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The author reflects on the discomfort of engaging with relational practices in academia, particularly within sport history, and the need for critical self-reflection on positionality. Topics include Japanese gift-giving and the cultural significance of "wrapping," the challenge of unwrapping discomfort in academic practices, and the role of positionality in shaping research and teaching in sport history.

BackgroundAimsMethods & ProceduresResults & DiscussionConclusionsInner speech in aphasia is a rapidly expanding research area, but can be defined in numerous ways. Unlike behaviourally observable language processes such as overt word-production, inner speech is only directly available to introspection. Subjective experience thus grounds our understanding of inner speech and is a necessary starting point for investigating its definition. Descriptions of inner speech written by people with aphasia can make an important contribution to conceptual clarity in the literature. This important data source has not been systematically analysed. Our research addresses this gap.This research aims to understand the subjective experience of impaired and preserved inner speech in aphasia, through analysis of the metaphors used in autobiographical accounts, and to interpret the findings in relation to the inner speech literature.This study carries out a metaphor-led discourse analysis of descriptions of inner speech in four autobiographical accounts of aphasia. Metaphorical expressions describing language processing were identified and coded, then systematic metaphors (i.e. the related concepts which are used consistently to describe a particular topic) were described. The metaphors used to describe inner speech were then analysed, with attention to patterns of use and contextual information.338 expressions made use of the main systematic metaphors which were used to describe inner speech. Two types of inner speech- Phonological Inner Speech and Dialogic Inner Speech – were described as distinct and dissociable experiences, and were described using different metaphors. Phonological Inner Speech, the internal activation of phonological representations, as used in mental repetition of a word or phrase, was described by two authors using the metaphors WORDS AS OBJECTS, MIND AS CONTAINER and INNER SPEECH AS HEARING WORDS. Dialogic Inner Speech, the use or awareness of linguistic inner reasoning or dialogue, was described by two different authors using the metaphors INNER SPEECH AS INNER VOICES/PERSONS/MONOLOGUE/DIALOGUE and APHASIA AS SILENCE/FLUID/SPIRITUAL EXPERIENCE. A double dissociation of these different definitions of inner speech is seen across two of the accounts. Different impacts on language processing and cognition were also described.This research demonstrates that subjective accounts of inner speech can help clarify theoretical discussions and clinical implications. Although recent research within aphasiology has focused mainly on Phonological Inner Speech, we show that in these accounts the impairment of Dialogic Inner Speech was described as more salient and more explicitly as a “lack of inner voices”. [ABSTRACT FROM AUTHOR]

This paper explores bird sound imitation as a particular type of interspecies interaction. Using questionnaires, interviews, and participatory observations, a survey was conducted among Estonian birders to find out about the prevalence of the practice, the diversity of imitated species, the means of imitation, and the attitudes of birders towards the use of recordings in the field. The study found that 55 species of birds from 11 orders were imitated and using one's own voice was the most common way of imitating birds. The choice of the method of imitation depended on the purpose and context of imitation. Most birders supported the use of playbacks for scientific purposes, but not for daily birding. With the easy availability of playback technologies, there are increased concerns about the ubiquitous presence of disturbing factors. At the same time, however, the technological boundlessness is balanced by the heightened ethical self-reflection of birders. [ABSTRACT FROM AUTHOR]

Rumination, or negative repetitive thinking, is a significant risk factor for depression and a common and pervasive habit of thought. Using original data from two online surveys of British adults conducted in March 2021 and February 2022, we examine associations between measures of political engagement and the two types of depressive rumination computed from Nolen-Hoeksema's Response Styles Theory: brooding (the maladaptive component that assesses negative aspects of self-reflection) and reflective pondering (the adaptive component focused on problem-solving). We show that (1) higher brooding is associated with lower internal political efficacy and voting; (2) higher reflective pondering is associated with higher external political efficacy; and (3) reflective pondering increases voting propensity for nonpartisans but not for partisans. Thus, while maladaptive rumination is detrimental to political engagement, adaptive rumination appears to be beneficial. Our findings advance our understanding of the role of reflection in democratic citizenship. [ABSTRACT FROM AUTHOR]

