The Mind in Context

Cover......Page 1
Title......Page 4
Copyright......Page 5
About the Editors......Page 6
Contributors......Page 8
Contents......Page 10
1  The Context Principle......Page 12
The Essentialism Error:   An example from Molecular Genetics......Page 13
The Essentialism Error in Psychology......Page 14
History of the Context Principle in Psychology  
or “the Mind in Context”......Page 16
Implications of the Context Principle......Page 19
Recent Developments of the Context Principle......Page 21
Other Examples of the Mind in Context......Page 22
The Present Volume......Page 25
Acknowledgments......Page 26
References......Page 27
PART I   GENES AND THE BRAIN......Page 34
2 Epigenetic Inheritance......Page 36
Gene Regulation, Development, 
And Adjustment to Context......Page 37
Transgenerational Epigenetic Inheritance......Page 40
Modes of Transmission......Page 41
Contexts Favoring TransGenerational 
Epigenetic Inheritance of Behavior......Page 43
Distinguishing Epigenetic 
from Mendelian Inheritance......Page 47
References......Page 49
3 
Brain Networks 
and Embodiment......Page 53
The Architecture of Brain Networks......Page 54
From Networks to Information......Page 61
Information and Embodiment......Page 66
Mind in Context......Page 69
References......Page 70
Social Neuroendocrinology......Page 76
Pregnancy as a Social Influence on Expectant  
and New Fathers......Page 78
Infants as Social Cues on Hormones, and Modulation 
by Pregnancy......Page 79
Transgenerational Effects of Parenting on Offspring 
Endocrine Axes......Page 81
Sexual Anticipation Influences on Hormones......Page 82
Sexual Activity Effects on Hormones......Page 84
Conclusions......Page 86
Challenges and Future Directions......Page 87
References......Page 88
PART II 
COGNITION 
AND AFFECT......Page 92
5
 Emoting a Contextualized Process......Page 94
Infant Emoting......Page 96
Early Childhood Emoting......Page 98
Emoting in the Adult Context......Page 100
Convergent Emotions......Page 103
Sociocultural Functionality of Emotions......Page 105
Cultural Differences in Emoting......Page 108
References......Page 111
6
Meaning in Context 
Metacognitive Experiences......Page 116
What Does the Experience Mean?......Page 118
Fluency and Familiarity: Judgments of Risk, 
Consensus, and Truth......Page 119
Social Consensus and Truth......Page 120
Fluency and Affect: Judgments of Preference  
and Beauty......Page 122
Summary......Page 124
What Does the Experience Mean?......Page 125
Determinants and Consequences of Theory Selection......Page 126
Summary......Page 127
Metacognitive Experiences 
and the Choice of Processing Strategies......Page 128
Coda......Page 130
Note......Page 131
References......Page 132
The Situated Cognition Perspective......Page 137
Immediate Situational Contexts......Page 140
Cognition and Behavior Depend  
on the Immediate Situation......Page 141
The Extended Mind......Page 143
The Socially Extended Mind......Page 144
Communicative Contexts......Page 145
The Self and Identity as Context......Page 147
Context Sensitivity of the Self......Page 148
Shifting Norms for Behavior......Page 149
Conclusions......Page 150
References......Page 151
PART III 
THE PERSON......Page 158
8
 The Situated Person......Page 160
Mind and Person In Context......Page 161
The Situated Person View Versus Traditional 
Personality Trait Psychology......Page 163
Eliminating Context by Aggregation across Situations......Page 164
Evidence for the Situated Person Perspective: 
Distinctive, Stable If .  .  . Then .  .  . Behavioral Signatures......Page 165
Nominal and Psychological Situations......Page 167
Identifying the Psychological Features  
(Active Ingredients) of Situations......Page 168
Two Basic Assumptions......Page 169
Individual Differences in the Stable Organization  
of Interconnections among Cognitive–Affective Units......Page 170
Signatures of the Individual’s  Psychological Environment:   Diagnostic Concextualized Profiles......Page 171
Illustrative Situational Profiles Characterizing  
the Individual’s Social World (Life Space)......Page 172
Hot and Cool System Characteristics and Interactions......Page 175
Working Through Negative Emotional Experiences: 
Getting the Temperature Right......Page 176
Contextualized, Situated Persons:   Recognizing The Within-Person Variability......Page 177
References......Page 178
9
 Implicit Independence 
and Interdependence 
A Cultural Task Analysis......Page 185
Independent Model of Self......Page 186
