Related Experiment Videos

From Feeling to Form and Back: A Process-Differentiation Framework for Integrating Embodied, Symbolic, and Narrative

Matias Gay1

  • 1Understanding Suicidology: Institute for Research & Practice, Fredericton, New Brunswick, Canada. matiasg@live.ca.

Related Concept Videos

Structuralism01:26

Structuralism

Structuralism, an early psychological theory developed by Wilhelm Wundt and his student Edward Bradford Titchener, sought to dissect the human mind into its most fundamental components. Wundt's groundbreaking work in his laboratory set the stage for Titchener to define structuralism's goal as cataloging the "atoms" of the mind—sensations, images, and feelings—akin to how chemists identify elements of matter.
Titchener's approach to structuralism was unique. He employed introspection, a method...
Social Foundations of Self I: Play and Game01:24

Social Foundations of Self I: Play and Game

The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
Preoperational Thought I: The Symbolic Function01:19

Preoperational Thought I: The Symbolic Function

Jean Piaget’s preoperational stage of cognitive development spans approximately ages 2 to 7. During this period, children increasingly think symbolically but are not yet able to perform logical mental operations consistently. Symbols are words, pictures, numbers, or objects that stand for something else. For example, the word "dog" can represent an entire category of animals, even when no dog is physically present. This ability allows children to mentally represent people, objects, and events...
Understanding Self-Concept01:20

Understanding Self-Concept

The self-concept encompasses individuals' beliefs about themselves, structured through cognitive frameworks known as self-schemas. These schemas function as mental representations of specific traits or behaviors, influencing how self-relevant information is perceived, processed, and remembered. For example, individuals who are schematic for body weight are more likely to interpret routine experiences—such as dining out or shopping—through the lens of that trait. Conversely, those aschematic for...
Preoperational Thought III: Identities and Categorization01:30

Preoperational Thought III: Identities and Categorization

Piaget’s preoperational stage, spanning ages 2 to 7, involves major advances in symbolic thought, language, and mental representation. Although logical reasoning remains limited, children increasingly recognize identity and classify objects and people into meaningful categories.Identity RecognitionChildren develop the concept of identity, understanding that people and objects can retain essential characteristics despite changes in appearance. For example, a person wearing a wig remains the same...
Role-Based Identity01:21

Role-Based Identity

Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...