My grandmother grew watermelons, and a childhood spent helping her taught me a lot about writing, and about writing qualitatively. Neighboring farmers laced soil with fertilizers that accelerated growth but thickened the rind and softened the meat. Others pulled fruit from the vines before ripening, producing soft rinds and bland, mealy fruit. She'd cluck her tongue and say, "Watermelons don't sweeten off the vine." Writing and watermelons have a lot in common. When I first started writing academically, I invested significant time and energy in fancy words, convoluted ideas, and a desperate pace to publish, not perish, and what grew was thick, mushy, and sour. In my efforts to hurry and finish one project only to start another, I snatched words and thoughts hurriedly. Writing doesn't sweeten off the vine, either. When we harvested melons, my grandmother's careful attention meant rinds thumping with sticky, sugary sweetness. The deep red meat nearly pulsed with the love sown into the soil. Writing qualitatively is like that: daily care, refusal to cut corners, savoring process and product. When writing creates the same satisfaction, purpose, and laughter in my heart and gut that my grandmother's watermelons always did: that is to write qualitatively. [ABSTRACT FROM AUTHOR]

Copyright of Rhetorik is the property of De Gruyter 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.)

Copyright of Análisis Filosófico is the property of Sociedad Argentina de Analisis Filosofico 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.)

Counsellors as peace educators are to foster a peaceful mindset to students. However, not every peace counsellor shares peaceful thinking with clients or students with problems as a gap. Peace group leaders can integrate counselling as a science with religion through the design and stages of peace group counselling (PGC). This research aims to design and organize PGC stages to facilitate peaceful thinking patterns in peace counsellors/educators (PC/E) to foster peaceful thinking patterns. Integrative literature review as a research model by collecting data through documentation with relevant books and journals, then analyzing it descriptively and qualitatively. The research findings found that the PC/E's duties as imams (group leaders) and kaffah individuals have therapeutic abilities. PC/E combines peaceful thinking with help from God. The PGC process has three stages: initial, work, and the final. The work stages combine the sub-stages of peace counselling, starting from rational, exploring the root causes of peaceful thoughts, self-reflection, seeking, and searching for peaceful thought patterns, looking for different forms and behaviors of peaceful thought patterns towards God's teachings as a novelty, and ending with evaluation and follow-up. PC/E implements the PGC design and stages so that individuals can cultivate a peaceful mindset through training and experimental research. [ABSTRACT FROM AUTHOR]

Background and objective: Mindfulness has emerged as key construct in mental health over past decades. While current mindfulness-based interventions (MBIs) are usually rooted in Asian contemplative traditions, mindfulness practices can equally be found in other knowledge systems, including integrative medicine systems such as anthroposophic medicine (AM). The Activity-Based Stress Release (ABSR) program incorporates the latter as part of an 8-week-long online intervention combining mindfulness exercises, behavioral self-observation, and mindful movement practices derived from this integrative medicine frame. The program could offer additional means for cultivating mindfulness, thereby addressing the necessity for diverse approaches in conjunction with individual differences, diverse clinical demands, or restricted capacities to perform certain mindfulness practices. Using an observational repeated-measures design, the current study aimed to assess a large-scale online implementation of this program in terms of its feasibility, assessing perceived stress and mindfulness. Method: Individuals who enrolled in any of the 37 ABSR program iterations carried out during 2023 and agreed to participate in the study completed online surveys including validated stress and mindfulness scales at the beginning, middle, end, and follow up of the intervention. Linear-mixed models were used for data analysis. Results: A total of 830 individuals took part in the study, of which 53.5% filled in at least 2 surveys. In line with our expectation, mindfulness scores increased significantly over the course of the intervention, while stress scores decreased significantly in this timeframe. We further found differential effects of selfpractice frequency and duration on the outcomes. Conclusion: This study provides a first indication of stress reduction in conjunction with the online implementation of this novel MBI. The work further suggests that this AM-based intervention indeed targets mindfulness, as do other MBIs, and that it is adaptable to an online format. However, given the observational single-arm design, controlled studies will be necessary to confirm these results. Nonetheless, the study adds a novel contribution to existent MBIs, which is significant in view of the need for diverse approaches to meet the heterogeneity of individual predispositions and clinical requirements. It remains to established by forthcoming research for which groups of individuals or clinical features this approach could be especially beneficial or less suitable. [ABSTRACT FROM AUTHOR]

