Difference between revisions of "Energy and Strokes"

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Presented for the fifth international conference on<br/>Reversal Theory, June 21-25, 1991 at Kansas City, Missouri, U.S.A.
 
Presented for the fifth international conference on<br/>Reversal Theory, June 21-25, 1991 at Kansas City, Missouri, U.S.A.
 
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TABLE OF CONTENTS:
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Introduction                                      1
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Chapter 1:
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The Cognition-Energy-Learning Model:
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on the Bistable Organization of Motivation
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and its Effect on Cognitive Development.          2 - 18
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1.1Homeostasis versus Bi-Stability2
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1.2The Bistable Organization of Motivation 3
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1.3Two Metamotivational States and Reversals4
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1.4The Energy Basis of Motivation:
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Different Conse­quences on the Proximal
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and on the Ultimal Level.      6
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1.5Motivational Sequences, Learning Spirals
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and Cognitive Areas of Experience.8
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1.6Cognitive Development.12
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1.7Summary and Conclusions.  17
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Chapter 2:
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An Extension of the Cognition-Energy-Learning
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Model:
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on the Interaction between
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the Quality of Social Relationships and
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Individual Development.19 - 39
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2.1Transactional Emotions and Reversals in
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Social Inter­actions from an Evolutionary
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Point of View19
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2.2Pro-social Behaviour and Conditions for
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its Occur­rence.        19
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2.3Two Postulates on the way in which
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Social Behaviour is Regulated22
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2.4Two Metamotivational States, Ruling
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Social Behaviour 22
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2.5Social Means or "Strokes" as the
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Currency in Social Transactions 24
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2.6Combinations of Telic and Paratelic States
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with Allocentric and Autocentric States.26
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2.7Synergetic Effects in Somatic and in
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Transactional Emotions. 27
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2.8Conditions for Synergetic Effects. 30
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2.9Social Contacts and Positive or Negative
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Learning Spirals. 32
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2.10"Contagiousness" of Interpersonal
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Psychological Skills and Adaptation.33
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2.11Social Support: Data from Effectivity
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Research and what is missing up till now.35
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2.12Summary and Conclusions.  37
 +
 +
References40 - 43
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Revision as of 23:47, 15 December 2007

STATE UNIVERSITY GRONINGEN - HEYMANSBULLETIN HB-91-1029-EX (draft)

Energy and Strokes: how the quality of social relationships influences the process of learning and individual development

by

Bernard B. Maarsingh

and

Popko P. van der Molen

Presented for the fifth international conference on
Reversal Theory, June 21-25, 1991 at Kansas City, Missouri, U.S.A.

TABLE OF CONTENTS: Introduction 1 Chapter 1: The Cognition-Energy-Learning Model: on the Bistable Organization of Motivation and its Effect on Cognitive Development. 2 - 18 1.1Homeostasis versus Bi-Stability2 1.2The Bistable Organization of Motivation 3 1.3Two Metamotivational States and Reversals4 1.4The Energy Basis of Motivation: Different Conse­quences on the Proximal and on the Ultimal Level. 6 1.5Motivational Sequences, Learning Spirals and Cognitive Areas of Experience.8 1.6Cognitive Development.12 1.7Summary and Conclusions. 17 Chapter 2: An Extension of the Cognition-Energy-Learning Model: on the Interaction between the Quality of Social Relationships and Individual Development.19 - 39 2.1Transactional Emotions and Reversals in Social Inter­actions from an Evolutionary Point of View19 2.2Pro-social Behaviour and Conditions for its Occur­rence. 19 2.3Two Postulates on the way in which Social Behaviour is Regulated22 2.4Two Metamotivational States, Ruling Social Behaviour 22 2.5Social Means or "Strokes" as the Currency in Social Transactions 24 2.6Combinations of Telic and Paratelic States with Allocentric and Autocentric States.26 2.7Synergetic Effects in Somatic and in Transactional Emotions. 27 2.8Conditions for Synergetic Effects. 30 2.9Social Contacts and Positive or Negative Learning Spirals. 32 2.10"Contagiousness" of Interpersonal Psychological Skills and Adaptation.33 2.11Social Support: Data from Effectivity Research and what is missing up till now.35 2.12Summary and Conclusions. 37 References40 - 43

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