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This research examines how consumers make unilateral decisions on behalf of the self and multiple others, in situations where the chosen option will be shared and consumed jointly by the group—for instance, choosing wine for the table. Results across six studies using three different choice contexts (wine, books, and movies) demonstrate that such choices are shaped by the decision-maker's self-construal (independent vs. interdependent) and by the size of the group being chosen for (large vs. small). Specifically, we find that interdependent consumers consistently make choices that balance self and others' preferences, regardless of group size. In contrast, the choices of independent consumers differ depending on group size: for smaller groups, independents make choices that balance self and others' preferences, while for larger groups, they make choices that more strongly reflect their own preferences. Via mediation and moderation, the data show that differential attention to others underlies the combined effect of self-construal and group size on the joint consumption choices that consumers make for the self and others. [ABSTRACT FROM AUTHOR]

The concept of the codex book is deeply imprinted on scholarly and literary traditions. It bears within it assumptions about bounded-ness and stability as defining features of the form. Works conceived in a networked environment are referred to as books, but may not exist within the same structural conditions. This article reviews some of the ways the conceptions of the physical codex are linked to production and poses questions about the identity of artefacts produced by processes and protocols in a networked environment. It argues that these unbounded and contingently configured documents do not merely extend the traditional codex, with its apparatus of footnotes, bibliographical citations, and other paratexts, but that these are substantively different types of textual productions because of their fluid instability. [ABSTRACT FROM AUTHOR]

This article explores the material and metaphorical interactions between books and boxes in early modern English print culture. Building on ideas articulated by book historians Walter Ong, Jeffrey Todd Knight and Tessa Watt about the book as a material and metaphorical container, this article uses two case studies to explore some of the ways in which early modern print culture playfully engaged with the resemblances between book and box, as objects that both have the potential to contain and condense. Focusing on a version of scripture for children and a collection of Elizabethan epigrams, two printed texts that aspire to the neatness and the convenience that a box offers, the article considers how the book's identity as a 'container' for 'content' was not merely functional but a symptom of the imaginative connections between the textual and material realms embodied in the book. [ABSTRACT FROM AUTHOR]

Purpose Although the functional benefits of e-books have been discussed in the emerging literature on the e-reader platform, the hedonic/emotional aspects of e-book usage have not been explored. This study aims to explore the impact that e-readers have on consumers’ connections with books. Relying on self-concept theory and possessions as the extended self, the authors address the following two questions: What are the hedonic differences between e-books and printed books, and, if the functional benefits of e-books are so compelling, then why do some people still use printed books?Design/methodology/approach The researchers pursue a qualitative design through the use of semi-structured interviews, with a combination of base questions and follow-up questions tailored to the individual respondent.Findings The results reveal six primary themes: convenience, change, community, collection, connection and children. Within each, functional benefits are identified, confirming prior literature on these benefits, and hedonic/emotional themes emerge, revealing that e-readers are capable of changing consumers’ connections with books. Namely, while e-books offer functional benefits over printed books, consumers feel less connected to books read using an e-reader platform and prefer to purchase the printed versions of books that hold special meanings for them. These findings align with self-concept theory and indicate that printed books are an extension of the self, one that cannot be completely replaced by e-books.Originality/value This research adds to the emerging literature on e-books by demonstrating that e-readers have emotional implications for consumers as components of the self-concept/extended self. Prior literature has focused solely on the functional benefits associated with e-books but has not directly addressed the role of books in the self-concept. [ABSTRACT FROM AUTHOR]

The article discusses the relation of human cognition to printed books. Topics include the three-dimensional nature of pages in a printed book, the two-dimensional nature of digital books, and the linear character of printed books. Also addressed are the image of a book in relation to the book "The Image of the City," by Kevin Lynch, the notion of cognitive chunks in the 1956 paper "The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information" by George A. Miller, and the handset book "Phaedrus: A Dialogue by Plato," by Plato, edited by Jack W. Stauffacher, translated by Reginald Hackforth, printed by Jim Faris.

The article offers information on chapbooks and how the books affect children and their manners. Topics covered include overview of several chapbooks including "The Book of Manners for Girls and Boys," by Maurice Sendak as well as "A Book About Chapbooks: The People's Literature of Bygone Times," by Harry B. Weiss. Also mentioned are details about the research conducted by the author about chapbooks.

The article discusses the problem of looking for books that will best suit children whose parents are in prisons. Topics covered include the impact of parents' absence on the lives of their children as well as the need for the books to discuss sensitive topics such as foster care, social worker and arrest. Also mentioned are the potential benefits of children from such books.

Growing scholarly interest in picturebooks requires a sound theoretical basis. While various seminal approaches to picturebook theory exist, the fundamental relatedness of picturebooks to the cognitive development of children has not been focused so far. In this article, it is argued that a cognitive theory of picturebooks is needed. Picturebooks, prototypically consisting of picture-text relations, are systematically engaged with the child's maturing cognitive abilities. In fact, picturebooks foster these abilities through being used in situations of joint reading and attention. The relatedness of picturebooks to the child's cognitive development is sketched with respect to three types of picturebooks: early-concept books, picturebooks telling stories of lying, and picturebooks displaying maps. [ABSTRACT FROM AUTHOR]

The article offers the author's insight on his book "Précis of Consciousness and the Prospects of Physicalism." He states that the book consists of three parts about knowledge and conceivability arguments on physicalism, response to the argument on physicalism by a Russellian Monist, and mental nonreductive physicalism. He proposes two version of account in material constitution such as the constituted entities are not relationally individuated and the other is relationally individuated.