We report on an intervention targeted to enhance the amount of time students spend on independent study, exploring the influence of peers and lecturers. Participants reflected on the independent study time spent on their past assessment before receiving clear time allocation advice from a lecturer or a peer, or no communication (control). Participants then reported on the time they planned to spend on their next assessment, as well as completing measures of self-esteem, academic self-efficacy and willingness to engage with study skills development. Results revealed that participants planned to spend more time on their next assignment, compared to their last, across all experimental conditions (peer, lecturer, and control). Participants in the lecturer advice condition reported greater self-esteem and academic self-efficacy compared to participants in the peer advice condition. We consider the importance of student self-reflection on increasing intended independent study and the importance of lecturer advice for enhancing student self-esteem and self-efficacy. [ABSTRACT FROM AUTHOR]

In this essay, I engage in autoethnographic reflection on my role as a native researcher, addressing questions and issues related to evaluating a researcher's complete-membership in Critical Complete-Member Ethnography (CCME). I revisit CCME as a critical communication research method and introduce two contextual elements –the geopolitics of transnational mobility and cultural belongingness– to enhance the depth of self-reflection that CCME can encourage researchers to undertake. Specifically, I discuss these two components within the framework of nativeness, as these factors often involve the challenges faced by international researchers when they claim their native or insider position upon returning to their non-Western homelands to conduct ethnography. In my autoethnographic reflection, I draw on my fieldwork experience in South Korea as an instance, focusing on different conditions that destabilized my native position: institutional regulations of crossing the border during the global pandemic, my growing feeling of in-betweenness, and my performance of U.S. academic membership in the field. Through reflection, I demonstrate that nativeness is not consistently given or entitled but changing and fluctuating in different times and contexts. Ultimately, I argue that in-flux aspects of my native position complicate and expand methodological considerations for determining and accessing a researcher's complete-membership and their epistemological intimacy with their communities in CCME. [ABSTRACT FROM AUTHOR]

This study explores the thematic intersections of fate, spiritual decay, and the concept of amor fati in F. Scott Fitzgerald's The Great Gatsby and T. S. Eliot's The Waste Land. Through a comparative analysis guided by the philosophical framework of amor fati, the study delves into how the characters in both works confront their destinies amidst societal disintegration and existential despair. By examining key passages and motifs, it elucidates the characters' quests for meaning and their struggle against the forces of fate. Furthermore, the study underscores the enduring relevance of these themes in contemporary society, highlighting the timeless resonance of literature to provoke introspection about the human condition. Ultimately, this paper contributes to a deeper understanding of existential themes in early 20th-century literature and their philosophical implications for individuals grappling with questions of destiny and existential meaning in the modern era. [ABSTRACT FROM AUTHOR]

The article "And who takes care of the teacher?" by Carlos Díaz, published in the magazine Scripta Theologica, highlights the importance of the role of the teacher in education. The author emphasizes that the teacher is fundamental for the construction of the school and that their work goes beyond mere transmission of knowledge. Díaz addresses the need for a personal relationship between teacher and student, as well as the importance of values such as self-reflection, patience, and courtesy in educational work. The article offers deep reflections on teaching and its impact on the formation of students. [Extracted from the article]

The use of process logs in consultation supervision can facilitate training in process and consultee-centered administrative consultation by emphasizing consultation competencies. Process logs examine various elements that support positive outcomes within a collaborative relationship, such as adherence to the problem-solving process, the use of communication skills, and considerations about diversity. Given that research on consultation training and supervision outcomes is limited, we present the process log as a learning tool that can be used within a structured supervision process that promotes trainees' self-reflection, bolstering pre-service consultation training in school psychology. First, we review the literature on the components of effective consultation training, including process logs and supervision. Then, we provide a case example to describe how the process log was utilized by a consultant-in-training to engage in critical self-reflection and document positive consultation outcomes. [ABSTRACT FROM AUTHOR]

Training in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training. [ABSTRACT FROM AUTHOR]

The necessity for students to clarify their own cognitive structure and the amount of their knowledge mastery for self-reflection is often ignored in building the student model in the adaptive model, which makes the construction of the cognitive structure pointless. Simultaneously, knowledge forgetting causes students' knowledge level to fall short of what is required to enable the subsequent learning stage. The students' cognitive map was displayed using cutting-edge cognitive graph technology to address the aforementioned problems, and the reasoning rules were created using the Dual Process Theory and Meaningful Learning Theory. The degree of memory retention in students was calculated using the universal forgetting curve proposed by Ebbinghaus. To improve semantic information, multimodal data were coupled with knowledge graph. Finally, a cognitive graph integrated into the learning path recommendation system was developed. Comparative tests were conducted to verify the system's efficacy. The experimental group outperformed the control group with an average score of 77.286. The results of the experiment show that the experimental group using the CGLPRS has significantly higher levels of knowledge use and mastery than the control group, showing that the use of cognitive graph and accounting for forgetting can significantly improve conceptual understanding and overall learning satisfaction. [ABSTRACT FROM AUTHOR]

