Buradasınız

Anasayfa » Content

BİLİŞSEL-YAŞANTISAL BENLİK TEORİSİ VE YAPILANDIRMACI DÜŞÜNCE

COGNITIVE-EXPERIENTIAL SELF-THEORY AND CONSTRUCTIVE THINKING

Journal Name:

  • Marmara Üniversitesi Eğitim Bilimleri Dergisi

Publication Year:

  • 2008

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Cognitive-experiential self-theory (CEST) is a broadly integrative theory of personality. According to CEST, humans operate by two fundamental information-processing systems, a rational system and an experiential system. The two systems operate in parallel and are interactive. Experiential system adapts by learning from experience rather than by logical inference. It operates in a manner that is preconscious, automatic, rapid, effortless, concrete, associative, primarily nonverbal, and minimally demanding of cognitive resources. In contrast, the rational system is an inferential system that operates according to a person's understanding of the rules of reasoning and of evidence, which are mainly culturally transmitted. Unlike the experiential system, it has a very brief evolutionary history. It operates in a manner that is conscious, analytical, effortful, relatively slow, affect-free, and highly demanding of cognitive resources. Maladaptive thoughts stem from discordance between two systems, failure in need fulfillment, sensitiveness and compulsions. According to CEST, all behaviors are seen as the results of the combined operation of both experiential and rational system and adaptation is the balance between the two systems. Sources of maladjustment are discordance between two systems, failure in need fulfillment, and sensitivities and compulsions (Epstein, 1994). Balance between the two systems provides to develop of constructive thinking. Constructive thinking is degree to which a person's automatic thinking that facilitates problem solving in every day life at a minimum cost in stress (Epstein, 1998).
Bookmark/Search this post with
Abstract (Original Language): 
Bilişsel-Yaşantısal Benlik Teorisi (Cognitive-Experiential Self-Theory [CEST]), birçok kişilik teorisinin bütünleştirilmesi ve bir araya gelmesi ile ortaya çıkmış bir kişilik teorisidir. Teoriye göre birey, çevresine "yaşantısal" ve "akılcı" bilgi işleme süreci ve sistemi sayesinde uyum sağlamaktadır. Yaşantısal sistem, mantıksal çıkarımlardan çok kişisel yaşantılar yoluyla gelişen bilgi ve kişilik sürecidir. Bu sistem, çevresel taleplere bilinçsizce, otomatik şekilde, hızlı, soyut, çağrışımsal, sözel olmayan ve çok fazla bilişsel çabalar çaba gerektirmeyen tepkiler ile cevap vermektedir. Akılcı sistem, yaşantısal sistemin aksine, somut, mantıksal ve kanıtsal yargılarla bilinçli düzeyde işleyen ve kültürel olarak transfer edilen bilgi toplama sürecini kapsamaktadır. Yaşantısal sisteme göre daha kısa geçmişi olan bu sistem, bilinçli, analitik, çaba gerektiren, kısmen daha yavaş, duygulardan bağımsız ve üst düzey bilişsel becerileri gerektiren tepkiler ile fonksiyonlarını yerine getirmektedir. Teoriye göre tüm davranışlar hem yaşantısal hem de akılcı sistemin etkileşiminin bir sonucudur ve sağlıklılık bu iki sistem arasındaki dengedir. Uyumsuzluk ise, iki sistem arasındaki uyuşmazlıktan, ihtiyaçların karşılanmasındaki başarısızlıktan, hassasiyet ve baskılardankaynaklanmaktadır (Epstein, 1994). Bu iki bilgi toplama sistemin birlikte ele alınması ve geliştirilmesi, bireyin günlük yaşam fonksiyonlarını ve etkili başa çıkma becerilerini kapsayan, saf akıl ile işlemeyen bilişsel süreçleri kullanmasına yani yapılandırmacı düşünce geliştirmesine olarak sağlamaktadır (Epstein, 1998).
FULL TEXT (PDF): 
PDF icon arastirmax-bilissel-yasantisal-benlik-teorisi-yapilandirmaci-dusunce.pdf
  • 28
57
67
  • Turkish

