Hirotake Ishii, and Hiroshi Shimoda. "An Experimental Examination of the Effects of the Invisible Human Experience on Self-esteem." In 5th International Conference on Human Systems Engineering and Design: Future Trends and Applications (IHSED 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004136.

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Moderate self-esteem is considered desirable from perspectives such as leading to effective decision-making (Baumeister et al. 2003; Kirkpatrick and Ellis 2003). One factor that can lead to low self-esteem is the perceived large difference between the ideal self and the actual self-views (Bills, Vance, and McLEAN 1951; Hannover, Birkner, and Pöhlmann 2006). Therefore, we hypothesized that through an experience as if one had become an “Invisible Human”, self-esteem reduction could be prevented by diminishing one's existence and removing their awareness of comparing one's ideal self with one's actual self-views. The purpose of this study is to evaluate the impact of the Invisible Human experience of the invisible human on self-esteem.In the experiment, participants experienced the Invisible Human experience through Augmented Reality (AR). (1) the feeling of being an invisible human, (2) the sense of one's physical self-presence, (3) the self-evaluation consciousness, (4) the difference between the ideal self and the real self, and (5) state self-esteem scale were evaluated through questionnaires before and after the AR experience. In the experience, images acquired using a camera attached to a head-mounted display (HMD) were processed in real-time to create an image in which only the body of the participants seems to have disappeared from the real view, which was then presented on the HMD. Valid data obtained were N=24 (15 females and 9 males, age 21.3²2.3 years).The results showed that Significant differences were found in (1), (2), and (3) before and after the experience, which indicates that the Invisible Man experience made participants feel more as if they were invisible, their sense of self-presence decreased, and their self-evaluation consciousness weakened. There was also a tendency for (4) the difference between the ideal self and actual self-views to become smaller. However, there was no significant difference in the (5) state self-esteem scale. The impact of the Invisible Human experience might change depending on the participants' usual level of self-esteem. If low self-esteem can be high and high self-esteem can be low, then the Invisible Human experience may work effectively to maintain their self-esteem to be moderate. In future studies, more evaluations with a larger number of participants are needed.Baumeister, Roy F., Jennifer D. Campbell, Joachim I. Krueger, and Kathleen D. Vohs. 2003. “Does High Self-Esteem Cause Better Performance, Interpersonal Success, Happiness, or Healthier Lifestyles?” Psychological Science in the Public Interest: A Journal of the American Psychological Society 4 (1): 1–44.Bills, R. E., E. L. Vance, and O. S. McLEAN. 1951. “An Index of Adjustment and Values.” Journal of Consulting Psychology 15 (3): 257–61.Hannover, Bettina, Norbert Birkner, and Claudia Pöhlmann. 2006. “Ideal Selves and Self-Esteem in People with Independent or Interdependent Self-Construal.” European Journal of Social Psychology 36 (1): 119–33.Kirkpatrick, Lee A., and Bruce J. Ellis. 2003. “An Evolutionary-Psychological Approach to Self-Esteem: Multiple Domains and Multiple Functions.” Blackwell Handbook of Social Psychology: Interpersonal Processes, 409–36.
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Horváth, Imre, Zoltán Rusák, and Yongzhe Li. "Order Beyond Chaos: Introducing the Notion of Generation to Characterize the Continuously Evolving Implementations of Cyber-Physical Systems." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67082.

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Authors belonging to different institutions (‘schools’) of cyber-physical systems (CPSs) research and development report on largely different objectives, underpin their work with different theories and methodologies, and target characteristics which can actually better characterize other categories and families of engineered systems. This has resulted in an ontological chaos. Therefore, our research addressed the question: What exists in the form of past, current and future CPSs? Our hypothesis has been that we can have an ordered picture on the landscape of CPSs by introducing the notion of system generation. Generation is a structural term defined as a ‘technological/engineering cohort’ of different individual manifestation of systems that reflect genotypic features of ancestor systems belonging to the same category, but deviates from them with regards to their phenotypic features. Based on our literature findings, we have defined five generations of CPSs, which could be differentiated based on: (i) the level of self-intelligence, and (ii) the level of self-organization. The zeroth generation includes look-alikes and partial implementations of CPS. The 1G-CPSs include systems with self-regulation and self-tuning capabilities, while the 2G-CPSs are capable to operationalize self-awareness and self-adaptation. The 3G-CPSs are equipped with the capabilities of self-cognizance and self-evolution. According to our reasoning model, only the fourth generation of CPSs is supposed to achieve self-consciousness and self-reproduction in the form of system of systems. The paper analyses the major paradigmatic characteristics of these generations. It also provides an outlook to the trends that may have strong influence on the introduced generations of CPSs.
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Güngör, Mustafa Akın, and Müzeyyen Nazlı Güngör. "Student-Teachers’ Pedagogical Reasoning in Teyl Lesson Plans and Microteaching Presentations." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.11.