Is suffering really bad? The late Derek Parfit argued that we all have reasons to want to avoid future agony and that suffering is in itself bad both for the one who suffers and impersonally. Nietzsche denied that suffering was intrinsically bad and that its value could even be impersonal. This paper has two aims. It argues against what I call 'Realism about the Value of Suffering' by drawing from a broadly Nietzschean debunking of our evaluative attitudes, showing that a recently influential response to the debunking challenge (the appeal to phenomenal introspection) fails. It also argues that a Nietzschean approach is well suited to support the challenge and is bolstered by the empirical literature. As strangers to ourselves, we cannot know whether suffering is really intrinsically bad for us. [ABSTRACT FROM AUTHOR]

Many lay people believe that the best way to develop a clear sense of 'who you are' is to shut yourself off from others and engage in introspection. Increasingly, however, empirical evidence points to the social aspects of identities and identity development. Building on this, we argue that a strong sense of personal identity is more likely to be derived from meaningful social interaction. More specifically, we argue that when communication allows people to develop a sense of shared identity, it can also promote a sense of personal self. Consistent with this hypothesis, evidence from three experiments indicates that social interaction indirectly enhances people's self‐concept clarity and personal identity strength, through an increased experience of shared identity and social validation. This suggests that a sense of 'me' is not formed independently of others but also through the experience of 'we' in interaction. [ABSTRACT FROM AUTHOR]

This article explores the complexities of psychiatric labeling, professional authority, and navigating the truth in mental healthcare. Advocating for professional humility and skepticism, it references critiques of psychiatry's history, its current state, and other issues surrounding the state of healthcare's integrity and ethical commitment to its patients. This article calls for nuanced understandings, prioritizing patient well-being, holistic care, and independently critical attitudes for, especially mental, healthcare professionals. Urging a shift toward patient-centered care and away from unethical systems of treatment, this article highlights the need for ongoing self-reflection and humility in striving for ethical practice. [ABSTRACT FROM AUTHOR]

This article uses a survey of Development Studies (DS) professors and students in Canada, the United States, and the United Kingdom to answer three questions about academic DS. DS is defined in part by a commitment to improve the world, and the first questions ask if the respondents believe that DS lives up to this defining criteria. The second group of questions asks about the ethical commitments of DS academics and how these commitments inform our research and teaching. Finally, I explore cross-national variation in how we practice DS. I ask about the methods, training, and disciplinary norms of DS academics across the three countries. In asking about beliefs, values, and practices and in exploring cross-national variation in our answers, I seek to both build self-knowledge about DS academics as a cross-national epistemic community and also to encourage self-reflection about how we can harmonise our empirical beliefs, ethical commitments, and professional practices. [ABSTRACT FROM AUTHOR]

Background: The concept of recovery capital refers to the sum of resources that a person has available to initiate and continue a recovery process. This concept has not been greatly explored with people with persistent substance use disorder (SUD), whose recovery is often quite long. Method: We conducted 19 qualitative interviews with 19 people (9 men, 10 women) with persistent SUD to understand the personal strengths they use in their recovery. A gender-differentiated thematic analysis of the transcripts was conducted. Findings: The analysis paints a portrait of people who, despite their difficulties, managed to use their skills and develop new ones to confront their problems: introspection, perseverance, self-belief, knowledge about recovery, etc. For women in particular, the ability to assert themselves appears to have been a survival tool in their trajectory. For most of the participants, material and financial resources were most lacking in their recovery process. Faced with a precarious financial situation, several women spoke of the need to get organized and be proactive in finding ways to support themselves. Conclusion: Contrary to a deficit-focused perspective, the concept of recovery capital leads us to focus on what is going well in these people's lives. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of addressing racism in bioethics education by critically examining both the content and the pedagogical approaches used in teaching. Topics include the need to center diverse human experiences beyond trauma; the significance of creating inclusive learning environments; and the role of lived experiences and knowledge systems of marginalized communities in shaping bioethics curricula.