REFERENCES

References: 

Caruso, J.C.,& Spirrison, L.C. (1994). Early memories, normal personality variation, and coping. JournalofPersonality Assessment, 63 (3), 517-533.
D'Zurilla, J. T.,& Chang, E. C. (1995). The relations between social problem solving and coping. Cognitive Therapy andResearch, 19 (5), 547- 562.
Epstein, S. (1979a). The ecological study of emotions in humans. In P.Pliner, K.R.
Blankstein, & I.M. Spigel (Eds), Advences in the study of communications and affect, Vol:5, Perception of emotions in selfand others (pp 47-83). N.Y: Plenum.
Epstein, S. (1989). Values from the perspective of Cognitive-Experiential Self-theory. In N.
Eisenberg, J. Reykowski, & E. Staub (Eds.), Social and moral values (pp. 3-22). Hillsdale, NJ: Lawrence Erlbaum Associates.
Epstein, S. (1990).Cognitive-experiential self theory. In S.Epstein (Ed.), Theoretical perspectives (pp.165-191). New York: Guilford.Press.
Epstein, S. (1991a).Cognitive-experiential self theory: An integrative theory of personality.
In R.Curtis (Ed.), The self with others: Convergences in psychoanalytic, social, andpersonalitypsychology (pp.111-137). New York: Guilford.
Epstein, S. (1991b). Cognitive experiential self-theory: An integrative theory of personality. In R.C. Curtis (Ed.), The relational self: Theoretical convergences in psychoanalysis and social psychology, (pp.111-137). New York: The Guilford Press.
Epstein, S. (1991c). Cognitive experiential self-theory: Implication for developmental psychology. In M.R. Gunnar & L.A. Sroufe (Eds.), Self processes and development, (Vol. 23, pp.79-121). Hillsdale, NJ: Lawrence Erlbaum.
Epstein, S. (1993). Implications of cognitive-experiential self-theory for personality and developmental psychology. In D. Funder, R. Parke, C. Tomlinson-Keasey, & K. Widaman (Eds.), Studying lives through time: Personality and development (pp. 399-438). Washington, DC: American Psychological Association.
Epstein, S. (1994). Integration of the cognitive and psychodynamic unconscious. American Psychologist, 49, 709-724.
Epstein,S. (1998) Constructive thinking: Key to emotional intelligence, Greenwood Publishing Group.
Epstein, S. (2001). Manual for the Constructive Thinking Inventory. Odessa, FL: Psychological Assessments Resources.
66
Epstein, S. (2002). Cognitive-experiential self-theory of personality. In T. Millon & M. J.
Lerner (Eds.), Comprehensive handbook of psychology, Vol. 5 (pp. 159-184): Personality and Social Psychology. Hoboken, NJ: Wiley.
Epstein, S. (2003). Cognitive-experiential self-theory of personality. In Millon, T., & Lerner, M. J. (Eds), Comprehensive Handbook of Psychology, Volume 5: Personality and Social Psychology (pp. 159-184). Hoboken, NJ: Wiley & Sons.
Epstein, S., Pacini, R., Denes-Raj, V., & Heier, H. (1996). Individual differences in intuitive-experiential and analytical-rational thinking styles. Journal of Personality and SocialPsychology, 71, 390-405.
Hurley, J. (1991). Related measures of constructive and rational thinking. Journal of Psychology, 2 (125), 7-10.
Spirrison, C.L.,& Gordy, C.C. (1994). Nonintellective intelligence and personality: Variance shared by the Constructive Thinking Inventory and the Myers-Briggs Type indicator. Journal ofPersonality Assessment, 62 (2), 352-363.
Watson, P.J., Morris, R.J., Hood, R.W., Miller, L., & Waddell, M.G. (1999). Religion and the experiential system. Relationships of constructive thinking with religious. International Journalfor the Psychology ofReligion, 9 (3), 195-208.
67

Thank you for copying data from http://www.arastirmax.com