Cultural Tasks of Independence and Interdependence......Page 187
Cultural Tasks and Implicit Psychological Tendencies......Page 189
Acculturation and Individual Development......Page 190
Self-Definition......Page 191
Positive Self-Images......Page 192
Emotions......Page 193
Sensitivity to Vocal Tone......Page 194
Attention......Page 195
Explicit Self-Beliefs on Independence  
and Interdependence......Page 196
Relations among Different Facets of Implicit 
Independence and Interdependence......Page 199
Historical Origins of Independence and Interdependence......Page 200
Pathogen Prevalence......Page 201
Mode of Subsistence......Page 202
Voluntary Settlement in the Frontier......Page 203
Conclusions......Page 205
References......Page 206
10 
Platonic Blindness 
and the Challenge 
of Understanding Context......Page 212
Two Revolutions......Page 213
Mind in Context......Page 214
The Mind is Imposed on the World......Page 215
Action at a Distance......Page 217
A Customary Blindness......Page 219
Putting Things Back Into Context......Page 221
References......Page 222
11
 Social Tuning of Ethnic Attitudes......Page 225
Tuning Toward The group......Page 229
Tuning Within Dyads......Page 231
Questions to Answer......Page 233
References......Page 235
PART IV 
BEHAVIOR......Page 242
12
 The Multiple Forms of “Context” 
in Associative Learning Theory......Page 244
The Multiple Roles of Context in Associative Learning......Page 245
The Special Influence 
of Context in Extinction......Page 247
Contexts As Occasion Setters......Page 248
Other Properties of Long-Duration Stimuli......Page 251
Why Aren’t Learning 
and Memory Always Context Specific?......Page 253
The Temporal Context......Page 257
Conclusion......Page 260
References......Page 261
13 Threat, Marginality, 
and Reactions 
to Norm Violations......Page 270
The Group-Threat Hypothesis......Page 272
Evaluative and Emotional Reactions to Deviates......Page 274
Threatening versus Nonthreatening Deviates  
(and Conformists)......Page 276
Further Efforts to Disentangle Threat from Marginality......Page 278
Does Deriding Deviates Feel Good?......Page 282
Concluding Remarks......Page 283
References......Page 285
14 
Behavior as Mind in Context......Page 288
Overview of Empirical Examples......Page 290
“Mind in Context” as Cultural Psychology......Page 289
Beware of Friends: 
Cautious Approaches to Relationship......Page 291
Normalizing Caution......Page 293
Turning the Analytic Lens: Denaturing Openness......Page 294
Extension: The Importance of Attractiveness  
in Everyday Life......Page 295
Disappearing Penises: 
Genital-Shrinking Panic......Page 296
Cultural Grounding of Genital-Shrinking Panic......Page 297
Dynamic Reproduction of Genital-Shrinking Panic Realit......Page 298
Turning the Analytic lens:  
Denaturing the Biomedical Model......Page 300
Normalizing Suspicion of Vaccine Tampering......Page 301
Representations of Racism......Page 302
Representations of History......Page 303
Implications for the Theme of “Mind in Context”......Page 304
Identity......Page 305
Motivation......Page 306
Conclusion: 
Mind in Context as IntentiOnal Worlds......Page 308
Notes......Page 309
References......Page 310
15
 Challenging the Egocentric 
View of Coordinated Perceiving, 
Acting, and Knowing......Page 318
The Egocentric View of Human Behavior......Page 320
The Modern Persistence of Egocentrism......Page 321
Challenging the Egocentric   View of Behavior......Page 325
Environmental and Interpersonal  
Rhythmic Coordination......Page 326
The Perception and Actualization of Affordances......Page 331
Conclusion......Page 336
Notes......Page 337
References......Page 338
Theme 3......Page 345
The Vices (and Virtues) of Nominalization......Page 346
Ease of Learning Manipulable Object Categories......Page 347
Nouns and an Intuitive Theory about Their  
Associated Concepts......Page 349
Coercing Processes into Object Concepts via Nouns......Page 351
Vices and Virtues of Platonic Blindness in Everyday Cognition......Page 352
Vices and Virtues of Platonic Blindness in Science......Page 353
Examples from the Current Volume......Page 355
Calling All Context Effects......Page 356
Context Sensitivity Even in Nouns......Page 357
Context-Specific Knowledge Simplifies Processing......Page 358
Roles of Nouns in Context-Sensitive Systems......Page 359
Learning To Contextualize......Page 361
Cultural Enhancement of Contextualizing......Page 362
Formal Practices for Contextualizing......Page 363
Notes......Page 365
References......Page 366
Index......Page 372