The article offers the authors insight on the moral conflicts among the moral theories and values in philosophy. He mentions the book "Moral Uncertainty and Its Consequences," by Ted Lockhart which offers the principle of equity among moral theories (PEMT) that permits comparison between moral theories. He says that conceivability PEMT is not a good substitution for the original PEMT and he suggests finding another method to compare moral values.

The aim of this study is to describe the metaphors of the students, who are in the department of Psychological Counseling and Guidance in Near East University, about the concepts of a "book" and determine their perceptions. Qualitative method was used and 211 students were chosen according to the purposive and convenient case sampling. The data were analyzed through content analysis and 82 different metaphors were found. The most used metaphors were respectively "Human", "Teacher", "Life" and "Tree". According to content analysis, metaphors were classified in 7 groups and books are shown as "information source", "directive and quiding item", "relaxing and entertaining item", "item for personal improvement", "original and different item" and "item that causes stress". Firstly, the reflection of a book as an information source at the highest percentage (38,77%) might be considered positively but the further researches should be done in order to observe how this finding influences the individual's reading attitudes and habits. [ABSTRACT FROM AUTHOR]

Araştırmanın amacı, Yakın Doḡu Üniversitesi Eḡitim Fakültesinde Psikolojik Danışma ve Rehberlik Bölümünde öḡrenim gören öḡrencilerin "kitap" kavramına ilişkin kullandıkları mecazları betimlemek ve bu konudaki algılarını ortaya çıkarmaktır. Araştırma nitel bir çalışmadır ve amaçlı-kolay ulaşılabilir durum örneklemesi yöntemine göre 211 katılımcı belirlenmiştir, İçerik analiziyle veriler deḡerlendirildiḡinde, 82 farklı mecazın kullanıldıḡı görülmüştür. En çok kullanılan mecazlar sırasıyla "İnsan", "Öḡretmen", "Hayat" ve "Aḡaç"tır. Çözümleme sonucunda zihinsel imgeler, 7 kategoride sınıflandırılmış ve kitap; "bilgi kaynaḡı", "yönlendirici ve yol gösterici", "dinlendirici ve eḡlendirici" "bireysel gelişimi destekleyici", "özgün ve farklı bir öḡe", "yaşamsal ve deḡerli" ve "baskı yaratan bir öḡe" olarak yansıtılmıştır. Kitabın büyük oranda (%38,77) bilgi kaynaḡı olarak yansıtılması ilk bakışta olumlu olarak deḡerlendirilebilir; ancak bu durumun bireyin okuma tutum ve başarısını nasıl etkileyeceḡi ileriki çalışmalarda deḡerlendirilmelidir. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Children growing up in homes with many books get 3 years more schooling than children from bookless homes, independent of their parents' education, occupation, and class. This is as great an advantage as having university educated rather than unschooled parents, and twice the advantage of having a professional rather than an unskilled father, It holds equally in rich nations and in poor; in the past and in the present; under Communism, capitalism, and Apartheid; and most strongly in China. Data are from representative national samples in 27 nations, with over 70,000 cases, analyzed using multi-level linear and probit models with multiple imputation of missing data. [ABSTRACT FROM AUTHOR]

John Cawte Beaglehole (1901-1971) is a renowned New Zealand historian who left behind masses of correspondence, notes, and artifacts. These records reveal a special relationship between Beaglehole and his library of books. Specific examples and his personal insights reveal how books inspired and expressed Beaglehole emotionally. In this Paper I will relay how books connected emotionally with Beaglehole, while also exploring the unique emotional potential of books. [ABSTRACT FROM AUTHOR]

When people read a story, feelings of rightness from regulatory fit (consistency between regulatory state and strategic means) could suggest that the story is “right on” relative to feelings of wrongness from regulatory nonfit. Under these conditions, individuals who are experiencing feelings of rightness should engage more with the narrative and be more persuaded by its implicit messages. Results from two experiments supported these hypotheses. Participants in Experiment 1 were more mentally engaged (transported) by the story when they experienced regulatory fit. We replicated this effect in Experiment 2 and extended it to endorsement of story-consistent beliefs, an indicator of persuasion via narratives. Additionally, we found that drawing participants' attention to an earlier event as a source of feelings of rightness eliminated the regulatory fit effects on transportation and persuasion, suggesting attribution of feelings of regulatory fit/nonfit to the plausibility of the narrative world. Copyright © 2008 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

An essay is presented which examines William Hazlitt's book "Liber Amoris." It offers an overview of the book and analyses the book relating to Hazlitt's insecurity as a writer. The author argues that the book is entirely the characteristics of Hazlitt's uncertain response to the business of literature, and perhaps shows that Hazlitt is socially uncomfortable of being a writer. It also discusses several reviews of Liber Amoris from different critics.