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Pedagogical reasoning enables student-teachers to better understand their own teaching practices, analyse what, why and how they teach, and become aware of their teaching practices. This case study aims to understand student- teachers’ decisions and the pedagogical reasoning behind these decisions in lesson plans in an English language pre-service education programme. Three third-year English language student-teachers enrolled in a pedagogical content knowledge course “Teaching English to Young Learners” (TEYL) participated in this study. We collected qualitative data from lesson plans, reflection notes on these performances and plans, and interviews with student-teachers in the TEYL course. We used Shulman’s model of pedagogical reasoning and action as a conceptual model to explore the complexity of learning to teach English to young learners. Data were analysed iteratively through content and thematic analysis. The results indicated that student-teachers made decisions mainly in the transformation and instruction stages, and that their pedagogical reasoning emerged from the theory of TEYL and their assumptions about the characteristics of very young and young learners. More opportunities should be provided to increase their self-consciousness, self-knowledge and sense of agency through reflective tasks, action research projects and teaching practice. The study has implications for student-teachers who need guidance and motivation to prepare reflective lesson plans and for teacher educators who need to raise student-teachers’ awareness about decision making and pedagogical reasoning.
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Bucur, Cristian, and Ionela Serban. "STUDENT PERCEPTION AND LEARNING IN ON-LINE LEARNING PLATFORMS." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-071.

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Previous research showed that information quality, system quality, and service quality affect perceived usefulness and the perceived ease of use for educational platforms (Tsai, YY., Chao, CM., Lin, HM. et al. Qual Quant, 2018); other authors debate on how they adopt and embed technology into their learning activities (Moreno V, Cavazotte F, Alves, I, 2017); students' perceptions regarding the usefulness and easiness of positive use for e-learning platforms is strongly influenced by their intention to effectively use those platforms and by students' cognitive absorption and self-efficacy, as well as by system interactivity and facilitating conditions. Our research is focused on empirical observation that suggests that there is a perceived difference between learners competencies and effectiveness regarding the on-line learning platforms than the regular frequency study programs. To this respect we focused on the same type and content bachelor degree study programme in 2 versions: distance learning using on-line learning platforms (with a small part of face-to-face tutorials) than full-time learning (based on face-to-face study courses and seminars). We were interested in perception and student consciousness on difference between those 2 students groups. The main assumption is that student identity is built around the perception on the learning environment and the perception on effectiveness in bachelor degree programs; so that, the easiness and level of satisfaction on learning on-line tools could be an impediment on understanding and choosing the distance learning programme than full-time learning programme. So, we put the two perception and identity student awareness is different in the 2 bachelor degree programmes; also, we put those identity awareness structures into the light of comparison so that conclusions towards quality perception and educational marketing would be more effective and valuable.
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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Reports on the topic "Self-consciousness (Awareness)"

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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STATEMENT OF THE NATIONAL ACADEMY OF EDUCATIONAL SCIENCES OF UKRAINE. National Academy of Educational Sciences of Ukraine, February 2022. http://dx.doi.org/10.37472/saveukraine.

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We consider it criminal and strongly condemn the violation of the territorial integrity and borders of Ukraine by the Russian Federation. We also consider inadmissible the statements of the leadership of the Russian Federation regarding our state, interference in the internal affairs of Ukraine by denying its civilizational subjectivity and demanding the abandonment of its own path of development. With great gratitude and confidence in the victory, we turn to the defenders of Ukraine: we are together, we are convinced of the strength and steadfastness of those who defend Democracy, Freedom, and Human Values! Resistance is not just military resistance. The opposition of every citizen is not to succumb to provocations and panic, to prevent escalation of tensions, to refute fakes, to maintain clarity of thinking. A patriot is someone who invests in the development of the country and preserves its defense capabilities in a way accessible to him. For representatives of pedagogical and psychological sciences — is to maintain the national identity and unity of the nation at the level of consciousness of every citizen, territorial community, society. This is the strengthening of the subjectivity of every citizen through his awareness of Ukrainian history from the times of Kyivan Rus, Ukrainian mentality of freedom from the Cossack era, the spirit of Ukrainian democracy from the Constitution of Philip Orlyk, invincibility of the Ukrainian army from the victories of Peter Konashevych-Sahaidachnyi and Bohdan Khmelnytskyi, exercise of self-awareness by Hryhorii Skovoroda and Taras Shevchenko. Scientists of the National Academy of Educational Sciences of Ukraine, as always, are ready for a dialogue with anyone who finds himself in difficult life circumstances, in situations of confusion or uncertainty, who needs advice or psychological help. We all have hard work ahead of us every day. But our goal is common and high — to preserve the sovereignty and territorial integrity of Ukraine. To this end, we have worked for Ukraine′s independence, we have also worked for the development of our state for the last 30 years, for this, we are mobilizing for further struggle! We will win! Glory to Ukraine!
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