Forty years ago, Gallup proposed that theory of mind presupposes self‐awareness. Following Humphrey, his hypothesis was that individuals can infer the mental states of others thanks to the ability to monitor their own mental states in similar circumstances. Since then, advances in several disciplines, such as comparative and developmental psychology, have provided empirical evidence to test Gallup's hypothesis. Herein, we review and discuss this evidence. [ABSTRACT FROM AUTHOR]

The communication classroom has long explored various matters of speech. More recently, conversations about hate speech have emerged here. However, less attention has been paid to how hate is mobilized through communication. Thus, this course explores the communicative nature of hatred by interrogating its role in the formation of social identity and perpetuation of exclusionary discourses in our rhetorical landscape. Students engage in self-reflection by embracing theories of social identity, intergroup communication, and rhetoric to examine the concept of hatred while assignments improve students' comprehension of hate's communicative power, mobilizing potential, and constituting capacities. Course: This course is an upper-level undergraduate special topics course titled "The Mobilization of Hate." It can be situated in the recurring communication curriculum. Alternatively, content could be modified to serve as a themed version of other courses. Objectives: Students should be better equipped to: (1) recognize how intergroup formation centered on hate helps to constitute individuals' social identities; (2) comprehend how discourses of hate proliferate in public spaces; (3) understand various communicative processes that give rise to acts of hate; (4) articulate the individual, group-based, and rhetorical features of hate; and (5) recognize the personal, social, and rhetorical implications of the mobilization of hate. [ABSTRACT FROM AUTHOR]

This study explores co‐creative gift systems within digital platforms. We define co‐creative gift systems as systems where consumers actively engage in content creation and co‐creation, disseminating original artistic digital gifts (i.e., content such as novels, videos, music) on digital platforms and engaging in collaborative exchanges that shape the work in progress. Using a qualitative methodology, including netnography and guided introspections, we analyze 3 years of netnographic data on Wattpad, a platform for developing and publishing written fiction. Our findings reveal the building of varying relational ties within the gift system, from casual interactions to deep connections that foster communities of practice and fandoms, and fluid role transitions between givers and recipients. These interactions and transitions impact the development of the digital gift through editorial support, narrative co‐creation, and independent reviews. This study contributes to the literature on gift giving by emphasizing the role of co‐creative gift systems in enhancing digital community interactions and content co‐creation. Future research directions are suggested to further explore co‐creative gift systems across various digital platforms and their implications for consumer research and digital content production. [ABSTRACT FROM AUTHOR]

We investigated written self-reflections in an undergraduate proof-writing course designed to mitigate the difficulty of a subsequent introductory analysis course. Students wrote weekly self-reflections guided by mechanical, structural, creative, and critical thinking modalities. Our research was guided by three research questions focused on the impact of student self-reflections on student metacognition and performance in the interventional and follow-up class. To address these questions, we categorized the quality of the students' reflections and calculated their average course grades within each category in the proof-writing, the prerequisite, and the introductory analysis courses. The results demonstrated that writing high-quality self-reflections was a statistically significant predictor of earning higher average course grades in the proof-writing course and the analysis course, but not in the prerequisite course. Convergence over the semester of the students' self-evaluations toward an experts' scorings on a modality rubric indicates that students improve in their understanding of the modalities. The repeated writing of guided self-reflections using the framework of the modalities seems to support growth in the students' awareness of their proof-writing abilities. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to explore the specific characteristics of consumers' lived experience in a brand museum within a luxury context. While previous research has investigated this experience through the lens of brand heritage, the unique attributes and prestigiousness of the luxury field have not yet been examined. The authors argue that these distinctive features may alter the brand heritage experience in significant ways. Design/methodology/approach: To understand the dimensions of a brand heritage experience in a luxury context, the authors applied a qualitative method using reflexive introspection. Specifically, the authors used 89 reflective introspections of 29 visitors of nine different luxury brand museums. Findings: The findings indicate that a brand heritage experience in luxury is based on four dimensions: aesthetic, authentic, scientific and mythic. The data also reveal the heterogeneous aspect of the experience, which varies according to the level of consumers' brand familiarity as well as whether the museum visit is led by a guide or not. Originality/value: The authors contribute to the literature by emphasizing a new dimension of a brand heritage experience in luxury: a mythic dimension. This study also unveils the impact of contextual factors on the brand heritage experience. [ABSTRACT FROM AUTHOR]

An excerpt from poem "Sky Side" by Stéphanie Ferrat is presented, which explores themes of absence, silence, and the passage of time through vivid imagery of nature, memory, and introspection.