The essay considers works of art as physical objects. This includes paintings, which can seem interchangeable with rifles or hats, and books, too many of which can threaten to take over one's living space. It notes that once written and published, a book is beyond the writer's control. Physically it is subject to abuse as is any physical object. Mentally it is subject to the opinions of others. It argues the value of a tattered book, which reveals contact with its owner.

During early childhood, children adopt a design-based conception of books with increasing consistency. It is not clear if or how young children spontaneously indentify the myriad of commercially produced, book-related props, toys, and other materials as support for their early literacy activities. Guidelines for evaluating these supplementary materials are presented and thirteen books are reviewed and recommended. [ABSTRACT FROM AUTHOR]

The article provides information on the role of illustrations in eighteenth-century children's books in Great Britain and France. The author discusses how the books of eighteenth century influenced the minds of young people, what makes it interesting for children to read and how it affects childrens' lives in terms of social interaction with others. The author states that during the century, the special nature of children was recognized, and that it should be guided and molded. The most common theme of the children's books during the century is about obedience to adult and discipline that reminds the children on their position in household and social hierarchy.

The article focuses on the texts and the images of the book "Architectura," by Wendel Dietterlin and discusses how these texts and images brought up variety of interpretations from the readers. The author explores how these readers of the book created their own interpretations. She argues that the text-image relationship in the book expands sixteenth-century ideas about Orders as well as designing buildings. The article also presents several architectural images and designs illustrated in the book.

The article examines the significations of the texts and illustrations in the book "Le Livre Blanc," by Jean Cocteau. The main topic of the book is homosexuality. The author provides a brief historical background of the book. Several manuscripts and images in the book are also presented and discussed. According to the author, the book is the most confusing work ever written by Cocteau. The author contemplates that the choice of title for the book and the anonymous status of the text reveal the ambiguous and contradictory desires of Cocteau.

Discusses the psychological and autobiographical elements of the book 'A White Heron,' by Sarah Orne Jewett. Symbolism used in the book; Analysis of the characters and events in the story; Association of the book with Jewett's own life experiences.

Focuses on the emotional impact of the book 'The Yellow Wallpaper,' by Charlotte Perkins Gilman. Citation of the social condition of women; Interpretation of the novel-reading habit among women; Reflection on the destructive consequences of solitary reading for purpose of escape.

Examines the symbolic peregrination and the reading subject's desire of the `Ida,' by Gertrude Stein. Observation on the exceptional texts of the book; Dynamic model of reader-text engagement; Challenges posed by the text to the psychological ability of the readers.

Focuses on the experiences of English teachers at a Hartford, Connecticut-based public high school in dealing with a parent's objection on the curriculum use of the book `Deliverance,' by James Dickey. Actions taken by the teachers; Details on the chronology of events that occurred after the parent's objection; Information on the dangers of making judgments about books based on emotion.

Studies the relation between the pedophilia experiences exemplified in the novel "Death in Venice," by Thomas Mann, and the concept expressed by the individuation theory of Carl Jung. Context behind the novel; Assertions made by Jung on individuation; Periods in life when the identification of individual personality becomes crucial.

Focuses on the psychological aspect of the novel 'Frankenstein,' by Mary Shelley. Demise of an individual totally devoid of social interest; Prevalence of inferiority of the character Victor Frankenstein; Relation of inferiority to a pampered childhood.

The article focuses on the importance of book engagement in adult literacy provision. Skills for Life tutor Jill Harrison states that students could learn while enjoying in reading books. It mentions that adults who are engaged in reading for pleasure could acquire skills and confidence development. It adds that The Reading Agency has established the Six Book Challenge for reading confidence improvement which has been adopted by prisons, public libraries, and colleges.

The author reflects on the importance and challenges of having a reading room and deep reading. The author says that she is having a problem on finding time and place for deep reading which is important to her academic discipline and teaching profession. Furthermore, the author adds that she will find time during the summer to read the new books which she bought, and that she closes her office when she is reading something important because she considers her office as her reading room.

The article focuses on the school edition of the book "AAMD Adaptive Behavior Scale," (ABS-SE). It maintains the two parts of the original scale. Several important new features have been incorporated in the book. The reference group norms have been expanded to a wider range, factor scores have been developed and comparison scores have been developed. Several items may be hard for teachers to rate, thus demanding scorers to be trained. Norms used in the book are based on samples from California and Florida, with norm group sizes appearing most satisfactory for age 7-8 to 11-12. Below these ages norms are available for small samples of TMR and TMR and regular groups. Internal consistency reliability coefficients by age and classification groups are generally satisfactory. The author also reports three types of validity studies: factor studies, correspondence of scores to current educational classifications and correlations with other standardized measures. ABS-SE seems to be a useful descriptive tool that provides a measure of overall adaptive behavior.

The author discusses aspects of the U.S. Chief of Naval Operations Professional Reading Program (CNO-PRP). He discusses the ability of books to influence the life of sailors. Also discussed is the ability of fiction books to influence sailors to think creatively and the comments of U.S. Army general Martin Dempsey on the abilities of fiction to create a mental laboratory.