Many organizations are adopting multiple team membership (MTM) as a job model to enhance competitiveness in the digital era. However, studies on MTM in management are still limited and there are few studies on how and when MTM stimulates employee creativity. Research has confirmed that psychological factors are key drivers of employee creativity. Therefore, we propose that MTM enhances creativity by increasing employee self-reflection. We propose that need for cognition moderates the positive effect of MTM on self-reflection and further moderates the above mediating effect. Drawing on the Software Process Hayes, model 4 is adopted to test the mediation, and model 7 is adopted to test the moderated mediation. The results show that MTM does not directly trigger creativity, but indirectly stimulates creativity through self-reflection. Furthermore, need for cognition strengthens the positive relationship between MTM and self-reflection and enhances the above mediating effect. Our study further riches the understanding of the relationship between MTM and creativity. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodsResultsConclusionWhile the stigma experienced by non-drinkers is well-documented, little is known about the factors that influence it. This study aims to test a sequential mediation model in which the amount of alcohol consumed by a drinker, predicts their experienced alcohol-related harm, which in turn predicts the concern they have for drinking and their negative attitudes towards non-drinkers.A sample of 787 Australian drinkers (Mage = 38.4 years, SD = 11.4) completed online measures of alcohol consumption, alcohol-related harms, concern for drinking and the Cheers Attitudes towards Non-drinker Scale (CANS): a scale that measures the negative attitudes toward non-drinkers via three threats non-drinkers are perceived to pose to drinkers (Threat to Fun, Connection, and Self).The model was shown to be a good fit and demonstrated a sequential mediation with significant indirect effects from alcohol consumption via experienced alcohol-related harms and concern, to each CANS subscale: Threat to Self (β = 0.402, p < 0.001), Fun (β = 0.096, p = 0.006) and Connection (β = 0.165, p < 0.001).The findings suggest that the stigma directed at non-drinkers may be enacted as a defence against an unwanted self-reflection from a drinker’s concern for their own drinking. [ABSTRACT FROM AUTHOR]

Revisiting the remarkable experimental work of the pioneering early twentieth‐century psychologist Mary Cheves West Perky (1875–1940), this article argues for the historiographical significance of her counterintuitive findings concerning the human imagination and the phenomenon of "reverse hallucination." By means of an exhaustive and forensic archival inquiry, this article reconstructs Perky's heretofore (essentially) unknown biography, providing new insights into the context and broader importance of her research, both with respect to the history of the human sciences and in relation to the history of American artistic modernism. At the same time, these pages recursively deploy her distinctive perspective on the way the perceptual experiences of reality inosculate with projective fantasy, activating her findings as a component of a nontraditional disciplinary practice. [ABSTRACT FROM AUTHOR]

The article discusses the complexities of saying "no" in William Shakespeare's Sonnets, and how this negativity challenges conventional notions of value in poetry. Topics include the relationship between poetry & value during the decline of the Petrarchan vogue; Shakespeare's critique of the sonnet form through self-reflection & paradox; and implications of quantity in Shakespeare's work, where the sheer volume of sonnets complicates the understanding of failure & success in poetic expression.

GI fellowships do not mandate curricula in career development. Often, fellows resort to peer mentorship for guidance. Fellows should recognize that the path to a successful career varies greatly based on how one defines and measures success. Through introspection, fellows will be able to craft their ideal post-fellowship position that balances wants versus needs. In this article, we cover the breadth of post-fellowship opportunities available with a focus on unique considerations for LGBTQ+ and IMG trainees. [ABSTRACT FROM AUTHOR]

Both Liang Qichao and Zhu Guangqian have carried out in-depth research on Tao Yuanming. Their interpretation of Tao showed many commonalities. They both paid attention to Tao Yuanming's era, personality and status; they both interpreted Tao Yuanming and his works from the perspective of emotion theory"; they both emphasize that Tao Yuanming's thoughts are more Confucian than Daoist. Their interpretations provide a more comprehensive material support for shaping a three-dimensional image of Tao Yuanming. These commonalities arise from their attention to the interpretation of Tao Qian and his works from a literary perspective and their implicit self-reflection in the process of interpreting Tao. This reminds future scholars to explore Tao Yuanming and his works from multiple perspectives and layers. [ABSTRACT FROM AUTHOR]

Recent theoretical perspectives have advanced that autobiographical memory processes are supported by interoception, the perception of internal bodily sensations. Yet, this relationship remains largely underexplored. The present study addressed this critical gap in the literature by systematically investigating the association between self-reported Interoceptive Sensibility and various individual differences measures of autobiographical memory. In Study 1, using a correlational approach in a large sample of participants (N = 247), we identified significant correlations between standardised measures of interoception and the general experience of autobiographical memory and the frequency of involuntary mental time travel. These associations remained significant even after controlling for potential confounding factors in terms of age, gender, and trait affectivity, underscoring their robustness. Study 2 replicated and extended the associations identified in Study 1 in another large participant sample (N = 257), further validating them by accounting for the potential confounding effect of well-being. Our findings demonstrate that individuals' ability to perceive and understand bodily signals robustly relates to how they experience autobiographical memories. By adopting an exploratory approach based on individual differences, our results provide novel and concrete insights into the association between interoception and autobiographical memory, providing a strong foundation for future investigations into the causal mechanisms connecting these two constructs. [ABSTRACT FROM AUTHOR]

This paper explores reflexivity in qualitative research, challenging conventional perspectives that revolve around the binary of 'insider' and 'outsider' positioning. While traditionally reflexivity has been understood through the lens of a researcher's socio-historical positionality, we argue for a more dynamic understanding, emphasizing that academic self-formation is an ongoing process of self-creation. Drawing inspiration from the ancient Akadēmía, where writing was a method of self-reflection, we recontextualize reflexive qualitative writing, aligning it with Foucault's interpretations of Ancient Greek and Renaissance concepts. We posit that writing, especially in doctoral research, is not just a tool for communication but a means of self-formation. This perspective redefines reflexivity as a transformative intellectual and existential process. The paper critically examines the prevailing insider/outsider binary in the research literature, suggesting that researcher identities are fluid and constantly shaped by interactions. By integrating Foucault's later work on ethics, we explore the ethical dimensions of reflexivity and the formation of the ethical subject. Ultimately, this paper contributes to the academic discourse on reflexivity, offering a more fluid, transformative view of the doctoral process and reflexive writing in qualitative research. [ABSTRACT FROM AUTHOR]

Effective requirements elicitation is crucial for the success of large-scale software projects. However, challenges arise when customers are unavailable or unable to express their needs clearly. This research presents a cost-effective model to address these challenges and facilitate efficient requirements elicitation in such scenarios. The survey is used to investigate the significance of the requirements elicitation process and its impact on software project outcomes. The key themes that emerged from the survey analysis are the importance of the elicitation process, the value of prior experience, the impact of poor requirements definition, customer engagement and communication, schedule adherence, and previous success and confidence. Based on these findings, the proposed model provides a systematic framework for requirements elicitation. It encompasses essential components such as determining customer availability, gathering domain understanding, defining project scope and objectives, conducting personal and collective introspection, consolidating requirements, refining and prioritizing requirements, developing an initial Software Requirements Specification (SRS) version, and validating requirements. This research article contributes valuable insights into the requirements elicitation process and presents a practical model that enhances understanding and capturing stakeholder needs when customer involvement is challenging, accelerates elicitation and analysis processes, improves requirements documentation accuracy and completeness, and offers competitive market advantages. [ABSTRACT FROM AUTHOR]

A simple self-experiment allows for the measurement of individual pedestrian movements, aiming to understand the deviations from intended directions seen in heterogeneous human crowds. The method involves pedestrian self-observations using the GPS sensor of a smartphone, providing a unique perspective on individual behavior within a crowd and offering a means to evaluate average pedestrian speed. The study is focused on individual mobility in the context of a heterogeneous crowd rather than the behavior of a crowd composed of similar types of people. With this study, an important contribution to the understanding of interpersonal distances in heterogeneous crowds is made. [ABSTRACT FROM AUTHOR]

This note discusses the relationship between AU Introspection (i.e., an agent is unaware of some event, then she is unaware of that she is unaware of the event) and Symmetry (i.e., an agent is unaware of some event if and only if she is unaware of the complement set) for non-trivial unawareness (i.e., there is an event an agent is unaware of). without Negative Introspection using a set-theoretical approach in standard state-space models. Previous studies have explored the equivalence between Negative Introspection and AU Introspection, or the equivalence between Negative Introspection and Symmetry, by assuming Necessitation of the knowledge operator. As a corollary, AU Introspection is equivalent to Symmetry. However, no studies have shown the relationship between AU Introspection and Symmetry without Necessitation. Therefore, we explore this issue. Our main result shows that if the knowledge operator satisfies Monotonicity, Truth, and Positive introspection, then Modica and Rustichini's definition of unawareness leads to the equivalence of AU Introspection and Symmetry. In other words, we show that both AU Introspection and Symmetry hold without clashing with non-trivial unawareness. [ABSTRACT FROM AUTHOR]

Are we acquainted with the self in experience? It may seem so. After all, we tend to be confident in our own existence. A natural explanation for this confidence is that the self somehow shows up in experience. Yet philosophers in both the Eastern and Western philosophical traditions have been sceptical of self-acquaintance. Despite centuries of debate, the matter remains controversial. But the persistence of this dispute is puzzling. Why can we not simply settle this question by introspection? Here, many philosophers hold that the self is elusive. Hence, to address this question we need to use a more indirect method. To this end, philosophers have turned to pathologies of self-awareness such as depersonalization and thought insertion to argue for self-acquaintance, a strategy I label the Pathology Argument. In this paper, I criticize the Pathology Argument on the grounds that we can better explain the symptoms of these disorders without appeal to self-acquaintance. [ABSTRACT FROM AUTHOR]

When you read the title Notes to Self, perhaps what comes to mind are the words we write in the margins of notebooks or on scrap pieces of paper stuffed between book pages to be rediscovered in the future. Maybe the title sparks thoughts of voice memos, journal entries, underlined texts, or reminders scribbled on sticky notes that are seen every day with hopes that they will take permanent residence in your mind. The phrase also alludes to a lifelong journey that leads to an ultimate destination: a full, authentic, and evolving sense of self. Notes to self are fragments to lead us closer to a more whole composition and definition of our being. This curatorial project highlights archival materials that lay bare how intimacy, interiority, and reflection show up not only in artists' moments of introspection, but also in interactions among soulmates, peers, chosen family, and friends. Letters, notes, and photographs created by companions and counterparts, and kept in artists' papers, hint at the relatable desire to cherish the materials that make us feel cherished. They affirm how we are seen through the eyes of others, especially those who see our depths. They contribute to our sense of self and how we might hope to be remembered. [ABSTRACT FROM AUTHOR]

Purpose: We evaluated whether recalling personal achievements would result in an increase in feelings of pride, and if so, whether social anxiety (SA) moderated this relationship. Methods: Community samples were recruited in 2022 via the online platform Prolific. On average, participants in both studies were aged 32–33, had some post-secondary education, were married/cohabitating and self-identified as White (60%), Asian (10%) or Black (7%). Participants completed measures of state pride and affect before and after different types of writing tasks. Study 1 participants (N = 398) recalled and wrote about either one or three personal achievement experiences. To control for the general effects of self-reflection, Study 2 participants (N = 396) wrote about either achievement or non-achievement-oriented events. Results: Mixed-model Time X Condition ANCOVAs were conducted with pride as the dependent variable and social anxiety as covariate. Both studies revealed significant increases in pride and positive affect following recall of achievement events, and (Study 2) no significant change following recall of non-achievement events. SA had no significant effect on change in pride, suggesting that SA did not suppress the benefits of achievement recall. Conclusions: Facilitating recall of personal achievements may help to heighten pride and positive affect regardless of social anxiety level. The results support further research on the role of pride in social anxiety. Highlights: Participants recalled and wrote about personal achievements. Achievement recall significantly increased feelings of pride. Social anxiety did not affect type of achievements recalled. Social anxiety did not impede increases in pride. [ABSTRACT FROM AUTHOR]

Modes of presentation (MOPs) are often said to have to be transparent, usually in the sense that thinkers can know solely via introspection whether or not they are deploying the same one. While there has been much discussion of threats to transparency stemming from externalism, another threat to transparency has garnered less attention. This novel threat arises if MOPs are robust, as I argue they should be according to internalist views of MOPs which identify them with representational vehicles, such as mental files. I explain how identifying MOPs with vehicles/files threatens transparency, provide empirical illustrations, and critically examine some attempts to dispel the threat. Rather than abandoning transparency, I outline a way of reconciling it with a robust view of mental files which takes seriously the idea that they are targets for investigation in cognitive science. Transparency does not require introspective access, and rather than as an incontrovertible principle for individuating MOPs, we can view it more modestly, as an open empirical hypothesis. [ABSTRACT FROM AUTHOR]